It is an inevitable trend to implement classified guidance and teach students in accordance with their aptitude to meet the actual needs of personalized teaching. However, graded teaching is a process that needs continuous exploration and improvement. The following is what I have carefully prepared for you: Problems and Countermeasures in College English Grading Teaching. The content is for reference only, welcome to read!

The full text of "Research on Problems and Countermeasures of Graded College English Teaching" is as follows:

Taking Inner Mongolia University of Finance and Economics as an example, this paper analyzes the present situation of college English teaching reform and the reasons for the poor teaching effect, and points out that graded teaching is the necessity of deepening the reform. Aiming at the problems existing in grading teaching, this paper puts forward corresponding countermeasures: scientific grading and reasonable placement; Establish a diversified teaching evaluation system; Develop English development courses to improve the practicality and functionality of teaching content.

Keywords College English; Graded teaching; Problems; Countermeasures

First, the reform and status quo of college English teaching

1, remarkable achievement, problem dependence

College English Curriculum Requirements issued by the Ministry of Education in 2007 emphasizes the necessity of reforming teaching mode and developing autonomous learning, and objectively requires substantial reform and construction of college English teaching. Through these years of reform, college English teaching has completed three changes: first, the change of teaching objectives: from cultivating students' strong reading ability to cultivating students' autonomous learning ability and comprehensive language application ability; The second is the change of teaching mode: from the blackboard and chalk mode to the autonomous learning mode which combines classroom teaching with multimedia network technology and teaching software and students' personalized autonomous learning; Third, the change of evaluation system: establish a scientific evaluation system combining formative evaluation and summative evaluation, and pay attention to cultivating students' comprehensive language application ability.

However, there are still shortcomings in teaching reform. Combined with the current situation of foreign language teaching in Inner Mongolia University of Finance and Economics, the main problems are: the teaching mode of "teaching in large classes and tutoring in small classes" is not satisfactory. Due to the large class size, students' English level is uneven, and students with the same teaching tasks, teaching objectives and good foundation think that teaching is slow and simple, with little new knowledge and no motivation to learn; Students with basic deviation think that multimedia courses are large in capacity and difficult in content, so their interest is low.

Secondly, college English is a basic knowledge course, and English classes for non-English majors are only offered to freshmen and sophomores. Students attach importance to CET-4 and CET-6 certificates, and exam-oriented education is still the main way to learn English. The students are often only "dumb" in English, and many students are unemployed after graduation.

2. Deepening the reform and teaching at different levels.

With the deepening of college English teaching reform, graded teaching came into being. Graded teaching is a teaching method that classifies students from high to low according to the requirements of different levels of syllabus and the differences of students' individual cognitive ability, that is, the different English level at the time of enrollment, in order to achieve the established talent training goals.

The graded teaching reform of college English aims at integrating the educational concept of "modular design and personalized training", and its curriculum construction is a graded teaching system combining multimedia, network, comprehensive English courses and extended courses. That is, it consists of two parts: comprehensive English basic public course and extended course. Expanding courses can not only ensure the continuity of college English learning, but also further expand students' knowledge and cultural horizons, optimize knowledge structure, enhance employment competitiveness and broaden employment channels.

Second, the necessity of graded teaching

1, the theoretical basis of graded teaching

It conforms to the theoretical basis of constructivism. Learners absorb, understand and digest newly acquired knowledge on the basis of the original knowledge structure; So as to input new knowledge structure into the brain and realize the construction and accumulation of knowledge. Therefore, the difficulty of new knowledge directly affects the effect of knowledge construction. Meng Fanshao: In 2009. Therefore, the implementation of graded college English teaching is to take into account the actual English level of learners, not only to take care of students with low starting point, but also to provide development space for students with good English foundation, which fully embodies personalized teaching.

From the linguistic point of view, if the input language level is too high or lower than the learner's level, it does not meet the language acquisition conditions. Only when the difficulty is appropriate and slightly higher than the learner's level can it constitute the best state. Graded teaching is the best language input condition for language learners.

From the perspective of pedagogy theory, hierarchical teaching is put forward on the basis of combining individualized teaching theory with individual differences of students.

2, people-oriented, in line with personalized teaching requirements.

Traditional teaching implements a uniform syllabus, objectives, teaching materials, teaching methods and evaluation methods; This is not in line with the current situation of the diversity of students' individual needs. Graded teaching takes into account the differences of individual cognitive level and practical ability, adapts to the individual needs of students with different sources, foundations and needs, and meets the requirements of college English teaching objectives.

Third, the problems in graded teaching.

1, the classification is not scientific enough.

Due to the actual characteristics of colleges and universities, the existing grading models of college English teaching are different. Grading standards generally use college entrance examination results or special grading examination results. That is, according to the three levels of high, medium and low, it is divided into three levels: A, B and C.

Inner Mongolia University of Finance and Economics made the first grading teaching attempt for freshmen of grade 20 12. The grading standards are A, B and C, and 45-50 students of A level are organized into a teaching class. There are 90- 100 students of Grade B, and they are organized into two classes. The rest of the students entered the C level and took classes in the natural class. The grading method is divided into grading the test scores, and the test papers are made by the person in charge of the graded teaching working group. The examination is arranged before the end of the military training for freshmen and before the formal class, and the scores are drawn from high to low. Students in Class A are exempt from College English 1 and Level 2 in the first and second semesters, and the scores of Natural English 1 and Level 2 are 75 points and 8 credits. The students in Class A are required to take the English Level 3 study and the final exam in the first semester directly. The final exam of the second semester is Band 4. Students in Class A can only complete the basic course of college English in the first year of freshman year. Starting from the third semester, you can take college English expansion courses according to your personal needs. Similarly, students of Grade B directly take the examination of Grade 2 and Grade 6 in the first semester of freshman year. In the second and third semesters, the College of Foreign Languages will organize English Test Band 3 and Band 4 respectively. B-level students get 75 points and 4 credits for English 1 nature.

