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different levels and sometimes work together .Then, anothergreat American psychologist Skinner put forward his theory of multi intelligences.These two theories, together with the great cognitive psychogist Bruner’s “DiscoveryLearning Theory” and “the input theory” of Krashen make America the frontier forthe research for teaching in different levels and the practical teaching in differentlevels and have influenced the practical teaching all over the world since the theorieswere born.Nowadays, great attention has been paid to multi-level teaching research andpractice by many countries. It is emphasized in the report For the Education ofAmerica of the 21st Century that different teaching plans and methods should betaken to adapt to the differences of the students. In the 1990s, as the Americangovernment values more on elites and academic accomplishments, most schools inAmerican came back to the practice of multi-level teaching. In the 1970s, the Frenchgovernment urged that multi-level teaching be carried out in grade three and four inthe junior school. In this time, multi-level teaching is also being carried out in Japan.The aims of the education in the schools of Japan are: cultivate the students to acquirebasic academic ability and educate the students to be the leading technical talents inthe 21st century. So multi-level teaching is valued in the schools of Japan. Though insmall size classes, the students are still divided into two levels: high level and lowlevel. “Multi-level teaching in small size class” teaching is fully carried out in Japan.Multi-level teaching contributes greatly to the cultivation of leading technical talentsfor the 21st century in Japan.

 

1.2 Multi-Level Teaching at Home
Confucius of China put forward the theory of “teaching according to the differentstudents” more than two thousand years ago. It includes three steps 1) variousguidance to people in different levels 2) fulfilling their abilities through interests orhobbies 3) taking corresponding measures or remedy according to their weakness instudying. Confucian thoughts influenced their descendants a lot. Han Yu in Tangdynasty, Wang Shouren in Ming Dynasty, Wang Fuzhi in Qing Dynasty all share thegreat idea, “teaching and guidance vary, as students are different”Zhu xi of Ming dynasty ever said “when the great teachers are teaching, theycarry out their teaching according to the different students, and let the students gotheir own way, gain their own success”. All these tell us the importance of theory ofprinciple of teaching according to the different students. Since the beginning of the20th century, Mastery Learning Theory, Discovery Learning Theory and “the MultipleIntelligence” were gradually adopted in China. Educators studied and made a lot ofmeaningful experiments about them. In the 1980s, Li Shifa put forward the idea thatthe truth of the best teaching is teaching in different levels. In 1991, the research labof education in Shanghai started an education experiment based on the idea thatteaching in different levels according to different level students and teach step by step.Language University of Shanghai and the Attached High School of Huadong NormalUniversity during 2002 to 2003.The prominent characteristics of multi-level teaching tried out in China are:divide the students into different levels; optional and compulsory courses are offered;verified teaching materials which can be chosen freely; different teachin本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。