發(fā)布時(shí)間：2021-10-25 19:26

　　新課程改革強(qiáng)調(diào)從統(tǒng)一標(biāo)準(zhǔn)教育向差異化教育的轉(zhuǎn)變,因?yàn)槊總�(gè)學(xué)生都是獨(dú)特的、獨(dú)立的。當(dāng)前,教育培養(yǎng)目標(biāo)要反映時(shí)代要求,使學(xué)生具備適應(yīng)終身學(xué)習(xí)的基本知識(shí)、基本技能和方法,成為有理想、有道德、有文化、有紀(jì)律、全面發(fā)展的新一代。傳統(tǒng)的統(tǒng)一教材、大綱的一刀切做法己經(jīng)不能滿足因材施教的需要。本研究的目的就是通過實(shí)施分層教學(xué),看看學(xué)生對分層次教學(xué)的態(tài)度以及其英語學(xué)習(xí)興趣、自信心以及學(xué)生的英語成績是否得到提高,根據(jù)數(shù)據(jù)提出一些適當(dāng)?shù)挠欣诜謱咏虒W(xué)的建議。本研究以建構(gòu)主義理論、近端發(fā)展理論區(qū)和自我效能理論,采用實(shí)驗(yàn)研究及訪談的研究方法,在江蘇省丹陽市珥陵高級(jí)中學(xué)進(jìn)行了英語分層次教學(xué)實(shí)驗(yàn),選取了兩個(gè)教學(xué)班作為實(shí)驗(yàn)的研究對象,一個(gè)作為實(shí)驗(yàn)班,進(jìn)行分層教學(xué)實(shí)驗(yàn),一個(gè)作為控制班。通過研究,作者預(yù)期回答如下三個(gè)問題:（1）學(xué)生對于分層次教學(xué)的態(tài)度是什么?（2）分層教學(xué)能否加強(qiáng)學(xué)生的積極情感狀態(tài)（學(xué)習(xí)興趣,學(xué)習(xí)動(dòng)機(jī)和學(xué)習(xí)自信心）?如果能,如何加強(qiáng)?（3）分層教學(xué)能否提高學(xué)生的學(xué)業(yè)成績?如果能,如何提高?通過問卷法調(diào)查發(fā)現(xiàn)學(xué)生普遍支持分層次教學(xué),通過問卷和訪談法調(diào)查發(fā)現(xiàn)分層教學(xué)法能提高學(xué)生的學(xué)習(xí)興趣,學(xué)習(xí)動(dòng)機(jī)和學(xué)習(xí)自信... 

【文章來源】：廣西師范大學(xué)廣西壯族自治區(qū)

【文章頁數(shù)】：76 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter1 Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Organization of the Thesis
Chapter2 Literature Review
    2.1 Description of Stratified Teaching
        2.1.1 Definition of Stratified Teaching
        2.1.2 Stratified Teaching Model
        2.1.3 Factors Causing the Stratification of Students’Academic Level
    2.2 Theoretical Basis of Stratified Teaching Research
        2.2.1 Constructivism Theory
        2.2.2 Zone of Proximal Development Theory
        2.2.3 Self-Efficacy Theory
    2.3 Previous Relevant Researches
        2.3.1 Researches on the Stratified Teaching Abroad
        2.3.2 Researches on the Stratified Teaching at Home
    2.4 Theoretical Framework of the Present Study
Chapter3 Research Design
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Questionnaire
        3.3.2 Interviews
        3.3.3 Tests(Pretest and Posttest)
    3.4 Research Procedures
    3.5 Data Collection and Analysis
Chapter4 Research Results and Analysis
    4.1 Situation of Students’Attitude Towards Stratified Teaching Method by the Questionnaire
    4.2 Situation of Stratified Teaching Affecting Students’Positive Affective States by the Questionnaire and the Interviews
        4.2.1 Situation of Stratified Teaching Affecting Students’Positive Affective States by the Questionnaire
        4.2.2 Situation of Stratified Teaching Affecting Students’Positive Affective States by the Interview
    4.3 Situation of Stratified Teaching Improving Students’Academic Achievements
        4.3.1 Analysis of the Pre-test
        4.3.2 Analysis of the Post-test
Chapter5 Implications
    5.1 Major Findings
        5.1.1 Most of the Students Support the Stratified Teaching
        5.1.2 Stratified Teaching Can Strengthen Students’Positive Affective States
        5.1.3 Stratified Teaching Can Improve Students’Academic Performance
    5.2 Pedagogical Implications
        5.2.1 Dividing Student Level Appropriately
        5.2.2 Lightening the Working Burden of Teachers
        5.2.3 Understanding Students Individual Differences and Their Learning Needs
Chapter6 Conclusion
    6.1 Summary of the Present Study
    6.2 Limitation of the Present Study
    6.3 Suggestions for Future Study
Appendix A
Appendix B
Appendix C
Appendix D
Bibliography
Acknowledgements


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