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摘要：With the development of the information technology and economic globalization,English plays an increasingly important role in the international communication andcompetition in various fields. There is a higher demand for high quality talents in somany fields that we must develop a new form of education that can help cultivateindividuals to develop in a more balanced way both mentally and physically,meanwhile, as the economy and education of our country develop, high schooleducation has been widely carried out in the whole country. The function of “electingtalents” of the entry examination has been greatly weakened. School students consistof complex levels. One teaching model for all the students can’t meet the needs fordifferent students with different aptitudes and in different levels.

g speedsaccording to different students; different teaching activities according to differentstudents; multi ways of assessments which focus more on the process and formation.At present, there are mainly two ways to carry out multi-level teaching in China.One is “multi-level teaching in different classes” , the other is“ multi-level teaching inthe same class” The first is to divide the students into A, B, C level, then assign thesame level students into the A,B,C level classes in accordance , then carry outdifferent level teaching aims, content, methods in different classes. The other is thatdifferent level students in one class, the teachers set different teaching aims, offerdifferent teaching contents; adopt different teaching speeds according to the differentsituations of the students. The results of the previous experiment in China show that“ multi-level teaching in the same class” is better carried out than the way of“ dividing the students into different level classes”, and it’s easier for the classmanagement .However, it is not yet widely accepted in China that the students can becategorized into different levels. Big class teaching is and will still be the mainstreamteaching way in China for a long time, further researches for multi-level teaching arestill much needed.

Chapter Two The Key Term and ......................... 18-28
    2.1 The key term ......................... 18-22
        2.1.1 Definition for Multi-Level ......................... 18
        2.1.2 Definition for Multi-Level ......................... 18
        2.1.3 Definition for Multi-Level ......................... 18-19
        2.1.4 Definition for Multi-Level ......................... 19-22
    2.2 Theoretical Support ......................... 22-28
        2.2.1 Vygotsky’s “The Zone ......................... 22-23
        2.2.2 Babansiji’s “The Concentric ......................... 23-24
        2.2.3 Bloom’s “Learning ......................... 24-26
        2.2.4 Krashen’s “Input Theory” ......................... 26-28

Conclusion

From the results, we can safely draw the conclusion that compared with thetraditional teaching; multi-level teaching can really improve the students’ Englishlearning. The results of the questionnaires also show that, generally speaking, moststudents subscribed to multi-level teaching and they believe that multi-level teachingis beneficial to their English learning. All these certify that multi-level teaching agreeswith the times, and satisfy the need of the students as individuals.In multi-level teaching, the teachers pay more attention to the psychologicalneeds of the students and devote to creating more democratic, relaxing andharmonious teaching atmosphere, in which the teachers can serve as guides and thestudents as the subjects of the learning activities. More various teaching methods areadopted; modern technology is used; more channels of learning and using Englis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。