分层次教学在普通高中英语教学中的应用研究

发布时间：2021-10-25 19:26

　　新课程改革强调从统一标准教育向差异化教育的转变,因为每个学生都是独特的、独立的。当前,教育培养目标要反映时代要求,使学生具备适应终身学习的基本知识、基本技能和方法,成为有理想、有道德、有文化、有纪律、全面发展的新一代。传统的统一教材、大纲的一刀切做法己经不能满足因材施教的需要。本研究的目的就是通过实施分层教学,看看学生对分层次教学的态度以及其英语学习兴趣、自信心以及学生的英语成绩是否得到提高,根据数据提出一些适当的有利于分层教学的建议。本研究以建构主义理论、近端发展理论区和自我效能理论,采用实验研究及访谈的研究方法,在江苏省丹阳市珥陵高级中学进行了英语分层次教学实验,选取了两个教学班作为实验的研究对象,一个作为实验班,进行分层教学实验,一个作为控制班。通过研究,作者预期回答如下三个问题:（1）学生对于分层次教学的态度是什么?（2）分层教学能否加强学生的积极情感状态（学习兴趣,学习动机和学习自信心）?如果能,如何加强?（3）分层教学能否提高学生的学业成绩?如果能,如何提高?通过问卷法调查发现学生普遍支持分层次教学,通过问卷和访谈法调查发现分层教学法能提高学生的学习兴趣,学习动机和学习自信... 

【文章来源】：广西师范大学广西壮族自治区

【文章页数】：76 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Chapter1 Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Organization of the Thesis
Chapter2 Literature Review
    2.1 Description of Stratified Teaching
        2.1.1 Definition of Stratified Teaching
        2.1.2 Stratified Teaching Model
        2.1.3 Factors Causing the Stratification of Students’Academic Level
    2.2 Theoretical Basis of Stratified Teaching Research
        2.2.1 Constructivism Theory
        2.2.2 Zone of Proximal Development Theory
        2.2.3 Self-Efficacy Theory
    2.3 Previous Relevant Researches
        2.3.1 Researches on the Stratified Teaching Abroad
        2.3.2 Researches on the Stratified Teaching at Home
    2.4 Theoretical Framework of the Present Study
Chapter3 Research Design
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Questionnaire
        3.3.2 Interviews
        3.3.3 Tests(Pretest and Posttest)
    3.4 Research Procedures
    3.5 Data Collection and Analysis
Chapter4 Research Results and Analysis
    4.1 Situation of Students’Attitude Towards Stratified Teaching Method by the Questionnaire
    4.2 Situation of Stratified Teaching Affecting Students’Positive Affective States by the Questionnaire and the Interviews
        4.2.1 Situation of Stratified Teaching Affecting Students’Positive Affective States by the Questionnaire
        4.2.2 Situation of Stratified Teaching Affecting Students’Positive Affective States by the Interview
    4.3 Situation of Stratified Teaching Improving Students’Academic Achievements
        4.3.1 Analysis of the Pre-test
        4.3.2 Analysis of the Post-test
Chapter5 Implications
    5.1 Major Findings
        5.1.1 Most of the Students Support the Stratified Teaching
        5.1.2 Stratified Teaching Can Strengthen Students’Positive Affective States
        5.1.3 Stratified Teaching Can Improve Students’Academic Performance
    5.2 Pedagogical Implications
        5.2.1 Dividing Student Level Appropriately
        5.2.2 Lightening the Working Burden of Teachers
        5.2.3 Understanding Students Individual Differences and Their Learning Needs
Chapter6 Conclusion
    6.1 Summary of the Present Study
    6.2 Limitation of the Present Study
    6.3 Suggestions for Future Study
Appendix A
Appendix B
Appendix C
Appendix D
Bibliography
Acknowledgements


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