分层教学在高中英语阅读教学中的应用研究

发布时间：2018-05-27 12:29

  本文选题：学生个体差异 + 分层教学　； 参考：《天水师范学院》2017年硕士论文

【摘要】：《高中英语课程标准》明确指出:高中阶段的英语课程要有利于学生个性和潜能的发展;英语阅读教学应采用多样化的方法来满足不同学生的需求。然而,在现有的高中英语阅读教学中,教师多采用“一刀切”的教学方法,忽略了学生间的个体差异,导致课堂气氛沉闷,学生参与度不高,学习效果不理想。因此,针对这一现状,笔者进行了高中英语阅读分层教学的应用研究。分层教学,是一种依据学生个体差异划分层次的方法。它强调制定分层的学习目标,创设合适的学习情境。然而,与传统阅读教学方法相比,分层教学能否激发学生的英语阅读兴趣,改变其消极的英语阅读态度;能否提高学生的英语阅读成绩;能否缩小班内学生英语阅读成绩的两极分化是本研究要回答的三个问题。本研究以最近发展区及掌握学习为理论依据,针对高中生英语阅读中存在的问题,在英语阅读教学中实施分层教学,以提升高中生的英语阅读成绩。本研究选取西北某高中高二级两个班作为研究对象,一个为实验班,另一个为控制班。实验前对两个班的学生进行问卷调查和阅读测试,问卷调查与测试结果均显示两个班学生的英语阅读兴趣、态度、以及阅读成绩基本相当。与此同时,作者根据实验班学生的阅读成绩,将学生分为A(提高层),B(发展层),C(基础层)三个层次。接着,对其进行为期五个月的教学实验。实验结束后,作者再一次对两个班进行英语阅读测试,对实验班进行问卷调查,同时从实验班随机抽取10位学生进行访谈。之后,收集、整理实验数据,从定量与定性两个方面对数据进行分析,进而回答本论文提出的三个研究问题。实验结果表明,与传统的阅读教学方法相比,分层教学可以激发学生的阅读兴趣、改变学生消极的阅读态度,提高学生的阅读成绩,能够缩小学生间英语阅读成绩两级分化的差距。分层教学的应用研究,一方面可以让分层教学的理论走向实践,以验证相关理论的可行性,另一方面也可以拓展英语阅读教学的方法。另外,本研究在一定程度上也可以推动分层教学的广泛应用,对高中英语阅读教学有一定的指导价值。
[Abstract]:The Standard of Senior English Curriculum clearly points out that the English curriculum in senior high school should be conducive to the development of students' personality and potential, and that the teaching of English reading should adopt a variety of methods to meet the needs of different students. However, in the current English reading teaching in senior high school, teachers often adopt the "one-size-fits-all" teaching method, ignoring the individual differences among students, resulting in a dull classroom atmosphere, low student participation and unsatisfactory learning effect. Therefore, in view of this present situation, the author carries on the high school English reading stratification teaching application research. Stratified teaching is a method of dividing levels according to students' individual differences. It emphasizes the establishment of stratified learning goals and the creation of appropriate learning situations. However, compared with the traditional reading teaching methods, the layered teaching can stimulate students' interest in English reading, change their negative reading attitude, improve students' English reading scores and improve their reading performance. Whether to reduce the polarization of students' English reading scores is three questions to be answered in this study. Based on the theory of the proximal development area and mastering learning, this study aims at the problems existing in senior high school students' English reading, and carries out a hierarchical teaching in English reading teaching in order to improve the reading scores of senior high school students. In this study, two classes, one of experimental class and the other of control class, were selected as the research object. Before the experiment, the students in the two classes were investigated with questionnaires and reading tests. The results showed that the students' interest in English reading, their attitudes and their reading scores were basically the same. At the same time, according to the reading scores of the experimental class, the students are divided into three levels: a (improving layer B). Then, a five-month teaching experiment was conducted. After the experiment, the author conducted the English reading test in two classes again, conducted a questionnaire survey on the experimental class, and randomly selected 10 students from the experimental class for interviews. After that, we collect and arrange the experimental data, analyze the data from both quantitative and qualitative aspects, and then answer the three research questions raised in this paper. The results show that compared with the traditional reading teaching method, stratified teaching can stimulate students' reading interest, change students' negative reading attitude, and improve students' reading performance. It can narrow the gap between the two levels of English reading scores. On the one hand, the theory of stratified teaching can be put into practice to verify the feasibility of relevant theories; on the other hand, it can also expand the teaching methods of English reading. In addition, to some extent, this study can promote the wide application of stratified teaching, which has certain guiding value for senior high school English reading teaching.
【学位授予单位】：天水师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】

中国期刊全文数据库 前10条

1 王其炎;;高中英语阅读教学中的分层教学[J];教育教学论坛;2014年52期

2 林立芹;;改进高职英语分层教学现状对策研究[J];内蒙古师范大学学报(教育科学版);2014年10期

3 果笑非;;基于信息技术的大学英语动态分层教学模式研究[J];外语电化教学;2013年06期

4 杨雨寒;;大学英语分层教学课堂提问层次的区别[J];外语教学理论与实践;2012年03期

5 赵东平;;高职英语分层教学探索[J];教育理论与实践;2011年21期

6 梁智;;英语分层教学模式的利弊及对策[J];教学与管理;2011年03期

7 薛国平;;初中英语分层教学实验研究[J];渭南师范学院学报;2010年03期

8 昌晓莉;孔卫平;;分层教学:创造适合学生的教育——基于浙江省富阳中学教学改革探索的思考[J];教育理论与实践;2008年29期

9 叶琳;刘文霞;;国外分层教学历史发展概况[J];教学与管理;2008年03期

10 应文琴;;高中英语分层教学的尝试[J];中小学外语教学(中学篇);2006年09期

中国硕士学位论文全文数据库 前5条

1 高原;通过分层教学提高农村初中学生英语阅读能力[D];首都师范大学;2013年

2 吴辉琴;分层教学在初中英语阅读中的实践与研究[D];华东师范大学;2010年

3 刘婷;中学班级英语分层教学的对策研究[D];湖南师范大学;2009年

4 吴文彦;分层教学在英语课外阅读指导中的运用[D];首都师范大学;2007年

5 叶琳;分层教学的历史、现状及其反思[D];内蒙古师范大学;2003年

，

本文编号：1942086