An Experimental Study Of The Graded English Teaching In Senior High Schools

In Hunan province, senior high schools all adopt Advance with English by Oxford University Press as teaching materials, which have greater capacity with special features, put forward higher requests on students and teachers. If teachers can not attract all students by certain teaching methods while giving lessons, certainly it will produce very big resistance towards both teaching and learning.Students at all levels are harmed on improving their English skills by time-wasting, low-efficiency factors in high school English teaching. Although teaching materials are continually updated and the new English curriculum has been implemented, instructing all the students of different levels with the same materials, the same standards, the same teaching mode, good results obviously can’t be achieved. In recent years because of the reform of school enrollment system in high school, students enrolled consist of complex levels, including money-paying students, school-selecting students and formally——admitted students. It increases the difficulty of teaching artificially. Although they have learned English for a few years, have understood some basic syntactic structures and have mastered a certain vocabulary, students differ greatly in levels in many aspects objectively, such as the interest and motivation to learn English, the ability to use language, the systematic and comprehensive basic skills, the overall perception of the language and other intellectual or non-intellectual factors.The Graded Teaching is the topic extensively discussed in recent years. It is extensively thought that the Graded Teaching is advantageous to carrying on teaching according to a student’s actual circumstance. But the majority of these cultural heritages are based on the obvious graded teaching mode and the recessive graded teaching mode inside the class. There are few researches which are concretely combined to a student’s each English technical ability. Therefore, the author concretely carried on1year’experiment research on the influence of graded teaching on students’each English skills.The innovation of this experiment lies in using the mode in English teaching in a senior high school, carrying on an analytical summary which is combined to the experiment result and putting forward the concrete influence of graded teaching on students’each English skills. The merit and shortcoming of graded teaching and effective improvement opinions are put forward in this thesis, which provides experience to carry out the mode extensively in future. The results of this experiment shows that the mode of graded teaching can effectively promote excellent students and common students’listening skills, can help common students use English grammar knowledge better, can consumedly raise excellent students and common students’ reading skills, can effectively raise common students’ writing skills.