新疆內職班英語課堂分層教學實證研究
發(fā)布時間：2018-08-13 17:02
【摘要】：我國從2011年起在東中部選擇一批國家重點中等職業(yè)學校舉辦內地新疆中職班(以下簡稱內職班)。內職班學生的民族成分、生源情況、英語水平和學習需求差異較大。為提高和改善新疆內職班英語教學水平,提高教學成果,在梳理分層教學相關文獻和理論的基礎上,本研究以杭州市旅游職業(yè)學校高一、高二兩個旅游專業(yè)內職班的51名學生為研究對象,在一年半的時間內對兩個班先后實施顯性分層教學和隱形分層教學。在研究過程中,本研究始終抓住內職班學生特點及中職學生的學習需求等對研究方法進行不斷調整和改善,在此基礎上創(chuàng)立了二維的隱性分層教學方法,第一維依據(jù)內職班學生的英語水平進行劃分,從高到低分為三組；第二維依據(jù)內職班學生的長期需求分為升學與就業(yè)兩個層次。本研究通過學生多次考試成績,問卷調查結果、訪談內容等進行采集數(shù)據(jù),運用定性和定量相結合的方法對收集的數(shù)據(jù)進行分析和比較。研究數(shù)據(jù)表明：1、與傳統(tǒng)教學方式相比,班內分層教學對新疆內職班學生的英語學習有更大的幫助。2、顯性分層教學對新疆內職班的學生的英語學習有一定幫助,但也存在一些缺陷。這主要是因為明顯的根據(jù)學生學習基礎將學生分組會對學生的心理造成不同程度的影響。3、較顯性分層教學而言,具有職業(yè)高中特色的二維隱性分層教學是一種更適合新疆內職班學生英語學習的教學方法。這種方法在提高學生學習興趣、樹立學習信心、改善學生成績、縮小班內兩極分化等方面均有較明顯效果。新疆內職班的隱性分層教學須符合學生需求和特點,在實施時必須注意方式方法的使用,在今后還需不斷進行調整和嘗試,以達到更好的效果。
[Abstract]:Since 2011, China has selected a number of national key secondary vocational schools to hold secondary vocational classes in Xinjiang (hereinafter referred to as internal vocational classes) in the eastern and central part of the country. There are significant differences in ethnic composition, student resources, English proficiency and learning needs. In order to improve the level of English teaching in vocational classes in Xinjiang, and to improve the teaching results, this study is based on the literature and theory of stratified teaching, and takes the first year of Hangzhou Tourism Vocational School as an example. Fifty-one students of two in-service classes of tourism major in Senior two were studied. In one and a half years, the two classes were given explicit stratification teaching and implicit stratified teaching. In the course of the study, this study has always focused on the characteristics of the students in the vocational class and the learning needs of the secondary vocational school students to constantly adjust and improve the research method, on the basis of which a two-dimensional implicit teaching method has been established. The first dimension is divided into three groups according to the English proficiency of the students in the inner vocational class, and the second one is divided into two levels according to the long-term needs of the students in the inner vocational class: higher education and employment. In this study, the data were collected by the students' scores, questionnaires and interviews, and the data were analyzed and compared by the combination of qualitative and quantitative methods. The data show that: 1, compared with the traditional teaching method, stratified teaching in class is more helpful to the English learning of students in vocational classes in Xinjiang, and explicit stratification teaching is helpful to the English learning of students in inner vocational classes in Xinjiang. But there are also some flaws. This is mainly due to the fact that grouping students according to their learning basis will have a different degree of influence on students' psychology, which is more obvious than that of explicit stratified teaching. Two-dimensional implicit stratified teaching with the characteristics of vocational high schools is a more suitable teaching method for students in vocational classes in Xinjiang. This method has obvious effects on improving students' interest in learning, building up their confidence in learning, improving their grades and reducing polarization in the class. The implicit stratification teaching in Xinjiang must meet the needs and characteristics of the students, pay attention to the use of methods and methods in the implementation, and continue to adjust and try in the future in order to achieve better results.
【學位授予單位】：浙江大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41
本文編號：2181617
[Abstract]:Since 2011, China has selected a number of national key secondary vocational schools to hold secondary vocational classes in Xinjiang (hereinafter referred to as internal vocational classes) in the eastern and central part of the country. There are significant differences in ethnic composition, student resources, English proficiency and learning needs. In order to improve the level of English teaching in vocational classes in Xinjiang, and to improve the teaching results, this study is based on the literature and theory of stratified teaching, and takes the first year of Hangzhou Tourism Vocational School as an example. Fifty-one students of two in-service classes of tourism major in Senior two were studied. In one and a half years, the two classes were given explicit stratification teaching and implicit stratified teaching. In the course of the study, this study has always focused on the characteristics of the students in the vocational class and the learning needs of the secondary vocational school students to constantly adjust and improve the research method, on the basis of which a two-dimensional implicit teaching method has been established. The first dimension is divided into three groups according to the English proficiency of the students in the inner vocational class, and the second one is divided into two levels according to the long-term needs of the students in the inner vocational class: higher education and employment. In this study, the data were collected by the students' scores, questionnaires and interviews, and the data were analyzed and compared by the combination of qualitative and quantitative methods. The data show that: 1, compared with the traditional teaching method, stratified teaching in class is more helpful to the English learning of students in vocational classes in Xinjiang, and explicit stratification teaching is helpful to the English learning of students in inner vocational classes in Xinjiang. But there are also some flaws. This is mainly due to the fact that grouping students according to their learning basis will have a different degree of influence on students' psychology, which is more obvious than that of explicit stratified teaching. Two-dimensional implicit stratified teaching with the characteristics of vocational high schools is a more suitable teaching method for students in vocational classes in Xinjiang. This method has obvious effects on improving students' interest in learning, building up their confidence in learning, improving their grades and reducing polarization in the class. The implicit stratification teaching in Xinjiang must meet the needs and characteristics of the students, pay attention to the use of methods and methods in the implementation, and continue to adjust and try in the future in order to achieve better results.
【學位授予單位】：浙江大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41
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1 班班;新疆內職班英語課堂分層教學實證研究[D];浙江大學;2015年
，本文編號：2181617
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