The Survey And Analysis Of Chinese Hierarchical Teaching In Shenyang No.30 Senior High School

The Chinese Curriculum Standards require that facing new requirements, the Chinese lessons in the modern time should meet the need of the social development and adjust the content and structure of the lessons thus bringing the unique function of Chinese on students’ development into play and making all the senior high school students acquire essential language literacy.1 Level-based teaching becomes one of the hottest topics on this background. Level-based teaching is a teaching method where we teach students by dividing them into several levels according to their individual difference. It emphasizes the students’ subjectivity and values the students’ individual differences. The aim of the level-based teaching is to provide the students of different levels with proper studying room and content, thus stimulating their potential, developing their interes and promoting all-round development.As a Provincial Principal High School, Shenyang No.30 Middle School makes Chinese the pioneer in exploring the new teaching idea of level-based teaching and lets them undertake the practical task. The Chinese language teachers try their best to explore and summarize in practice, which makes some progress and achievements.This Provincial Principal High School-Shenyang No.30 Middle School is looking for their own teaching characteristic. Different patterns of level-based teaching are carried out in Grade 1,2 and 3. According to the current situation, Grade 1 adopts the ABC pattern which is carried out in small-sized classes; Grade2 adopts stratification teaching and optional subjects.Grade 3 adopts AD pattern of level-based teaching. After carrying out level-based teaching for a period of time, the grade of Chinese language teaching is improved greatly especially in the rank of the 10 suburban schools, which shows the advantage of level-based teaching. Level-based teaching also promotes the implementation of quality education, shows perfectly the principle of individualized teaching, raise students’ sense of competition and cooperation, promotes the communication between teachers and students and gradually turns learning from suffering into pleasure. In spite of the delightful achievements, there are still some problems such as the difficulty in management, the unclearness of the standard in dividing students into different levels, the lack of teachers’ related abilities, the imperfection of teaching evaluation system and the disapproving of some parents, etc. As to the current situation of the level-based teaching in Shenyang No.30 Middle School, the author has the following three suggestions:Firstly, from the aspect of the students, we should improve the dynamic combination, strengthen the independent inquiry and build self- assessment system. Secondly, from the aspect of the teachers, we should not only carry out level-based assessment reasonably and objectively, but also improve our abilities and enrich the knowledge of the level-based teaching. Lastly, from the aspect of the school, we should strengthen the publicity and education of the level-based teaching, improve the teachers’ abilities, create a scientific management system and a campus-covered network platform, etc.As the characteristic course in No.30 Middle School, teachers of Chinese language really should explore and attempt in their teaching. Hopefully by researching and analyzing the current teaching situation of Shenyang No.30 Middle School, I can enrich the current level-based teaching and provide basis and reference for further teaching practice.