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doptsproper teaching method to organize teaching. The hierarchical teaching is a kind ofpersonality teaching mode based on individual difference under the circumstances of classteaching system. This mode lays stress on and cares for individual difference existing instudents objectively and respects subject values of students. It aims to promote adequatedeveloping of good personal proficiency of students. Different development of students is prominent in vocational schools. Through visitinghead-teachers, teachers and students’ parents, the researcher tries to know much about lifeand family background of students and communicate with students to get their backgroundknowledge. On this basis, the teacher divides students of the class into three groups, that is, A,B and C. Learning objectives, homework, tutor and evaluation are assigned according to thegroups.
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2.2 Previous Study

2.2.1Research status on the hierarchical teaching abroad
Since 20th century the hierarchical teaching was introduced the hierarchy in class havebeen become the main feature of school education. From 1916, a lot of experiments of thehierarchical teaching were taken. The hierarchical teaching is a controversial topic in theresearches of educational theories and it has experienced a saddle-shaped developing process. The hierarchical teaching brought out firstly in the US in the early 20th century. Facingmany immigrant children, American educators thought that it was necessary to layer them bytheir abilities and previous grades. By the 1950s all schools in Britain almost leveled studentsaccording to their abilities and then always make them learn in the same class. However, gapamong students became deeper because of layer and social contradiction came about easily.So the hierarchical teaching was thought an undemocratic organizational form of teachingand it fell into a slump.In 1957, the first artificial satellite was launched by the former Soviet Union that madewestern countries especially the US criticize and rethink to education system. These countriesexerted the sense of urgency to foster speedily cutting-edge talents and restored emphasis onthe leveled teaching. By the survey, in mid-1960s 96 percent teachers taught in hierarchicalclasses in Britain primary schools. In 1970s, French government requested to layer in threeand four grade of junior middle school and established technical class shunted towardsvocational education. From 1970s to mid-1980s，there was two opposite views in research ofthe hierarchical teaching. One was taking favorable attitude, which claimed the teacher taughtthe same quality hierarchical class more easily, thus produced positive effect to students. Theother was taking unfavorable attitude that thought the hierarchical teaching is unfair to poorstudents and could not produce significant effect to students’ academic achievements.
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Chapter Three Research Methodology..... 17
3.1 Research Hypotheses.... 17
3.2 Research Subjects.... 17
3.3 Research Instruments ........ 17
3.4 Research Procedure ...... 19
3.4.1 Classroom experiment....... 20
3.4.2 A sample lesson....... 23
3.5 The Statement of the Reliability of the Research Results ........ 27
Chapter Four Results and Analysis ..... 29
4.1 Results and Analysis of Questionnaires ..... 29
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