An Empirical Study on English Graded Teaching
Available Online December 2018.
- https://doi.org/10.2991/ceed-18.2018.21How to use a DOI?
- English Graded Teaching; English Teaching Reform; Empirical Analysis
- In our school, students’ English foundations are in different levels. Facing this situation, if we continue to adopt the traditional teaching mode, in other words, unified class type, unified teaching schedule, the unchangeable teaching content, teaching materials and the teaching object, it will inevitably hinder the quality of English teaching. In order to improve the teaching quality, in line with the principle of education object, the English graded teaching arises at the historic moment. This study adopts the method of empirical analysis, the subjects are the total population of students from Grade 2015 and Grade 2016 in Wuchang Shouyi University (students from Grade 2015 use the traditional English teaching methods, students from Grade 2016 use the English graded teaching methods), T tests are carried out to compare the CET 4 overall score between two groups and analyze students’ performance in different sections: listening, reading, writing, and integrated test. The research results show that the effect of the graded teaching is obvious with data-analysis, in which the effect of the listening part is the best. In addition, the article also analyzes the reasons of the improvement and the existing problems, which would provide reference materials for other schools avoid detours, effectively implement English teaching reform faster and achieve good effect. This essay aims to make the college English teaching achieve good effect, all teachers and students can give full play to its subjectivity.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Guan Jun PY - 2018/12 DA - 2018/12 TI - An Empirical Study on English Graded Teaching BT - 1st International Conference on Contemporary Education and Economic Development (CEED 2018) PB - Atlantis Press SN - 2352-5398 UR - https://doi.org/10.2991/ceed-18.2018.21 DO - https://doi.org/10.2991/ceed-18.2018.21 ID - Jun2018/12 ER -