brief introduction
The so-called hierarchical teaching is emphasized as follows: ① the existing knowledge and ability level of students; ② Layered teaching; (3) all the students have been improved. Based on various viewpoints, hierarchical teaching is very popular in some western countries, especially the United States, and is generally implemented in middle schools, and some schools implement it in the upper grades of primary schools. The main mode of hierarchical teaching is 1. Classroom hierarchical target teaching mode.
Edit the main modes of hierarchical teaching in this paragraph.
(Also known as "hierarchical teaching and classified guidance" teaching mode) It retains administrative classes, but in teaching, it sets different levels of goals, conducts different levels of teaching and counseling, and organizes different levels of tests from the reality of good, medium and poor students, so that all kinds of students can be fully developed. Specific practices: ① Understand the differences and classify them into groups. (2) Classify targets according to differences. (3) For all, teaching students in accordance with their aptitude. (4) Stage assessment and classified assessment. ⑤ Developmental evaluation and continuous improvement.
Hierarchical shift mode
According to the results of the main cultural courses conducted by the school, according to the students' knowledge and ability level, it is divided into three or four levels to form a new teaching collective (temporarily called Class A, B, C and D). "Going to class" did not break the original administrative class, but only went to different classes according to their respective degrees when studying these cultural classes. "Going to class" is actually a kind of movement, which is stratified on a large scale. Its characteristic is that teachers reorganize teaching content according to students' different levels, and determine the teaching objectives that are suitable for their foundation and can be achieved, so as to reduce the learning difficulty of "students with learning difficulties" and meet the needs of "gifted students" to expand their knowledge.
Outdoor stratified teaching
Hierarchical monitoring mode of ability goal
Hierarchical monitoring mode of ability goal
In the hierarchical teaching of knowledge and ability, students should first choose the corresponding learning level according to their own conditions, and then adjust the level according to their own efforts and the status quo of follow-up study at the end of the semester. This form refers to the principle of foreign "core skills" and gives students more independent choices. On the basis of understanding society and self, students can scientifically link their own conditions with stage goals, which is more conducive to "teaching students in accordance with their aptitude" in subject knowledge and ability. In teaching, this model is equipped with a "layered test card" (that is, a layered target workbook). Because the "layered test card" evaluates students at different levels on the premise of acknowledging the differences in human development, and gives due recognition to the labor achievements of each student. To implement this evaluation method, the examination content should pay attention to the detection of what is learned in the classroom (as long as you listen carefully, you can reach the standard), pay attention to the organic combination of students' old and new knowledge structures, and pay attention to creativity and detection (which requires brains and innovative spirit) for students with higher level. Teaching in different classes
"Personalized" learning mode
"Personalized" learning mode
"Personalized" learning is actually a kind of generalized stratification. The key of personalized teaching based on network is to design teaching materials suitable for all kinds of students, so that students can choose teaching content, teaching objectives, training materials and evaluation materials independently. Students use the network to learn step by step, and each time they reach a goal, they automatically enter the next knowledge module. Because the computer database stores a lot of teaching information, students can improve their teaching progress under the guidance of teachers.
5. The "layered interaction" mode of classroom teaching
The "layered interaction" teaching mode is actually a classroom teaching strategy. The "stratification" here is a hidden stratification. First of all, teachers should grasp the learning situation, knowledge level, hobbies and social environment of each student in the class through investigation and observation, and form study groups according to their psychological characteristics. Through group cooperative learning and mutual learning among members, give full play to the interaction and encouragement between teachers and students, and create opportunities for the all-round development of each student. In particular, interpersonal interaction among students takes advantage of students' differences and sense of cooperation, forming a collective force conducive to the coordinated development of each member.
