A study on the feedback of college english dynamic classified teaching effect

Abstract

This paper makes a combination of qualitative and quantitative research methods in the form of a questionnaire and interview to collect the students’ feedback, which can be used for future designs of college students’ cultivation. The results show that: first, in CET-4, the English proficiency of students in Category A is significantly better than that in Category B. Second, Category A has a more positive attitude towards classification criteria, curriculum, teaching materials and dynamic setting, while Category B shows more negative attitudes. With regard to the purpose, necessity and effect of classified teaching, Category A and Category B have basically the same attitude, and most of them choose to be partially affirmed, indicating that the classified teaching model is positive on the whole, but it has its own shortcomings and needs to be improved. Third, classroom teaching should combine students' individual differences with common differences to strengthen the cultivation of students' comprehensive application ability.