大学英语分级教学对课堂心理环境影响的实证研究  

An Empirical Study of the Influence of Level-based College English Teaching Model on Classroom Psychological Environment

作　　者：高照[1] 

机构地区：[1]电子科技大学外国语学院

出　　处：《山东外语教学》2010年第2期56-62,共7页Shandong Foreign Language Teaching

基　　金：国家社科基金项目子课题(编号:06BYY0220508);电子科技大学青年基金项目(编号:3058)

摘　　要：本文引入课堂心理环境的研究方法，通过对比分级实验班和未分级对照班的学习者在课堂心理环境七个维度上的差异，调查了分级教学模式对不同英语水平（高水平、中高水平、中低水平或低水平）的学习者英语课堂心理环境的影响。实验证明，1）分级对课堂心理环境有较大影响，并且对不同水平的学习者影响方面不同；2）简单的分为两级的分级方式给中低水平的学习者带来的负面影响最大；3）分级以后对低级班学习者采取情感疏导和沟通可以有效改善低级班学生的消极心理感受。This paper introduces the research notion of classroom psychological environment （ CPE）, and in light of the seven dimensions of CPE, investigates the impact of level-based English teaching on learners＇ CPE. The participants of four-level language proficiency, i.e. high, high-intermediate, low-intermediate and low, coming from eight classes, 257 in total, are involved in this empirical study, and a dichotomy is employed in the learners＇ placement. Results demonstrate that 1） CPE is largely influenced by the level-based teaching model and the dimensions affected vary with the language proficiency; 2） when the dichotomy placement is applied, the learners of low-intermediate level produce the most negative perceptions; 3） the communication with and mental intervention on learners that are classified into lower level classroom can effectively reduce learners＇ negative perceptions.

关 键 词：大学英语课程改革 分级教学 课堂心理环境 学生态度情感 

分 类 号：H319[语言文字—英语]