6. Hierarchical mode of directional training objectives
This model is mostly limited to vocational education. Refers to the teaching in different levels and classes according to the graduation direction of students. The specific method is to conduct a thorough investigation when entering school to understand the students' knowledge and ability level, as well as their choices for employment and further studies. While respecting the opinions of students and parents, we also give feedback on our own learning situation and make a correct positioning. Then according to the students' foundation and development, it is divided into two levels, namely, the further education class and the employment class. The main cultural courses in the two classes have the same teaching materials and the same progress, but the teaching objectives and the difficulty of knowledge are different. Admission classes pay more attention to the cultivation of test-taking ability, while employment classes emphasize the combination of cultural knowledge and professional practice. When grade two students pass the proficiency test, the school provides them with a second choice. Continuing education classes further strengthen cultural courses and major professional courses, and employment classes focus on vocational skills training. Stratification basis: Taking some states in the United States as an example, the stratification is mainly determined by intelligence test scores, academic performance, teachers' opinions and parents' opinions. Hierarchical scope: usually stratified in major disciplines, such as mathematics, English, science and society. Hierarchical management: generally, the flexible mechanism is implemented, and the stratification is not fixed. It should be adjusted every semester or every academic year. The main basis of the level change is the students' learning situation. If the progress is remarkable, it can be improved and the learning difficulty can be reduced. Because they are grouped by subjects, in fact, there are very few subjects in Group A or Group D, and most students study at different levels and different subjects. The advantage of hierarchical teaching is that the students' foundation and level at the same level are more tidy than those under the general class teaching system, so students' learning and teachers' teaching are more convenient. Because different subjects are grouped separately, they can better adapt to students' interests and differences. [1] The disadvantage of hierarchical teaching is its complicated management.
Edit this paragraph: a summary of the research on hierarchical teaching at home and abroad
Since hierarchical teaching was introduced into school teaching in the early 20th century, it has become a major feature of school education. Since 19 16, the research on hierarchical teaching has also been carried out in large quantities. Hierarchical teaching is a controversial topic in the research of educational theory, which has experienced a "saddle-shaped" development process. Hierarchical teaching first appeared in the United States. At the beginning of the 20th century, the United States faced a large number of immigrant children. In order to educate these freshmen with different backgrounds, education officials think it is necessary to classify them according to their abilities and previous academic achievements. By the 1950s, almost all primary and secondary schools in Britain were dividing students into different levels according to their abilities. They stayed in the same class and studied all the courses. However, they began to be criticized from all sides, thinking that this strengthened racial inequality and treated students at different levels in an unequal and differentiated way. It causes discrimination against "mentally retarded children" and makes them suffer physically and mentally, while special care for "high-energy children" encourages their arrogant habits. At the same time, because of stratification, the gap between students deepens, which easily leads to social conflicts and is an undemocratic form of teaching organization. As a result, hierarchical teaching has fallen into a trough. 1958+0957, the former Soviet Union launched a satellite into the sky. Criticism and reflection on the education system has produced a sense of urgency to speed up the cultivation of "top talents (elites)", thus restoring the importance of hierarchical teaching, and carrying out re-experiments, re-research and on-site evaluation, forming a new research climax of hierarchical teaching. After re-research, there is indeed a great difference between educators in developing children's intelligence and ability objectively, and a high degree of social division of labor in highly democratic industrialized countries requires various abilities. Qualified and level talents. According to a survey, in the mid-1960s, 96% teachers in British primary schools were teaching in different levels. In the 1970s, the French government asked junior high school students to be divided into three grades and four grades, set up technical classes and divert them to vocational education. From the 1970s to the mid-1980s, there were two opposing views on the study of hierarchical teaching: one was in favor of the idea that it was easier for teachers to teach in hierarchical homogeneous classes. It also has a positive effect on students. The other is unfair to poor students and has no significant impact on students' academic performance. In the 1990s, due to the American government's emphasis on elite talents and academic achievements, most schools returned to the practice of hierarchical teaching. A survey from 65438 to 0993 in the United States shows that 86% of public middle schools are still implementing hierarchical teaching. It's just that the