【作者】 刘宁；

【导师】 唐莹；

【作者基本信息】 湖南师范大学 ， 学科教学（英语）（专业学位）， 2019， 硕士

【摘要】 班级授课制是目前的教学模式中最主要的课堂教学组织形式之一,但它对于学生中存在个体差异而出现的教学问题一直难以解决,尤其在农村学校,学生成绩两极分化日趋严重。随着教学改革的推行,分层走班教学理论在英语教学中已得到一定的认可。在经济发达城市和沿海地区,分层走班教学被大力推广,说明此研究存在一定的可行性和价值。而在信息相对闭塞、资源相对落后的农村地区,相关的研究还不多,相应的教学管理体系还不健全。本文主要就分层走班教学对农村初中生英语的兴趣和效果的影响进行了实证研究。为了验证分层走班教学在学习兴趣和效果上对初中生英语有何影响,在本研究中,本研究决定在前人的基础上,利用相关的分层理论知识,结合本校学生的实际情况开展分层教学实验,并对实验结果进行详细分析。本文主要基于布鲁姆的“掌握学习理论”、维果茨基的“最近发展区理论”和孔子的“因材施教”理论对以下问题进行了研究:1)分层英语教学对各层次学生的英语学习兴趣有何影响?2)分层英语教学对各层次学生的英语学习效果有何影响?本研究以沅江市政通实验中学七年级两个班1705和1706班的学生为实验对象,同年级中另外两班为对照班。实验班进行分层教学,而对照班将按照传统教学的方式进行教学。从学生、教学目标、课堂表现、课后作业和教学评价等方面入手,采取了一系列教学策略,对80名学生进行分层教学试验,实验时间为4个月,即一学期。在实验的前后,我分别对实验班和控制班分别进行了前后问卷调查和前后测试,之后把所有成绩输入电脑,用统计软件SPSS21.0进行统计分析,主要用到了独立样本T检验和均值分析等对数据进行统计分析。通过实验结果的分析,我们可以看出,1)与传统的非分层教学模式相比,分层教学模式使学生对英语学习的兴趣增强;2)学生学习英语的效果有了较大的改善。研究表明,初中开始进行的英语分层教学,有利于学生在学习英语的初级阶段就培养对英语学习的兴趣,建立学习自信,养成良好的学习习惯。学生经过英语分层教学,英语成绩有所提高,英语能力增强,学生在听说读写各方面都有整体提升。学生通过分层学习,能最大限度的发挥学习潜能,为以后的英语学习夯实基础。鉴于本人平时工作量较大,实验时间较仓促,问卷样本数量较小,且没有涉及其他省份的学生,具有一定的地域局限性,再者,学生的英语能力的影响因素除了课堂教学外,还有其它很多方面的因素需要考虑,如:学生的心理因素,教师分层教学的经验是否完善等。总之,受各方面客观因素的影响,本研究有待在今后的教学实践中进一步完善。更多还原

【Abstract】 Traditional classroom teaching is one kind of the current teaching ways.But the individual difference of students is always a big problem,which is difficult to solve,especially in rural schools.The polarization of students’ performance is becoming more and more serious.With the implementation of teaching reform,the theory of graded teaching has been recognized in English teaching.In the economically developed cities and coastal areas,graded teaching has been vigorously promoted,which shows that this study has certain feasibility and value.However,in rural areas where information is relatively blocked and resources are relatively backward,there are not many related studies and the corresponding teaching management system is not perfect.This study mainly makes an empirical study on the effects of graded teaching on the students’ interest of learning English and students’ English level in rural junior middle schools.In order to verify the effect of graded teaching on junior middle school students’ English learning interest and effect,in this study,the author decided to carry out the graded teaching experiment on the basis of the predecessors,using the relevant theoretical knowledge of stratification,combining with the actual situation of the students in our school,and make a detailed analysis of the experimental results.Based on Vygotsky’s Zone of Proximal Development Theory,Bloom’s Mastery Learning Theory and Confucius’ Individualized Teaching Theory,the following issues are studied in this paper: 1)How the graded teaching experiment effect the students’ interest of learning English? 2)How the graded teaching experiment effect the students’ English level?In this study,two classes of 1705 and 1706 in Grade 7 of Yuanjiang Zhengtong Experimental Middle School were taken as experimental classes,and two other classes in the same grade were taken as control classes.The experimental group was taught in different levels,while the control group was taught in the traditional way.Starting from the aspects of students,teaching objectives,classroom performance,homework and teaching evaluation,a series of teaching strategies were adopted to carry out graded teaching experiments on 80 students for four months,that is,one semester.Before and after the experiment,two pieces of questionnaires were used to investigate students’ English learning situations and opinions of the graded teaching pattern.At the same time,pre-test and post-test were also used to investigate students’ performance in English examinations.After the experiment,the data and results were collected and analyzed in SPSS21.0.The statistical analysis was carried out by independent sample T test and correlation analysis.As is shown in the results,1)the graded teaching experiment can improve the students’ interest of learning English.2)the graded teaching experiment canimprove the students’ English level.The findings showed that the graded teaching in English is beneficial to cultivate an interest in learning English,build up confidence,form good learning habits.The English ability was enhanced greatly in all aspects.It is to maximize their learning potential and lay a solid foundation for their later English study.All in all,the number of the questionnaires is a small sample,and there are no students from other provinces,which has certain geographical limitations.Moreover,besides classroom teaching,there are many other factors that affect students’ English proficiency,such as students’ psychological factors,teachers’ experience in graded teaching,and so on.For those objective reasons,it is inevitable that this study needs to be further developed in the future teaching practice.更多还原