Inner Mongolia University of Finance and Economics has achieved certain results after a year of grading exploration. The passing rate of students in Class A and Class B of Band 4 is as high as 92% and 87%, while that of Class C is lower than 50%. Students in Class A and Class B have high morale, so they can choose their learning methods according to their own intentions, which greatly improves their learning enthusiasm. On the contrary, the students in Class C have some resistance from the beginning, and the learning effect has not improved significantly.

In addition, students from Class A and Class B also applied to the college for exemption from College English 1 and 2, and wanted to get a score of 75 or more. Results After taking the exam, 1 and 2 failed in English. This has once again caused the teachers of the graded teaching working group to rethink. The setting of grading teaching standards is still unscientific. Just by determining the level in a graded exam, it may kill the learning motivation and enthusiasm of some students who make mistakes in the exam. It is also unreasonable for students in Class A and Class B to get 75 points, 4 credits and 8 credits directly without taking the exam. In addition, students A and B come from all majors in the hospital, and some students have limited class time, which brings challenges to the arrangement of classes by the Academic Affairs Office. Finally, I can only arrange my time for Sunday, and I have English class, which does not conflict with other classes. Only once a week, and also on Sundays, plus holidays, in fact, students in Class A and Class B have 64 classes a semester, and the actual English class is only over 40 classes. Therefore, there are a series of problems in English graded teaching, such as students' emotion. Combining with the reality and summing up the problems in time, Inner Mongolia University of Finance and Economics made corresponding adjustments to the graded teaching of students of grade 20 13. It is clearly stipulated that 13 college English students of Grade A and B should adopt the policy of exemption from exams and courses. For example, Class A students take college English 1 and 3 exams at the end of the first semester; The final exam of the second semester is Band 2 and Band 4. B-level students and so on. In addition, the college will synchronize the class time of students A and B with that of students C. Solve the phenomenon of unreasonable class time.

2. Ignore students' psychological problems

Because graded teaching grades students according to their grades, it is easy to have the illusion of individual discrimination. Once a student makes a mistake, some students are "reduced" to a very low level, which is easy to produce resistance and weariness. At the same time, because of the lack of "leader" role models, the learning efficiency of C-level students is still low. B-level students are lazy and lack positive motivation, while A-level students are complacent.

3. Increased the difficulty of teaching management.

Before the graded teaching reform is put into practice, it is necessary to make clear what are the differences in English learning objectives and requirements at all levels and how to formulate reasonable standards among different majors. In addition, because graded teaching disrupts the boundaries between departments, majors and classes, it is necessary to allocate time and classroom management according to different majors, which undoubtedly brings greater tasks to teaching management.

Fourth, exploratory countermeasures.

1, scientific classification and reasonable resettlement

To achieve scientific grading, we must first have scientific grading standards and grading questions. When conducting a unified English grading level test for students, we should conduct a detailed and comprehensive test of the questions from the aspects of listening, vocabulary, grammar, comprehensive fill-in-the-blank and reading, and take the results of the college entrance examination as a reference.

In addition, graded teaching at all levels should be flexible. Put an end to "one point to the end". Inner Mongolia University of Finance and Economics implements graded teaching for freshmen of grade 20 13: If students of class A or class B fail in the exemption course or examination course, their learning qualifications in class A and class B will be cancelled, and they will return to the natural class of their major to complete the study of 1-4 college English according to the teaching plan of class C, and take part in the re-examination of this course in the corresponding semester. Students who have dropped out of Grade A and Grade B and returned to Grade C natural classes due to their failing grades are still valid in the examination results of Grade A and Grade B studies. The college adopts the principle of high score for students' two grades in the same level exam. In this way, it is more reasonable to identify and assess students at all levels.

This kind of rolling classification not only exerts pressure but also promotes motivation, which is conducive to creating a positive learning atmosphere and thus improving teaching effect.

2. Establish a diversified teaching evaluation system.

The old teaching evaluation system only evaluates students and teaching quality by their final exam results, which undoubtedly strengthens the role of scores to some extent. Hierarchical teaching has established a multi-level teaching evaluation system, that is, a combination of formative evaluation and summative evaluation. For example, at the University of Finance and Economics, the unified examination at the end of each semester accounts for 60% of the total evaluation results. Usually formative assessment items include student attendance 10%, classroom performance 10%, network performance 10%, mid-term exam 10% and so on. , accounting for 40% of the total evaluation results. This mechanism also encourages students to establish correct learning attitudes and efforts.

3. Carry out English development courses to strengthen the practicality and functionality of the teaching content.

No matter which teaching mode is adopted, its purpose is to improve students' comprehensive application ability. Graded teaching can offer corresponding expansion courses from sophomore to senior according to students' level and needs. The graded teaching plan of Inner Mongolia University of Finance and Economics will set up outreach courses in the third semester as an elective course for quality education. Students can take two courses in the corresponding semester, each with 2 credits, and ***4 credits specifically include: language knowledge and skills. For example, college English speaking, college English writing and college English translation. Language applications mainly include: business English, English speech and debate. Language and culture, such as British and American society and culture, British and American literature appreciation, English film appreciation, etc.

In this way, the combination of language teaching and cultural teaching, language knowledge and language application is truly realized, the uninterrupted teaching of college English is realized, and the comprehensive cultural quality of students is effectively improved.

In a word, college English graded teaching is a systematic and complicated project. To do a good job in graded teaching and give full play to its role, we need to constantly explore and summarize in teaching practice, and constantly find and solve problems. ?