在初中混合班的英语课堂中开展分层教学活动的有效性研究

发布时间：2018-05-30 04:03

本文选题：分层教学活动 + 初中英语课堂　；参考：《华中师范大学》2017年硕士论文

【摘要】：初中混合班指的是在初中阶段的同一个班级中同时存在层次不同的学生。它的出现主要受到当地的入学政策的影响。“小升初”电脑派位是解决教育公平的一个途径。但是在班级授课制普遍存在的今天,电脑派位带来的生源水平差距成为初中英语课堂中不可忽视的问题,也导致了混合班的形成。传统的课堂教学模式主要针对中等生的成长,而后进生与优生则面临“吃不透”和“吃不饱”的问题,长此以往,两极分化越来越严重。根据国内外学者与一线教师的理论研究和理论依据,分层教学成为一种代替传统教学的模式被提出。分层教学发展至今在教育领域已占领一席之地,运用分层教学理念产生出的分层教学活动也被广泛地采用,然而是否适用于初中混合班的英语课堂,并产生良好效果,还需要实践证明。本文采用了研究实验的方法,针对笔者所在泉州市一中学的情况制定了系统的分层教学活动,将英语课堂上会涉及到的教学目标、教学内容、提问内容和方式、反馈方式和作业用分层的形式开展,让分层教学活动贯彻落实。实验以初中两个初二的班级作为实验对象,分实验班和对照班,开展了为期一年两个阶段的分层教学活动。实验班采用分层教学,实验前按一定的标准进行学生分层,对不同层次的学生采用不同的内容与形式教学。对照班还是运用传统教学。在实验过程中,笔者用问卷调查、考试成绩和访谈分两次进行效果监测,了解分层教学活动是否可以在最广层面上提高学生的语言技能、语言知识、情感态度、学习策略和文化意识,适应学生个体差异,同时缩小班级中的两极分化,取得优于传统教学活动的效果。
[Abstract]:A mixed class in junior middle school refers to students with different levels in the same class in junior middle school. Its appearance is mainly influenced by the local entrance policy. Computer allocation is a way to solve the problem of educational fairness. However, in today's classroom teaching system, the gap between students' level caused by computer allocation has become a problem that can not be ignored in junior middle school English classroom, and has also led to the formation of mixed classes. The traditional classroom teaching mode is mainly aimed at the growth of the middle school students, while the backward students and the excellent students are faced with the problems of "not getting through" and "not having enough to eat". In the long run, the polarization becomes more and more serious. According to the theoretical research and theoretical basis of scholars and teachers at home and abroad, stratified teaching has been put forward as a model instead of traditional teaching. The development of stratified teaching has occupied a place in the field of education up to now. The layered teaching activities produced by the idea of stratified teaching have also been widely used. However, whether it is suitable for the English classroom of mixed classes in junior high schools and has good results. It still needs to be proved by practice. In this paper, the author adopts the method of research and experiment, and makes a systematic and hierarchical teaching activity according to the situation of a middle school in Quanzhou, which will involve the teaching objectives, teaching contents, questioning contents and methods in the English classroom. Feedback and homework in the form of stratification, so that the implementation of layered teaching activities. The experiment took two junior middle school classes as experimental objects, divided into experimental class and control class, carried out two stages of stratified teaching activities for one year. The experimental class adopts stratified teaching, and the students are stratified according to certain standards before the experiment, and different contents and forms are used for different levels of students. The control class still uses traditional teaching. In the course of the experiment, the author used questionnaires, test scores and interviews to monitor the effect twice, to understand whether the stratified teaching activities can improve the students' language skills, language knowledge and emotional attitude on the broadest level. Learning strategies and cultural awareness adapt to the individual differences of students and reduce the polarization in the class and achieve better results than the traditional teaching activities.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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