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【 Abstract 】 Facing with the gap of students’ learning abilities， most universities begin to try out personalizing teaching mode， and grade teaching has become a new trend of teaching reform. The original intention of this paper is to discuss how to design precise and targeted courses， carry out personalized teaching mode and exploration of multi-disciplinary integration courses.
【 Key words 】graded teaching strategy; individualized teaching
【作者简介】马琳（1980-），女，吉林人，吉林化工学院，讲师，硕士，主要从事大学外语教学的研究。
Ι. The necessity of grading teaching in college English public curriculum
“One Belt And One Road” is the new initiative in the new era. As institutions of talent cultivation， universities should adapt to the requirements of the new international development. The national outline of education development has clearly pointed out that colleges and universities should cultivate talents with international vision and international competitiveness. Therefore， colleges and universities must adjust the goals and plans of talent cultivation， integrate theory teaching with practice teaching and attach importance to the cultivation of students’ intercultural communication ability.
Second， from characteristic of English language， it belongs to the category of language study. It contains more vocabularies， complex grammar knowledge， a more comprehensive use of language knowledge. Students are often difficult to understand and hard to catch the emphasis and difficulty in teaching. Students gradually lost interest in learning English and lose learning confidence， reduce the learning efficiency. Learning result is also affected.
Ⅱ. Optimize graded teaching to ensure English teaching effect
1. Optimize the teaching staff to ensure the smooth progress of graded teaching
Teacher is the designer， the instructor， participant and evaluator in teaching. Therefore， the key of the curriculum reform and the transformation is the comprehensive construction and optimization of teaching staff in colleges and universities， training a group of teachers with knowledge of professional skills and practical ability， promoting the overall practical teaching ability of teachers are the keys to ensure the smooth implementation of curriculum transformation escort.
2. Stage grading of courses
When designing the curriculum， teachers should divide the whole curriculum into three parts， that is： before teaching， during teaching and after teaching. Specifically， before teaching， teacher should upload the teaching goal， knowledge， and the courseware in the form of multimedia electronic documents to the learning platform. Let students access and preview materials before class， let them understand the difficulties in advance. Change the original traditional education and teaching mode， let students participate in more discussion， summary and thinking about learning activities， strengthen the interaction between students and teachers， teachers feedback on students’ learning results on time， make learning target knowledge internalized. In the teaching process， teachers can test students’ target knowledge in the form of “question-answer”， deepen students’ knowledge through specific questions and feedbacks， and help students sort out knowledge points through group discussion and teacher comments. Finally， in the post-teaching stage， we should increase monitoring students’ independent learning， encourage students to use the independent learning platform to find learning materials which are suitable for their own ability levels， supplement what they have not learned in class， and optimize and integrate the knowledge in class and after class. Only in this way can a virtuous circle be formed to help students internalize what they have learned and deepen their learning memory and understanding.
Ⅲ. Epilogue
With the further development of teaching reform， classroom teaching is also innovative. Teachers should update teaching ideas， advance with The Times， change the traditional exam-oriented teaching mode. Graded teaching is a great way of reform and development. Formulate scientific and reasonable teaching goal task according to their aptitude， give each student equal learning opportunity， meet the needs of each student， finally realize the English learning efficiency.
參考文献：
[1]郑丽红.过程性评价中教师研究的探讨[D].安徽师范大学，2007.
【 Key words 】graded teaching strategy; individualized teaching
【作者简介】马琳（1980-），女，吉林人，吉林化工学院，讲师，硕士，主要从事大学外语教学的研究。
Ι. The necessity of grading teaching in college English public curriculum
“One Belt And One Road” is the new initiative in the new era. As institutions of talent cultivation， universities should adapt to the requirements of the new international development. The national outline of education development has clearly pointed out that colleges and universities should cultivate talents with international vision and international competitiveness. Therefore， colleges and universities must adjust the goals and plans of talent cultivation， integrate theory teaching with practice teaching and attach importance to the cultivation of students’ intercultural communication ability.
Second， from characteristic of English language， it belongs to the category of language study. It contains more vocabularies， complex grammar knowledge， a more comprehensive use of language knowledge. Students are often difficult to understand and hard to catch the emphasis and difficulty in teaching. Students gradually lost interest in learning English and lose learning confidence， reduce the learning efficiency. Learning result is also affected.
Ⅱ. Optimize graded teaching to ensure English teaching effect
1. Optimize the teaching staff to ensure the smooth progress of graded teaching
Teacher is the designer， the instructor， participant and evaluator in teaching. Therefore， the key of the curriculum reform and the transformation is the comprehensive construction and optimization of teaching staff in colleges and universities， training a group of teachers with knowledge of professional skills and practical ability， promoting the overall practical teaching ability of teachers are the keys to ensure the smooth implementation of curriculum transformation escort.
2. Stage grading of courses
When designing the curriculum， teachers should divide the whole curriculum into three parts， that is： before teaching， during teaching and after teaching. Specifically， before teaching， teacher should upload the teaching goal， knowledge， and the courseware in the form of multimedia electronic documents to the learning platform. Let students access and preview materials before class， let them understand the difficulties in advance. Change the original traditional education and teaching mode， let students participate in more discussion， summary and thinking about learning activities， strengthen the interaction between students and teachers， teachers feedback on students’ learning results on time， make learning target knowledge internalized. In the teaching process， teachers can test students’ target knowledge in the form of “question-answer”， deepen students’ knowledge through specific questions and feedbacks， and help students sort out knowledge points through group discussion and teacher comments. Finally， in the post-teaching stage， we should increase monitoring students’ independent learning， encourage students to use the independent learning platform to find learning materials which are suitable for their own ability levels， supplement what they have not learned in class， and optimize and integrate the knowledge in class and after class. Only in this way can a virtuous circle be formed to help students internalize what they have learned and deepen their learning memory and understanding.
Ⅲ. Epilogue
With the further development of teaching reform， classroom teaching is also innovative. Teachers should update teaching ideas， advance with The Times， change the traditional exam-oriented teaching mode. Graded teaching is a great way of reform and development. Formulate scientific and reasonable teaching goal task according to their aptitude， give each student equal learning opportunity， meet the needs of each student， finally realize the English learning efficiency.
參考文献：
[1]郑丽红.过程性评价中教师研究的探讨[D].安徽师范大学，2007.