高中英语分层教学法有效性的实验研究

发布时间：2017-12-27 19:07

本文关键词：高中英语分层教学法有效性的实验研究　出处：《河南大学》2016年硕士论文　论文类型：学位论文

【摘要】：国家英语课程标准对教师提出了新的要求。它要求教师要不断学习新的教育理念和教育思想,并在此基础上不断更新自己的教学方法。近年来,随着高中录取人数的不断增加和班级人数的不断增多,同一班级学生水平呈现明显差异性的现象愈加严重。这一问题也引起了越来越多教育者的关注和重视。根据新课程改革的要求,如何提高课堂效率,促进每一个学生的充分发展已成为教师目前面临的、亟待解决的问题。而传统的“一刀切”的大班教学显然已经无法应对这些新要求与新问题。在这一背景下,笔者在分层教学思想的指导下,在高中英语教学中实施了分层教学的教育实验,旨在探究分层教学法在高中英语教学中的有效性,为高中英语教学提供借鉴和指导。本实验主要围绕“分层教学是否能有效提高学生的英语水平”、“分层教学是否能有效激发学生学习英语的兴趣”以及“英语分层教学能否有效提升学生在英语学习中的自信心”三个问题展开研究。在综述国内外相关研究成果的基础上,以最近发展区理论和教学过程最优化理论为支撑,从教学目标的制定、教学材料的选择、教学活动的设计、课后作业的布置和学习结果的评价五个方面进行分层,全面实施了分层教学这一教学方法。本研究以笔者所在实习学校高二(5)班、(6)班、(10)班、(11)班,四个平行班的172名学生为研究对象。其中以(6)班、(11)班的86名学生为实验班,(5)班和(10)班的86名学生作为控制班。在实验前,对实验班进行问卷调查,实验班、控制班均做实验前英语水平测试(前测)。实验过程中,将实验班的86名学生依据前测成绩重新分成A班和B班,从2015年9月到12月,进行为期四个月的分层教学实验。在控制班仍采用传统教学法。实验结束后,再对实验班和控制班进行试验后英语水平测试(后测),同时在实验班进行实验后问卷调查和访谈。通过SPSS对前、后测成绩的对比,结果显示控制班的成绩与实验班相比有显著提高,此外,问卷调查和访谈结果的数据分析表明实验班学生对英语学习的兴趣和信心也有了显著提高。因此,本研究表明,英语分层教学法在学生英语水平的提高、学习兴趣的激发与学习自信心的提升等方面都是积极有效的。全文主要包括六个章节。第一章绪论部分简要介绍了分层教学的研究背景、研究意义、研究问题以及文章的框架结构。第二章对有关分层教学在国内外的研究现状进行了综述。第三章阐述了分层教学的概念和实施分层教学的两大理论支撑:最近发展区理论和教学过程最优化理论。第四章主要介绍了分层教学的研究设计。第五章是对研究数据的收集、整理和分析。最后一章对全文进行了总结,包括本研究的发现、不足和对以后研究的建议。
[Abstract]:The National English curriculum standards put forward new requirements for teachers. It requires teachers to continue to learn new educational ideas and ideas, and on this basis constantly update their teaching methods. In recent years, with the increase of the number of high school admissions and the number of students in the class, the phenomenon of the students in the same class has become more and more serious. This problem has also attracted more and more educators' attention and attention. According to the requirements of the new curriculum reform, how to improve the efficiency of the classroom and promote the full development of each student has become a problem that teachers are facing and need to be solved. But the traditional "one knife" of the big class teaching has obviously been unable to cope with these new requirements and new problems. Under this background, under the guidance of stratified teaching thought, the author carried out a stratified teaching experiment in high school English teaching, aiming at exploring the effectiveness of stratified teaching method in high school English teaching, and providing reference and guidance for senior high school English teaching. This experiment mainly focuses on "hierarchical teaching is effective in improving students' English level", "hierarchical teaching can effectively stimulate students' interest in learning English and English teaching can effectively enhance students' confidence in learning English three issues research. Based on the review of relevant research results, in the zone of proximal development theory and the teaching process optimization theory, from the formulation of teaching objectives, teaching materials selection, the design of teaching activities, homework arrangement and study the results of the evaluation of five aspects of stratification, the full implementation of the hierarchical teaching this teaching method. This study is based on the 5 class (5), (6), (10), (11) classes and 172 students in four parallel classes. Among them, 86 students (6) and (11) classes were in the experimental class, and (5) and (10) class 86 students as control classes. Before the experiment, a questionnaire was conducted in the experimental class, and the experimental class and the control class were all tested before the experiment. During the experiment, 86 students in the experimental class were re divided into A class and B class according to the pre-test scores. From September 2015 to December, a stratified teaching experiment for four months was conducted. The traditional teaching method is still used in the control class. After the experiment, the experimental class and the control class were tested in the English level (post test), and the test and interview were conducted in the experimental class after the experiment. By comparing SPSS with the results of pre and post test, the results show that the performance of the control class is significantly improved compared with the experimental class. In addition, the data analysis of the questionnaires and interviews shows that the interest and confidence of the experimental class students in English learning has also been significantly improved. Therefore, this study shows that English stratified teaching is effective and effective in improving students' English level, stimulating learning interest and enhancing learning confidence. The full text mainly includes six chapters. The first chapter is a brief introduction to the research background, research significance, research issues and the frame structure of the stratified teaching. The second chapter is a summary of the research status of stratified teaching at home and abroad. The third chapter expounds the concept of stratified teaching and the two theoretical supports for the implementation of Stratified Teaching: the theory of the recent development zone and the optimization of the teaching process. The fourth chapter mainly introduces the research and design of stratified teaching. The fifth chapter is the collection, collation and analysis of the research data. The last chapter summarizes the full text, including the findings, shortcomings and suggestions for future research.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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