同一個班級的學生英語水平不同,差異化教學能夠在課堂上因材施教,根據不同英語水平學生的特點,有針對性地進行教學。本研究旨在探討差異化教學對國際小學學生英語水平的影響。在我國,雖然有一些相關研究,但鮮少有國際小學開展英語差異化教學的研究。因此,差異化教學在國際小學的英語課堂教學中可能產生什么樣的效果非常值得探討。本研究的目的是在一所國際小學的二年級英語課堂上應用差異化教學,并探討差異化教學對學生英語水平的影響。以往的國內外研究表明,差異化教學對學生的英語學習有著積極的影響。本文在前人研究的基礎上,重點研究了三個問題。（1）差異化教學對國際小學學生英語水平有何影響?（2）差異化教學是否有助于縮小后進生和優(yōu)等生之間的英語水平差距?（3）差異化教學對學生對英語課的態(tài)度有何影響?本研究是在沈陽一所國際小學進行的。研究對象為此國際小學二年級一個班的25名學生。研究通過觀察、問卷調查、試卷分析和反思性日志收集相關數據。在研究過程中,實施了兩輪行動研究,每輪為期6周,具體步驟為:發(fā)現(xiàn)問題、制定行動計劃、實施行動計劃、反思與評價。結果表明,差異化教學法對學生的英語水平有著積極的影響。一、通過對三次測試的分... 

【文章頁數】：98 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter1 Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Purpose of the Study
    1.4 Overall Structure of the Thesis
Chapter2 Literature Review
    2.1 Introduction to Differentiated Teaching
        2.1.1 Definitions of Differentiated Teaching
        2.1.2 Development of Differentiated Teaching
    2.2 Action Research
        2.2.1 Definitions of Action Research
        2.2.2 Features of Action Research
        2.2.3 Procedure of Action Research
    2.3 Theoretical Bases of Differentiated Teaching
        2.3.1 Vygotsky’s Zone of Proximal Development
        2.3.2 Krashen’s Input Hypothesis
    2.4 The Relationship between Theoretical Bases and Differentiated Teaching
    2.5 Previous Studies of Differentiated Teaching at Home and Abroad
        2.5.1 Previous Studies Abroad
        2.5.2 Previous Studies at Home
Chapter3 Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Observation
        3.3.2 Test
        3.3.3 Questionnaire
        3.3.4 Reflective Journal
Chapter4 The First-round Action Research
    4.1 Identifying Problems
    4.2 Making the Action Plan
    4.3 Implementing the Action Plan
    4.4 Reflection and Evaluation
        4.4.1 Analysis of the Results of the Observation
        4.4.2 Analysis of the Results of the Test
        4.4.3 Analysis of the Results of the Questionnaire
        4.4.4 Analysis of the Results of the Reflective Journals
    4.5 Summary
        4.5.1 Major Achievements
        4.5.2 Major Problems
Chapter5 The Second-round Action Research
    5.1 Identifying Problems
    5.2 Adjustment of the Action Plan
    5.3 Implementing of the Action Plan
    5.4 Reflection and Evaluation
        5.4.1 Analysis of the Results of the Test
        5.4.2 Analysis of the Results of the Questionnaire
        5.4.3 Analysis of the Results of the Observation
        5.4.4 Analysis of the Results of the Reflective Journals
    5.5 Summary
        5.5.1 Major Achievements
        5.5.2 Major Problems
    5.6 Discussion of the Research Questions
        5.6.1 Discussion on the Effects of Differentiated Teaching on Students’English Levels
        5.6.2 Discussion on the Help that Differentiated Teaching Can Provideto Narrow the Gap Between the Beginning and Advanced Students’English Levels
        5.6.3 Discussion on the Effects of Differentiated Teaching on Students’ Attitudes towards English Class
Chapter6 Conclusion
    6.1 Major Finding of the Study
    6.2 Pedagogical Implications
    6.3 Limitations of the Study
    6.4 Suggestions for Further Study
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E


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期刊論文
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[2]試析分層教學法對初中英語教學的影響[J]. 吳微微.  成才之路. 2019(18)
[3]差異化班集體教學初探[J]. 范曄.  海峽科學. 2014(08)
[4]中國國內差異化教學的相關研究[J]. 黃瑩.  文教資料. 2010(10)



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