2.2 Researches on Stratified and Mobile Class Teaching home and abroad
2.2.1 Overseas researches
In the middle and late 19th century, after the second industrial revolution, the social structure of Western countries underwent great changes. The differences among students grew larger and larger. The traditional class teaching system didn’t adapt to the new social needs. Many educational scholars sought new teaching mode to make education adapt to the diversification of the talent demand after the Industrial Revolution, the theory of stratified teaching came into being.
In 1868, Harris, the American educator, found the earliest stratified teaching which was named “activities of jury system”. After teaching new lessons, the students will be divided into three levels that is A, B and C according to a test. In order to make all the students achieve the goal, the teachers will have individual counseling for level C students. When the students of level C understand the new content, the professor will go on teaching new lessons. There are final examinations at the end of each semester. The time of the graduation of the students is according to the scores. This form is similar to the internal stratified teaching nowadays. (Huang Xiaoying, 2004).
Since1916, extensive researches on the stratified teaching were carried out. Various forms of Teaching were developed. The United Kingdom and the United States are the most typical.
At the beginning of the 20th century, with the popularization of education, the theory of stratified teaching was further developed, and the forms of classroom teaching became various. The United States and Germany began to adopt stratified classes (groups) of teaching, resulting in a lot of similar teaching forms (Ye Lin, Liu Wenxia, 2008). “Winnetka Plan” and “Dalton” proved to be favorable at that time. They broke through the constraints of the class teaching system and laid a solid foundation for stratified teaching research.
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Chapter Three Theoretical Framework ............................. 10
3.1 Constructivism Theory ...................... 10
3.2 Zone of Proximal Development Theory ............................ 11
Chapter Four Research Methodology ........................................ 14
4.1 Research Questions............................................. 14
4.2 Research Subjects ....................................... 14
Chapter Five Results and Discussion .......................... 32
5.1 The results and analysis of the tests .......................... 32
5.1.1 The analysis of the pre-test ............................... 32
5.1.2 The analysis of the post-test ............................ 33
Chapter Five Results and Discussion
5.1 The results and analysis of the tests
5.1.1 The analysis of the pre-test
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Chapter Six Conclusion
6.1 Major Findings
This thesis is based on practice of stratified and mobile class teaching in Yucai Middle School of Liaocheng. After a period of experimental study, it is found that the stratified and mobile class teaching model accords with the students’ situation of our school and receives the&nb
