沈阳市第三十中学语文分层教学调查与分析

发布时间：2018-01-25 01:17

本文关键词： 沈阳市第三十中学语文分层教学形式与特点存在问题建议　出处：《延边大学》2015年硕士论文　论文类型：学位论文

【摘要】：《高中语文新课程标准》要求高中语文课程必须顾及学生的原有基础、发展方向和学习需求等方面的差异,为每一位学生创设更好的学习条件和发展空间,促进学生的个性发展。在此背景下分层教学就成为了现在热门的话题。分层教学就是针对学生存在的个体差异问题,有目的有针对性地进行分层教学的一种教学方法。这种教学方法重在突出学生的主体性,并尊重学生的个体差异,目的在于给不同层次的学生制定合理的学习内容,提供恰当的发展空间,促进教育的全面发展。作为省级重点高中的沈阳市第三十中学,在探索分层教学这一新的教学理念时,语文学科被作为前沿学科,承担了分层教学的实践任务。学校的全体语文教师积极努力探索,在实践中不断总结经验,取得了一些成绩和进步。沈阳市第三十中学积极寻找自己的教学特色,在高一、高二、高三年级中分别进行不同模式的分层教学。针对现有的学校情况,高一年级实施小班化教学形式下的ABC分层模式,高二年级实施走班式选修课教学分层模式,高三年级实施AD班分层教学模式。通过一段时间的分层教学,沈阳市第三十中学各年级的语文教学成绩都有了明显的提高,在郊联体(郊区县学校联合体)10所学校中语文排名有了明显提升,充分体现了分层教学的优越性。分层教学不仅增强了学生的竞争与合作意识,促进了学生、师生之间的交流,还促进了素质教育的落实,充分体现了因材施教的原则,逐渐实现由苦学到乐学的转变。虽然取得了可喜成绩,但在分层教学过程中也存在一定问题,如：分层教学管理存在困难,学生分层标准不易把握,教师相应素质能力欠缺,分层教学评价体系不完善,部分学生家长不支持学校的分层教学等。针对分层教学的实际情况,沈阳市第三十中学应该从以下几个方面完善分层教学。首先是学校方面,应加强分层教学理论的宣传,提高教师的专业素质,创建科学的管理机制,创建校园网络平台。其次是教师方面,教师不仅要加强自身对分层教学的理论认识和相关素质,而且要注意分层教学的教学目标和实施策略,同时还要健全分层教学的评价体系。最后是学生方面,要加强学生的动态组合,加强学生间的分工协作,并构建学生自主评价体系。语文学科作为三十中学的特色学科,切实进行了分层教学的探索和尝试。沈阳市第三十中学分层教学的研究,会为学校目前的分层教学注入新的活力,并为今后分层教学的有效开展具有理论和实践意义。
[Abstract]:The New Curriculum Standard of Senior High School Chinese requires that the Chinese curriculum in senior high school must take into account the differences in the students' original foundation, development direction and learning needs, and create better learning conditions and development space for each student. To promote the development of students' personality. In this context, layered teaching has become a hot topic. Stratification teaching is aimed at the individual differences of students. A kind of teaching method which aims and pertinently carries on the stratification teaching, this kind of teaching method emphasizes the student's subjectivity, and respects the student's individual difference. The purpose is to make reasonable learning content for different levels of students, to provide appropriate development space, and to promote the overall development of education. As a provincial key high school, Shenyang 30th Middle School. In exploring the new teaching concept of stratified teaching, the subject of Chinese is regarded as a frontier subject, which undertakes the practical task of stratified teaching. All Chinese teachers in the school actively explore and summarize their experiences in practice. Some achievements and progress have been made. Shenyang 30th Middle School actively looking for its own teaching characteristics, in senior one, two, three grades of different models of layered teaching. In view of the existing school situation. In the first grade of senior high school, the mode of ABC stratification in the form of small class teaching, the mode of stratified teaching of walking class elective course in grade two, and the mode of stratified teaching of AD class in grade three of senior high school were carried out through a period of time of stratified teaching. The Chinese teaching achievement of the 30th middle school in Shenyang has been improved obviously, and the language rank has been improved obviously in the ten schools in the rural school association (rural county school union). Stratified teaching not only enhances students' competition and cooperation consciousness, promotes the communication between students, teachers and students, but also promotes the implementation of quality education. It fully embodies the principle of teaching students according to their aptitude, and gradually realizes the transformation from bitter learning to happy learning. Although it has achieved gratifying results, there are still some problems in the process of stratified teaching, such as difficulties in the management of stratified teaching. The standard of stratification of students is not easy to grasp, the teachers' corresponding quality and ability are lacking, the evaluation system of layered teaching is not perfect, and some parents of students do not support the stratified teaching in schools, etc., aiming at the actual situation of stratified teaching. Shenyang 30th middle school should perfect the stratified teaching from the following aspects. Firstly, the school should strengthen the propaganda of the stratified teaching theory, improve the professional quality of teachers, and create a scientific management mechanism. Secondly, teachers should not only strengthen their own theoretical understanding and related quality of layered teaching, but also pay attention to the teaching objectives and implementation strategies of layered teaching. At the same time, it is necessary to perfect the evaluation system of stratified teaching. Finally, the students should strengthen the dynamic combination of students and strengthen the division of labor and cooperation among students. As the characteristic subject of 30 middle school, the Chinese subject has carried on the delamination teaching exploration and the attempt. Shenyang 30th middle school stratified teaching research. It will inject new vitality into the present stratified teaching in schools and have theoretical and practical significance for the effective development of stratified teaching in the future.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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