本文關(guān)鍵詞：分層教學(xué)模式在初中英語(yǔ)學(xué)困生轉(zhuǎn)化中的應(yīng)用研究　出處：《魯東大學(xué)》2015年碩士論文　論文類(lèi)型：學(xué)位論文

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【摘要】：我國(guó)普遍采用的現(xiàn)代班級(jí)授課制發(fā)源于五四時(shí)期,此種教學(xué)方式為教育的普及和民智的開(kāi)發(fā)做出了巨大貢獻(xiàn)。但是,不可否認(rèn),班級(jí)授課制也存在著自身難以克服的弊端,即教師對(duì)全班統(tǒng)一授課、統(tǒng)一要求與學(xué)生個(gè)體性差異之間的矛盾。人各有不同,每個(gè)學(xué)生都有各自不同的知識(shí)基礎(chǔ)、學(xué)習(xí)習(xí)慣,脾氣秉性、乃至家庭環(huán)境、成長(zhǎng)經(jīng)歷,受這些因素的影響,學(xué)生在學(xué)習(xí)過(guò)程中所表現(xiàn)出的狀態(tài)是不盡相同的。所以,統(tǒng)一的教學(xué)方法和教學(xué)內(nèi)容一定不能適應(yīng)每個(gè)學(xué)生的具體情況。當(dāng)今社會(huì)是追求個(gè)性化的社會(huì),教育也應(yīng)與時(shí)俱進(jìn),滿足個(gè)體發(fā)展的需要。分層教學(xué)的理念便是由此而來(lái)。所謂分層教學(xué),是指根據(jù)學(xué)生的個(gè)體狀況,為其制定不同的學(xué)習(xí)目標(biāo),采用不同的教學(xué)方法,以求得學(xué)生在現(xiàn)有基礎(chǔ)上的進(jìn)步。從這個(gè)意義上說(shuō),分層教學(xué)的符合教育發(fā)展潮流和時(shí)代需要的。初中是人一生所受教育的重要階段,同時(shí)也是轉(zhuǎn)折性階段。在初中階段所開(kāi)設(shè)的所有課程中,英語(yǔ)是出現(xiàn)問(wèn)題最多的科目。漢語(yǔ)與英語(yǔ)差異性較大,能夠在沒(méi)有語(yǔ)言環(huán)境的情況下,學(xué)好英語(yǔ)的確很難。因此,在英語(yǔ)課中出現(xiàn)的學(xué)困現(xiàn)象大大高于其他科目。也是因此,初中英語(yǔ)課程為分層教學(xué)提供了用武之地。所以,如何在初中英語(yǔ)課程中實(shí)施分層教學(xué)就是本文研究的第一個(gè)問(wèn)題。同時(shí),也必須強(qiáng)調(diào)的是,現(xiàn)代意義上的分層教學(xué)起源于美國(guó),其理論傳入我國(guó)的時(shí)間較短,在教學(xué)實(shí)踐層面上也還很不完善,加入分層教學(xué)本身也并不是盡善盡美,這些問(wèn)題都需要在教學(xué)實(shí)踐中通過(guò)有效的管理尤其的課堂管理來(lái)加以克服。所以,本文探討的第二個(gè)問(wèn)題也是核心問(wèn)題即分層教學(xué)背景下,采用哪些轉(zhuǎn)化方式才能有效的幫助學(xué)困生“脫困”?基于上述問(wèn)題,本研究共分五個(gè)部分:第一部分為論文的緒論部分,首先概述本研究開(kāi)展的相關(guān)背景、研究方法,研究意義等,進(jìn)而綜述中外相關(guān)研究的進(jìn)展情況,論述已有研究成果的優(yōu)點(diǎn)和不足。第二部分,闡明本研究開(kāi)展的相關(guān)理論基礎(chǔ),包括分層教學(xué)理論,學(xué)困生理論,并對(duì)比傳統(tǒng)教學(xué)與分層教學(xué)之優(yōu)劣;及論述造成英語(yǔ)學(xué)困的一般原因。第三部分,為論文的主體部分,詳細(xì)介紹分層教學(xué)的實(shí)施情況和教學(xué)管理的方式,尤其是課堂管理。通過(guò)一系列數(shù)據(jù)統(tǒng)計(jì),分析分層教學(xué)對(duì)各層次學(xué)生所產(chǎn)生的影響。第四部分,分析實(shí)施分層教學(xué)過(guò)程中對(duì)學(xué)困生管理之不足,并找到產(chǎn)生這些不足的原因。第五部分,針對(duì)前文中發(fā)現(xiàn)的問(wèn)題和原因,提出分層教學(xué)背景下初中英語(yǔ)學(xué)困生管理和轉(zhuǎn)化的有效對(duì)策。
[Abstract]:The modern class teaching system, which is widely used in our country, originated in the May 4th Movement. This teaching method has made great contributions to the popularization of education and the development of people's wisdom. However, there is no denying it. Class teaching system also has its own insurmountable drawbacks, that is, the contradiction between the unified teaching of the whole class, unified requirements and students' individual differences. Each student has his own different knowledge base. Learning habits, temperament, even family environment, growth experience, by these factors, students in the process of learning performance is different. The unified teaching method and teaching content must not adapt to the specific situation of each student. Nowadays, the society is a society that pursues individuation, and education should also keep pace with the times. To meet the needs of individual development, the concept of stratified teaching comes from this. The so-called stratified teaching refers to different learning goals and different teaching methods for students according to their individual situation. In order to achieve the progress of students on the existing basis. In this sense, stratified teaching conforms to the trend of educational development and the needs of the times. Junior middle school is an important stage of life education. At the same time, it is also a turning stage. Among all the courses offered in junior middle school, English is the most problematic subject. Chinese and English are quite different and can be in the absence of language environment. It is very difficult to learn English well. Therefore, the phenomenon of learning difficulties in English class is much higher than that in other subjects. How to implement stratified teaching in junior middle school English curriculum is the first problem in this paper. At the same time, it must be emphasized that the modern stratified teaching originated in the United States, and its theory has been introduced into our country for a short time. In the level of teaching practice is also very imperfect, adding layered teaching itself is not perfect, these problems need to be effectively managed in the teaching practice, especially classroom management to overcome. The second problem discussed in this paper is also the core problem, that is, in the context of stratified teaching, what transformation methods can be adopted to effectively help students with learning difficulties "get out of difficulties"? Based on the above problems, this study is divided into five parts: the first part is the introduction part of the paper, first of all, summarizes the research background, research methods, research significance and so on. Then summarizes the progress of relevant research at home and abroad, discusses the advantages and disadvantages of existing research results. The second part, clarifies the relevant theoretical basis of this study, including the theory of stratified teaching, theory of students with learning difficulties. And compare the advantages and disadvantages of traditional teaching and stratified teaching; The third part, as the main part of the thesis, introduces in detail the implementation of layered teaching and teaching management, especially classroom management, through a series of data statistics. This paper analyzes the influence of stratified teaching on students at all levels. 4th parts, analyzes the insufficient management of students with learning difficulties in the process of implementing stratified teaching, and finds out the reasons for these deficiencies. 5th parts. In view of the problems and causes found in the previous paper, the effective countermeasures for the management and transformation of English learning difficulties in junior high school are put forward in the context of stratified teaching.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.41

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