初中英语写作教学的分层作业设计及实施研究

发布时间：2021-03-12 04:07

　　英语写作是英语学习的一项基本技能。然而在传统的教学模式下,初中生写作水平相对薄弱,较难有效地运用写作策略,写作态度也较为被动和消极,完成的写作作业质量较差。为了探讨初中生英语写作作业的现状,笔者将进行在实际教学中实施应用分层作业的行动研究,以此探寻更有效的英语写作作业形式。分层作业是基于分层教学的延伸。分层教学的雏形是早在1868年由美国教育家哈利斯（Harris,W.T.）创立的“活动分团制”。在我国的思想渊源最早可追溯到春秋时期的孔子关于“因材施教”的教育主张（叶琳,2003）。分层教学是以建构主义、掌握学习理论、最近发展区等为理论基础,通过对教学目标分层、教学活动的分层、学生的分层、作业的分层、评价的分层来适应和满足不同学习能力的学生的需求,这也体现了我国《义务教育英语课程标准》（2011）倡导英语课程应体现学生为主的思想,在教学设计的各个方面都应该考虑到使全体发展的要求的思想。分层作业是分层教学的一部分,学者和教育工作者对分层教学有大量研究,但针对于初中英语写作教学中的作业设计研究相对较少。通过对某中学部分教师的访谈,笔者发现教师在设计和布置写作作业时,往往形式单一性,对现有教... 

【文章来源】：四川师范大学四川省

【文章页数】：82 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Chapter One Introduction
    1.1 Background of the Research
    1.2 Purpose and Significance of the Research
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Related Studies on Stratified Teaching
        2.1.1 Definitions of Stratified Teaching
        2.1.2 Studies on Stratified Teaching Abroad and at Home
    2.2 Related Studies on Stratified Homework
        2.2.1 Definitions of Stratified Homework
        2.2.2 Studies on Stratified Homework Abroad and at Home
    2.3 Theoretical Basis of the Research
        2.3.1 Constructivism
        2.3.2 Bloom’s Mastery of Learning Theory
        2.3.3 Vygotsky’s Zone of Proximal Development Theory
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Methods
    3.3 Participants
    3.4 Research Procedure
        3.4.1 Problem Identification and Hypotheses Making
        3.4.2 Survey and Hypotheses Analysis of the Problems
        3.4.3 Posing of Research Questions
        3.4.4 Design of An Action Plan and an Implementation Plan
        3.4.5 Implemention and Monitoring of the Action Research Plan
    3.5 Data collection
        3.5.1 Interviews
        3.5.2 Questionnaires
        3.5.3 Portfolio
    3.6 Standards for the Stratification of Homework
    3.7 Standards for the Stratification of Students
Chapter Four Data Analysis and Discussion
    4.1 Date Analysis
    4.2 Qualitative Analysis
        4.2.1 Interviews
        4.2.2 Portfolio
    4.3 Quantitative Analysis
        4.3.1 Tests
        4.3.2 Questionnaires
    4.4. Research Findings
    4.5 Problems in the Implementation
        4.5.1 Problems with Stratification of Students
        4.5.2 Problems with Stratification of Homework
        4.5.3 Polarization with Students’ Scores in Tests
Chapter Five Conclusion
    5.1 Conclusion
    5.2 Limitations
    5.3 Further Consideration
Bibliography
Appendices
Acknowledgements



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