分层教学模式在初中英语学困生转化中的应用研究

发布时间：2018-01-06 15:37

本文关键词：分层教学模式在初中英语学困生转化中的应用研究　出处：《鲁东大学》2015年硕士论文　论文类型：学位论文

【摘要】：我国普遍采用的现代班级授课制发源于五四时期,此种教学方式为教育的普及和民智的开发做出了巨大贡献。但是,不可否认,班级授课制也存在着自身难以克服的弊端,即教师对全班统一授课、统一要求与学生个体性差异之间的矛盾。人各有不同,每个学生都有各自不同的知识基础、学习习惯,脾气秉性、乃至家庭环境、成长经历,受这些因素的影响,学生在学习过程中所表现出的状态是不尽相同的。所以,统一的教学方法和教学内容一定不能适应每个学生的具体情况。当今社会是追求个性化的社会,教育也应与时俱进,满足个体发展的需要。分层教学的理念便是由此而来。所谓分层教学,是指根据学生的个体状况,为其制定不同的学习目标,采用不同的教学方法,以求得学生在现有基础上的进步。从这个意义上说,分层教学的符合教育发展潮流和时代需要的。初中是人一生所受教育的重要阶段,同时也是转折性阶段。在初中阶段所开设的所有课程中,英语是出现问题最多的科目。汉语与英语差异性较大,能够在没有语言环境的情况下,学好英语的确很难。因此,在英语课中出现的学困现象大大高于其他科目。也是因此,初中英语课程为分层教学提供了用武之地。所以,如何在初中英语课程中实施分层教学就是本文研究的第一个问题。同时,也必须强调的是,现代意义上的分层教学起源于美国,其理论传入我国的时间较短,在教学实践层面上也还很不完善,加入分层教学本身也并不是尽善尽美,这些问题都需要在教学实践中通过有效的管理尤其的课堂管理来加以克服。所以,本文探讨的第二个问题也是核心问题即分层教学背景下,采用哪些转化方式才能有效的帮助学困生“脱困”?基于上述问题,本研究共分五个部分:第一部分为论文的绪论部分,首先概述本研究开展的相关背景、研究方法,研究意义等,进而综述中外相关研究的进展情况,论述已有研究成果的优点和不足。第二部分,阐明本研究开展的相关理论基础,包括分层教学理论,学困生理论,并对比传统教学与分层教学之优劣;及论述造成英语学困的一般原因。第三部分,为论文的主体部分,详细介绍分层教学的实施情况和教学管理的方式,尤其是课堂管理。通过一系列数据统计,分析分层教学对各层次学生所产生的影响。第四部分,分析实施分层教学过程中对学困生管理之不足,并找到产生这些不足的原因。第五部分,针对前文中发现的问题和原因,提出分层教学背景下初中英语学困生管理和转化的有效对策。
[Abstract]:The modern class teaching system, which is widely used in our country, originated in the May 4th Movement. This teaching method has made great contributions to the popularization of education and the development of people's wisdom. However, there is no denying it. Class teaching system also has its own insurmountable drawbacks, that is, the contradiction between the unified teaching of the whole class, unified requirements and students' individual differences. Each student has his own different knowledge base. Learning habits, temperament, even family environment, growth experience, by these factors, students in the process of learning performance is different. The unified teaching method and teaching content must not adapt to the specific situation of each student. Nowadays, the society is a society that pursues individuation, and education should also keep pace with the times. To meet the needs of individual development, the concept of stratified teaching comes from this. The so-called stratified teaching refers to different learning goals and different teaching methods for students according to their individual situation. In order to achieve the progress of students on the existing basis. In this sense, stratified teaching conforms to the trend of educational development and the needs of the times. Junior middle school is an important stage of life education. At the same time, it is also a turning stage. Among all the courses offered in junior middle school, English is the most problematic subject. Chinese and English are quite different and can be in the absence of language environment. It is very difficult to learn English well. Therefore, the phenomenon of learning difficulties in English class is much higher than that in other subjects. How to implement stratified teaching in junior middle school English curriculum is the first problem in this paper. At the same time, it must be emphasized that the modern stratified teaching originated in the United States, and its theory has been introduced into our country for a short time. In the level of teaching practice is also very imperfect, adding layered teaching itself is not perfect, these problems need to be effectively managed in the teaching practice, especially classroom management to overcome. The second problem discussed in this paper is also the core problem, that is, in the context of stratified teaching, what transformation methods can be adopted to effectively help students with learning difficulties "get out of difficulties"? Based on the above problems, this study is divided into five parts: the first part is the introduction part of the paper, first of all, summarizes the research background, research methods, research significance and so on. Then summarizes the progress of relevant research at home and abroad, discusses the advantages and disadvantages of existing research results. The second part, clarifies the relevant theoretical basis of this study, including the theory of stratified teaching, theory of students with learning difficulties. And compare the advantages and disadvantages of traditional teaching and stratified teaching; The third part, as the main part of the thesis, introduces in detail the implementation of layered teaching and teaching management, especially classroom management, through a series of data statistics. This paper analyzes the influence of stratified teaching on students at all levels. 4th parts, analyzes the insufficient management of students with learning difficulties in the process of implementing stratified teaching, and finds out the reasons for these deficiencies. 5th parts. In view of the problems and causes found in the previous paper, the effective countermeasures for the management and transformation of English learning difficulties in junior high school are put forward in the context of stratified teaching.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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