高中英语分层教学的实证研究
发布时间：2019-04-23 14:11
【摘要】：新课程的不断改革意在改变过去把学生单纯当作知识灌输对象的落后的填鸭式教育方式,树立全新的教育理念即”尊重学生个性差异,促进学生全面个性发展”,让每个学生都能实现自己的价值,发挥自己最大的优势。但是传统的班级授课模式无法实现这一目标,传统的一刀切的课堂不能尊重学生的个性差异,忽视了大多数学生的合理的学习需求,只能照顾到少部分学生的利益。在此背景下,新的课堂授课模式呼之欲出,分层教学能够弥补传统授课方式的不足,尊重学生的个性差异,给所有学生提供平等的学习机会,让学生得到更适合自己的发展,提供更适合自己学习的学习策略。 笔者想就高中生英语的班内分层教学进行实证性研究,本研究选定寿光市第一中学高二年级一个自然班的51名学生作为研究对象。采用测试卷和问卷调查的方法进行实证研究。本文主要以孔子的“因材施教”、布鲁姆的”掌握学习理论”、巴班斯基的教学过程最优化理论、罗杰斯的“人本主义”教育理论、霍华德.加德纳的“多元智能理论”为理论支撑,主要研究两个主要问题： (1)分层教学能有效提高学生的英语成绩吗? (2)分层教学对学生学习英语的态度及学习策略有积极的影响吗? 引言部分主要介绍了该研究的背景及该研究的实践意义。第一章主要介绍国内及国外英语分层教学的发展现状及趋势。第二章介绍分层教学的界定,及两种主要的分层模式即“班内分层”及“走班分层”模式和相关的国内外的理论论述。第三章研究方法具体介绍研究问题、研究对象、研究工具和方法,并具体论述实验的步骤,通过收集数据并对其分析得出实验结果。第四章对实验的结果进行分析的出结论：一、分层教学能有效提高学生的英语成绩二、分层教学对学生学习英语的态度及学习策略有积极的影响从而肯定高中英语分层教学的必要性及可行性。第五章通过研究得出教学的启示,包括对学生的启示和对教师的启示。“结语”对分层教学模式进行了最后结论。总之,笔者这篇文章的分层教学就是针对当前高中传统的英语教学课堂中的不足而提出的一种富有针对性和实践性的教学模式。是与当前课程改革核心理念相得益彰、相辅相成的。当然,笔者的结论也需要广大教育工作者在实践中检验。
[Abstract]:The constant reform of the new curriculum is intended to change the backward way of education in which students were simply regarded as objects of inculcating knowledge, and to establish a brand-new educational concept, namely, "respect for students' personality differences and promote the development of students' all-round personality". Let each student can realize their own value, give play to their greatest advantages. However, the traditional class teaching mode can not achieve this goal, the traditional one-size-fits-all classroom can not respect the individual differences of students, ignore the reasonable learning needs of most students, can only take into account the interests of a small number of students. In this context, the new classroom teaching model is emerging, layered teaching can make up for the shortcomings of traditional teaching methods, respect students' personality differences, provide equal learning opportunities for all students, so that students can be better suited to their own development. Provide learning strategies that are more appropriate to your own learning. In this study, 51 students from a natural class in Grade 2 of senior high school in Shouguang City were selected as the object of study. The method of test paper and questionnaire was used to carry on the empirical research. This paper is mainly based on Confucius's "Teaching according to his aptitude", Bloom's "mastery Learning Theory", Babansky's Theory of Optimization of Teaching process, Rogers'"Humanism" Education Theory, Howard. Gardner's "Theory of multiple intelligences" is the theoretical support, This paper mainly studies two main questions: (1) can stratified teaching improve students' English achievement effectively? (2) does hierarchical teaching have a positive effect on students' attitude and learning strategies in learning English? The introduction mainly introduces the background of the study and its practical significance. The first chapter mainly introduces the current situation and trend of the development of hierarchical English teaching both at home and abroad. The second chapter introduces the definition of layered teaching, and the two main layering modes, namely, "in-class stratification" and "class-walking stratification" mode, and the related theoretical discussion at home and abroad. The third chapter introduces the research problems, research objects, research tools and methods, and discusses the steps of the experiment. Through collecting and analyzing the data, the experimental results are obtained. The fourth chapter analyzes the results of the experiment and draws the conclusions: first, layered teaching can effectively improve students' English achievement. 2. Hierarchical teaching has a positive effect on students' attitude and learning strategies in learning English, thus affirming the necessity and feasibility of hierarchical teaching in senior high school English. The fifth chapter obtains the enlightenment of teaching through the research, including the enlightenment to the students and the teacher. The conclusion makes a final conclusion to the layered teaching mode. In a word, the layered teaching of this article is a kind of targeted and practical teaching mode, which aims at the deficiency of the traditional English teaching classroom in senior high school. It is complementary and complementary to the current core concept of curriculum reform. Of course, the author's conclusions also need to be tested in practice by the vast number of educators.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2463537
