分层递进教学在中职英语教学中的应用研究

摘要

近年来随着职业教育的发展和招生制度的改革，在中职学生数量增多的同时也产生了学生生源构成层次复杂化、学习水平差距明显的问题。大部分学生英语基础很差，加上没有升学等压力，学习目标不明确，严重缺乏学习动机和兴趣。因此如何提高中职学校教与学的效果，成为所有中职教育工作者必须面对和解决重要问题。目前中职学校英语教学基本上仍是按教材统一、教学内容统一、标准统一进行教学和评价。但即使在同一自然班里学生的英语基础、学习能力也有高低，何况学生个体之间本身就存在了很大差异，所以他们接受新知识的程度也会不同。大统一的教学模式无法兼顾到各个层次的学生，他们的个体差异大多被老师忽视，相当一部分学生产生厌学和抵触情绪，教与学的矛盾日益加大。为了解决这一难题，一部分中职学校尝试进行了分层递进教学。 本文分析了目前中职学校学生生源、构成层次和特征、以及中职学校的教学现状，笔者以心理学和二语学得等理论为依据和指导，就中职学校进行分层递进教学这一课题进行论文写作和实验研究。实验研究在湖南省医药学校药物制剂专业07181班进行。依据2007年下学期的期末考试成绩及针对学生学习动机、兴趣及态度等进行的问卷调查结果，将实验班的学生分为A、B、C三个层次，在课前准备、设计，课堂教学、练习，课外作业和形成性评价等各个环节中，运用最近发展区、因材施教等理论，针对各层次的学生实施分层递进教学。实验研究显示，分层递进教学在提高学生学习兴趣和建立学习信心方面起到极大的作用，课堂教学气氛和效果有很大的改观，学生的后测成绩比起前测成绩有所提高，在进行统一授课的同时也兼顾了学生的个体差异和发展，是有益于中职学校英语教学的。同时，本文也提出了在实验研究的过程中出现的客观问题和存在的不足，并根据作者的实验心得对英语教学提出一些可行性建议。

目录

文摘

英文文摘

论文说明:List of Tables and Figures

声明

Introduction

Chapter One An Overview of Grading and Progressive Teaching

1.1 Definition of Grading and Progressive Teaching Pattern

1.2 Studies on Grading and Progressive Teaching Pattern

1.2.1 Current Situation of Grading and Progressive Teaching Pattern in Foreign Countries

1.2.2 Current Situation of Grading and Progressive Teaching Pattern at Home

1.3 Significance of Grading and Progressive Teaching

1.4 Summary

Chapter Two The Theoretical Framework of Grading and Progressive Teaching Pattern

2.1 Zone of Proximal Development Theory

2.2 Multi-intelligence Theory

2.3 The Influence of Individual Differences on Second Language Learning

2.4 Teaching Students in Accordance with Their Aptitude

2.5 Summary

Chapter Three Present English Teaching in Secondary Vocational Schools

3.1 Characteristics of Secondary Vocational School Students

3.1.1 Students Sources of Secondary Vocational Schools

3.1.2 English Proficiency of Secondary Vocational School Students

3.1.3 Students' Own Factors Influencing English Learning

3.2 Characteristics of English Teaching in Secondary Vocational Schools

3.2.1 Teaching Concept

3.2.2 Classroom Teaching Pattern

3.2.3 Teaching Materials

3.2.4 Learning Environment

3.2.5 Relationship between Students and Teachers

3.3 Summary

Chapter Four An Experiment on Grading and Progressive Teaching Pattern

4.1 Aim of the Experiment

4.2 Instruments

4.3 Procedures of the Concrete Teaching of the Experiment

4.3.1 Choosing the Subjects

4.3.2 Designing the Instruments

4.3.3 Students' Grading and Grouping

4.3.4 Combining Grouping Instruction and Cooperative Learning

4.3.5 Grading Teaching Objectives

4.3.6 Grading Classroom Activities

4.3.7 Choosing Teaching Methods and Designing Teaching Links

4.4 Summary

Chapter Five Results and Analyses of the Experiment

5.1 Results and Analyses from the Questionnaire

5.2 Data from the Testing Results

5.3 Results and Analyses of the Students' Participation in Class

5.4 Findings and Limitations of the Experiment

5.4.1 Findings from the Experiment

5.4.2 Limitations of the Research

5.5 Suggestions of Implementing Grading and Progressive Teaching

5.5.1 The Necessity of Developing School-oriented Teaching Materials

5.5.2 The Importance of Formative Assessment

5.5.3 Proper Way of Evaluation

5.5.4 Appropriate Praise

5.5.5 The Importance of Good Relationship between Students and Teachers

5.5.6 Creating a Positive English Learning Atmosphere

5.6 Summary

Conclusion

Bibliography

Appendix

Acknowledgements