【作者】 刘宇；

【导师】 苟红岚；

【作者基本信息】 陕西师范大学 ， 教育硕士（专业学位）， 2016， 硕士

【摘要】 中国教育部在2012年颁布的《初中英语新课程标准》中指出初中英语教学要优化学习方式,提高学生的自主学习能力,并把“培养学生的自主学习能力,为终身学习打好基础”作为了英语教学的最终目标。在此背景下,近些年来很多的学校开始倡导使用导学案教学模式进行英语教学。然而,随着它的快速发展,些问题也随之出现。很多的导学案是面向全体学生,没有考虑到在同一个班级里学生的学习能力,知识基础和学习需求都不相同。如果学习目标或学习任务很难完成,学生们的学习兴趣就很难激发,学习英语的自信心也会受挫,自主学习能力更不会有很高的提升。基于导学案的不足和分层教学的优势,部分教师设计出了分层导学案。分层导学案是导学案和分层教学的结合,它为不同水平的学生设计了不同的目标,任务,活动以及作业。本实验从2015年3月至7月持续了近四个月的时间,对七年级两个班的96名同学进行了实验。控制班的学生被平均分为三个层次：A层,B层和C层。通过借助SPSS17.0分析由问卷,访谈,课堂观察,测试得来的定性数据和定量数据,此研究希望能够检验分层导学案是否能够提高学生的英语自主学习能力和成绩。并且分层导学案对不同层次的学生的影响是否相同。通过访谈,本研究希望能够清楚地知道学生在使用分层导学案以后,他们认为分层导学案有哪些优缺点。在本论文中,作者首先回顾了一些关于分层导学案和自主学习的一些相关知识和这二者之间的关系。之后,作者介绍了此研究是如何实施的,包括研究问题,被试,工具和过程。随后,作者根据研究数据对三个研究问题逐一进行了论述。最后,通过此研究,作者希望能够给一线教师提供一些好的建议,希望他们能够对分层导学案有更好的理解并且能够设计出适合大多数学生的导学案,以此来提升学生们的自主学习能力和学习成绩。通过对数据进行分析,作者得到了一下结论：第一,和控制班相比,通过使用分层导学案,实验班学生的自主学习能力有所提高。不同层次的学生,由于各自的特点不同,影响也或多或少有些不同。第二,和控制班相比,通过使用分层导学案,实验班学生的英语学习成绩有所提高。其中,B层学生的考试成绩提升幅度最大。第三,学生认为,分层导学案的优点是它能够激发他们的学习兴趣,提升学习的自信心。分层导学案设置的目标不仅很具体而且能够符合不同层次学生的水平。然而,分层导学案在设计和使用方面也有一些不足之处。更多还原

【Abstract】 The Chinese National English Course Standard issued in 2012 claims that English teaching in junior middle school should optimize learning ways and improve students’ autonomous learning ability; the ultimate goal of teaching is to develop students’ autonomous learning ability and lay a sound foundation for students’lifelong learning. Under this background, learning plan teaching approach has been advocated and carried out all around many schools in recent years. However, with the rapid development of learning plan, many problems also appear. Many learning plans are for the whole class with the same objects, the same activities and the same evaluation, regardless of different learning situation of students on different levels. Such a learning plan can only suit part of students, not all. If an objective or a task is too difficult to obtain, learning interest can hardly be motivated, and their confidence is discouraged. So, in order to overcome the shortcomings of learning plan, the stratified learning plan come into being. Stratified learning plan is the product of a combination of stratified teaching and learning plan, which has different objectives, tasks, evaluation methods and so on for students of different levels.The teaching experiment lasted nearly four months from March to July,2015. A total of 96 participants in Grade 7 are from two natural parallel classes in Gongbei Middle School. In the experiment class, students are divided into three levels:level A, level B and Level C. Through analyzing the qualitative and quantitative data of questionnaires, interviews, classroom observation, and tests with the help of the software SPSS 17.0, the research aims to examine whether the application of stratified learning plan can have better effects on improving students’ autonomous learning ability and learning achievement than ordinary learning plan and the different effects on students of different levels. Also, through the interview, the author tries to figure out what are the advantages and disadvantages of the stratified learning plan in students’ view.In this thesis, first, the author will mainly review the theoretical achievements of the stratified learning plan and the learning autonomy and their relationships which lay foundation for the research. Next she will introduce how this research is designed and carried out, involving the detailed description of research questions, participants, the instruments, and research procedures. Then she will analyze the results of the experiment, including the explanation of the three research questions in sequence. Finally, through analyzing the research results, the author will try to make some suggestions for front-line teachers to have a better understanding of the stratified learning plan and can design the most suitable learning plan which can improve students’autonomous learning ability and their academic achievement. Also, some limitations of the research are listed in order to improve them in further study.Based on the data analysis of the experiment, the following conclusions are drawn:First, compared with the control class, students’English autonomous learning ability is improved more through using the stratified learning plan. For different levels’ students, the effects on them are more or less different due to their different characteristics.Second, compared with the control class, students’ English learning achievement are improved more through using the stratified learning plan. For different levels’ students, the English learning achievement of Level B students have the largest improvement.Third, in terms of the advantages, many participants think that the stratified learning plan can inspire their learning interest and improve their confidence. Also, the learning objectives of the stratified learning plan are very specific and the stratified learning plan can meet the needs of different levels’students. However, there are also some problems because of the unpractical design and unpractical implementation of the stratified learning plan.更多还原