在中学英语教学中,出现两极分化现象实际上与教师的教育理念和教学方法有着很大关系。这主要表现在:枯燥说教和乏味单调的练习常常让学生感到厌烦,特别是过于强调词汇和语法的死记硬背而不注重培养英语综合运用能力,以至于有些学生畏惧、厌恶和逃避学习,加之教师在教学中常常有意或无意地以优秀学生的学习需求为目标导向,导致一些学生无法适应过快的教学节奏过高的学习任务,久而久之,就会出现部分学生学习兴趣下降,成绩滑落,逐渐丧失学习信心和动力,甚至导致厌学弃学。如此一来,同班学生之间学习渐渐拉开差距,最终产生和加剧了两极分化现象。因此,对于教师而言,如果运用合理教学方式,使得学生 In secondary school English teaching, the phenomenon of polarization appears to have a great relationship with teachers’ educational philosophy and teaching methods. This is mainly manifested in the following: boring preaching and boring monotonous practice often make students feel tired, especially too much emphasis on vocabulary and grammar rote rather than cultivate the ability to use English comprehensively, so that some students fear, dislike and avoid learning, coupled with Teachers often intentionally or unintentionally aim at the learning needs of excellent students. As a result, some students are unable to adapt to the task of learning too fast and too fast. Over time, some students may experience less interest in learning, slips in grades and gradually Lost confidence in learning and motivation, and even lead to tired of learning. In this way, learning among students in the same class gradually widened the gap and finally produced and aggravated the polarization. Therefore, for teachers, if the use of reasonable teaching methods, make students