英語寫作是英語學習的一項基本技能。然而在傳統(tǒng)的教學模式下,初中生寫作水平相對薄弱,較難有效地運用寫作策略,寫作態(tài)度也較為被動和消極,完成的寫作作業(yè)質量較差。為了探討初中生英語寫作作業(yè)的現(xiàn)狀,筆者將進行在實際教學中實施應用分層作業(yè)的行動研究,以此探尋更有效的英語寫作作業(yè)形式。分層作業(yè)是基于分層教學的延伸。分層教學的雛形是早在1868年由美國教育家哈利斯（Harris,W.T.）創(chuàng)立的“活動分團制”。在我國的思想淵源最早可追溯到春秋時期的孔子關于“因材施教”的教育主張（葉琳,2003）。分層教學是以建構主義、掌握學習理論、最近發(fā)展區(qū)等為理論基礎,通過對教學目標分層、教學活動的分層、學生的分層、作業(yè)的分層、評價的分層來適應和滿足不同學習能力的學生的需求,這也體現(xiàn)了我國《義務教育英語課程標準》（2011）倡導英語課程應體現(xiàn)學生為主的思想,在教學設計的各個方面都應該考慮到使全體發(fā)展的要求的思想。分層作業(yè)是分層教學的一部分,學者和教育工作者對分層教學有大量研究,但針對于初中英語寫作教學中的作業(yè)設計研究相對較少。通過對某中學部分教師的訪談,筆者發(fā)現(xiàn)教師在設計和布置寫作作業(yè)時,往往形式單一性,對現(xiàn)有教... 

【文章來源】：四川師范大學四川省

【文章頁數】：82 頁

【學位級別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Background of the Research
    1.2 Purpose and Significance of the Research
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Related Studies on Stratified Teaching
        2.1.1 Definitions of Stratified Teaching
        2.1.2 Studies on Stratified Teaching Abroad and at Home
    2.2 Related Studies on Stratified Homework
        2.2.1 Definitions of Stratified Homework
        2.2.2 Studies on Stratified Homework Abroad and at Home
    2.3 Theoretical Basis of the Research
        2.3.1 Constructivism
        2.3.2 Bloom’s Mastery of Learning Theory
        2.3.3 Vygotsky’s Zone of Proximal Development Theory
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Methods
    3.3 Participants
    3.4 Research Procedure
        3.4.1 Problem Identification and Hypotheses Making
        3.4.2 Survey and Hypotheses Analysis of the Problems
        3.4.3 Posing of Research Questions
        3.4.4 Design of An Action Plan and an Implementation Plan
        3.4.5 Implemention and Monitoring of the Action Research Plan
    3.5 Data collection
        3.5.1 Interviews
        3.5.2 Questionnaires
        3.5.3 Portfolio
    3.6 Standards for the Stratification of Homework
    3.7 Standards for the Stratification of Students
Chapter Four Data Analysis and Discussion
    4.1 Date Analysis
    4.2 Qualitative Analysis
        4.2.1 Interviews
        4.2.2 Portfolio
    4.3 Quantitative Analysis
        4.3.1 Tests
        4.3.2 Questionnaires
    4.4. Research Findings
    4.5 Problems in the Implementation
        4.5.1 Problems with Stratification of Students
        4.5.2 Problems with Stratification of Homework
        4.5.3 Polarization with Students’ Scores in Tests
Chapter Five Conclusion
    5.1 Conclusion
    5.2 Limitations
    5.3 Further Consideration
Bibliography
Appendices
Acknowledgements



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