隐性分层教学与小学英语后进生转化关系的实验研究
发布时间：2018-11-02 19:44
【摘要】：课堂教学是新课程实施的基本途径,“一切为了每一位学生的发展”是新课程改革的核心理念。教师在课堂教学中,应关注每一位学生尤其是后进生的各种表现和发展,使他们积极参与课堂教学。但是英语教学在现行的班级授课制条件下,实行“一刀切”的教学模式,很难照顾到后进生。而后进生在学习中不断地遭受挫折打击,不仅学习成绩低下,学习兴趣和学习动力缺乏,甚至可能诱发一些心理问题,影响其身心健康。针对英语教学的实际情况和存在的问题,笔者通过分析本校英语教学的现状,以改善后进生英语学习状况为目的,尝试在英语教学中开展隐性分层教学的实验研究。本实验试图探讨隐性分层教学模式对后进生的教育作用,研究隐形分层教学在提高后进生提高英语成绩、增强他们英语的学习兴趣、改善他们的学习态度、保护他们的自尊心和自信心、促进他们个性健康发展等方面的积极作用。本研究以松江区某小学三年级9班学生为实验对象,10班为对照班,实验时间为一学年,并以“差异教学”、“建构主义学习理论”和“人本主义学习理论”作为理论基础。本研究运用文献分析法、问卷调查法、访谈法、实验法等研究方法,具体探讨了以下的问题:(1)隐性分层教学是否能提高小学英语后进生的学习成绩;(2)隐性分层教学是否能改善小学英语后进生的学习态度,增强学习积极性;(3)隐性分层教学是否能促进小学英语后进生自信心的发展。在实验前后,笔者分别对实验班和控制班进行了成绩测试、问卷调查和个别访谈。通过实验结果的分析,我们可以看到,与传统的非分层教学模式相比,隐性分层教学这一模式能较好地解决班级授课与个体差异间的矛盾,能显著提高后进生英语的学习成绩、有效地改善后进生英语学习的态度,增强他们对英语学习的兴趣,促进他们个性的健康发展。
[Abstract]:Classroom teaching is the basic way to implement the new curriculum. "everything for the development of every student" is the core idea of the new curriculum reform. In classroom teaching, teachers should pay attention to the performance and development of every student, especially the underachievers, so that they can actively participate in classroom teaching. However, under the current classroom teaching system, it is difficult to take care of the underachievers by carrying out a "one-size-fits-all" teaching model. The underachievers suffer from setbacks in their study, not only low achievement, lack of interest and motivation, but also some psychological problems, which may affect their physical and mental health. In view of the actual situation and existing problems in English teaching, the author analyzes the present situation of English teaching in our school and tries to carry out an experimental study of implicit and stratified teaching in English teaching with the aim of improving the learning situation of underachievers. This experiment attempts to explore the educational effect of the implicit stratified teaching model on the underachievers, and to study the effect of the implicit stratified teaching on improving the English achievement, interest and attitude of the underachievers. Protect their self-esteem and self-confidence, promote their healthy development of personality and other aspects of the positive role. This study is based on "difference Teaching", "Constructivism Learning Theory" and "Humanism Learning Theory", taking Class 9 of Grade 9 of a Primary School in Songjiang District as experimental object and class 10 as control class. By using the methods of literature analysis, questionnaire survey, interview and experiment, this study discusses the following problems: (1) whether implicit stratification teaching can improve the learning achievement of the underachievers in primary school; (2) whether recessive stratified teaching can improve the learning attitude and enthusiasm of the underachievers in primary school, and (3) whether it can promote the development of the self-confidence of the underachievers in primary school. Before and after the experiment, the author carries on the test, questionnaire and individual interview to the experimental class and the control class. Through the analysis of the experimental results, we can see that compared with the traditional non-stratified teaching model, the implicit hierarchical teaching model can solve the contradiction between class teaching and individual differences, and can significantly improve the English learning achievement of the underachievers. It can effectively improve the attitude of underachievers in English learning, enhance their interest in English learning and promote their healthy development of personality.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.31
本文编号：2306771
[Abstract]:Classroom teaching is the basic way to implement the new curriculum. "everything for the development of every student" is the core idea of the new curriculum reform. In classroom teaching, teachers should pay attention to the performance and development of every student, especially the underachievers, so that they can actively participate in classroom teaching. However, under the current classroom teaching system, it is difficult to take care of the underachievers by carrying out a "one-size-fits-all" teaching model. The underachievers suffer from setbacks in their study, not only low achievement, lack of interest and motivation, but also some psychological problems, which may affect their physical and mental health. In view of the actual situation and existing problems in English teaching, the author analyzes the present situation of English teaching in our school and tries to carry out an experimental study of implicit and stratified teaching in English teaching with the aim of improving the learning situation of underachievers. This experiment attempts to explore the educational effect of the implicit stratified teaching model on the underachievers, and to study the effect of the implicit stratified teaching on improving the English achievement, interest and attitude of the underachievers. Protect their self-esteem and self-confidence, promote their healthy development of personality and other aspects of the positive role. This study is based on "difference Teaching", "Constructivism Learning Theory" and "Humanism Learning Theory", taking Class 9 of Grade 9 of a Primary School in Songjiang District as experimental object and class 10 as control class. By using the methods of literature analysis, questionnaire survey, interview and experiment, this study discusses the following problems: (1) whether implicit stratification teaching can improve the learning achievement of the underachievers in primary school; (2) whether recessive stratified teaching can improve the learning attitude and enthusiasm of the underachievers in primary school, and (3) whether it can promote the development of the self-confidence of the underachievers in primary school. Before and after the experiment, the author carries on the test, questionnaire and individual interview to the experimental class and the control class. Through the analysis of the experimental results, we can see that compared with the traditional non-stratified teaching model, the implicit hierarchical teaching model can solve the contradiction between class teaching and individual differences, and can significantly improve the English learning achievement of the underachievers. It can effectively improve the attitude of underachievers in English learning, enhance their interest in English learning and promote their healthy development of personality.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.31
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