《英語課程標(biāo)準(zhǔn)》(2011)指出:“英語閱讀作為語言技能的重要組成部分,是語言學(xué)習(xí)過程中輸入的主要環(huán)節(jié)�！辈粌H如此,閱讀在高考英語中也占有很大的比重,因此,高中英語閱讀教學(xué)顯得尤為重要。然而,在傳統(tǒng)的教學(xué)模式下,教師往往針對全體學(xué)生設(shè)定教學(xué)目標(biāo),設(shè)計教學(xué)活動,布置課后作業(yè),忽略了個體間的差異,導(dǎo)致學(xué)生的學(xué)習(xí)積極性不高,考試成績不理想。為了改善高中英語閱讀教學(xué)現(xiàn)狀,提高高中生英語閱讀成績,本研究將隱性分層教學(xué)模式應(yīng)用于高中英語閱讀教學(xué)中,旨在探討其可行性與有效性。隱性分層教學(xué)是由分層教學(xué)發(fā)展而來,主要以最近發(fā)展區(qū)和掌握學(xué)習(xí)理論為基礎(chǔ)。根據(jù)不同學(xué)生的不同特點(diǎn),針對教學(xué)目標(biāo)、課堂活動、課后作業(yè)、課后評價等進(jìn)行分層,既能保護(hù)學(xué)生的自尊心,又能滿足不同學(xué)生的需求,從而促進(jìn)學(xué)生的全面發(fā)展。本研究擬探究三個問題:1.隱性分層教學(xué)模式對學(xué)生英語閱讀學(xué)習(xí)的動機(jī)有什么影響?2.隱性分層教學(xué)模式對學(xué)生的英語閱讀成績有什么樣的影響?3.在隱性分層教學(xué)模式中哪些措施可以促進(jìn)中間層次的學(xué)生不斷進(jìn)步?筆者采用定性與定量相結(jié)合的研究方法,對遼寧省蓋州市第一高級中學(xué)高一的兩個平行班進(jìn)行16周的實驗,其中十三班為實驗班(...

【文章頁數(shù)】：67 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Structure of the Thesis
Chapter Two Literature Review
    2.1 Basic Information about the Implicit Graded Teaching
        2.1.1 Definition of the Graded Teaching
        2.1.2 Classification of the Graded Teaching
        2.1.3 Features of the Implicit Graded Teaching
    2.2 Theoretical Framework
        2.2.1 Zone of Proximal Development Theory
        2.2.2 Mastery Learning Theory
    2.3 Relevant Studies Abroad and at Home
        2.3.1 Implicit Graded Teaching in English Reading Abroad
        2.3.2 Implicit Graded Teaching in English Reading at Home
Chapter Three Research Design
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Tests
        3.3.2 Questionnaires
    3.4 Research Procedures
        3.4.1 Before the Experiment
        3.4.2 Process of the Experiment
        3.4.3 After the Experiment
    3.5 Data Collection
    3.6 Teaching Samples
        3.6.1 The Teaching Sample in Control Class
        3.6.2 The Teaching Sample in Experimental Class
Chapter Four Data Analysis and Discussion
    4.1 Data Analysis of Tests
        4.1.1 Analysis of Pre-test in EC and CC
        4.1.2 Analysis of Post-test in EC and CC
        4.1.3 Analysis of Pre-test and Post-test in EC
        4.1.4 Analysis of Pre-test and Post-test in CC
        4.1.5 Analysis of Pre-test and Post-test of Different Gradations in EC
    4.2 Analysis of Questionnaires
    4.3 Discussion
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations of the Study
    5.4 Suggestions for Future Study
References
Appendix Ⅰ Questionnaire
Appendix Ⅱ Pre-test Paper
Appendix Ⅲ Post-test Paper
Acknowledgements



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