欢迎访问CN论文网,主要提供代写硕士论文服务,以及了解代写硕士论文多少钱。网站地图

硕博执笔写作,后期辅助答辩

与国内800多家优秀期刊社合作

论文写作发表咨询热线18930620780
您当前的位置:CN论文网 > 教育硕士论文教育硕士论文

八年级英语教学中分层教学方法的实践

发布时间:2019-05-31
  摘 要
  
  在当今时代,人才的竞争日趋激烈,这对我国的教育事业提出了更高的要求,加快教育改革的步伐是时代的趋势。目前我国的初中教学有着学生数量多、学生学习能力不一、英语基础良莠不齐的特点。初中英语教师在进行英语教学的时候很难做到照顾到每一名学生的学习需求,相反在制定教学目标、开展学习活动和拟定教学计划时通常采用照顾大多数的方法,而这样的方法往往导致学习能力强的学生学习潜力得不到开发、学习能力差的学生又存在学不懂的现象。我国的初中教学通常采用任务式教学的大纲,但是由于教学方法陈旧,非但不能真正贯彻以学生为主的教学理念,并且也很难发挥任务式教学的目标,这样的教学方式容易导致学生学习兴趣的下降,使学生对英语的学习积极性逐渐下降,英语成绩的提升微乎其微。
  
  在这样一个背景下,为了使不同学生都能在学习成绩与能力上得到发展,分层教学的概念逐渐产生。而在我国的教育史上,分层教学的历史也十分悠久,早在春秋时期教育家、哲学家孔子就提出了“因材施教”。

八年级英语教学中分层教学方法的实践
  
  本研究拟探究三个问题:1、分层教学模式对初中学生英语学习的动机是否有影响?2、分层教学模式对学生的的考试成绩是否影响?3、在分层教学模式中,哪些措施可以促进中间层次的学生不断进步?
  
  笔者对辽宁省海城市第四中学八年级的两个平行班进行进行了 4 个月的实验,其中八年九班为实验班,采用分层教学模式,八年三班为控制班,采用传统教学模式。为了调查学生对英语学习的学习动机等,笔者对实验前后分别进行了问卷调查,成绩测试与分析。实验的结果表明:1)分层教学可以提升学生参与英语学习的积极性、增加学生的自信心;2)分层教学可以提升学生的学习成绩;3)分层教学有助于不同层次的学生养成学习英语的良好习惯。
  
  总之,分层教学对初中英语教学具有启发意义,如果实施得当,可以有效的提高初中英语教学水平,进而提高学生成绩。
  
  关键词:  初中英语;分层教学模式;英语教学。
  
  Abstract
  
  Nowadays, the competition of talents is becoming more and more intense, which puts forward higher requirements for China' s education, and the improvement of education reform is the trend of times. At present, China's junior middle school teaching has characteristics of the numerous students, the difference between students learning ability, such as the foundation of English. For English teachers in junior middle school, it is difficult to take care of the learning needs of each student. Instead, methods taking care of most students are often used in the development of teaching objectives, learning activities and the planning of teaching programs. But this method always resulting in the learning potential of strong learning students can't be developed, and also for poor learning students, they cannot understand the class. China's junior middle school teaching usually adopts the outline of the task-based teaching, but because of the obsolete teaching methods, which can not really implement the student-oriented teaching theory, also it is really difficult to express the task teaching objectives, such teaching methods easily decline the learning interest of students, so that the enthusiasm of learning English is gradually decreasing, the improvement of English performance is minimal.
  
  In such a context, in order to developing academic performance and ability for different students, the concept of grade teaching is gradually produced. In the history ofeducation in China, the history of grade teaching is also very long, as early as the Spring and Autumn period the educator, philosopher Confucius had put forward the "individualized teaching."This study attempts to explore the following questions: 1.Does the graded teaching model have an impact on the motivation of junior middle school students to learn English?2.Does the graded teaching model affect the students’ English scores? 3. For the middle level students ,what measures can inspire the progress in graded teaching model?
  
  The author carries out the experiment for four months in Haicheng No.4 Junior Middle School of Liaoning province .The author takes Class 9 Grade 8 as the experimentalclass that uses the graded teaching theory . The author takes Class 3 Grade 8 as the control class that still uses the traditional teaching theory .In order to investigate the students’motivation to study English, the author chose the questionnaire survey, the scores of the two classes’ students were collected and analyzed and so on.
  
  The experiment results show that: First of all, grade teaching can improve the enthusiasm of students to participate in English learning, increase students' self-confidence.Second, graded teaching can improve students' academic scores. Finally, graded teaching helps students of different levels develop some good habits of learning English.
  
