Chapter I Introduction
1.1 Research Background
The students who are in vocational schools have various experiences and personalcharacters. Most of them can’t pass the College Entrance Examination, so they come tosecondary vocational school for study. Because the original school teachers and teachingconditions are different. The students themselves also have different English acceptability.All these lead to the students’ English level in the same class varies greatly. To know moreabout the students’ basic English level, the researcher asked the students to take part in adiagnostic test in the first class. the results are the following: the top mark is 81,while threestudents score the lowest mark 8 and the average mark is 40. In order to get the students’further information, the researcher also conducted a questionnaire on the students. The resultsshow that most students have no or little interests in English learning. Some students don’tknow the English alphabets, others ask the teacher to avoid speaking English in English classand still others have already given up learning English.As is mentioned above, it is really an incredibly powerful truth that the teachers havedifficulty in teaching English in the secondary vocational school. The students’English levelis relatively weak due to the diversity of the students’ composition, the learning basic levelgaps. And in recent years, the situation is increasingly serious. The individual differencevaries greatly in the same class so if teachers use the same teaching plan, the same teaching aim, the same teaching methods, teachers can’ t reach a wonderful teaching result. Thestudent polarization is more and more serious and the contradiction between teaching andlearning is more and more obvious. The problem that the traditional teaching model can notadapt to the current teaching situation is more and more clear. Some students lose learninginterests and learning confidence; furthermore, the students become tired of learning andbegin to drop out of school.
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1.2 Research questions
Two research questions were discussed In this study. One is “Can leveled teaching insecondary vocational school English class build students’ learning interests?” The other is:”Whether leveled teaching in secondary vocational school English class helps to improvestudents’ English proficiency?”The researcher holds the idea that leveled teaching in Secondary Vocational SchoolEnglish Class aims to strengthen the learning ability of the students of different English levels;Leveled teaching pays attention to the process of teaching layout; Leveled effect evaluation isto have the students of high and low levels all get something to learn, digest and graduallymake the learning ability of low level close to that of high level . English leveled teaching originated from the theory “teach students in accordance withtheir aptitude” proposed by Confucius. Leveled teaching is an important teaching methodaccording to the students’ practical learning degree. It’s the further deepening of the teachingprinciple “teach students in accordance with their aptitude”. Education psychology believesduring the process of the personal development, the development of individuals is differentdue to the genetic factors, family factors and the influence of social environment, psychologycalls it “individual differences (Li，英语论文题目，英语论文范文
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