eform of Stratified Teaching Strategy in Air Crew of Higher

Vocational Colleges

Xiaoyu Jiang

Cabin Attendants College, Civil Aviation Flight University of China, Guanghan, Sichuan, 618307, China

Keywords: Higher Vocational English, Air Crew, Stratified Teaching, Strategy.

Abstract: Stratified teaching individualizes students' learning according to their different characteristics, thus

reflecting the idea of people-oriented in modern education and improving teaching level. Meanwhile,

students of higher vocational colleges can hardly communicate in English. Therefore, stratified teaching is

applied to promote common progress of the whole students and optimize English level of students major in

air crew of higher vocational colleges. Then students can be competent at their own jobs and get more

opportunities in social environment with sharp competition.

1 INTRODUCTION

It is necessary to implement stratified teaching in

higher vocational English. Considering individual

differences and English learning situation of

students, English teaching should not blindly pursue

improvement of English teaching level. On the one

hand, the students can be cultivated to the talents

with high score but low ability by formalism

teaching routine. The English talents can hardly

meet the requirements of air crew cultivation (Gu

Tingting, 2013). On the other hand, poor students

will lose interest and confidence in English learning

without regard to stratified teaching, thus hardly

improving the total level of English teaching.

Effective stratified teaching with good strategy and

mode can be positive in improving English teaching

level of air crew in higher vocational colleges.

2 HIGHER VOCATIONAL

ENGLISH AND STRATIFIED

TEACHING

2.1 Situation of higher vocational

English teaching

Higher vocational education is an important part of

the higher education in China. However, higher

vocational colleges have the disadvantage in

enrollment, because of the differences in cognition

to higher vocational education. The differences

result in some practical problems affecting

development of English teaching. Firstly, the

students have poor bases in English, thus causing

negative and weariness in English learning (Song

Ting, Wang Dongping, 2014). Secondly, the English

levels of students have large differences. Some

students have strong comprehensive English abilities

including listening, speaking, reading, writing and

translating. However, others cannot fluently and

accurately express their own meaning. The large

differences of bases are the key of stratified teaching

and the difficulty of higher vocational English

teaching. Thirdly, teachers ignore the teaching idea

of student-oriented and teaching effect. They feel

better about themselves, while the students learn

nothing, thus hardly improving English abilities of

students. The interest and effectiveness of English

learning are lost. The students are too poor in

practical and comprehensive English to meet the

requirements of air crew industry, thus causing

major waste and job hinder (Wang Xiao, 2014).

2.2 Stratified teaching

The core idea of stratified teaching is to

individualize students' learning based on their

different characteristics. The English teaching is

designed according to differences of individuals in

teaching activities. Each student can positively

participate in teaching, thus developing individuals

and the total learning level of students. Stratified

teaching, with wide application, focuses on scientific

202

Jiang X.

Reform of Stratiﬁed Teaching Strategy in Air Crew of Higher Vocational Colleges.

DOI: 10.5220/0006447102020204

In ISME 2016 - Information Science and Management Engineering IV (ISME 2016), pages 202-204

ISBN: 978-989-758-208-0

stratification and arrangement of teaching content.

With the whole development of individuals,

stratified teaching cannot improve teaching level

while neglecting any students with poor bases.

Firstly, in air crew English teaching, differences of

English levels should be definite. Secondly, Students

are conducted with stratification according to

assessment methods. Thirdly, individualized

teaching is complemented to achieve the best

teaching effect, thus improving English abilities of

the whole students. At last, the individuals aim at

constantly improving their application abilities to get

confidence and achievability in positive learning,

thus ensuring efficiency and effectiveness of English

teaching.

2.3 Necessity of stratified teaching

The large differences of students' English bases are

the key of stratified teaching. Firstly, stratified

teaching can effectively improve the whole English

level of students by objectively treating the

differences of students and individualizing teaching

activities. The same English teaching in students

with different bases will result in different situations.

Secondly, air crew English teaching of higher

vocational colleges can improve English abilities of

the whole students and teaching level to the largest

context. Stratified teaching is the optimal way to

achieve this teaching goal. Thirdly, fluent English is

the basic requirement of air crew in airlines at home

and abroad. In air crew English teaching, English

score and practical ability of students should be

improved. Stratified teaching can transform

knowledge into ability, thus making a positive

significance in improving English communication

abilities of students.

3 STRATEGY REFORM OF

STRATIFIED TEACHING IN

HIGHER VOCATIONAL

ENGLISH

3.1 Stratified teaching of higher

vocational English

Stratification is the first step and key of stratified

teaching in higher vocational English. Firstly,

teachers should objectively test students' English

application abilities and comprehensively

understand their learning methods and interests.