  All in all, graded teaching theory has important implications for English teaching in Junior high school. If it is properly implemented, it can not only improve the teaching level of Junior high school, but also improve the students’ scores.
  
  Key Words:  Junior middle school;Graded Teaching Model ; English teaching.
   
  Chapter 1 Introduction
 
  
  1.1 Background of research
  

  The aim of this research is to study the influence of Graded Teaching Model on Junior Middle School English teaching strategies. Here is the first chapter gives some information about the background, the purpose and the significance of the study.
  
  In the process of the new curriculum reform, how to reasonably implement the teaching plan so that students can get a comprehensive development to meet the requirements of training objectives in the course of quality oriented education has become one of subjects for all the teachers, especially scholars are paying attention to it. Grade teaching in junior middle school English can meet the needs of current quality oriented education. And the graded teaching theory can break the traditional teaching mode .This can promote teachers to explore new teaching methods in the teaching process so as to improve teachers' education levels and raise teachers’ teaching efficiency in order to achieve the goal that qualified successors have a sense of competition, innovate consciousness and creative ability. Besides,there are great differences among the educational objects in the current education process.However, graded teaching can not only follow the principle of teaching students in accordance of their aptitude but also to fully initiate the students' motivation to learn English.
  
  In a competitive environment. The students can develop a habit of healthy competition,learning strategy and learning methods. Graded teaching can develop some positive factorsfor them to learn English and meet all sorts of challenges in the learning process, so that all the students are able to make progress on their original basis.
  
  In the teaching process, there are some differences among the students, which are some objective facts. Class teaching system can greatly improve teachers’ teaching efficiencyso that education has been widely popularized, but it is difficult to balance different needs of students in study. Also, it fails to carry out teaching based on students’ individual character and let students at different levels to get an all-round development. In the traditional classroom teaching circumstance, many teachers still use the same teaching design, the same teaching materials, the same teaching progress and unified learning requirements to treat all the students. Teachers often intentionally or unintentionally ignore the individual differences among students. Under this teaching mode, students will polarize on English—one part of the students have a good command of English and strong talent for language, they are very interested in learning English and make an ideal academic performance. But those who do not show interest in English sometimes do not even understand what the teacher said. If things go on like this, these students will be weary of learning which ultimately leads to poor outcomes for them and even a vicious circle. In a secondary school, we often see the phenomenon that teachers use the same teaching contents, the same teaching arrangements to teach all the students, and this will make those who have better basic knowledge of English can not fully develop their language talent. And the students whose grades are not ideal will gradually lose interest in learning and even get tired of learning because they do not understand the teachers and can not keep up with the teachers’ teaching progress. Faced with the different students, teachers still use the teaching model of Grand Unified Theory which is difficult to adapt to the individual differences among students and is unable to meet the development of all students. Therefore, in the teaching process, many English teachers face a difficult problem that how to make their own teaching to meet all the different needs of students according to their differences so that every student can develop happily and comprehensively.
  
  In the current classroom, the individual differences in students have become more and more obvious. These differences may be caused by different cultural backgrounds or learning styles. When students begin to go to school, their emotional characteristics are different and the level of social maturity is also different. Society need multi-faceted andmulti-level qualified talents, and different students have different interests, ability structure and personality development. Contemporary scientific studies have shown that individual differences can significantly affect educational effects. The goal of reforming our teaching is to allow all the students to get better development. The organizational form of the graded teaching is to divide the teaching object which refers to the students into several different teaching levels mainly based on different influencing factors. Different teaching objectives and requirements are put forward in corresponding teaching levels, and we try to achieve teaching goals by using different teaching means, different training methods and different evaluation methods. On the basis of the difference among the individuals who fully respect educational objects, it adopts the graded teaching mode to fully tap potential of students,foster the students’interest in learning and improve the enthusiasm of the students' learning in order to transform the exam-oriented education into quality-oriented education. Graded teaching which has become one of the effective ways to improve the traditional class teachingsystem comes into being in the process of new-curriculum reform.
  
  Graded teaching is a kind if teaching method. It can satisfied the above conditions and needs. If the teachers uses the teaching model properly in class, this can give all thestudents a lot of help. All the English teachers study and carry out national educational policy. To respect the students’ individual differences, the graded teaching theory should be used. This research discusses the related research of the graded teaching theory home and abroad,and applies it in English teaching in Junior middle school, expecting to put forward many suggestions to promote the quality of English teaching in our country.
  
