浅谈英语分层教学的理论依据.docVIP

浅谈英语分层教学的理论依据 　　摘要： 在全国掀起英语教育改革之际，作者在自己的教学实践中进行了英语分层教学的实验研究，取得了较为理想的效果，得到了师生的普遍好评。本文就作者所进行的分层教学实验研究的理论基础作以简单的介绍。 　　Abstract： In answer to the teaching reform all over China, the author also takes active part in it. She has carries out graded English teaching for a year in the middle school where she works and has got some expected achievements. The article makes a brief account of the theories the study based on. 　　关键词： 英语分层教学；理论框架；掌握；最近发展区 　　Key words： graded English teaching；theoretical framework；mastery；zone of proximal development 　　中图分类号：G42 文献标识码：A文章编号：1006-4311（2010）34-0263-01 　　 　　1Introduction 　　Graded teaching has been proved as an effective mode suitable for all kinds of students since it was introduced into China, which can develop student’s potential ability effectively, improve teaching quality on a large scale and realize the quality-oriented education in the end. 　　The study is based on such theoretical frameworks as “Mastery of learning theory”, “Zone of proximal development theory” and “Optimization of teaching process theory”. 　　2Theories on graded teaching 　　2.1 Mastery of learning theoryMastery of learning was revived in the form of programmed instruction in the late 1950s in an attempt to provide students with instructional materials that would allow them to move at their own pace and receive constant feedback on their level of mastery. During the 1960s, Bloom’s Learning for Mastery focused new attention on the philosophy of mastery learning. 　　According to Mastery of learning theory, as long as we provide the students with enough time and proper help of study, most of them will achieve the teaching aims and excellent performances. Teachers are required to stress the role of “guiding” when they decide on teaching aims. Teachers should separately teach students with different abilities in order to make students play their main part role in teaching and study actively with the guidance of teaching aims. 　　2.2 Zone of proximal develop