How to implement layered teaching in English classroom teaching

Hierarchical teaching means that teachers scientifically divide students into several groups of similar levels based on students’ existing knowledge, ability levels and potential tendencies and treat them differently. These groups are treated according to the teacher’s appropriate stratification strategies and best developed and improved through interaction. Also known as group teaching and ability grouping, students are divided into groups of different levels according to their intelligence test scores and academic performance, and teachers teach according to the actual levels of different groups.

Introduction

The so-called tiered teaching has focused on several points: ① Students’ existing knowledge and ability levels ② Levels ③ All students get what they deserve improve. Based on various opinions, stratified teaching is very popular in some Western countries, especially the United States. It is generally implemented in middle schools, and some schools implement it in the upper grades of elementary schools. The main model of layered teaching 1. In-class stratified target teaching model

Edit the main model of stratified teaching in this paragraph

(also known as the "stratified teaching, classified guidance" teaching model) It retains the administrative class, but In teaching, based on the actual conditions of good, average and poor students, different levels of goals are determined, different levels of teaching and coaching are carried out, and different levels of testing are organized to enable all types of students to fully develop. Specific methods: ① Understand the differences and form groups by classification. ② Classify goals based on differences. ③ Facing everyone and teaching students in accordance with their aptitude. ④ Stage examination, classified assessment. ⑤Development evaluation and continuous improvement.

Hierarchical class model

Based on the results of the main cultural courses conducted by the school and according to the students’ knowledge and ability levels, they are divided into three or four levels to form a new teaching group ( Temporarily called teaching classes A, B, C, and D). "Walking classes" does not break the original administrative classes. It just means that when studying these cultural classes, students go to different classes according to their respective levels. "Walking class" is actually a kind of sports-like, large-scale layering. Its characteristic is that teachers reorganize teaching content according to students at different levels and determine teaching goals that are compatible with their foundation and achievable, thereby reducing the learning difficulty of "students with learning difficulties" and satisfying the needs of "students with learning difficulties" to expand their knowledge. need.

Outdoor hierarchical teaching

Ability target hierarchical monitoring model

Ability target hierarchical monitoring model

Layering of knowledge and ability In teaching, students first choose the corresponding learning level according to their own conditions, and then adjust the level at the end of the semester based on their efforts and the status of subsequent learning. This form refers to the foreign "core skills" principle, giving students more independent choices. On the basis of understanding society and self-understanding, students can scientifically connect their own conditions and stage goals, which is more conducive to "Teaching students in accordance with their aptitude" in terms of subject knowledge and abilities. In terms of teaching, this model is also equipped with a "stratified test card" (i.e., a layered target exercise book). Since the "stratified test card" evaluates students at multiple levels on the premise of acknowledging differences in human development, Give due recognition to each student's work results. To implement this evaluation method, the test content should focus on testing the content learned in class (as long as you listen carefully, you can reach the standard), and pay attention to the organic combination of students' new and old knowledge structures. Higher-level students should focus on creating Ability and testing (requires brainpower and innovative spirit). Class teaching

"Individualized" learning model

"Individualized" learning model

"Individualized" learning is actually a broad Layering. The key to its "individualized" teaching based on the Internet is that the design is suitable for all types of students and allows students to independently choose teaching content, teaching objectives, training materials, assessment materials and other materials. Students use the Internet to conduct step-by-step hierarchical learning, and each time they reach a goal, they automatically enter the next knowledge module. Since the computer database stores a large amount of teaching information, students can improve accordingly by selecting the teaching progress under the guidance of teachers.

5. The "layered interaction" model of classroom teaching

The "layered interaction" teaching model is actually a classroom teaching strategy.

The "stratification" here is an implicit stratification. First, teachers must master the learning status, knowledge level, specialties, hobbies and social environment of each student in the class through surveys and observations, and group students according to their psychological characteristics. Form a learning group. Utilize group cooperative learning and mutual help and mutual learning among members to give full play to the interaction and stimulation between teachers and students and between students, and create opportunities for overall development for each student. In particular, the interpersonal interaction among students takes advantage of the differences and cooperation awareness among students to form a collective force that is conducive to the coordinated development of each member.

