發(fā)布時(shí)間：2024-07-02 04:06

　　新課標(biāo)強(qiáng)調(diào)英語(yǔ)教學(xué)要以學(xué)生為中心,面向全體學(xué)生,尊重學(xué)生差異。作業(yè)作為英語(yǔ)教學(xué)活動(dòng)的最后一環(huán)和課堂學(xué)習(xí)的補(bǔ)充,在學(xué)習(xí)中起著十分重要的作用。然而,作業(yè)的有效性一直是我國(guó)基礎(chǔ)教育和英語(yǔ)教學(xué)中令人擔(dān)憂的問(wèn)題。傳統(tǒng)的“一刀切”已不能滿足現(xiàn)階段不同層次學(xué)生的需要。因此,為進(jìn)一步探索有效的作業(yè)布置方式,筆者對(duì)分層英語(yǔ)作業(yè)進(jìn)行了研究。本研究的研究問(wèn)題包括(1)分層英語(yǔ)作業(yè)如何影響學(xué)生英語(yǔ)學(xué)習(xí)興趣?(2)分層英語(yǔ)作業(yè)對(duì)學(xué)生英語(yǔ)成績(jī)有何影響?(3)分層英語(yǔ)作業(yè)布置中老師應(yīng)該注意哪些問(wèn)題?本研究根據(jù)學(xué)生的英語(yǔ)學(xué)習(xí)成績(jī)、興趣、語(yǔ)言和學(xué)習(xí)能力等各方面將學(xué)生分為三個(gè)層次,其中學(xué)生的層次隨著學(xué)習(xí)過(guò)程中的表現(xiàn)而動(dòng)態(tài)調(diào)整,且處于教育公平性考慮學(xué)生層次不在班內(nèi)公布。不同層次學(xué)生可以在老師提供的紅、黃、綠三種作業(yè)卡片中選擇其一,且每一次學(xué)生所選作業(yè)均需記錄。為了探討分層作業(yè)對(duì)學(xué)生學(xué)習(xí)興趣和英語(yǔ)成績(jī)的影響,筆者采用了前測(cè)-后測(cè)對(duì)照組準(zhǔn)實(shí)驗(yàn)設(shè)計(jì)進(jìn)行研究。筆者在光明區(qū)實(shí)驗(yàn)學(xué)校做實(shí)習(xí)生期間,隨機(jī)抽取兩個(gè)班。兩班學(xué)生共101名,平均年齡14歲,男49名,女生52名,兩班被隨機(jī)分為實(shí)驗(yàn)班(EC)和對(duì)照班(CC)。于2018年3月至2...

【文章頁(yè)數(shù)】：115 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Objectives and Significance
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Differentiated Homework
    2.2 Related Studies at Home and Abroad
        2.2.1 Related Studies on Differentiated Homework Abroad
        2.2.2 Related Studies on Differentiated Homework at Home
    2.3 Theoretical Foundation
        2.3.1 Humanistic Learning Theory
        2.3.2 Theory of Multiple Intelligence
        2.3.3 Zone of Proximal Development
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Tests
        3.3.3 Interview
    3.4 Research Procedures
    3.5 Data Collection and Analysis
    3.6 Samples of Homework
Chapter Four Results and Discussion
    4.1 Results and Analysis of the Questionnaires
        4.1.1 Results and Analysis of Pre-test Questionnaire in EC
        4.1.2 Comparison of Pre-test and Post-test Questionnaires in EC
    4.2 Results and Analysis of Pre-tests and Post-tests
        4.2.1 Results of Pre-tests in EC and CC
        4.2.2 Results and Analysis of Post-tests in EC and CC
        4.2.3 Results and Analysis of Pre-test and Post-test in EC
        4.2.4 Results and Analysis of Pre-test and Post-test in CC
    4.3 Analysis of the Interview
    4.4 Pedagogical Implications
Chapter Five Conclusion
    5.1 Main Findings
    5.2 Limitations and Suggestions
Bibliography
Appendices
    Appendix Ⅰ
    Appendix Ⅱ
    Appendix Ⅲ
    Appendix Ⅳ
    Appendix Ⅴ
    Appendix Ⅵ
攻讀學(xué)位期間的科研成果



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