本文關(guān)鍵詞：新課標(biāo)背景下高中英語(yǔ)差異教學(xué)理念的應(yīng)用現(xiàn)狀調(diào)查研究　出處：《閩南師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

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【摘要】：近年來(lái),高中英語(yǔ)課堂面臨著越來(lái)越嚴(yán)峻的挑戰(zhàn)。由于應(yīng)試教育的突顯,在傳統(tǒng)的大班級(jí)制中,英語(yǔ)老師對(duì)學(xué)生的個(gè)體差異和學(xué)習(xí)興趣關(guān)注度不高。整個(gè)英語(yǔ)教學(xué)課堂特別是縣城學(xué)校的英語(yǔ)課堂教學(xué)效率低下。《普通高級(jí)中學(xué)英語(yǔ)課程標(biāo)準(zhǔn)(實(shí)驗(yàn)稿)》指出,在教學(xué)中教師要能夠不斷的開(kāi)發(fā)引導(dǎo)學(xué)生的學(xué)習(xí)興趣,使得學(xué)生將興趣變?yōu)閷W(xué)習(xí)英語(yǔ)的動(dòng)機(jī)。在新課標(biāo)理念的指導(dǎo)和實(shí)施下,差異教學(xué)的理念和方法要求教師要承認(rèn)學(xué)生間所存在的不可忽視的個(gè)體差異,能有效改善當(dāng)前英語(yǔ)教學(xué)現(xiàn)狀,因此筆者在本文中主要調(diào)查差異教學(xué)在縣城中學(xué)英語(yǔ)課堂中的應(yīng)用現(xiàn)狀。本研究以多元智能理論、最近發(fā)展區(qū)學(xué)習(xí)理論和教育目標(biāo)分類理論為理論指導(dǎo)基礎(chǔ),采用了問(wèn)卷調(diào)查法、課堂觀察法結(jié)合訪談法,以實(shí)習(xí)學(xué)校漳州市東山縣第一中學(xué)為例,選取高二年級(jí)四個(gè)班(176名學(xué)生、四個(gè)英語(yǔ)教師)為調(diào)查對(duì)象,圍繞老師、學(xué)生、和課堂教學(xué)三角度進(jìn)行調(diào)查研究縣城中學(xué)英語(yǔ)教師差異教學(xué)觀及課堂中實(shí)施差異教學(xué)策略的程度、所存在的問(wèn)題以及建議和啟示,從而探究縣城中學(xué)英語(yǔ)課堂差異教學(xué)現(xiàn)狀及實(shí)施的可能性。本文所有數(shù)據(jù)筆者都使用SPSS統(tǒng)計(jì)軟件進(jìn)行分析,并試圖回答以下三個(gè)問(wèn)題:1.在新課標(biāo)背景下高中英語(yǔ)教學(xué)中“差異教學(xué)”理念的實(shí)施現(xiàn)狀如何?“差異教學(xué)”理念的實(shí)施受哪些方面影響?2.新老教師實(shí)施“差異教學(xué)”過(guò)程中是否存在差異?3.差異教學(xué)策略的使用情況是否和學(xué)生的英語(yǔ)成績(jī)相關(guān)?筆者得出以下結(jié)論:1.目前在縣城中學(xué)差異教學(xué)理念的使用普遍性不高,為中頻。造成這種實(shí)施現(xiàn)狀不理想的主要因素有:班級(jí)規(guī)模大小、教師自身素質(zhì)高低、對(duì)學(xué)生個(gè)體差異的關(guān)注度小、應(yīng)試教育氛圍過(guò)于濃厚;2.新老教師在差異教學(xué)理念的應(yīng)用上有差異,尤其是課堂組織、評(píng)價(jià)反饋這兩個(gè)策略上有顯著性差異,新教師的表現(xiàn)更符合差異教學(xué)理念。3.差異教學(xué)策略的使用和學(xué)生的成績(jī)呈顯著正相關(guān)。同時(shí)筆者也給出差異教學(xué)的實(shí)施建議與啟示。
[Abstract]:In recent years, the English classroom in senior high school is facing more and more serious challenges. Due to the prominence of examination-oriented education, it is in the traditional large class system. English teachers pay little attention to students' individual differences and interest in learning. The efficiency of English teaching in the whole English teaching classroom, especially in the county schools, is low. Point out. In teaching, teachers should be able to develop and guide students' interest in learning, so that students can change their interest into motivation of learning English, under the guidance and implementation of the new curriculum standard. The idea and method of differential teaching require teachers to admit the individual differences among students, which can effectively improve the present situation of English teaching. Therefore, the author mainly investigates the application of differential instruction in the middle school English classroom in county town. This study is guided by the theory of multiple intelligences, the theory of learning in the proximal development area and the classification theory of educational objectives. The questionnaire method, classroom observation method and interview method are adopted. Taking the first Middle School of Dongshan County of Zhangzhou City as an example, 176 students and four English teachers from four classes in Grade 2 are selected as the objects of the survey. This paper focuses on teachers, students, and classroom teaching to investigate the different teaching views of English teachers in county middle schools, the degree of implementing differential teaching strategies in the classroom, the existing problems and the suggestions and revelations. In order to explore the present situation and the possibility of different English classroom teaching in county middle schools, the author of this paper uses SPSS statistical software to analyze all the data in this paper. And try to answer the following three questions: 1. Under the background of the new curriculum standard, what is the status quo of the implementation of the concept of "differential teaching" in senior high school English teaching? What are the influences on the implementation of the concept of "differential teaching"? 2. Are there any differences between new and old teachers in the process of implementing "differential teaching"? 3. Is the use of differentiated teaching strategies related to students' English achievement? The author draws the following conclusion: 1. At present, the use of the concept of differential teaching in county middle schools is not high, which is intermediate frequency. The main factors that cause this kind of implementation are: class size. The teacher's own quality is low, the attention to the student individual difference is small, the examination-oriented education atmosphere is too strong; 2. There are significant differences between new and old teachers in the application of different teaching concepts, especially in classroom organization and evaluation feedback. The performance of new teachers is more in line with the concept of differential teaching. 3. There is a significant positive correlation between the use of differential teaching strategies and the students' achievements. At the same time, the author also gives some suggestions and revelations for the implementation of differential teaching.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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