6. Stratified model of targeted training

This model is mostly limited to vocational education. It refers to teaching in different classes according to students’ graduation destination. The specific method is: conduct a thorough investigation when enrolling, not only to understand the students' knowledge and ability level, but also to understand the students' choices for employment and further education. While respecting the opinions of students and parents, it also provides feedback on the students' own academic situation and correct positioning. Then, based on the students' foundation and development, they are divided into two levels, the class for further education and the class for employment. The main cultural courses of the two classes are arranged with the same teaching materials and the same progress, but the teaching objectives and the difficulty of knowledge are different. The entrance class pays more attention to the training of test-taking ability, while the employment class highlights the combination of cultural knowledge and professional practice. When second-year students take the proficiency test and pass the test, the school provides students with a second choice. The entrance class further strengthens cultural courses and major professional courses, while the employment class focuses on vocational skills training. Basis for stratification: Taking some states in the United States as an example, stratification is mainly determined based on intelligence test scores, academic achievements, teacher opinions and parent opinions. Scope of stratification: Stratification is usually implemented in major subjects, such as mathematics, English, science, and social studies. Stratified management: Generally, a flexible mechanism is implemented. Stratification is not fixed and needs to be adjusted every semester or academic year. The main basis for changes in levels is the student's learning situation. If there is significant progress, it can be adjusted upward. If learning is difficult, it can be adjusted downward. Because they are grouped according to subjects, there are actually very few students who are in Group A or all subjects in Group D. Most students study different subjects in groups at different levels. The advantage of hierarchical teaching is that due to the addition of intelligence tests and scores as a basis, the foundation and level of students at the same level are more consistent than under the general class teaching system, so students' learning and teachers' teaching are more convenient. Since different subjects are grouped into their own groups, they can better adapt to students' interests and differences.

[1] The disadvantage of layered teaching is that it is more complex in management

Edit this paragraph Overview of research on layered teaching at home and abroad

Since layered teaching was introduced into school teaching in the early 20th century , stratifying classes has become a main feature of school education. Since 1916, research on stratified teaching has also been carried out. Stratified teaching is a controversial topic in educational theoretical research, and it has gone through a The development process of "saddle type". Stratified teaching first appeared in the United States. At the beginning of the 20th century, the United States was facing a large influx of immigrant children. In order to educate these new students with different backgrounds, education officials believed that it was necessary to classify students according to their ability and previous experience. They were classified (stratified) according to their academic performance. By the 1950s, almost all primary and secondary schools in the UK were dividing students into different tiers according to their abilities, and they always stayed in the same class to learn all the courses. But began to be influenced by Criticisms from various quarters believe that it strengthens racial inequality and adopts unequal and differentiated treatment methods for students at different levels, causing discrimination against "low-energy children" and causing them physical and mental harm, while treating "high-energy children" Special care is given to them, which encourages their arrogant habit. At the same time, due to stratification, the gap between students is deepened, which easily causes social conflicts and is an undemocratic teaching organization form. As a result, stratified teaching falls into In 1957, the satellite of the former Soviet Union was launched into the sky, which caused Western countries, especially the United States, to criticize and reflect on the education system, creating a sense of urgency to accelerate the cultivation of "cutting-edge talents (elites)", thus restoring the stratification The emphasis on teaching has been carried out, and re-experiments, re-researches and current evaluations have been carried out, forming a new research climax on stratified teaching. After re-research, educators have found that there are objectively great differences in the intelligence and abilities of children. In addition, the high degree of social division of labor in highly democratic industrialized countries requires a variety of talents with different abilities, qualifications and levels. According to surveys, in the mid-1960s, 96% of teachers in British primary schools taught in stratified classes. In the 1970s, the French government required the third and fourth grades of junior high schools to be stratified and to open technical classes that would be diverted to vocational education. From the 1970s to the mid-1980s, research on tiered teaching showed two opposing views: one is Those who hold a favorable attitude believe that it is easier for teachers to teach in stratified homogeneous classes and will have positive effects on students. The other person holds an opposing attitude and believe that stratified teaching is unfair to poor students and that it is detrimental to students’ academic performance. Achievements did not have a significant effect. In the 1990s, due to the US government's emphasis on elite talents and academic achievements, most schools returned to the practice of stratified teaching. According to a 1993 survey in the United States, 86 public schools Middle schools are still implementing stratified teaching, but the methods have been adjusted. According to existing research, there is still no unified conclusion on whether stratified teaching is good or bad. Different teaching purpose values ??make people have different opinions on stratified teaching. Evaluations of teaching are mixed with praise and derogation. The combination of "stratified teaching" and "small class" teaching, "subject education" and "appreciation education" in the United States can better develop students' autonomy. Overseas, stratified teaching has various forms. , there are basic classes, advanced classes, etc., and an elective system has been formed. However, most schools in our country have large classes and overloaded teaching. Blindly copying foreign stratified teaching models does not work. Therefore, how to implement stratification in China Teaching is worth exploring. Since the 1980s, my country has introduced the concept of stratified teaching. Schools in various provinces and cities in the country have conducted research and practice on stratified teaching. There are successful and failed examples. Various places are implementing English stratification. In the process of teaching, many experiences and practices have been summed up that are worthy of promotion and reference. For example, the educational experiment of stratified teaching of English subject in Beijing No. 11 Middle School achieved remarkable results and had a great impact at the time. In the early 1990s, Shanghai He was the first to propose an experiment. In 1993, the educational experiment in the English subject of Fuzhou No. 8 Middle School included parallel classes and hierarchical teaching, which greatly improved the quality of teaching. In 1999, Dongguan Tangxia Polytechnic School implemented a stratified teaching practice based on further education and employment. For two consecutive years, more than 170 graduates have passed the higher vocational and general college entrance examinations. In 2001, Qingdao Economic Vocational School implemented the "shift system" hierarchical teaching management in English and mathematics, and the results were significant.