[Abstract]:The constant reform of the new curriculum is intended to change the backward way of education in which students were simply regarded as objects of inculcating knowledge, and to establish a brand-new educational concept, namely, "respect for students' personality differences and promote the development of students' all-round personality". Let each student can realize their own value, give play to their greatest advantages. However, the traditional class teaching mode can not achieve this goal, the traditional one-size-fits-all classroom can not respect the individual differences of students, ignore the reasonable learning needs of most students, can only take into account the interests of a small number of students. In this context, the new classroom teaching model is emerging, layered teaching can make up for the shortcomings of traditional teaching methods, respect students' personality differences, provide equal learning opportunities for all students, so that students can be better suited to their own development. Provide learning strategies that are more appropriate to your own learning. In this study, 51 students from a natural class in Grade 2 of senior high school in Shouguang City were selected as the object of study. The method of test paper and questionnaire was used to carry on the empirical research. This paper is mainly based on Confucius's "Teaching according to his aptitude", Bloom's "mastery Learning Theory", Babansky's Theory of Optimization of Teaching process, Rogers'"Humanism" Education Theory, Howard. Gardner's "Theory of multiple intelligences" is the theoretical support, This paper mainly studies two main questions: (1) can stratified teaching improve students' English achievement effectively? (2) does hierarchical teaching have a positive effect on students' attitude and learning strategies in learning English? The introduction mainly introduces the background of the study and its practical significance. The first chapter mainly introduces the current situation and trend of the development of hierarchical English teaching both at home and abroad. The second chapter introduces the definition of layered teaching, and the two main layering modes, namely, "in-class stratification" and "class-walking stratification" mode, and the related theoretical discussion at home and abroad. The third chapter introduces the research problems, research objects, research tools and methods, and discusses the steps of the experiment. Through collecting and analyzing the data, the experimental results are obtained. The fourth chapter analyzes the results of the experiment and draws the conclusions: first, layered teaching can effectively improve students' English achievement. 2. Hierarchical teaching has a positive effect on students' attitude and learning strategies in learning English, thus affirming the necessity and feasibility of hierarchical teaching in senior high school English. The fifth chapter obtains the enlightenment of teaching through the research, including the enlightenment to the students and the teacher. The conclusion makes a final conclusion to the layered teaching mode. In a word, the layered teaching of this article is a kind of targeted and practical teaching mode, which aims at the deficiency of the traditional English teaching classroom in senior high school. It is complementary and complementary to the current core concept of curriculum reform. Of course, the author's conclusions also need to be tested in practice by the vast number of educators.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
【引证文献】
相关期刊论文 前2条
1 向丽琼;;新课程理念下高中英语分层教学的必要性[J];新课程(中学);2017年04期
2 张英华;;高中英语分层教学理论研究[J];中国校外教育;2016年35期
相关硕士学位论文 前1条
1 郭李钰;分层教学在高中文言文教学中的应用研究[D];山西师范大学;2016年
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