Chapter One Literature Review
1.1 Multi-Level Teaching Abroad
In the ancient time, individual teaching was widely adopted, so the teacherscould teach according to different individuals. However, the efficiency is quite low.Class teaching began in the 16 centuries when the capitalism was developing .In 1632,Johann Comenius wrote “Great Didactic” and the book gave a foundation of therecent times capitalism school curriculum range. Herbart of Germany developed it.Class teaching is to divide the students into different grades and classes according totheir age and learning abilities. Thus, the number of the students and the givensubjects are stable and the teachers can give lessons to the teaching timetable. Theadvantages are that teaching can be given at the same time in a large scale, so highteaching efficiency can be realized, while ,the greatest disadvantage is that it’s hard toadapt to the differences of the students.Since the 19th century, some researchers hold the view that the class teachingshould be abandoned, self learning and individual guidance should be promoted.Various experiments and researches are carried out, such as the Helen Parkhurst’sDalton Plan in America, Joseph Lancaster’s Lancastrian System. These reforms hadbeen proved to be effective to overcome the drawbacks of class teaching. However,there exist obvious disadvantages that the teaching quality and speed can not beguaranteed due to the lack of unified standard. So some researchers advocate toimproving the class teaching and carrying out teaching according to the difference inthe class teaching system. It is to divide the students with similar level into the sameclass which is known as homogeneous grouping, which is the beginning of multi-levelteaching.In the early 20th century, the concept of “The zone of proximal development”was developed by the former Soviet psychologist and social constructivist LevVygotsky. Vygotsky and other Educational professionals believed education's role wasto give children experiences that were within their zones of proximal development,thereby encouraging and advancing their individual learning. Thus, the teachersshould give instructions according to the different students. During the 1960’s and the1970’s ,the great educator Babansiji of the former soviet union carried out his theoryof concentric circle which greatly enriched the research of teaching in different levelsand was widely accepted in the whole world.In 1957, the satellite of the former Soviet Union was sent to space, whicharoused reconsideration of the teaching way in the USA. USA needed top guys, thus,multi-level teaching came back in sight of people. Multi-level teaching was retested,restudied, reevaluated. It is a climatic period of the research of the multi-levelteaching .Abundant data showed that multi-level teaching is a better way to cultivategifted people. United States National Research Council and the United States Scienceand Technology Foundation pointed out in For the Education of America of the 21stCentury in 1983 that in order to meet the challenge of the 21st century, the mosturgent problem to solve is higher quality courses and more effective teachings.Since the 1970’s, the great American educator and psychologists Bloom putforward his theory of “Learning for Mastery”, and it has been widely put into practicein the schools of America and other countries, such as the grouping teaching, in whichstudents are divided into，英语毕业论文，英语论文题目 |
