A Research On Graded Teaching In A Vocational School

The thesis is to study the necessity of graded teaching of English in vocational schools and to set up a general intra-class graded teaching mode through a teaching experiment. Multi-evaluative system has also been put forward as well.Graded teaching satisfies the needs of teaching reform in vocational schools and corresponds to the perspective of Modern Education Theory on individual differences; therefore, the research has both practical and theoretical meanings. The aim of the study is to make teaching be in line with individual differences in learning and meet the different needs of studying. Students learn effectively and successfully with their own basic level so that they can strengthen their confidence in learning ability and increase their interest in learning, thus improving the quality of English teaching in vocational schools and satisfying the students'different needs.Through a careful literature review and a large amount of reading of related materials, the researcher puts forward a general mode of intra-class graded teaching suitable for teaching practice in vocational schools with teaching strategy accordinglyThe so-called graded teaching means classifying students into different levels for teaching according to students'intellectual level, learning proficiency and non-intellectual factors so as to improve students with different steps. The essence of it is to promote students to achieve maximum development within their ability by taking scientific measures to interfere and adjust the differences actively in face of objective individual differences. The research of the thesis is based on Vygotsky's Theories of Proximal Development Zone, Gardner's Theory of Multiple Intelligences and Bloom's Mastery Learning Theory.In Chapter Two, the researcher illustrates the teaching requirements and characteristics of vocational schools. The requirements are that teaching must meet the students'different needs for finding jobs and pursuing further studies in the future and it also must meet the different needs among different majors. The main characteristics are that English teaching must serve professional course. Compared to high schools, the teaching aim is lower.In Chapter Three, the present situation and problems of the teaching in vocational schools are analyzed. The main problems lie in a lack of no special professional character in teaching, teaching process hard to control for teachers and little interest in English learning among students. The researcher lists the reasons for the problems in three aspects---teaching concept, text books and teachers. In Chapter Four, a specific mode of graded teaching is designed including different aims, different tasks, graded teaching, different instruction, different tests and different evaluation.In Chapter Five, the application of the mode of graded teaching is illustrated, which includes the determination of experimental subject, the principles and methods of grading students, graded teaching in different steps, multiple-evaluative mode, etc. The result and the evaluation about graded teaching are presented in the following chapter..Chapter Seven deals with the enlightenment of group teaching in vocational schools. Graded teaching has a good effect on English teaching in vocational schools; However, it also meets with some obstacles in the process of graded teaching. So it is very necessary to hold the three factors—the mode of the school teaching and management, the teacher's executive ability and the students'attitude toward graded teaching.To teachers, graded teaching is an exhausting teaching practice without instant effect. It's necessary to summarize the experience constantly and improve teaching modes in graded teaching process, thus promoting students'enthusiasm and initiative and satisfying the different needs of studying.