中学英语教学中的分层教学实验研究

发布时间：2018-01-20 07:07

本文关键词： 中学英语个性差异分层教学实验研究学习兴趣工作量　出处：《贵州师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：很多学校至今仍采用传统的教学模式来进行英语教学。传统的教学模式用统一的教学材料,统一的教学方法和统一的评价标准来教有着不同学习背景,不同学习兴趣和不同性格特征的学生。这显然不能满足具有各种各样个性特征的学生的全面发展需要。在此背景下,本文尝试运用分层教学理论,在中学英语教学中实施分层教学。希望通过分层教学来解决传统英语教学中忽略学生个性差异的问题。本论文试图回答如下四个问题。一:分层教学会不会影响学生的英语成绩?二:分层教学会不会影响学生的英语学习兴趣和态度?三:分层教学会不会影响学生的学习策略?四:分层教学会不会影响教师和学生的工作量。为了回答这四个问题,本文采用了问卷调查法,访谈法,观察法和实验研究法。通过为期四个半月有目的有计划的研究和调查,分层教学在实验中得到了实施。实验针对学生的不同情况对学生进行分层并给予不同层级的学生不同的学习目标,不同的教学方法,不同的评价方式和不同的作业。通过对比两个教师采用的两种不同教学模式,笔者发现分层教学对学生的英语学习成绩有影响但是影响不明显。实验班的学生的英语成绩更为稳定,其英语学习兴趣更为浓厚,其英语学习态度也更加积极。他们注意和掌握了更多的英语学习策略。分层教学对教师和学生的工作量有影响,其中最明显的影响是是优秀的学生要承担更多的工作量而学习困难的学生的负担相对减轻了。
[Abstract]:Many schools still use the traditional teaching mode to teach English. The traditional teaching mode uses uniform teaching materials, unified teaching methods and unified evaluation standards. Students with different learning interests and different personality characteristics obviously can not meet the overall development needs of students with various personality characteristics. In this context, this paper tries to use the theory of hierarchical teaching. We hope to solve the problem of neglecting students' personality differences in traditional English teaching by means of stratified teaching. This thesis attempts to answer the following four questions: 1. Will stratified teaching affect students' English achievement? 2: will stratified teaching affect students' interest and attitude in English learning? Three: will stratified teaching affect students' learning strategies? Four: stratified teaching will not affect the workload of teachers and students. In order to answer these four questions, this paper adopts the method of questionnaire and interview. Observation and experimental research. Through four and a half months of purposeful research and investigation. Stratified teaching has been carried out in the experiment. According to the different conditions of students, the experiment has stratified students and given different levels of students different learning goals, different teaching methods. Different evaluation methods and different assignments. By comparing the two teachers adopted two different teaching models. The author finds that stratified teaching has an effect on the students' English learning achievement, but the influence is not obvious. The students in the experimental class are more stable and have more interest in English learning. Their attitude towards English learning is also more positive. They pay more attention to and master more English learning strategies. Stratified teaching has an impact on the workload of teachers and students. The most obvious effect is that the excellent students have to bear more work and the students with learning difficulties have a relatively less burden.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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