On Graded Chinese Teaching In Secondary Sports School

Secondary sports schools are professional schools to develop high level sportsreserve talents for the country. These schools focus on the student’s physical skills andexpertise in enrollment and cultural level requirements are relatively lax, thus causingthe students literacy vary, which give teachers teaching more difficulties. But in actualteaching, teachers are not according to students of the "difference", and"individualized", and cannot achieve effective teaching. In response to this problem,this paper proposed the concept of "graded Chinese teaching" in secondary sportsschools.This paper analyzes the current situation and causes of Chinese teaching insports schools. Mainly, the teachers are not emphasis on students’ learningcharacteristics, and are lack sufficient knowledge of the psychological characteristicsof students. Classroom teaching is seriously out of students’ actual situation, leadingto students’ low interesting in learning. The students are lack of active participation inthe lassroom, and the teachers are unable to achieve effective teaching. Teachingbecomes an arena where a small number of students experience success, and moststudents have suffered a failure. This papers, which bases on theoretical knowledgeand psychology of teaching and education, combines with the attemption and practicein teaching, proposes specific strategies of graded teaching, including students tieredstrategy, target segmentation strategy, hierarchical teaching strategies, assessmentlayering strategy. In students tiered strategy, we should according to the students’intelligence factors and non-intellectual factors, not just on the scores; in layeredtargets, we should combine with the actual situation in sports school, and give a boldbreakthrough in the new curriculum restrictions, and layered design allows studentslightening; in layered teaching, we should according to layered situation, take intoaccount the needs of students at different levels, and use layered teaching skills andmethods; in layered evaluation, we should according to different levels of students,use different standard; according to sports students’ psychological features, give moreencourages, and more incentives. These strategies have practical significance for graded Chinese teaching in sports schools; play an important role to strengthenlanguage teaching and to improve students’ language literacy in sports schools.