Hierarchical teaching first appeared in the United States. At the beginning of the 20th century, the United States faced the influx 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, and they always stayed in the same class to study all the courses. But they began to be criticized from all sides. It is believed that it strengthens the inequality between races, treats students of different levels unequally, causes discrimination against "mentally retarded children", makes them suffer physically and mentally, and at the same time gives special care to "high-energy children", which encourages their arrogant habits. At the same time, because of stratification, the gap between students deepens, which is easy to cause social contradictions. Therefore, hierarchical teaching has become an undemocratic form of teaching organization.
1957, the satellite of the former Soviet Union went into the sky, which made western countries, especially the United States, attack and reflect on the education system, and produced a sense of urgency to speed up the cultivation of "top talents (elites)", thus restoring the importance of hierarchical teaching, and re-experimenting, re-studying and re-evaluating, forming a new research climax of hierarchical teaching. After re-research, educators have objectively developed children's intelligence and ability. In addition, a high degree of social division of labor in highly democratic industrialized countries requires talents with different abilities, qualifications and levels. 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. There are two opposing views in the study of stratified teaching: one is in favor, thinking that it is easier for teachers to teach homogeneous classes after stratification, which also has a positive effect on students; The other holds the objection that hierarchical teaching 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. According to the survey of the United States 1993, 86% of public middle schools are still implementing hierarchical teaching, but the way is adjusted. According to the existing research, there is no unified conclusion as to whether hierarchical teaching is good or bad. Different teaching objectives and values make people advocate hierarchical teaching.
The combination of "hierarchical teaching" and "small class teaching" with "subject education" and "appreciation education" in the United States can give full play to students' autonomy. In foreign countries, hierarchical teaching has many forms, such as basic classes and advanced classes, forming a course selection 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?
Since 1980s, the concept of hierarchical teaching has been introduced into China, and schools in all provinces and cities in China have carried out research and practice on hierarchical teaching, with both successful and failed examples. In the process of implementing hierarchical English teaching, many experiences and practices worth popularizing and learning are summarized. For example, the educational experiment of hierarchical teaching of English in beijing no.11 high school has achieved remarkable results. It had a great influence at that time. In the early 1990s, Shanghai took the lead in proposing experiments. 1993, the English education experiment in Fuzhou No.8 Middle School, with parallel classes and hierarchical teaching, greatly improved the teaching quality. Dongguan Tangxia Vocational and Technical College implemented the teaching practice of stratified admission and employment in 1999. For two consecutive years, 170 graduates have passed the college entrance examination in higher vocational colleges and ordinary colleges. In 2006, in 5438+0, Qingdao Economic Vocational School implemented the hierarchical teaching management of English and mathematics, and achieved remarkable results. (Excerpted from China Education News, May 2004 13 edition)
Weihai No.2 Vocational Middle School, Shandong Province conducted a stratified teaching experiment on mathematics and English for students of grade 200 1. Mathematics and English were divided into two levels, A and B, and the original fixed class teaching system was changed into fixed class teaching system+mobile A and B two-level teaching system. The results show that there is no significant difference in the average English scores between the experimental class and the control class, but the excellent rate is significantly higher than that at the time of admission. Although the enthusiasm of A-level students in learning English has improved a lot, the teaching pressure of A-level students is great.
From 2000 to 2005, eight vocational schools in Shenyang conducted English teaching at different levels for students of A, B and C, including exploratory teaching, improved teaching and compensatory teaching. Experiments show that students with better grades make faster progress, and students at all levels are adapting to their own spatial learning, thus promoting the optimal development of all students.
From 2002 to 2003, Pudong Foreign Language School affiliated to Shanghai International Studies University conducted experiments on four classes B (divided into Class A and Class B). Through the personalized design and implementation of class type, textbook combination, classroom activities, extracurricular learning requirements and evaluation standards, the self-confidence and learning efficiency of class B students have been greatly improved.
Beijing Foreign Trade School conducted a stratified teaching experiment in English teaching of Grade 2003. The results show that the disadvantages outweigh the advantages, and the self-esteem and self-confidence of C-level students are affected. It is suggested to use hierarchical system in class.
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-achievement 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, the layered teaching experiment in secondary vocational schools has provided a feasible foundation for layered teaching through continuous practice and improvement.
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 Report on Hierarchical Teaching in English, and Liu Shaojuan's Attempt at Hierarchical Teaching in English and Mathematics. Although the research of hierarchical teaching is not a brand-new subject, many experts have made in-depth research on this subject, put forward the concept of hierarchical teaching and put forward some plans for its concrete implementation. 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, indicating that there is very little practice and research on graded English teaching in technical education. Although secondary vocational schools implement hierarchical teaching, it is mostly in the form of hierarchical teaching in different classes. However, these schemes are difficult to operate, and there are still some problems in operability. There is still a lack of necessary operational measures to implement hierarchical teaching in classroom teaching. Therefore, it is necessary to study and discuss hierarchical teaching from the perspective of technical schools.