development in English as their strong point. Not only does stratified teaching give students of different levels to learn and an opportunity for them to show their ability , it also gives different students further room to develop. Stratified teaching makes the students clearly understand that they have to continually pa rticipate and work hard for im provement. Therefore, it gives them the power of con tinuing development in their learn ing in the future.
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Chapter 2 Literature Review
2.1 Researches about Stratified Teaching aboard
Stratified teaching is acco rding to the students’ existing knowledge, ability and potential. It stresses that teaching should differ from student to student. Students tend to be scientifically divided into several groups of different level and receive different teaching. In the group o f similar level, under the teach ers’ proper strategy , they can get th e most interaction and best developm ent. The divis ion is a lways based on the inte lligence test scores and students' academic performance. At the beginning of the 20th century, stratified teaching was introduced into the school teaching. Since then, stratified classes has be come one of the m ain features in school education. Since 1916, the research of the strati fied teaching has also been launched a lot. However, the stratified teaching education in theoretical research is a controversial topic, which experienced a “saddle type” process of development. (Aiane Heacox: 2002) It started in America. In the early 20thcentury, the United S tates faced the influx of children of imm igrants. In order to educ ate these children of dif ferent background, education officials think it is necessary to divide them into groups based on their ability and past academic performance. By the 50s, almost all of the primary and high school students in Britain were assigned to the different classes according to ability. But it started to take criticism from all sides, thinking it streng thened the racial inequality , for the students of different levels don’ t take equal education, creating discrimination against “low-ability children”, and causing physical and mental suffer to them. And giving special care to “high ability children” is to breed their being too pound. At th e same time, stratified teaching enables students to deepen the gap between each other, easily causing social contradictions, and is a kind of undemocratic teaching organization form. Thus, stratified teaching faced a downturn. (Aiane Heacox: 2002)
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2.2 Researches about Stratified Teaching in China
The ideology of S tratified teaching originated from the view of “indiv idualized teaching” in ancient China. The everlasting educational principle was proposed long ago by the great educator Confucius in “Analects of Confucius”. (Hua Guodong: 2002) Confucius established a set of classic educational system with individualized teaching. His educational thought, principle and m ethod was an im portant significance in Chinese and f oreign educational history. In the late 80s to early 90s, as quality-oriented education and entrance exam system emerged, “exam-oriented education” was required to improve the overall quality of students. The student body is ch anged from facing the key school (class) and prospective students. Meanwhile, since the n earest school system is im plemented for primary and junior
