隐性分层教学模式在高中英语阅读猜词教学中的应用

发布时间：2018-04-23 07:06

本文选题：隐性分层教学模式 + 非智力因素　；参考：《渤海大学》2015年硕士论文

【摘要】：当前,高中学生的差异给英语教学带来很多困扰。一些学生在学习中没有兴趣,没有动机,缺乏自信心,没有正确的学习态度和好的学习习惯。传统的教学模式要求教师对不同的学生采取同样的教学,不同能力的学生不能从自己的知识基础开始学习。因此,传统教学模式无法解决上面教学中出现的问题。隐性分层教学模式作为一种新的教学模式,要求教师对待不同的学生采用不同的教学。不同能力的学生能从自己的知识基础开始学习。因此,隐性分层教学模式能够解决教学中存在的困扰。研究研究者为了证明隐性分层教学模式在高中英语教学中的可行性,在一所高中做了实验。这份研究在大同第四中学实施。目标是探索新的教学模式在高中英语教学中的可行性与有效性。两个班作为研究对象,其中一个班作为实验班,另一个班作为控制班。在一班实施隐形分层教学,二班实施传统教学。在这份研究中,有两个研究问题:1.在隐形分层教学模式与传统教学模式中,哪种教学模式更能有效提高学生的英语猜词技能?2.在隐性分层教学模式下,学生的哪些非智力因素会发生变化?在这份研究中,工具有一份调查问卷,两份测试卷和统计软件17.0。首先,在实验初期调查问卷在两个班进行问卷调查。其次,学期末调查问卷在实验班进行问卷调查。再次,前测试卷在试验前在两个班进行测验。最后,后测试卷在实验结束时在两个班进行测验。统计工具17.0在实验中被运用。通过收集和分析两个班后测的数据,实验班前后测的数据和控制班的前后测数据,研究者将回答第一个问题。通过收集和分析实验班实验前后调查问卷的数据,研究者将回答第二个研究问题。实验结束后,新的发现被获得:1.在隐性分层教学模式下,实验班不同层次的学生在英语阅读猜词技能上均获得快速进步;2.在隐性分层教学模式下,实验班学生的兴趣、动机、态度、自信心和习惯,这些非智力因素均得到有效改善。因此,可以得出结论:隐性分层教学模式在高中英语教学中是有效的、可行的。
[Abstract]:At present, the differences between senior high school students bring a lot of troubles to English teaching. Some students have no interest in learning, no motivation, lack of self-confidence, lack of correct learning attitude and good study habits. The traditional teaching mode requires teachers to take the same teaching to different students, and students with different abilities can not start from their own knowledge base. Therefore, the traditional teaching mode can not solve the above problems in teaching. As a new teaching mode, the implicit and stratified teaching mode requires teachers to adopt different teaching methods for different students. Students with different abilities can learn from their own knowledge base. Therefore, the hidden layered teaching model can solve the problems in teaching. In order to prove the feasibility of the implicit and stratified teaching model in high school English teaching, the researchers conducted an experiment in a senior high school. The study was carried out in the fourth Middle School of Datong. The goal is to explore the feasibility and effectiveness of the new teaching model in senior high school English teaching. Two classes were studied, one as the experimental class and the other as the control class. Class one implements the teaching of stealth and stratification, while class two implements the traditional teaching. In this study, there are two research questions: one. Which teaching mode is more effective in improving students' ability of guessing words in the implicit and stratified teaching mode and in the traditional teaching mode. Which non-intelligence factors of students will change under the implicit and stratified teaching mode? In the study, the tools included a questionnaire, two test volumes and statistical software 17. 0. First, the questionnaire was conducted in two classes at the beginning of the experiment. Second, the end of the semester questionnaire in the experimental class questionnaire survey. Again, the pre-test paper was tested in two classes before the test. Finally, the post-test paper was tested in two classes at the end of the experiment. Statistical tool 17.0 was used in the experiment. The first question will be answered by collecting and analyzing the data of the two classes, the data of the experimental class before and after the test and the data of the control class. By collecting and analyzing the data of the questionnaire before and after the experiment, the researcher will answer the second question. At the end of the experiment, the new discovery was made at 1: 1. In the model of implicit stratified teaching, students of different levels in the experimental class have achieved rapid progress in their English reading and guessing skills. In the model of implicit stratified teaching, the students' interest, motivation, attitude, self-confidence and habit are all improved effectively. Therefore, we can draw a conclusion that the implicit and stratified teaching model is effective and feasible in senior high school English teaching.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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