本文關(guān)鍵詞：隱性分層教學(xué)在初中英語(yǔ)閱讀教學(xué)中的應(yīng)用研究　出處：《重慶師范大學(xué)》2017年碩士論文　論文類(lèi)型：學(xué)位論文

  更多相關(guān)文章： 英語(yǔ)閱讀教學(xué) 閱讀興趣 隱性分層教學(xué)

【摘要】：閱讀是英語(yǔ)學(xué)習(xí)者獲得語(yǔ)言輸入的重要途徑,是語(yǔ)言輸出的前提和基礎(chǔ),是英語(yǔ)教學(xué)的核心組成部分,在英語(yǔ)學(xué)習(xí)中起著不可替代的重要作用。在各級(jí)各類(lèi)英語(yǔ)考試中,英語(yǔ)閱讀比重的增大也反映著教育部對(duì)英語(yǔ)閱讀要求的提高。如何改善初中學(xué)生英語(yǔ)閱讀水平較低的現(xiàn)狀以及如何提高英語(yǔ)閱讀教學(xué)的效率也就成為了英語(yǔ)教學(xué)的重難點(diǎn)。于20世紀(jì)90年代傳入國(guó)內(nèi)的分層教學(xué)模式在教學(xué)過(guò)程中關(guān)注到學(xué)生個(gè)體間差異,以及因材施教的方法取得顯著成效的同時(shí)由于明顯將學(xué)生分層的做法挫傷了學(xué)生的自尊心以及學(xué)習(xí)興趣從而引發(fā)了學(xué)者的爭(zhēng)議。為了能夠有效地提高英語(yǔ)閱讀的教學(xué)效率和學(xué)生的英語(yǔ)閱讀興趣,本文采用了隱性分層教學(xué)模式。不同于分層教學(xué)模式的是,隱性分層模式對(duì)學(xué)生主體分層的結(jié)果教師記于心中,不會(huì)告知學(xué)生,從而保護(hù)學(xué)生學(xué)習(xí)興趣以及自尊心不受傷害。筆者在確定課題方向后提出了研究問(wèn)題,于2016年9月至2016年12月對(duì)西安市某學(xué)校初一(2)班開(kāi)始了4個(gè)月的隱性分層教學(xué)實(shí)驗(yàn)。在“因材施教”教學(xué)思想的引導(dǎo)下以閱讀成績(jī)、閱讀興趣等因素為標(biāo)準(zhǔn)將初一(2)班學(xué)生劃分為三個(gè)層次,對(duì)每個(gè)層次的學(xué)生采用不同的教學(xué)目標(biāo)、教學(xué)活動(dòng)、課后作業(yè)以及教學(xué)評(píng)價(jià)方式,以促使各個(gè)層次的學(xué)生都能實(shí)現(xiàn)最大程度的進(jìn)步。采用英語(yǔ)考試試卷以及訪談問(wèn)卷兩種研究工具對(duì)學(xué)生的英語(yǔ)閱讀成績(jī)以及閱讀興趣的變化進(jìn)行研究,本實(shí)驗(yàn)主要研究并解決三個(gè)問(wèn)題:(1)如何在初中英語(yǔ)閱讀課堂進(jìn)行隱性分層教學(xué)?(2)隱性分層教學(xué)對(duì)學(xué)生的英語(yǔ)閱讀成績(jī)產(chǎn)生了什么影響?(3)隱性分層教學(xué)對(duì)學(xué)生的英語(yǔ)閱讀興趣產(chǎn)生了什么影響?通過(guò)研究發(fā)現(xiàn),初一(2)班的學(xué)生閱讀成績(jī)得到了提升,其中C層學(xué)生的英語(yǔ)閱讀成績(jī)進(jìn)步的最為明顯,在促進(jìn)不同層次學(xué)生提高自我效能感的同時(shí)保護(hù)了學(xué)生的自尊心,提高了英語(yǔ)閱讀的興趣。在實(shí)習(xí)學(xué)校各級(jí)領(lǐng)導(dǎo)以及教師的配合下,該實(shí)驗(yàn)取得了較為滿(mǎn)意的效果。與此同時(shí),教師在隱性分層教學(xué)操作的過(guò)程中應(yīng)該加強(qiáng)培養(yǎng)學(xué)生間合作交流與良性競(jìng)爭(zhēng)的意識(shí),處理好分層教學(xué)與班級(jí)同步講授的關(guān)系,教師主體也應(yīng)該不斷加強(qiáng)教師專(zhuān)業(yè)素養(yǎng)以及綜合能力素養(yǎng)。
[Abstract]:Reading is an important way for English learners to obtain language input, is the premise and basis of language output, and is the core component of English teaching. It plays an irreplaceable role in English learning. The increase of the proportion of English reading also reflects the improvement of the requirements of the Ministry of Education on English reading. How to improve the current situation of junior high school students' English reading level and how to improve the efficiency of English reading teaching have become English teaching. In 1990s, the stratified teaching mode introduced into China paid attention to the differences between students in the process of teaching. And the method of teaching students according to their aptitude has achieved remarkable results, while the obvious stratification of students has dampened students' self-esteem and interest in learning, which has aroused controversy among scholars. Teaching efficiency and students' interest in English reading. This paper adopts the implicit stratified teaching model. Different from the stratified teaching model, the implicit stratification model does not inform the students about the result of the students' stratification. In order to protect students' interest in learning and self-esteem from harm. From September 2016 to December 2016, a four-month implicit stratified teaching experiment was conducted in the first year of Grade 2 of a school in Xi'an. Reading results were obtained under the guidance of the teaching thought of "teaching students in accordance with their aptitude". Reading interest and other factors as the standard will be divided into three levels of students in the first year of the class, for each level of students to adopt different teaching objectives, teaching activities, homework and teaching evaluation methods. In order to promote students at all levels to achieve maximum progress, English examination papers and interview questionnaires are used to study the changes of students' English reading scores and reading interests. This experiment mainly studies and solves three questions: 1) how to carry on the recessive stratification teaching in the junior middle school English reading class? 2) what is the effect of the implicit and stratified teaching on the students' English reading achievement? 3) what effect does the implicit stratified teaching have on the students' interest in English reading? Through the study, it is found that the reading scores of the students in Grade 2) have been improved, among which the English reading scores of the C level students have improved most obviously. While promoting students at different levels to improve their sense of self-efficacy, it protects students' self-esteem and improves their interest in English reading. At the same time, teachers should strengthen the awareness of cooperation and exchange between students and healthy competition in the process of implicit and stratified teaching operation. In order to deal with the relationship between stratified teaching and class synchronous teaching, teachers' main body should strengthen teachers' professional quality and comprehensive competence.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.41

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