Abstract
In recent years, with the implementation of enrollment expansion policies in colleges, students from regions with varying teaching quality have been studying the same content under a unified teaching framework, resulting in significant differences in their English proficiency and learning abilities. These differences not only suppress students’ interest in learning English, but also hinder their ability to engage in efficient independent learning. In response to this phenomenon, this article introduces the definition and theoretical basis of the stratified teaching method and systematically elaborates on the significance of implementing stratified teaching. On this basis, the article further proposes issues that should be paid attention to during the implementation of the stratified teaching method and the current challenges faced by it, aiming to provide a useful reference for solving problems in English teaching in vocational colleges.
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