【作者】 李琳；

【导师】 张俊华；

【作者基本信息】 华东师范大学 ， 教育硕士（专业学位）， 2023， 硕士

【摘要】 随着中小学课程改革的不断推进和深入,越来越多的学校开始关注英语动态分层这种教学组织形式。分层教学关注学生差异,让不同能力水平的学生在原有的基础上得到合适的发展。分层教学对于学生的成长、教师的专业提升以及学校的发展都具有重要意义。动态分层是分层教学的实施方式之一,在实施过程中,强调学生发展的可能性,及时调整学生的发展层次;强调学习内容的适切性,从依据学习内容将学生分层,走向依据学生学情安排学习内容;强调组织形式的灵活性,在班级内部,把小组学习与独立学习有机结合。本研究立足于小学英语的动态分层教学及管理,制定行动方案,组织课堂实施,进行评价反思;及时调整方案,组织方案的再实施,进行分层教学管理改革,然后再进行总结与反思。在首轮行动研究中,基于学校的教学现状,主要针对五、六年级学生,从分层管理、班级师生管理、课程与教学管理以及评价管理等方面开展首轮分层教学,取得了一定的成效,有效激发了学生的学习兴趣,促进了不同层次学生学业水平的提高,以及学校管理水平和教师研究能力的提升。在实施过程中,研究小组结合课堂观察,问卷调查及数据分析等方式,发现了一些动态分层教学管理中的问题:一是学生分层方案在细节调整方面时效性不够;二是教师课堂教学的内容设置缺乏针对性;三是课后辅导工作仍显滞后,作业布置未能明确体现层次性;四是教师对学生的学习心理变化关注还需常态化;五是教学评价的内容和形式稍显单一,不够丰富。第二轮行动研究的实施,在首轮研究的基础上,有针对性地调整方案,解决相关问题,在教育教学方面取得了显著的成效,动态分层分组教学,促进了学生学习方式的转变,改变了英语教学的两极分化现象,提升了教学效果,并从分层教学管理方面提出了相应的改进策略。在实施动态分层教学时,充分结合学校的教学和管理现状,关注动态分层教学的需求调查、教学管理制度的制定、评价体系的构建以及精细化管理等,从而提高动态分层教学管理的水平,提升动态分层管理效能,为小学英语动态分层教学的实践与管理发挥积极的作用,实现促进师生共同成长与发展的目的。更多还原

【Abstract】 With the continuous advancement and deepening of the curriculum reform in primary and secondary schools,more and more schools begin to pay attention to the teaching organization form of dynamic stratification of English.Stratified teaching pays attention to the differences of students,so that students of different ability levels can get appropriate development on the basis of the original.Stratified teaching is of great significance to the growth of students,the professional promotion of teachers and the development of schools.Dynamic stratification is one of the implementation methods of stratified teaching.In the implementation process,the possibility of students’ development is emphasized,and the development level of students is adjusted in time,from stratifying students according to learning content to arranging learning content according to students’ learning situation;Emphasize the flexibility of organizational form and organically combine group learning with independent learning within the class.This study is based on the dynamic hierarchical teaching management of primary school English,formulate action plans,organize classroom implementation,evaluate and reflect;Adjust the plan in time,organize the re-implementation of the plan,and carry out the reform of hierarchical teaching management,then summarize and reflect.In the first round of action research,based on the current situation of school teaching,mainly for fifth and sixth grade students,from the hierarchical management,class teacher and student management,the first round of stratified teaching in curriculum and teaching management and evaluation management has achieved certain results,effectively stimulating students’ interest in learning and promoting the improvement of students’ academic level at different levels,as well as the improvement of school management level and teachers’ research ability.In the process of implementation,the research team combined classroom observation,questionnaire survey and data analysis,and found some problems in dynamic hierarchical teaching management.The first is that the student stratification scheme is not timely enough in the aspect of detail adjustment.The second is that the content setting of teachers’ classroom teaching lacks pertinence.The third is that the after-school tutoring work is still lagging behind,and the homework arrangement fails to clearly reflect the hierarchy.Fourth,teachers’ attention to students’ learning psychological changes needs to be normalized.Fifth,the content and form of teaching evaluation are slightly single and not rich enough.The implementation of the second round of action research,on the basis of the first round of research,adjusted the plan in a targeted manner,solved the related problems well,and achieved remarkable results in education and teaching,dynamic hierarchical grouping teaching,It promotes the change of students’ learning style,changes the polarization phenomenon of English teaching,improves the teaching effect,and puts forward the corresponding improvement strategies from the aspect of hierarchical teaching management.In the implementation of dynamic stratified teaching,we should fully combine the current situation of teaching and management in schools,pay attention to the demand survey of dynamic stratified teaching,the formulation of teaching management system,the construction of evaluation system and fine management,etc,so as to continuously improve the level of dynamic hierarchical teaching management,enhance the efficiency of dynamic hierarchical management,and play an active role in the practice and management of dynamic hierarchical teaching of primary school English,to achieve the purpose of promoting the common growth and development of teachers and students.更多还原