1. Graded teaching is beneficial to students' personality development.
In traditional teaching, a "one-size-fits-all" approach is often adopted, and relatively eclectic teaching objectives are set, which makes students with good grades learn easily and even "do not have enough to eat", while students with poor foundation are tired of learning until they lose their enthusiasm for learning. Graded teaching is to set different teaching goals according to different levels (as shown in the above picture), and it does not require all students to achieve the same teaching goal. Graded teaching makes different teaching plans for students from different starting points, provides different teaching contents and teaching progress, and helps students to turn the external pressure of learning English into internal motivation, realize real personal progress, and highlight the concept of personalized education in schools and the atmosphere of students' autonomous learning.
2. Graded teaching is conducive to the rational allocation of teachers.
Optimizing the allocation of teachers has created a space for teachers to give full play. There is an experienced teacher who is good at putting basic concepts into practice. The school arranged for him to teach in a primary school class. He said, "When I teach in the elementary class, my lectures are targeted, easy to understand and easy for students to accept, so my enthusiasm for learning has also been mobilized." Class teachers with good teaching foundation are also satisfied with the teaching effect, thinking that students have a good foundation and strong acceptance ability, and even if they speed up the progress, they still understand it well. In this way, in addition to different teaching objectives and teaching methods, graded teaching also allows every student to enjoy the best teaching resources equally as far as teachers are concerned.
3. Graded teaching is conducive to improving the enthusiasm of students and teachers.
Graded teaching adopts a competitive system of "survival of the fittest", so that every student has a sense of urgency in learning, or studies hard for fear of being eliminated, or tries to be admitted to a higher class. In this way, a good atmosphere of actively learning English has been formed in the whole school.
On the other hand, graded teaching also stimulates teachers' teaching enthusiasm. Because graded teaching takes into account the actual needs of students with different foundations and uneven levels, it mobilizes the enthusiasm and initiative of students at different levels, so that teachers can be comfortable in teaching without worrying about how to take care of the head and tail. Therefore, they can devote themselves wholeheartedly to the teaching content instead of organizing classroom teaching.
4. Graded teaching has promoted the success of quality education in our school.
The graded teaching in our school is implemented under the successful concept of quality education in our school. The concept of successful quality teaching holds that the purpose of university teaching is not only to shape students' professional quality, but also to cultivate students' non-professional quality. Successful quality education believes that all students can succeed, but at the same time it recognizes the differences of people's quality foundation and quality specialty, and advocates teaching students in accordance with their aptitude (Zhao Zuobin, 2004). The school determines the objectives and methods of quality training according to the students' foundation and specialty. Graded teaching of college English is the best embodiment: we have set different teaching objectives for students at each level, and require teachers to cultivate students' non-professional quality while imparting knowledge in classroom teaching: for example, teachers should be teachers and teach students a correct world outlook and outlook on life; Teachers show students personal charm, such as temperament, cultivation, personality and integrity; Teachers not only teach English knowledge, but also teach students how to think, how to learn and how to be a person. Let the main goal of teaching not only impart knowledge, but also impart methods, train thinking and open wisdom.
Fourth, the disadvantages of English graded teaching
In the process of graded teaching, while fully affirming the scientificity and effectiveness of graded teaching, we should also pay attention to its shortcomings, which need further research and improvement.
1, students' psychological influence
Some students in advanced classes think that they have a good knowledge of English and can learn English well without a teacher. The students in intermediate and elementary classes also have the psychology that "the teaching level of teachers assigned to this level is correspondingly low", so teachers are not expected to give lectures, which will bring great pressure to English teachers who teach at different levels. At the same time, some students assigned to primary schools have a self-destructive mentality towards English learning. In discussions with teachers in graded classes, teachers in primary schools have repeatedly pointed out that their students are not attentive in class, have no motivation to learn, have no leaders, have no sense of competition, have poor self-discipline, have a bad attitude towards learning, rarely communicate with teachers, and basically have no feedback to teachers.
2. Teaching and student management
Graded teaching has brought a series of problems to teaching management. As a result of class placement, there may be several students in different classes with different majors in one class; Due to the rolling mechanism, class members may change periodically. As a result, the management of students by relevant departments has become decentralized and the responsibilities are unclear. At the same time, it also increases the difficulty of the management department in teaching management and student status management, such as the registration and filing of grades, the arrangement of courses and exams by the Academic Affairs Office, marking papers, student attendance and teacher assessment.
3. Student assessment criteria and teacher assessment mechanism At present, considering students' comprehensive performance assessment and scholarship assessment, most students think that the graded examination every semester is unreasonable. If you use different final exam papers, the students in the advanced class think that the exam in the elementary class is too simple and easy to get high marks; It is unfair for students in the elementary class to think that what they have learned in the exam is not as good as that in the advanced class, and it is not convenient to re-divide the class fairly and reasonably. Using unified examination paper can avoid the above ideas of students, but it is not conducive to truly measuring the actual level of students and the teaching effect of teachers, and it also violates the original intention of graded teaching, that is, to achieve different teaching goals. On the other hand, teachers also think that the evaluation mechanism of the school is unreasonable. After the implementation of graded teaching, teachers want to teach students in intermediate classes, not require advanced classes. The reason is that after the implementation of graded teaching, the school still uses the original assessment system to evaluate teachers, and students do well in the exam but not well. Teaching advanced classes is the same as teaching intermediate classes, and there is no incentive mechanism.