As an innovative teaching mode, tiered teaching can effectively cope with students’ individual differences and improve learning effects. In this paper, a dynamic equilibrium model of English layered teaching strategy is designed by combining the multi-subject game theory, which aims to optimize the teaching strategy and improve students’ English learning performance through game analysis. The study firstly analyzes the interests and strategy choices among the subjects by establishing a game model involving administrators, teachers and students. Using SPSS data analysis, the study found that tiered teaching had a significant positive effect on student achievement. Students’ English scores in the experimental class improved by an average of 15.16 points, while those in the control class improved by only 0.96 points. Further analysis showed that student levels are closely related to teachers’ teaching strategies, and the active participation of teachers and administrators can promote the effects of tiered teaching. In addition, the simulation results based on the game model showed that students’ academic performance improved more significantly when the initial willingness of administrators and teachers was higher. This study provides specific instructional improvement strategies for educational administrators, especially in the implementation of tiered instruction, emphasizing the active participation of teachers and the policy support of administrators.