  1.2 The Necessity of Research 。
  
  This study’s aim is through the influence of the graded teaching mode in English teaching in Junior middle school so as to all levels of students can improve their learningEnglish ability. This study will show What effect the graded teaching mode have on students’English scores and What measures can promote the progress of the middle level students in graded teaching mode. And all in all, the teachers should treat the students as different levels as subjects and prepare different lessons for different level’ students. This method will make the students put their heart to learning English. From the above methods, the students’studying skills can be improved and the students’ good learning habits and learning motivation can be cultivated, too. When they meet with some questions in the class, the students can deal with these practical questions easily, so English learning is not difficult for them any longer. Meanwhile, the graded teaching mode can help the students learn everything independently. Furthermore, how to use the language is easy for the students .
  
  Next, the importance of the study is to explore how to make sure the middle level’students to continue to make progress. As we all know, in our class, students who do well atschool accounted for twenty percent, students who learn badly at school accounted for thirty percent, but the students with middle grades accounted for fifty percent. This part of the middle level students hold the largest proportion and the largest number. Although the teachers try their best to set up the teaching objectives and classroom activities ,the students who lack of correct learning motivation or lazy mind can not guarantee the continuous progress in their English learning. Therefore, teachers should put into effect some teaching strategies in the progress of English teaching to make sure the middle level students to keep improving, and it is the main point will be discussed in this study.
  
  In order to solve the problem better, to enhance the persuasiveness of the research results, this author adopts a questionnaire survey before and after the experiment and made aanalysis about the date. And the scores of the two classes’ students were collected and analyzed. The questionnaire is mainly for the students. Most of the problems involved in the questionnaire are the current situation of the students’ English learning at the present stage.
  
  From the analysis of the results of the questionnaire and the English test, the author clearly understand the current situation of the students’ English learning and their expectations and requirements for the future, thus providing a foundation for graded teaching. The final purpose is providing better service for English teaching.
  
  【由于本篇文章为硕士论文,如需全文请点击底部下载全文链接】
 
  
  Chapter 2 Literature Review .
  

  2.1 Studies Abroad of Graded Teaching Model.
  2.2 Studies at Home of Graded Teaching Model .
  2.3 The significance of my paper
  
  Chapter III The Theoretical Basis of Research
  
  3.1 Basic information about the graded teaching
  3.1 .1The Definition of Graded Teaching
  3.1.2 Classification of the Graded Teaching
  3.2 Theoretical Framework
  3.2.1 Zone of proximal development theory
  3.2.2 Mastery Learning Theory
  
  Chapter 4 Research Methodology .
  
  4.1 Research Questions of Graded Teaching model .
  4.2 Subject investigated.
  4.3 Research tools .
  4.3.1 Questionnaires .
  4.3.2 Test
  4.4 Procedures of the study .
  4.4.1 Questionnaire and P re-test .
  4.4.2 The process of the Experiment
  4.4.3 After the Experiment.
  4.5 Data Collection
  4.6 Teaching plans.
  4.6.1The control class’ teaching plan.
  4.6.2 The experimental class’ teaching plan
  
  Chapter 5 Results Analysis and Discussion .
  
  5.1 Analysis of the pro-test and post-test
  5.1.1 The Pre-test’s analysis.
  5.1.2 Analysis of the Post-test
  5.1.3.Analysis of Level B students of the pre-test and post-test in Experimental class
  5.2 The questionnaire’s data analysis.
  5.2.1 The pre-questionnaire’s analysis
  5.3 Discussion .
  
  Chapter 6 Conclusion .
  

  6.1 Major Findings
  6.2 Implications .
  6.3 Limitations of the Research

  6.4 Suggestions for Further Research。

  As for graded teaching model in English teaching in a junior middle school,this study is not enough and it requires further exploration. As a consequence of the limitations listed in the last chapter, there is a need for further research. The following are some suggestions on how to conduct the research in the future:

  First, since the author has made a successful attempt in graded teaching model,It has proved that graded teaching model can be further applied to English class, such asChinese class, math class and so on. It may gradually promote the development of the teaching, provide a place for the teachers and the students to achieve more in English study.

  Second, graded teaching model proves to be effective in this study, however, we cannot regard it as an unquestionable guideline. With time passing by, educational theoriesand teaching methods are also changing all the time and any successful theory at present will be replaced by more scientific and advanced ones. Therefore, we should try our best to keep up with the reform of education, such as by making better use of internet as search engines for English learning, and put more advanced teaching theories into practice.

  Third, in the process of English teaching, the teacher must think about the A level students, at the same time, the author must consider the middle level students and low levelstudents. According to these situations, the author must design fitting teaching plans for using. The differences between the students should be taken into the teaching objectivesand so on. In the classroom teaching, only in this way can make every student enjoy the happiness of the success, so that all levels of students are moving forward.

  References
 

点击下载全文