method has been adjusted According to the existing research, there is no unified conclusion on whether hierarchical teaching is good or bad. Different teaching purposes and values make people have different opinions on hierarchical teaching. In the United States, the combination of "hierarchical teaching" with "small class teaching", "subject education" and "appreciation education" can give full play to students' autonomy. In foreign countries, there are various forms of hierarchical teaching, including basic classes. And form a class selection and shift system. However, most schools in China are overloaded with large classes, so it is really not feasible to blindly copy the hierarchical teaching model abroad. Therefore, how to implement hierarchical teaching in China is worth discussing. Since 1980s, the concept of hierarchical teaching has been introduced into China, and schools in various provinces and cities in China have conducted research and practice on hierarchical teaching, among which there are both successful and failed examples. They all summed up a lot of experiences and practices worth popularizing and learning from. For example, the educational experiment of hierarchical teaching of English in beijing no.11 high school achieved remarkable results and had a great influence at that time. In the early 1990s, Shanghai took the lead in proposing this experiment. 1993, English subject education experiment in Fuzhou No.8 Middle School, parallel placement and hierarchical teaching. The quality of teaching has been greatly improved. 1999 Tangxia Vocational and Technical College in Dongguan has implemented the stratified teaching practice focusing on further studies and employment. For two consecutive years, 170 graduates have passed the college entrance examination in higher vocational colleges and universities. 200 1, Qingdao economic vocational school implements the "moving class" grading teaching management of English and mathematics. The effect is remarkable. (Excerpted from China Education News, May 2004 13 13 edition) The stratified teaching experiment of mathematics and English for students of grade 200 1 in Shandong Weihai Second Vocational Middle School divided mathematics and English into two A-level, and changed the original fixed class teaching system into fixed class teaching system+mobile A and B. From 2000 to 2005, eight vocational schools in Shenyang carried out English teaching at different levels, and conducted exploratory teaching, improved teaching and compensatory teaching for students of Grade A, Grade B, Grade A, Grade B and Grade C respectively. Experiments show that students with better grades make faster progress, and students at all levels are adapting to their own spatial learning. So as to promote the best development of all students. In 2002~2003, Pudong Foreign Language School affiliated to Shanghai International Studies University conducted an experiment on four classes B (divided into two layers: A and B), and personalized design and implementation were carried out through class type, textbook combination, classroom activities, extracurricular learning requirements and evaluation criteria. Greatly improve the confidence and learning efficiency of B-level students. Beijing Foreign Trade School has carried out a stratified teaching experiment of "shift system" in English teaching of Grade 2003. The results show that the disadvantages outweigh the advantages, and the self-esteem of C-level students is affected and their self-confidence is reduced. It is recommended to use the in-class stratification system. The middle school affiliated to Wenzhou Normal University conducts English stratified teaching for freshmen of grade 2003, and discusses its advantages and disadvantages. The experimental results show that stratification is beneficial to improve the enthusiasm and self-confidence of middle and high-level students, but it has no positive effect on low-level students, which may be counterproductive. Since the end of 1990s, many secondary vocational schools have carried out the practice and exploration of hierarchical teaching, some for all courses and some for a certain subject, especially English. For more than ten years, hierarchical teaching experiments have been carried out in secondary vocational schools. Through continuous practice and improvement, it provides a feasible basis for hierarchical teaching. Many educational websites have published articles about hierarchical teaching, such as Liu's On Hierarchical Progressive Teaching Mode, Liu's Analysis of Implementing Hierarchical Teaching Mode in Vocational Schools, Liu's English Hierarchical Teaching Report, and Liu Shaojuan's Highlighting the Subjective Position and Promoting English Stratification. Exploration and practice of hierarchical teaching of mathematics. Although the research of hierarchical teaching is not a brand-new subject, many experts have made a profound study on this subject, put forward the concept of hierarchical teaching, and put forward a certain scheme for the concrete implementation of hierarchical teaching. However, there is no link to the keyword "Graded English Teaching in Technical Schools" in China Journal Network, and it has not been searched in the network. This shows that there is little practice and research on hierarchical teaching in technical education. Although hierarchical teaching is applied to secondary vocational schools, and most of them are in the form of class-shifting hierarchical teaching, these schemes are difficult to operate and there are still some problems in operability. How to implement hierarchical teaching in classroom teaching still lacks necessary operational measures. Therefore, it is necessary to study and discuss hierarchical teaching from the perspective of technical schools.