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to different levels in accordance with their knowledge basis, learning potential,interest, etc; and offer different teaching aims, teaching contents, teaching strategies,homework, teaching assessment to meet the different learning needs of the students; finallyhelp every student make progress upon his or her original level (Wang, 2005).There is no doubt that traditional classroom teaching system has no limitation. TheGreat Uniform (means treating a class of students as one student) of the traditionalteaching mode is: uniform textbooks, uniform teaching speed, uniform teaching methods,uniform teaching requirements, uniform assignments and uniform evaluation, it'simpossible for teachers to take every student into consideration. Therefore, the traditionalclassroom teaching mode lowers students' interest, oppresses students' initiative andimagination. Students' subjective consciousness cannot be fully exerted (Guo, 2009).Compared with the traditional classroom mode, the graded instruction mode is asuccessful attempt. The advantage of the graded instruction mode lies in thepersonalization of the classroom teaching. All the students will be endowed withpersonalized learning program. Each student can finish their learning tasks. The low-abilitystudents are especially considered in classroom teaching. Obviously, the requirement of thegraded instruction mode is similar to that of the quality-oriented education. It helpscultivate successful students, spur average ones (Chen, 2005; Mao, 2000; Chen, 2012).
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2.2 Studies of graded instruction mode at home and abroad
There is a long history about the graded instruction mode at home and abroad. Inwestern countries, many educators have already studied it at the end of the 18thcentury.Till today, many teachers and educators still continue to explore it in theory and thepractice. When the new teaching mode came into China, numerous Chinese educators andteachers set out to study it and practice it. As the developing of the study and the practice,this kind of instruction mode becomes more and more perfect.The original form of Graded instruction: Flexible system, which was established byAmerican educator, Harris, W.T., in 1868 in Saint Louis, is the embryonic form ofGradation Teaching. In Flexible system teachers divided students into three levels, topperlevel, middle level and lower level according to their academic achievement. Teachersgave students individual teaching at lower levels when students of top and middle level didexercise in class. Only when students at lower levels had mastered the relevant content ofteaching material, deep-level teaching was given to the whole class. At the end of everysemester, students would go to a higher grade.In American history, a large number of immigrants ever rushed in America during theearly 20th century, whose children were from different culture backgrounds. To cultivatethese new comers, school officials and teachers thought it was necessary to divide studentsinto different classes (groups) based on their ability or past performance, or regular tests.Some teachers found it feasible to give lessons in accordance with students’ ability-level.The parents of high-level students also supported graded teaching because of high-abilitygroups’ greater progress in achievement (Guo, 2009: 13-15).
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Chapter Three Research Methodology...... 19
3.1 Research questions ..... 19
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