本文選題：分層導(dǎo)學(xué)案 + 分級(jí)教學(xué)��； 參考：《陜西師范大學(xué)》2016年碩士論文

【摘要】：中國(guó)教育部在2012年頒布的《初中英語(yǔ)新課程標(biāo)準(zhǔn)》中指出初中英語(yǔ)教學(xué)要優(yōu)化學(xué)習(xí)方式,提高學(xué)生的自主學(xué)習(xí)能力,并把“培養(yǎng)學(xué)生的自主學(xué)習(xí)能力,為終身學(xué)習(xí)打好基礎(chǔ)”作為了英語(yǔ)教學(xué)的最終目標(biāo)。在此背景下,近些年來(lái)很多的學(xué)校開(kāi)始倡導(dǎo)使用導(dǎo)學(xué)案教學(xué)模式進(jìn)行英語(yǔ)教學(xué)。然而,隨著它的快速發(fā)展,些問(wèn)題也隨之出現(xiàn)。很多的導(dǎo)學(xué)案是面向全體學(xué)生,沒(méi)有考慮到在同一個(gè)班級(jí)里學(xué)生的學(xué)習(xí)能力,知識(shí)基礎(chǔ)和學(xué)習(xí)需求都不相同。如果學(xué)習(xí)目標(biāo)或?qū)W習(xí)任務(wù)很難完成,學(xué)生們的學(xué)習(xí)興趣就很難激發(fā),學(xué)習(xí)英語(yǔ)的自信心也會(huì)受挫,自主學(xué)習(xí)能力更不會(huì)有很高的提升�；趯�(dǎo)學(xué)案的不足和分層教學(xué)的優(yōu)勢(shì),部分教師設(shè)計(jì)出了分層導(dǎo)學(xué)案。分層導(dǎo)學(xué)案是導(dǎo)學(xué)案和分層教學(xué)的結(jié)合,它為不同水平的學(xué)生設(shè)計(jì)了不同的目標(biāo),任務(wù),活動(dòng)以及作業(yè)。本實(shí)驗(yàn)從2015年3月至7月持續(xù)了近四個(gè)月的時(shí)間,對(duì)七年級(jí)兩個(gè)班的96名同學(xué)進(jìn)行了實(shí)驗(yàn)�？刂瓢嗟膶W(xué)生被平均分為三個(gè)層次：A層,B層和C層。通過(guò)借助SPSS17.0分析由問(wèn)卷,訪(fǎng)談,課堂觀(guān)察,測(cè)試得來(lái)的定性數(shù)據(jù)和定量數(shù)據(jù),此研究希望能夠檢驗(yàn)分層導(dǎo)學(xué)案是否能夠提高學(xué)生的英語(yǔ)自主學(xué)習(xí)能力和成績(jī)。并且分層導(dǎo)學(xué)案對(duì)不同層次的學(xué)生的影響是否相同。通過(guò)訪(fǎng)談,本研究希望能夠清楚地知道學(xué)生在使用分層導(dǎo)學(xué)案以后,他們認(rèn)為分層導(dǎo)學(xué)案有哪些優(yōu)缺點(diǎn)。在本論文中,作者首先回顧了一些關(guān)于分層導(dǎo)學(xué)案和自主學(xué)習(xí)的一些相關(guān)知識(shí)和這二者之間的關(guān)系。之后,作者介紹了此研究是如何實(shí)施的,包括研究問(wèn)題,被試,工具和過(guò)程。隨后,作者根據(jù)研究數(shù)據(jù)對(duì)三個(gè)研究問(wèn)題逐一進(jìn)行了論述。最后,通過(guò)此研究,作者希望能夠給一線(xiàn)教師提供一些好的建議,希望他們能夠?qū)Ψ謱訉?dǎo)學(xué)案有更好的理解并且能夠設(shè)計(jì)出適合大多數(shù)學(xué)生的導(dǎo)學(xué)案,以此來(lái)提升學(xué)生們的自主學(xué)習(xí)能力和學(xué)習(xí)成績(jī)。通過(guò)對(duì)數(shù)據(jù)進(jìn)行分析,作者得到了一下結(jié)論：第一,和控制班相比,通過(guò)使用分層導(dǎo)學(xué)案,實(shí)驗(yàn)班學(xué)生的自主學(xué)習(xí)能力有所提高。不同層次的學(xué)生,由于各自的特點(diǎn)不同,影響也或多或少有些不同。第二,和控制班相比,通過(guò)使用分層導(dǎo)學(xué)案,實(shí)驗(yàn)班學(xué)生的英語(yǔ)學(xué)習(xí)成績(jī)有所提高。其中,B層學(xué)生的考試成績(jī)提升幅度最大。第三,學(xué)生認(rèn)為,分層導(dǎo)學(xué)案的優(yōu)點(diǎn)是它能夠激發(fā)他們的學(xué)習(xí)興趣,提升學(xué)習(xí)的自信心。分層導(dǎo)學(xué)案設(shè)置的目標(biāo)不僅很具體而且能夠符合不同層次學(xué)生的水平。然而,分層導(dǎo)學(xué)案在設(shè)計(jì)和使用方面也有一些不足之處。
[Abstract]:In the "New Curriculum Standards for Junior English" issued by the Ministry of Education in 2012, the Ministry of Education pointed out that English teaching in junior high schools should optimize learning methods, improve students' autonomous learning ability, and "cultivate students' autonomous learning ability."Laying a good foundation for lifelong learning is the ultimate goal of English teaching.In this context, in recent years, a lot of schools began to advocate the use of case-oriented teaching model for English teaching.However, with its rapid development, some problems also appeared.Many of the pilot programs are for all students without considering the students' learning ability, knowledge base and learning needs in the same class.If the learning goal or task is difficult to accomplish, students' interest in learning is difficult to