According to the document“ Opinions on Strengthening ‘Quality Engineering’ Graduate Specialty Profession Construction” issued by National Ministry of Education, our institute was actively discussing how to carry on further major construction and promote scientific development. The target of our institute was to establish IT applied major teaching system , put focus on the applied education of practical ability, and to foster high quality IT applied talents. To build brand majors, practical teaching is one of the important parts. The common efforts of the whole faculty aimed to construct the practical teaching system whose key line is to train profession-centered practical abilities. In order to improve students’ profession-centered practical ability and make practical teaching achieve better results, Department of Computer Science and Technology generalized experiences and explored the innovation. Since the beginning of 2009 practical semester, they started to implement reforms in practical semester and training, and carry on the new measure—— Gradation Teaching. In the previous practice teaching, teachers always met such problems as students’ disparity in study basis and capabilities. Though taking many measures, it was still a problem that students in two extremes ( too good and too poor) could not be satisfied in class teaching, and teachers found it difficult to master the speed and difficulty of teaching. As a result, Department of Computer Science and Technology began to enforce the Gradation Teaching in concept internship—— the phase of “C language Project Training”, whose training targets were all Grade 08 four-year and three-year college students. In the skill internship, they trialed on the Gradation Teaching orderly step by step, whose targets were students of Grade 07 majored in Software Engineering who participated in JAVA, .NET and Embedding Technique Internship. In the practical training, several other majors also took the Gradation Teaching. This gradation involved more than two thousand students and the teaching was classified into Level A and Level B. In terms of teaching contents, Level A differed greatly from Level B. Therefore, the requirement to students were also quite relatively different. Teaching of Level A paid particular emphasis on the ability of students to solve the problem and notice the depth and extent of teaching; comparatively, the teaching of Level B concerned more on improving students’ fundamental knowledge. And in terms of tests, the testing was only performed within the same level and the two levels would not be compared or related. However, the testing indicators of both Level A and Level B were all quantized and had more explicit testing standards. The implementation of Gradation Teaching in the Department of Computer Science and Technology had a further attention to more students’ studying ability elements and provided them with more suitable teaching contents and resources, realizing the individualized instruction. (Qiu Jianhua, Department of Computer Science and Technology)