Secondly, teachers should pay attention to

maintenance of students' self-respect and learning

enthusiasm rather than directly or indirectly

puncture their interests in English learning. E.g., the

students are divided into levels such as A, B and C

by stratification. They should not be directly told

that A is gifted group; C disability group; B general

group. That will hurt their self-respect. Thirdly,

teachers should eliminate students' frustration and

fear in English learning by adjusting class

distribution and emphasizing cultivation of students'

interests and encouragement. Then students can

better achieve and apply English knowledge by

participating in English teaching with interests. The

second step of stratified teaching is selection of

English teaching content. On the one hand, teachers

should ensure diversity of English teaching content

to make the students participate in English teaching

with interests. On the other hand, teachers should lay

stress on speciality of air crew English and select

suitable English teaching content such as boarding,

cabin service, lost object and entry. The third step is

that teachers should apply modern teaching idea and

method to ensure success of stratified teaching and

total improvement of English teaching. At first, with

the cultivation of English knowledge and application

abilities, students can flexibly apply obtained

knowledge to practice in English teaching. Then,

teaching content, method and guidance should be

rationally arranged according to differences of

individuals. At last, students can happily achieve

knowledge and abilities in participation by

emphasizing the dominant position, learning

interests and consciousness. E.g., students can

experience application of English content by using

multimedia-aided teaching for better understanding

and application of English knowledge.

3.2 Strategy of stratified teaching in

higher vocational English

Stratified teaching, as a teaching idea, should be

improved to increase comprehensive abilities of

talents. Firstly, stratified teaching of air crew

English should focus on stratified strategy.

(1) Propaganda should be done before

stratification to make students understand meaning,

advantages and necessity of stratification. Therefore,

they can actively support stratified teaching.

(2) English learning situation of students should

be understood by test, investigation and conversation

based on different characters of students.

(3) Students should be guided to scientifically

evaluate English learning situation themselves. After

that, they can actively participate in stratification.

Reform of Stratified Teaching Strategy in Air Crew of Higher Vocational Colleges

203

Reform of Stratiﬁed Teaching Strategy in Air Crew of Higher Vocational Colleges

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(4) Students should know that classification is

temporary, and learn hard to make progress in

reading, speaking, listening, writing and translating.

Secondly, preparation strategy should be

emphasized. Teaching preparation should be carried

out according to characteristics of students and

stratified results. In basic group, students should be

directed to perform effective English learning based

on teaching approach of low start and

encouragement. In better group, students should be

inspired to overcome difficulties in English learning

and improve comprehensive abilities according to

vocabulary and encouragement. In speciality group,

students should be cultivated to flexibly

communicate in English based on teaching principle

of large capacity, high difficulty and wide

application. Preparation should be arranged

combining with teaching principles and

characteristics of the whole students. A big case and

some small cases are prepared to perform planned

and targeted teaching.

Thirdly, teaching strategy should be carried out.

Teaching in stratified teaching should be conducted

based on stratification and preparation. On the one

hand, teachers should apply different teaching

methods to different students to finish the mission

according to teaching goal. E.g., for worse students,

multimedia teaching is carried out to leave the

students with impression by combining voice with

image, thus deepening understanding of knowledge.

On the other hand, role playing in classes can

improve students' English application abilities. E.g.,

in oral training of boarding, multimedia is used to

make students understand the boarding process and

application of languages. In role playing, one student

plays the part of flight attendants, and some play the

part of passengers. After role playing, students can

be trained to help with each other and gradually

form the expression of English.

Fourthly, strategy of exercises after class should

be emphasized. Exercise after class is the optimal

method of consolidating knowledge in class. In

stratified teaching, exercises after class should be

stratified. For the students of good basis, difficult

homework should be arranged to make them obtain

interest of learning and cultivate ability of

autonomous learning. For students at worse level,

exercises after class such as the number of words

and sentences to be mastered should be arranged in

detail. In addition, evaluation and inspection of

exercises after class should be conducted to

supervise English learning of students. The habit of

English learning can be gradually formed. For

students who are active in their learning, less

homework should be arranged to make space for

their own English learning, thus achieving better

teaching effect. For students who are negative in

learning, homework should be suitably arranged to

consolidate knowledge. Consequently, they will not

be tired of learning. The students are effectively

guided after class based on stratification, thus

improving students' comprehensive abilities.

Fifthly, fair English teaching evaluation strategy

should be implemented. In traditional teaching

evaluation, examination is the primary standard, and

factors including scene exertion and status of

students make influence on teaching evaluation. In

stratified teaching, teaching evaluation should

highlight fair and justice by breaking through

traditional mode. Students' progress, oral English,

exercises in class and English activity participation

should be brought into teaching evaluation.

Therefore, students can be confident to speak, think

and use English. Consequently, diversified

evaluation mechanism makes teaching evaluation

more fair and impartial, thus arousing learning

interests of students.

4 CONCLUSIONS

Using stratified teaching, air crew English teaching

can improve comprehensive English abilities of

students. Stratified teaching mode should be

innovated based on students and concrete teaching

practice, thus creating better English learning

environment and arousing potency of students.

Therefore, students can participate in English

teaching to make great progress in comprehensive

abilities and be engaged in air crew service

confidently.

REFERENCES

Gu Tingting, Reform of Stratified Teaching Based on Air

Crew English of Higher Vocational Colleges, Journal

of Xinjiang Vocational University, 2013(02):26-28.

Song Ting, Wang Dongping, Stratified Teaching Reform

of College English from the Esthetical Perspective,

Journal of Zhengzhou Institute of Aeronautical

Industry Management (Social Science Edition),

2014(01): 203-205.

Wang Xiao, Stratified Teaching Design and Practice of

College English in China, Journal of Kaifeng Institute

of Education, 2014(03): 78-79.

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