英語(yǔ)寫(xiě)作是英語(yǔ)學(xué)習(xí)的一項(xiàng)基本技能。然而在傳統(tǒng)的教學(xué)模式下,初中生寫(xiě)作水平相對(duì)薄弱,較難有效地運(yùn)用寫(xiě)作策略,寫(xiě)作態(tài)度也較為被動(dòng)和消極,完成的寫(xiě)作作業(yè)質(zhì)量較差。為了探討初中生英語(yǔ)寫(xiě)作作業(yè)的現(xiàn)狀,筆者將進(jìn)行在實(shí)際教學(xué)中實(shí)施應(yīng)用分層作業(yè)的行動(dòng)研究,以此探尋更有效的英語(yǔ)寫(xiě)作作業(yè)形式。分層作業(yè)是基于分層教學(xué)的延伸。分層教學(xué)的雛形是早在1868年由美國(guó)教育家哈利斯（Harris,W.T.）創(chuàng)立的“活動(dòng)分團(tuán)制”。在我國(guó)的思想淵源最早可追溯到春秋時(shí)期的孔子關(guān)于“因材施教”的教育主張（葉琳,2003）。分層教學(xué)是以建構(gòu)主義、掌握學(xué)習(xí)理論、最近發(fā)展區(qū)等為理論基礎(chǔ),通過(guò)對(duì)教學(xué)目標(biāo)分層、教學(xué)活動(dòng)的分層、學(xué)生的分層、作業(yè)的分層、評(píng)價(jià)的分層來(lái)適應(yīng)和滿(mǎn)足不同學(xué)習(xí)能力的學(xué)生的需求,這也體現(xiàn)了我國(guó)《義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)》（2011）倡導(dǎo)英語(yǔ)課程應(yīng)體現(xiàn)學(xué)生為主的思想,在教學(xué)設(shè)計(jì)的各個(gè)方面都應(yīng)該考慮到使全體發(fā)展的要求的思想。分層作業(yè)是分層教學(xué)的一部分,學(xué)者和教育工作者對(duì)分層教學(xué)有大量研究,但針對(duì)于初中英語(yǔ)寫(xiě)作教學(xué)中的作業(yè)設(shè)計(jì)研究相對(duì)較少。通過(guò)對(duì)某中學(xué)部分教師的訪(fǎng)談,筆者發(fā)現(xiàn)教師在設(shè)計(jì)和布置寫(xiě)作作業(yè)時(shí),往往形式單一性,對(duì)現(xiàn)有教... 

【文章來(lái)源】：四川師范大學(xué)四川省

【文章頁(yè)數(shù)】：82 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Background of the Research
    1.2 Purpose and Significance of the Research
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Related Studies on Stratified Teaching
        2.1.1 Definitions of Stratified Teaching
        2.1.2 Studies on Stratified Teaching Abroad and at Home
    2.2 Related Studies on Stratified Homework
        2.2.1 Definitions of Stratified Homework
        2.2.2 Studies on Stratified Homework Abroad and at Home
    2.3 Theoretical Basis of the Research
        2.3.1 Constructivism
        2.3.2 Bloom’s Mastery of Learning Theory
        2.3.3 Vygotsky’s Zone of Proximal Development Theory
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Methods
    3.3 Participants
    3.4 Research Procedure
        3.4.1 Problem Identification and Hypotheses Making
        3.4.2 Survey and Hypotheses Analysis of the Problems
        3.4.3 Posing of Research Questions
        3.4.4 Design of An Action Plan and an Implementation Plan
        3.4.5 Implemention and Monitoring of the Action Research Plan
    3.5 Data collection
        3.5.1 Interviews
        3.5.2 Questionnaires
        3.5.3 Portfolio
    3.6 Standards for the Stratification of Homework
    3.7 Standards for the Stratification of Students
Chapter Four Data Analysis and Discussion
    4.1 Date Analysis
    4.2 Qualitative Analysis
        4.2.1 Interviews
        4.2.2 Portfolio
    4.3 Quantitative Analysis
        4.3.1 Tests
        4.3.2 Questionnaires
    4.4. Research Findings
    4.5 Problems in the Implementation
        4.5.1 Problems with Stratification of Students
        4.5.2 Problems with Stratification of Homework
        4.5.3 Polarization with Students’ Scores in Tests
Chapter Five Conclusion
    5.1 Conclusion
    5.2 Limitations
    5.3 Further Consideration
Bibliography
Appendices
Acknowledgements



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