新课标背景下高中英语差异教学理念的应用现状调查研究

发布时间：2018-01-15 06:22

本文关键词：新课标背景下高中英语差异教学理念的应用现状调查研究　出处：《闽南师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：近年来,高中英语课堂面临着越来越严峻的挑战。由于应试教育的突显,在传统的大班级制中,英语老师对学生的个体差异和学习兴趣关注度不高。整个英语教学课堂特别是县城学校的英语课堂教学效率低下。《普通高级中学英语课程标准(实验稿)》指出,在教学中教师要能够不断的开发引导学生的学习兴趣,使得学生将兴趣变为学习英语的动机。在新课标理念的指导和实施下,差异教学的理念和方法要求教师要承认学生间所存在的不可忽视的个体差异,能有效改善当前英语教学现状,因此笔者在本文中主要调查差异教学在县城中学英语课堂中的应用现状。本研究以多元智能理论、最近发展区学习理论和教育目标分类理论为理论指导基础,采用了问卷调查法、课堂观察法结合访谈法,以实习学校漳州市东山县第一中学为例,选取高二年级四个班(176名学生、四个英语教师)为调查对象,围绕老师、学生、和课堂教学三角度进行调查研究县城中学英语教师差异教学观及课堂中实施差异教学策略的程度、所存在的问题以及建议和启示,从而探究县城中学英语课堂差异教学现状及实施的可能性。本文所有数据笔者都使用SPSS统计软件进行分析,并试图回答以下三个问题:1.在新课标背景下高中英语教学中“差异教学”理念的实施现状如何?“差异教学”理念的实施受哪些方面影响?2.新老教师实施“差异教学”过程中是否存在差异?3.差异教学策略的使用情况是否和学生的英语成绩相关?笔者得出以下结论:1.目前在县城中学差异教学理念的使用普遍性不高,为中频。造成这种实施现状不理想的主要因素有:班级规模大小、教师自身素质高低、对学生个体差异的关注度小、应试教育氛围过于浓厚;2.新老教师在差异教学理念的应用上有差异,尤其是课堂组织、评价反馈这两个策略上有显著性差异,新教师的表现更符合差异教学理念。3.差异教学策略的使用和学生的成绩呈显著正相关。同时笔者也给出差异教学的实施建议与启示。
[Abstract]:In recent years, the English classroom in senior high school is facing more and more serious challenges. Due to the prominence of examination-oriented education, it is in the traditional large class system. English teachers pay little attention to students' individual differences and interest in learning. The efficiency of English teaching in the whole English teaching classroom, especially in the county schools, is low. Point out. In teaching, teachers should be able to develop and guide students' interest in learning, so that students can change their interest into motivation of learning English, under the guidance and implementation of the new curriculum standard. The idea and method of differential teaching require teachers to admit the individual differences among students, which can effectively improve the present situation of English teaching. Therefore, the author mainly investigates the application of differential instruction in the middle school English classroom in county town. This study is guided by the theory of multiple intelligences, the theory of learning in the proximal development area and the classification theory of educational objectives. The questionnaire method, classroom observation method and interview method are adopted. Taking the first Middle School of Dongshan County of Zhangzhou City as an example, 176 students and four English teachers from four classes in Grade 2 are selected as the objects of the survey. This paper focuses on teachers, students, and classroom teaching to investigate the different teaching views of English teachers in county middle schools, the degree of implementing differential teaching strategies in the classroom, the existing problems and the suggestions and revelations. In order to explore the present situation and the possibility of different English classroom teaching in county middle schools, the author of this paper uses SPSS statistical software to analyze all the data in this paper. And try to answer the following three questions: 1. Under the background of the new curriculum standard, what is the status quo of the implementation of the concept of "differential teaching" in senior high school English teaching? What are the influences on the implementation of the concept of "differential teaching"? 2. Are there any differences between new and old teachers in the process of implementing "differential teaching"? 3. Is the use of differentiated teaching strategies related to students' English achievement? The author draws the following conclusion: 1. At present, the use of the concept of differential teaching in county middle schools is not high, which is intermediate frequency. The main factors that cause this kind of implementation are: class size. The teacher's own quality is low, the attention to the student individual difference is small, the examination-oriented education atmosphere is too strong; 2. There are significant differences between new and old teachers in the application of different teaching concepts, especially in classroom organization and evaluation feedback. The performance of new teachers is more in line with the concept of differential teaching. 3. There is a significant positive correlation between the use of differential teaching strategies and the students' achievements. At the same time, the author also gives some suggestions and revelations for the implementation of differential teaching.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】