摘要
分层教学是进行大学英语教学改革的切入点之一。有效的教学始于准确地知道希望达到的目标是什么,制度不同层次的教学目标是进行分层教学的基础。目前有关分层教学的文章多为理论性的,或只给操作步骤,较少呈现实证研究的结果。将教学对象层次化,教材处理层次化,教学目标层次化,课堂教学层次化。采用对比分析法,动用SPSS统计软件对调查数据、分层测试结果数据进行分析,进行大学英语分层教学研究。结果表明:分层教学对提高学习效果有一定的作用,尤其对防止C层学生英语学习兴趣的遗失有较明显的效果。
Teaching in different levels is one of the entry points in College English teaching reform.Effective teaching begins in setting accurately what the desired goal is.The foundation of carrying out the stratified teaching approach is to make the teaching goals of different levels.Articles on the stratified teaching are mostly theoretical,or just give operation steps.Fewer present the research results.With the methods of teaching object hierarchy,materials processing hierarchy,teaching aims,level of classroom teaching to do the research,the students of Grade 2010 are taken as subjects to conduct the study of teaching in different levels.SPSS statistical software is used to analyze the questionnaire and test results.The experimental results show that to some extent,the layer teaching can help to improve the students’learning efficiency,especially to prevent C-layer students’loss interest in learning.
出处
《广东第二师范学院学报》
2012年第2期107-112,共6页
Journal of Guangdong University of Education
基金
2010年度广东第二师范学院校级教学研究与改革项目
关键词
大学英语
分层教学法
有效性
目标层次
标准
College English
hierarchy of objectives
effectiveness
hierarchical criterion
作者简介
刘欢，女，广东茂名人，广东第二师范学院外语系讲师。
