内容摘要， 20 世纪末以来，随着中国经济的迅猛发展，中外文化教育的合作交流日益广泛。越 来越多的中国学生选择到欧美等发达国家留学，同时加拿大美国等国家纷纷在中国设立 海外学校。其中加拿大 BC 省第一所海外学校——大连枫叶国际学校就是这样的一个典 型。 本文着重探讨落户中国的加拿大高中，在高一年级（中国学生）实行英语分级教学， 实现与 BC 省高中课程顺利衔接的可行性问题。这种研究在中国尚属首例。笔者以大连 枫叶国际学校为例，通过研究该校把 BC 省课程本地化的实践过程——英语强化分级教 学——男女分校——学年制改为学期制，再通过和未实行分级教学的加拿大另一所海外 高中重庆枫叶国际学校的调研比对，证明了该模式的可行性。进而详细阐述了枫叶英语 分级教学的模式，以及它的保障措施。对于这套模式的体系，本文从分级标准、课程教 材，教学方式、成绩评估以及领事制度等方面展开，呈现了枫叶英语教学模式的内容和 核心内涵。 报告介绍英语分级教学在国内外的研究背景以及研究的重要意义，尤其在于枫叶 学校校情的介绍，帮助读者了解课题含义；笔者着重从枫叶英语教学体系中涉及到的主 要理论应用如交际理论、社会建构主义、第二语言习得和交互理论等以及运用多种手段 证明在加拿大海外高中高一年级进行分级教学与 BC 省课程顺利衔接的可行性。通过对 实验组和控制组各 50 名学生的对比，对收集到的数据和文字进行分析，最终得到研究 成果，在中国开设西方课程必须中西结合；男女分校能有效提升学生英文水平；分级教 学促进了学生责任感的恢复；报告的结论阶段，主要证明了在高一年级英语分级教学能 够有效顺利衔接 BC 省课程。。 关键词，海外高中; 分级教学; BC 省课程Feasibility of Conducting Level Teaching for G10 Students in a Canadian Offshore High School to Connect with BC Courses --Taking Dalian Maple Leaf International School as an example Abstract With the rapid development of Chinese economy, the cooperation and exchanges between Chinese and foreign cultural education has become increasingly widespread since the end of the 20th century. More and more Chinese students choose to study in western countries. Meanwhile, developed countries such as Canada and the United States have set up overseas schools. Thereof, Dalian Maple Leaf International School, the first overseas School of BC Province in Canada, is such an example. The major emphasis of this essay will be the feasibility of smooth convergence between BC high school in Canada and its high school settled in China in which level English teaching is applied in Grade 10. This is the first case study in China. The writer has proved the feasibility of this model by setting Dalian Maple Leaf International School as an example, by studying the practice of localizing school courses (Intensive Level-based English teaching--- Level-gender Segregated schools--- changing year systems into semester systems), and by comparing to another Canadian overseas high school---Chongqing Maple Leaf international School in which level English teaching is not applied. And then the writer elaborated on the Maple Leaf level English teaching mode and its safeguards. As for this model system, this essay will show the content and core of the Maple Leaf English teaching mode by developing aspects such as classified standards, curriculum materials, teaching methods, performance assessment, as well as consular systems. The essay first introduces the background and importance of level-based English teaching home and abroad，especially for Dalian Maple Leaf International School. The writer focuses on proving the possibility of smooth convergence between BC high school in Canada and its high school settled in China in which level-based English teaching is applied in Grade 10 based on the main theory applications in Maple Leaf English teaching system such as communication, social constructions, the second language acquisition and interaction. Then， through the experimental group and controlling one 50 students, the writer will go on to analyze the collected data and text and come to a conclusion--- an integration of Chinese and Western is needed when western curriculum is set up in China; segregated gender schools can effectively enhance students 'English level; and level-based English teaching promotes the recovery of the students' sense of responsibility. The conclusion stage of this essay proves that level-teaching can conduct with BC courses possibly and effectively. Key Words， Offshore High School； Level-based Teaching；BC CoursesContent 摘要............................................................................................................................... - 2 - Abstract ......................................................................................................................................I Charter I Introduction..............................................................................................................1 1.1 The Aim of the Research.............................................................................................2 1.2 The Significance of the Research............................................................................... 2 1.3 The Layout of the Thesis............................................................................................ 3 Charter II Literature Review.................................................................................................. 4 2.1 Definitions different demonstrations of level teaching and other definitions............ 4 2.2 Background information ............................................................................................ 5 2.2.1 Introduction of Dalian Maple Leaf International School .................................... 5 2.2.2 The Chinese Courses........................................................................................... 6 2.2.3 The BC Courses .................................................................................................. 6 2.2.4 Current course selections for G10....................................................................... 8 2.3 The Previous studies abroad..................................................................................... 10 2.4 The Previous studies at home................................................................................... 10 2.4.1 The level-based studies in Public school in China......................................... 10 2.4.2 Observation of other Canadian Offshore high schools .................................. 11 2.4.3 Development of level teaching in Maple Leaf School................................... 11 2.4.3.1 The basic stage- ESL level-based teaching ......................................... 11 2.4.3.2 The Development stage: level- gender separation .............................. 12 Charter III Theoretical Basis ................................................................................................ 13 3.1 Communicative teaching.......................................................................................... 13 3.1.1 The content of communicative teaching ........................................................ 13 3.1.2 Maple Leaf’s implication for communicative teaching. ................................ 13 3.1.3 The standard of Maple Leaf’s communicative teaching ................................ 14 3.2 Social Constructivism .............................................................................................. 14 3.2.1 Constructivism learning issue ........................................................................ 14 3.2.2 Constructivism teaching concept ................................................................... 14 3.2.3 English level-based teaching on the basis of Constructivism ........................ 15 3.3 The second language acquisition—input hypothesis ............................................... 18 3.3.1 Krashen's input hypothesis............................................................................. 18 3.3.2 The implication of Krashen’s input hypothesis in level-based teaching........ 18 3.4 Interaction theory ...................................................................................................... 19 Charter IV Methods of res