stimulate, the self-confidence of learning English will also be frustrated, and the ability of autonomous learning will not be greatly improved.Based on the deficiency of the instruction plan and the advantage of the stratified teaching, some teachers have designed the layered teaching plan.Stratified teaching plan is the combination of teaching plan and teaching. It designs different goals, tasks, activities and homework for different students.The experiment lasted for nearly four months from March to July 2015. 96 students from two classes in Grade 7 were tested.Students in the control class were divided into three levels: a, B and C, on average.By means of SPSS17.0 analysis, qualitative and quantitative data obtained from questionnaires, interviews, classroom observations, and tests, the study hopes to test whether stratified guidance plans can improve students' English autonomous learning ability and achievement.And the influence of different levels of students is the same.Through interviews, this study hopes to know clearly what advantages and disadvantages students have in using stratified teaching plan.In this thesis, the author first reviews some related knowledge and the relationship between them.Then, the author describes how the study was carried out, including research questions, subjects, tools and processes.Then, according to the research data, the author discusses the three research questions one by one.Finally, through this study, the author hopes to give some good advice to the teachers, hope they can have a better understanding of the layered teaching plan and can design a teaching plan suitable for most students.In order to improve students' autonomous learning ability and academic performance.Through the analysis of the data, the author draws a conclusion: first, compared with the control class, the students' autonomous learning ability of the experimental class is improved by using the hierarchical guidance plan.Different levels of students, due to their different characteristics, the impact is more or less different.Second, compared with the control class, the students of the experimental class improved their English learning scores by using the hierarchical guidance plan.Among them, B-level students' test scores are the largest.Thirdly, the students believe that the advantage of hierarchical learning plan is that it can stimulate their interest in learning and enhance their self-confidence.The goal of the layered instruction plan is not only specific but also suitable for different levels of students.However, there are some deficiencies in the design and application of the layered teaching case.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G633.41

【引證文獻(xiàn)】

相關(guān)期刊論文 前2條

1 楊煥利;;試論初中英語(yǔ)“導(dǎo)學(xué)案”的設(shè)計(jì)[J];明日風(fēng)尚;2017年15期

2 吳雨臻;;導(dǎo)學(xué)案對(duì)提高初中生英語(yǔ)自主學(xué)習(xí)能力的作用[J];校園英語(yǔ);2017年26期

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本文編號(hào)：1762742