隐性分层模式在高中英语阅读教学中的实证研究

发布时间：2021-07-07 22:11

　　新高考改革的到来,为高考英语指明了新的方向,即能力第一、注重运用。阅读在高考英语中占有重要地位,阅读能力是影响其他题型答题效果的关键因素。因此,外语教学需要重视全体学生的阅读能力。为了更好地贯彻“因材施教”教育原则,满足不同层次学生个体差异和实际需求,同时考虑到高中生自我意识强、自尊心容易受到伤害等客观实际,在教学要求和教学内容不变的情况下,改变传统的英语阅读教学模式至关重要。为此,本文试图将隐性分层模式应用到英语阅读教学中,探讨其有效性和可行性。本文从理论和实践层面上探讨隐性分层教学模式在高中英语阅读教学中的应用,试图探求高中生英语阅读教学中隐性分层模式的教学效果,从而探索此方法如何提升高中生英语阅读能力。本文设置了三个问题去研究隐性分层教学模式和英语阅读能力之间的关系。（1）隐性分层教学模式对高中生英语阅读成绩有什么影响?（2）隐性分层教学模式能否缩小学生在英语阅读成绩上的差距?（3）通过运用隐性分层教学模式,如何提升学生英语阅读学习技能?本篇论文运用定量和定性的分析方法,将辽宁省盘锦市一所高中高二4班为实验班采用隐性分层教学模式,高二8班为控制班,采用传统教学模式,实验期限为四个... 

【文章来源】：辽宁师范大学辽宁省

【文章页数】：56 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Chapter 1 Introduction
    1.1 Background of the Research
    1.2 Purpose of the Research
    1.3 Significance of the Study
    1.4 Structure of the Research
Chapter 2 Literature Review
    2.1 Graded Teaching
        2.1.1 Definitions of Graded Teaching
        2.1.2 Advantages of Graded Teaching
    2.2 Implicit Graded Teaching
        2.2.1 Definitions of Implicit Graded Teaching
        2.2.2 Features of Implicit Graded Teaching
        2.2.3 Advantages of Implicit Graded Teaching
    2.3 Theoretical Basis
        2.3.1 Master Learning Theory
        2.3.2 Zone of Proximal Development Theory
        2.3.3 Optimization of Teaching Process Theory
    2.4 Studies on the Graded Teaching Abroad and at Home
        2.4.1 Studies on the Graded Teaching Abroad
        2.4.2 Studies on the Graded Teaching at Home
Chapter 3 Research Methodology
    3.1 Research Questions
    3.2 Research Design
        3.2.1 Research Subjects
        3.2.2 Research Instruments
    3.3 Research Procedure
        3.3.1 Students Gradation
        3.3.2 Objectives Gradation
        3.3.3 Assignment Gradation
        3.3.4 Evaluation Gradation
    3.4 Data Collection
Chapter 4 Results and Discussion
    4.1 Results
        4.1.1 The Results of Tests
        4.1.2 The Results of Questionnaires
        4.1.3 The Results of Interviews
    4.2 Discussion
        4.2.1 The Effects of the Application of Implicit Graded Teaching Model onStudents’English Reading Achievements
        4.2.2 The Effects of Implicit Graded Teaching Model on the Gap betweenStudents of Different Levels in English Reading Achievements
        4.2.3 The Effects of the Application of Implicit Graded Teaching Model onStudents’English Learning
Chapter 5 Conclusion
    5.1 Major Findings of the Study
    5.2 Implications of the Study
    5.3 Limitations of the Study
    5.4 Suggestions for Further Study
References
Appendix Ⅰ:Questionnaire
Appendix Ⅱ :English Reading Test
Appendix Ⅲ:Outline for the In-depth Interview
Acknowledgements


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期刊论文
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