初中英语分层教学实验研究.pdfVIP

Abstract Intherecentyears,cityjunior highschoolsareconductingthereformofnearbyenrollmentpolicy, whichobjectivelycontributestotheoccurrencesofdifferentlevelsofEnglishlearningamongstudents.The policyiscarryingstrictlythatjunior highschoolsmustnttakeinexcellentnon-registeredstudents.Apart fromthis,studentsarequitedifferentinsomesubjectivefactors,suchasbackgrounds,personalcharacters, mentalconditions,studyhabits,learningmethodsandstrategies,learningcompetenceandsoon,which leadtowidenthega ofEnglishcompetenceamongstudents.Therefor,teachersshouldtrytocarryoutthe teachingprinciplewhichisbasedonthestudents’abilitiestosatisfystudents’individualizedEnglish learning,andontheotherhand,teachersalsoneedtotakestudents’strongself-awarenessinto considerationandprotecttheirself-respect.Thetraditionalteachingmethodsshouldbechangedtoensure satisfactoryteachingresults.Basedontheabovefactorsandconsideration,theauthortriedanexperiment ofcovertly-gradedEnglishteaching. Level-teachingisakindofteaching,inwhichteacherscovertlydividestudentsinthreelevels-A,B, andC,basedonstudents’abilities,intelligence,interestandpotentialitiesinstudy.Theninclass,teaching goals,designs,guidanceandevaluationonstudentsarealsogroupedtomeetdifferentneedsofstudents whoareofdifferentlevelsandhavedifferentEnglishcompetence. Accordingtotheprincipleofteachingstudentsinaccordancewiththeiraptitude,withtheguidanceof theTheoryofMasteryLearningandtheconceptoftheZoneofProximalDevelopmentinthe ConstructivismandtheNeedsAnalysis,ana licationresearchoncovertly-gradedEnglishteachingwas carriedoutinLanzhouNo.NineteenMiddleSchoolfromJanuary2014toJanuary2015,withclass 14of GradeSevenastheexperimentgrou whileClass 15ofGradeSevenasthecontrolgroup.Thewholeclass 14wasdividedintoA,BandCthreelayers:poorlayer(Clayer),middlelayer(Blayer)andsuperiorlayer (Alayer)accordingtothestudents’testscores,learningabilityandlearningobjectives.Andthenthe teachera