摘要
本研究针对学生的个性差异,以安庆师范学院109名学生为研究对象,在大学英语教学中进行了历时两年的隐性分层教学实验.实验结果表明:大学英语隐性分层教学,既能有效地调动学生学习英语的积极性和主动性,有利于大面积提高大学英语教学质量,又能避免显性分层可能产生的"教育上的标签负效应".
In accordance with students' individual differences, a two-year teaching experiment on covertly-graded teaching was conducted in college English classroom. The subjects were 109 non-English major students in Anqing Teachers' College. The experiment results indicated that covertly-graded teaching in college English classroom can not only effectively help arouse students' interest and activeness in English learning and help improve the quality of college English teaching on a large scale, but it can also avoid “the negative effects of labels in education” caused by overt gradation.
出处
《山东外语教学》
2005年第1期51-53,共3页
Shandong Foreign Language Teaching
关键词
大学英语
隐性分层教学
个性差异
college English
covertly-graded teaching
individual differences
