综合高中英语分层教学的实验研究

综合高中这种全新教育模式为学生学习提供了各种机遇,但同时综合班教学因其学生间的差异,按传统的统一规格去创造“标准件”的教育模式力不从心。笔者从近一年综合班英语分层教学中,研究学生个体差异,找准学生个体发展的最近发展区,进行了分层次教学研究。把全班学生分为:基础层(A层)、一般层(B层)、良好层(C层)。本实验力求在教学目标、课堂教学、课外辅导、作业练习、诊断性测试中贯彻依不同层次的学生“可接受”的程度因材施教的原则,使每一个层次的学生都得到充分的发展。实验结果经SPSS 11.0独立、配对样本平均成绩t检验,表明实验班成绩显著提高,学习进步显著快于对照班。同时通过访谈、问卷等形式得到的数据也表明,经过分层教学,学生对英语学习的兴趣、动机提高了,师生关系更加融洽。

Comprehensive High School, as a new model of education, provides great opportunity for students, whereas due to individuals' difference, the traditional education model shows its apparent disadvantages. This paper probes into the graded teaching area following the principles of individuals'difference and their zone of proximal development. My students are divided into three levels accordingly and different levels of students are taught differently in their objectives, class teaching, exercises, extra-curriculum tutoring, diagnostic tests for the students to learn better, faster and more easily. The independent and paired sample t-test from SPSS 11.0 indicates that the experimental class improves significantly and that the experimental class learn better than the controlled group, meanwhile the data from the interview and questionnaire also shows that the students are motivated to learn better and it further promotes the harmonious relationship between the teacher and students.