(Excerpted from "China Education News", Page 13, May 13, 2004) Shandong Weihai No. 2 Vocational Middle School implemented an experiment of hierarchical teaching in mathematics and English for 2001 students, dividing mathematics and English into A and B. level, changing the original fixed class teaching system into a fixed class teaching system and a two-level teaching system of A and B. The results showed that the average English score difference between the experimental class and the control class was not significant, but the excellence rate was significantly higher than when enrolling; although The English learning enthusiasm of level A (students with moderate to poor standards) has improved a lot, but the teaching pressure of level A is very high. Eight vocational schools in Shenyang City have implemented English teaching in different levels from 2000 to 2005, and students in level A, B, and C are respectively Carry out exploratory teaching, improvement teaching and compensatory teaching. Experiments show that students with better grades make faster progress, and students at all levels learn in their own space, thus promoting the optimal development of all students. Pudong Foreign Studies, Affiliated to Shanghai International Studies University The school conducted experiments on four B classes (divided into A and B levels) from 2002 to 2003. Through personalized design and implementation of curriculum types, teaching material combinations, classroom activities, extracurricular learning requirements, evaluation standards, etc., the B classes were greatly improved. The confidence and learning efficiency of C-level students in learning English. Beijing Foreign Trade School conducted a "class system" tiered teaching experiment in English teaching in 2003. The results showed that it did more harm than good. The self-esteem of C-level students was affected and their self-confidence was reduced. It is recommended to use Intra-class stratification system. The Affiliated Middle School of Wenzhou Teacher Education College conducted English stratification on the 2003 high school freshmen to explore the advantages and disadvantages. The experimental results showed that stratification is conducive to improving the enthusiasm and self-confidence of middle and high-level students, but it has a negative impact on performance. Students at low levels have no positive impact and may be counterproductive. Since the late 1990s, many secondary vocational schools have carried out the practice and exploration of tiered teaching. Some implement tiered teaching for all courses, and some for a certain subject. Layered teaching, especially the English subject. Over the past ten years, the layered teaching experiments carried out in secondary vocational schools have provided a feasible basis for layered teaching through continuous practice and improvement. Many education web pages have published relevant "stratified teaching" Articles on "stratified teaching", such as Liu Shuren's "On the Stratified Progressive Teaching Model", Jiang Guoping's "Analysis on the Implementation of Stratified Teaching Model in Vocational Schools", Cheng Guiqin's "Report on Stratified English Teaching", Liu Shaojuan et al. "Highlighting the subject position and trying to promote layered teaching - Exploration and practice of layered teaching of English and mathematics" etc. Although the research on layered teaching is not a new topic, many experts have conducted relatively in-depth research on this topic. Put forward the concept of layered teaching and put forward certain plans for the specific implementation of layered teaching. However, there is no link for the keyword "layered teaching of English in technical schools" in the China Journal Network, and there is no search on the Internet, which shows that the layered teaching There is very little practice and research on layered teaching in technical education. Although layered teaching is used in secondary vocational schools, and is mostly in the form of class-based layered teaching, these plans are difficult to implement, and there is still a certain degree of operability. Regarding the problem, there is still a lack of necessary operational measures on how to implement layered teaching in classroom teaching. Therefore, it is necessary to conduct research and discussion on layered teaching from the perspective of technical schools.