隐性分层教学在初中英语阅读教学中的应用研究

发布时间：2018-01-08 07:18

本文关键词：隐性分层教学在初中英语阅读教学中的应用研究　出处：《重庆师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：阅读是英语学习者获得语言输入的重要途径,是语言输出的前提和基础,是英语教学的核心组成部分,在英语学习中起着不可替代的重要作用。在各级各类英语考试中,英语阅读比重的增大也反映着教育部对英语阅读要求的提高。如何改善初中学生英语阅读水平较低的现状以及如何提高英语阅读教学的效率也就成为了英语教学的重难点。于20世纪90年代传入国内的分层教学模式在教学过程中关注到学生个体间差异,以及因材施教的方法取得显著成效的同时由于明显将学生分层的做法挫伤了学生的自尊心以及学习兴趣从而引发了学者的争议。为了能够有效地提高英语阅读的教学效率和学生的英语阅读兴趣,本文采用了隐性分层教学模式。不同于分层教学模式的是,隐性分层模式对学生主体分层的结果教师记于心中,不会告知学生,从而保护学生学习兴趣以及自尊心不受伤害。笔者在确定课题方向后提出了研究问题,于2016年9月至2016年12月对西安市某学校初一(2)班开始了4个月的隐性分层教学实验。在“因材施教”教学思想的引导下以阅读成绩、阅读兴趣等因素为标准将初一(2)班学生划分为三个层次,对每个层次的学生采用不同的教学目标、教学活动、课后作业以及教学评价方式,以促使各个层次的学生都能实现最大程度的进步。采用英语考试试卷以及访谈问卷两种研究工具对学生的英语阅读成绩以及阅读兴趣的变化进行研究,本实验主要研究并解决三个问题:(1)如何在初中英语阅读课堂进行隐性分层教学?(2)隐性分层教学对学生的英语阅读成绩产生了什么影响?(3)隐性分层教学对学生的英语阅读兴趣产生了什么影响?通过研究发现,初一(2)班的学生阅读成绩得到了提升,其中C层学生的英语阅读成绩进步的最为明显,在促进不同层次学生提高自我效能感的同时保护了学生的自尊心,提高了英语阅读的兴趣。在实习学校各级领导以及教师的配合下,该实验取得了较为满意的效果。与此同时,教师在隐性分层教学操作的过程中应该加强培养学生间合作交流与良性竞争的意识,处理好分层教学与班级同步讲授的关系,教师主体也应该不断加强教师专业素养以及综合能力素养。
[Abstract]:Reading is an important way for English learners to obtain language input, is the premise and basis of language output, and is the core component of English teaching. It plays an irreplaceable role in English learning. The increase of the proportion of English reading also reflects the improvement of the requirements of the Ministry of Education on English reading. How to improve the current situation of junior high school students' English reading level and how to improve the efficiency of English reading teaching have become English teaching. In 1990s, the stratified teaching mode introduced into China paid attention to the differences between students in the process of teaching. And the method of teaching students according to their aptitude has achieved remarkable results, while the obvious stratification of students has dampened students' self-esteem and interest in learning, which has aroused controversy among scholars. Teaching efficiency and students' interest in English reading. This paper adopts the implicit stratified teaching model. Different from the stratified teaching model, the implicit stratification model does not inform the students about the result of the students' stratification. In order to protect students' interest in learning and self-esteem from harm. From September 2016 to December 2016, a four-month implicit stratified teaching experiment was conducted in the first year of Grade 2 of a school in Xi'an. Reading results were obtained under the guidance of the teaching thought of "teaching students in accordance with their aptitude". Reading interest and other factors as the standard will be divided into three levels of students in the first year of the class, for each level of students to adopt different teaching objectives, teaching activities, homework and teaching evaluation methods. In order to promote students at all levels to achieve maximum progress, English examination papers and interview questionnaires are used to study the changes of students' English reading scores and reading interests. This experiment mainly studies and solves three questions: 1) how to carry on the recessive stratification teaching in the junior middle school English reading class? 2) what is the effect of the implicit and stratified teaching on the students' English reading achievement? 3) what effect does the implicit stratified teaching have on the students' interest in English reading? Through the study, it is found that the reading scores of the students in Grade 2) have been improved, among which the English reading scores of the C level students have improved most obviously. While promoting students at different levels to improve their sense of self-efficacy, it protects students' self-esteem and improves their interest in English reading. At the same time, teachers should strengthen the awareness of cooperation and exchange between students and healthy competition in the process of implicit and stratified teaching operation. In order to deal with the relationship between stratified teaching and class synchronous teaching, teachers' main body should strengthen teachers' professional quality and comprehensive competence.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】