【摘要】：當今世界,許多國家都把發(fā)展職業(yè)教育作為振興經(jīng)濟、增強國力的戰(zhàn)略選擇。進入21世紀之后,我國經(jīng)濟持續(xù)迅速發(fā)展,企業(yè)不斷引進國外先進技術(shù)和先進設(shè)備,社會對懂英語的高技能人才求賢若渴,而肩負著培養(yǎng)復合型高技能人才的中等職業(yè)學校的英語教學現(xiàn)狀令人擔憂。在此背景下,本人在前人研究的基礎(chǔ)上進一步探索分層教學在中職英語課程中的作用,努力構(gòu)建實用的中職英語課程分層教學模式,為中職英語教學改革尋找出路。本研究首先深入了解了分層教學的理論基礎(chǔ)和國內(nèi)外分層教學的實踐經(jīng)驗;通過問卷法、測驗法、訪談法等調(diào)查方法,調(diào)查了秦皇島市中等職業(yè)學校英語教學現(xiàn)狀;并針對其中存在的問題,結(jié)合分層教學理論研究和多年的英語教學經(jīng)驗,構(gòu)建了中職英語課程分層教學模式;最后,在秦皇島市技師學院電工系2014級中技班內(nèi)進行教學實驗,以驗證分層教學在學生發(fā)展中的意義,同時對中職英語課程分層教學模式的構(gòu)建在教學中的促進作用進行實證。首先,調(diào)查發(fā)現(xiàn):中職學生的英語基礎(chǔ)參差不齊,學生缺乏良好的競爭環(huán)境;中職學校大部分英語教師都認為學生知識結(jié)構(gòu)、認知水平等各方面存在巨大差異,從而對學生在英語學科上的進步呈消極的態(tài)度;因材施教在教學中的比例偏小,多數(shù)學生認為把自己分到成績相差較小的班有利于學習。其次,構(gòu)建中職學校英語課程分層教學模式,要從教學目標確立、教學內(nèi)容選擇、教學過程和教學評價等環(huán)節(jié)入手,尋求各環(huán)節(jié)的分層依據(jù)和分層方法,以指導教學。再次,教學實驗證明:分層教學使學生的課堂表現(xiàn)和期末成績向老師的期望值有明顯靠近,增強了學生的信心,激發(fā)了他們在英語學習上的內(nèi)驅(qū)力。通過一年的理論研究、調(diào)查分析、模式構(gòu)建和教學實驗,得出如下結(jié)論:在中職學校實施英語分層教學確實可以讓不同層次的學生在英語知識與能力、學習態(tài)度與動機等方面得到較大程度的提高,教師素質(zhì)和教學效率得到極大的提升;本研究對中職英語分層教學模式的構(gòu)建,由思考到量化的教學建議,幫助老師明晰目標、理清思路、簡化設(shè)計過程,促進了中職英語分層教學的實施。
[Abstract]:Nowadays, many countries regard the development of vocational education as the strategic choice of revitalizing economy and strengthening national strength. After entering the 21st century, the economy of our country continues to develop rapidly, the enterprises continue to introduce advanced technology and equipment from abroad, and the society is eager for talents with high skills who understand English. The current situation of English teaching in secondary vocational schools is worrying. In this context, based on the previous studies, I further explore the role of stratified teaching in the secondary vocational English curriculum, and try to build a practical teaching model for the secondary vocational English curriculum, in order to find a way out for the secondary vocational English teaching reform. Firstly, this study deeply understands the theoretical basis of stratified teaching and the practical experience of stratified teaching at home and abroad, and investigates the present situation of English teaching in secondary vocational schools in Qinhuangdao by means of questionnaire, test and interview. Aiming at the existing problems, combining with the research of stratified teaching theory and many years' English teaching experience, this paper constructs a layered teaching model of secondary vocational English course. Finally, the teaching experiment is carried out in the middle technical class of 2014 middle school in the Electrical Engineering Department of Qinhuangdao City technician College. The purpose of this paper is to verify the significance of stratified teaching in the development of students, and at the same time, to demonstrate the promoting role of the construction of layered teaching model in the teaching of secondary vocational English courses. First of all, the survey found that the English foundation of secondary vocational school students is uneven, the students lack a good competitive environment, and most English teachers in secondary vocational school think that there are great differences in the students' knowledge structure, cognitive level and so on. Therefore, the students have a negative attitude towards their progress in English subjects, and the proportion of teaching according to their aptitude in teaching is small, and most students think that it is good for them to assign themselves to classes with small differences in achievement. Secondly, to construct the layered teaching mode of English curriculum in secondary vocational schools, we should start with the establishment of teaching objectives, the choice of teaching content, the teaching process and teaching evaluation, and seek the stratified basis and methods of each link in order to guide the teaching. Thirdly, the teaching experiment proves that stratified teaching makes the students' classroom performance and final grades close to the teachers' expectations, enhances the students' confidence and stimulates their inner drive in English learning. Through a year of theoretical research, investigation and analysis, model construction and teaching experiments, the following conclusions are drawn: the implementation of English stratified teaching in secondary vocational schools can really enable students at different levels to have knowledge and competence in English. Learning attitude and motivation have been greatly improved, teachers' quality and teaching efficiency have been greatly improved. Clear thinking, simplify the design process, promote the implementation of secondary vocational English teaching.
【學位授予單位】：河北科技師范學院
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41

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