【摘要】：新課程的不斷改革意在改變過去把學(xué)生單純當(dāng)作知識(shí)灌輸對象的落后的填鴨式教育方式,樹立全新的教育理念即”尊重學(xué)生個(gè)性差異,促進(jìn)學(xué)生全面?zhèn)�性發(fā)展”,讓每個(gè)學(xué)生都能實(shí)現(xiàn)自己的價(jià)值,發(fā)揮自己最大的優(yōu)勢。但是傳統(tǒng)的班級(jí)授課模式無法實(shí)現(xiàn)這一目標(biāo),傳統(tǒng)的一刀切的課堂不能尊重學(xué)生的個(gè)性差異,忽視了大多數(shù)學(xué)生的合理的學(xué)習(xí)需求,只能照顧到少部分學(xué)生的利益。在此背景下,新的課堂授課模式呼之欲出,分層教學(xué)能夠彌補(bǔ)傳統(tǒng)授課方式的不足,尊重學(xué)生的個(gè)性差異,給所有學(xué)生提供平等的學(xué)習(xí)機(jī)會(huì),讓學(xué)生得到更適合自己的發(fā)展,提供更適合自己學(xué)習(xí)的學(xué)習(xí)策略。 筆者想就高中生英語的班內(nèi)分層教學(xué)進(jìn)行實(shí)證性研究,本研究選定壽光市第一中學(xué)高二年級(jí)一個(gè)自然班的51名學(xué)生作為研究對象。采用測試卷和問卷調(diào)查的方法進(jìn)行實(shí)證研究。本文主要以孔子的“因材施教”、布魯姆的”掌握學(xué)習(xí)理論”、巴班斯基的教學(xué)過程最優(yōu)化理論、羅杰斯的“人本主義”教育理論、霍華德.加德納的“多元智能理論”為理論支撐,主要研究兩個(gè)主要問題： (1)分層教學(xué)能有效提高學(xué)生的英語成績嗎? (2)分層教學(xué)對學(xué)生學(xué)習(xí)英語的態(tài)度及學(xué)習(xí)策略有積極的影響嗎? 引言部分主要介紹了該研究的背景及該研究的實(shí)踐意義。第一章主要介紹國內(nèi)及國外英語分層教學(xué)的發(fā)展現(xiàn)狀及趨勢。第二章介紹分層教學(xué)的界定,及兩種主要的分層模式即“班內(nèi)分層”及“走班分層”模式和相關(guān)的國內(nèi)外的理論論述。第三章研究方法具體介紹研究問題、研究對象、研究工具和方法,并具體論述實(shí)驗(yàn)的步驟,通過收集數(shù)據(jù)并對其分析得出實(shí)驗(yàn)結(jié)果。第四章對實(shí)驗(yàn)的結(jié)果進(jìn)行分析的出結(jié)論：一、分層教學(xué)能有效提高學(xué)生的英語成績二、分層教學(xué)對學(xué)生學(xué)習(xí)英語的態(tài)度及學(xué)習(xí)策略有積極的影響從而肯定高中英語分層教學(xué)的必要性及可行性。第五章通過研究得出教學(xué)的啟示,包括對學(xué)生的啟示和對教師的啟示。“結(jié)語”對分層教學(xué)模式進(jìn)行了最后結(jié)論�？傊�,筆者這篇文章的分層教學(xué)就是針對當(dāng)前高中傳統(tǒng)的英語教學(xué)課堂中的不足而提出的一種富有針對性和實(shí)踐性的教學(xué)模式。是與當(dāng)前課程改革核心理念相得益彰、相輔相成的。當(dāng)然,筆者的結(jié)論也需要廣大教育工作者在實(shí)踐中檢驗(yàn)。
[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.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

【引證文獻(xiàn)】

相關(guān)期刊論文 前2條

1 向麗瓊;;新課程理念下高中英語分層教學(xué)的必要性[J];新課程(中學(xué));2017年04期

2 張英華;;高中英語分層教學(xué)理論研究[J];中國校外教育;2016年35期

相關(guān)碩士學(xué)位論文 前1條

1 郭李鈺;分層教學(xué)在高中文言文教學(xué)中的應(yīng)用研究[D];山西師范大學(xué);2016年

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本文編號(hào)：2463537