Chapter One Introduction
1.1 Background of the study
No. 4 Middle School in Datong is a common senior high school. The quality of thestudents is various. Best students are selected by the key middle schools. The rest studentscome to common middle schools. For example, in No. 4 Middle School, the number of thefresh students is 464 in 2017. In the entrance examination, their English scores exist biggaps between each other. The proportion of the students whose English scores are above 80is 24%. The proportion of the students whose English scores are between 60 and 80 is 28.The proportion of the students whose English scores are below 60 is 48%. According to theproportion, students’ knowledge bases are different in English. The teachers should offerdifferent students different teaching.In No.4 Middle School, most of the English teachers give lessons with traditionalteaching modes. Grammar translation method is applied widely. The teachers give thesame teaching aims, the same teaching contents, and the same homework. Some studentsfeel too easy in studying, whereas, some students feel too difficult in studying. Thestudents cannot obtain ideal scores. Many students lose interest, motivation,self-confidence in English studying. Obviously, the traditional teaching mode has been outof date.The new curriculum standard asks teachers to offer the platform of students’individual development on the base of their common learning experiences. The standardalso asks teachers to offer students optional contents in subjects so as to adapt to students’individual developments. Meanwhile, the standard asks teachers to concern about students’affection and improve their humanity of overall qualities.
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1.2 Significance and purpose of the study
In senior high schools, different students need different teaching. The traditionalteaching mode offers different students the same teaching. In the traditional teaching mode,students have no interest, motivation, right studying attitude, confidence and good habit inEnglish studying. So, new teaching modes need adopting. The implicit graded instructionmode is implemented in the research. The implicit graded instruction mode can satisfydifferent students’ need in teaching and learning. It can cultivate students’ interest,motivation, right attitude, confidence and good habit.Firstly, this study can help teachers find a suitable teaching mode in English teachingin senior high schools. The implicit graded instruction mode can help teachers improvetheir teaching quality in senior high schools.Secondly, this research can benefit students’ development in senior high schools.Students can get interest, motivation, right attitude, confidence and good habit in the newteaching mode.In a word, this study can explore a suitable teaching mode for English teaching insenior high schools.
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Chapter Two Literature Review
2.1 Introduction of graded instruction
Graded instruction is one of the individualizing instructions, which can be defined asan instruction mode that meets all students’ needs (Wen, 2017). The students are dividedinto different levels on the basis of different aptitude, potentiality, ability, interest, etc.Different levels require different treatment in teaching, such as teaching aims, teachingtasks, homework, and teaching assessments. Briefly, graded instruction mode is to dividestudents in，英语论文范文，英语论文题目
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