The Study Of Multi-Level Teaching In Senior School English Classrooms

With the development of the information technology and economic globalization,English plays an increasingly important role in the international communication andcompetition in various fields. There is a higher demand for high quality talents in somany fields that we must develop a new form of education that can help cultivateindividuals to develop in a more balanced way both mentally and physically,meanwhile, as the economy and education of our country develop, high schooleducation has been widely carried out in the whole country. The function of“electingtalents”of the entry examination has been greatly weakened. School students consistof complex levels. One teaching model for all the students can’t meet the needs fordifferent students with different aptitudes and in different levels.Considering all the above, an experimental research was carried out in JinanHonglou High school from November 2010 to July 2010.Two classes are chosen asthe subjects, Class 6,the control class taught in traditional instruction, Class 5,theexperimental class taught in multi-level instruction.A brief overview is given on instructional goals and the present situation inChinese high schools in introduction. The significance and necessity of multi-levelteaching are presented in this part as well. An overview on the studies in westerncountries and in China is presented respectively. Multi-level teaching put forward forthis research is based on an overall analysis on studies of multi-level teaching andcurrent situations about education in China. Multi-level teaching finds its theoreticalsupport from Vygotsky’s“the Zone of Proximal Development”; Babansiji“TheConcentric Circle”; Bloom’s "Learning for Mastery," and Krashen’s“Input Theory”.Then, it comes up with the implementation of multi-level teaching in Honglou HighSchool, where different teaching goals, designs, assignments are offered according tothe academic achievements of students. The data of the pre test and post test arecollected ,statistical analyses of pretest scores and posttest scores are conducted by theGraph Pad Prism 5 to study the effects of multi-level teaching experiment; a questionnaire is made in the experimental class, and the results are analyzed withExcel 2003, trying to find its effects on students’achievements and the students’attitudes towards multi-level teaching.From the results and related analysis, we find out that multi-level teaching canenhance the subjects’achievement, especially the middle achievers; most studentstake a positive attitude towards this multi-level teaching experiment, but havedifferent opinions about the grouping way according to their academic achievements.All these tell us we should carry out multi level teaching, in the meanwhile, not onlydo more research about the students’learning background and their difficulties; butalso consider more about the students’interest and learning aptitudes when grouping;try to care more about the needs of each individual.Further research needs to be done to obtain more precise data and to exploremore effective ways of multi-level teaching.