本文關鍵詞： 沈陽市第三十中學 語文分層教學 形式與特點 存在問題 建議　出處：《延邊大學》2015年碩士論文　論文類型：學位論文

【摘要】：《高中語文新課程標準》要求高中語文課程必須顧及學生的原有基礎、發(fā)展方向和學習需求等方面的差異,為每一位學生創(chuàng)設更好的學習條件和發(fā)展空間,促進學生的個性發(fā)展。在此背景下分層教學就成為了現(xiàn)在熱門的話題。分層教學就是針對學生存在的個體差異問題,有目的有針對性地進行分層教學的一種教學方法。這種教學方法重在突出學生的主體性,并尊重學生的個體差異,目的在于給不同層次的學生制定合理的學習內(nèi)容,提供恰當?shù)陌l(fā)展空間,促進教育的全面發(fā)展。作為省級重點高中的沈陽市第三十中學,在探索分層教學這一新的教學理念時,語文學科被作為前沿學科,承擔了分層教學的實踐任務。學校的全體語文教師積極努力探索,在實踐中不斷總結(jié)經(jīng)驗,取得了一些成績和進步。沈陽市第三十中學積極尋找自己的教學特色,在高一、高二、高三年級中分別進行不同模式的分層教學。針對現(xiàn)有的學校情況,高一年級實施小班化教學形式下的ABC分層模式,高二年級實施走班式選修課教學分層模式,高三年級實施AD班分層教學模式。通過一段時間的分層教學,沈陽市第三十中學各年級的語文教學成績都有了明顯的提高,在郊聯(lián)體(郊區(qū)縣學校聯(lián)合體)10所學校中語文排名有了明顯提升,充分體現(xiàn)了分層教學的優(yōu)越性。分層教學不僅增強了學生的競爭與合作意識,促進了學生、師生之間的交流,還促進了素質(zhì)教育的落實,充分體現(xiàn)了因材施教的原則,逐漸實現(xiàn)由苦學到樂學的轉(zhuǎn)變。雖然取得了可喜成績,但在分層教學過程中也存在一定問題,如：分層教學管理存在困難,學生分層標準不易把握,教師相應素質(zhì)能力欠缺,分層教學評價體系不完善,部分學生家長不支持學校的分層教學等。針對分層教學的實際情況,沈陽市第三十中學應該從以下幾個方面完善分層教學。首先是學校方面,應加強分層教學理論的宣傳,提高教師的專業(yè)素質(zhì),創(chuàng)建科學的管理機制,創(chuàng)建校園網(wǎng)絡平臺。其次是教師方面,教師不僅要加強自身對分層教學的理論認識和相關素質(zhì),而且要注意分層教學的教學目標和實施策略,同時還要健全分層教學的評價體系。最后是學生方面,要加強學生的動態(tài)組合,加強學生間的分工協(xié)作,并構建學生自主評價體系。語文學科作為三十中學的特色學科,切實進行了分層教學的探索和嘗試。沈陽市第三十中學分層教學的研究,會為學校目前的分層教學注入新的活力,并為今后分層教學的有效開展具有理論和實踐意義。
[Abstract]:The New Curriculum Standard of Senior High School Chinese requires that the Chinese curriculum in senior high school must take into account the differences in the students' original foundation, development direction and learning needs, and create better learning conditions and development space for each student. To promote the development of students' personality. In this context, layered teaching has become a hot topic. Stratification teaching is aimed at the individual differences of students. A kind of teaching method which aims and pertinently carries on the stratification teaching, this kind of teaching method emphasizes the student's subjectivity, and respects the student's individual difference. The purpose is to make reasonable learning content for different levels of students, to provide appropriate development space, and to promote the overall development of education. As a provincial key high school, Shenyang 30th Middle School. In exploring the new teaching concept of stratified teaching, the subject of Chinese is regarded as a frontier subject, which undertakes the practical task of stratified teaching. All Chinese teachers in the school actively explore and summarize their experiences in practice. Some achievements and progress have been made. Shenyang 30th Middle School actively looking for its own teaching characteristics, in senior one, two, three grades of different models of layered teaching. In view of the existing school situation. In the first grade of senior high school, the mode of ABC stratification in the form of small class teaching, the mode of stratified teaching of walking class elective course in grade two, and the mode of stratified teaching of AD class in grade three of senior high school were carried out through a period of time of stratified teaching. The Chinese teaching achievement of the 30th middle school in Shenyang has been improved obviously, and the language rank has been improved obviously in the ten schools in the rural school association (rural county school union). Stratified teaching not only enhances students' competition and cooperation consciousness, promotes the communication between students, teachers and students, but also promotes the implementation of quality education. It fully embodies the principle of teaching students according to their aptitude, and gradually realizes the transformation from bitter learning to happy learning. Although it has achieved gratifying results, there are still some problems in the process of stratified teaching, such as difficulties in the management of stratified teaching. The standard of stratification of students is not easy to grasp, the teachers' corresponding quality and ability are lacking, the evaluation system of layered teaching is not perfect, and some parents of students do not support the stratified teaching in schools, etc., aiming at the actual situation of stratified teaching. Shenyang 30th middle school should perfect the stratified teaching from the following aspects. Firstly, the school should strengthen the propaganda of the stratified teaching theory, improve the professional quality of teachers, and create a scientific management mechanism. Secondly, teachers should not only strengthen their own theoretical understanding and related quality of layered teaching, but also pay attention to the teaching objectives and implementation strategies of layered teaching. At the same time, it is necessary to perfect the evaluation system of stratified teaching. Finally, the students should strengthen the dynamic combination of students and strengthen the division of labor and cooperation among students. As the characteristic subject of 30 middle school, the Chinese subject has carried on the delamination teaching exploration and the attempt. Shenyang 30th middle school stratified teaching research. It will inject new vitality into the present stratified teaching in schools and have theoretical and practical significance for the effective development of stratified teaching in the future.
【學位授予單位】：延邊大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.3

【參考文獻】

相關期刊論文 前5條

1 劉國成;針對個性差異實施因材施教[J];安徽教育學院學報(哲學社會科學版);1994年02期

2 黃希庭,范蔚;個性化成才教育探索[J];重慶大學學報(社會科學版);2000年02期

3 顧振彪;語文課程標準與作文個性化問題[J];湖北教育;2003年01期

4 唐傳賢;;淺談語文教學中的學生個性化閱讀[J];當代教育論壇(教學研究);2010年05期

5 李會先,周慧梅;個別化教學的歷史透析[J];新鄉(xiāng)師范高等�？茖W校學報;2002年04期

相關碩士學位論文 前2條

1 宮偉偉;促進高中生個性發(fā)展的校本課程開發(fā)與實踐[D];遼寧師范大學;2010年

2 楊艷;新課程背景下分層教學發(fā)展研究[D];上海師范大學;2011年

，

本文編號：1461577