高职公英大班制下的传统教学和隐性分层教学比较实证研究  

An Empirical and Comparative Study on Higher Vocational English Teaching with Traditional and Recessively Hierarchical Modes in Big Classes

作　　者：曹琳华[1] 

机构地区：[1]广州民航职业技术学院人文社科学院,广东广州510405

出　　处：《广州职业教育论坛》2015年第2期36-41,共6页Guangzhou Panyu Polytechnic

基　　金：2013广东省教指委课题"基于‘隐性分层教学体系’构建的高职英语教与学改革创新研究"(WHSZYB030)

摘　　要：根据调查得知,目前大部分高职院校的公共英语教学都是采用统一标准的传统大班制教学模式,由于高职学生的英语基础水平参差不齐,这种教学模式不能全面有效地培养并提高学生的英语能力。选取一个大班学生进行隐性分层教学,即把学生根据英语水平进行隐性分层,包括分层次的阶段性教学目标、教学要求和任务、教学评价标准,并选取另一个情况相似的平行大班作为对照班。一个学期结束后,通过对两个班三次A级考试成绩、学期前后分别调查和采访部分教师和学生所得数据的比较分析发现:和传统教学的班级进行比较,采取隐性分层教学班级的学生英语成绩进步更大,学习英语的兴趣、积极性、信心有明显提高。The survey shows that higher vocational English teaching is mostly taught with traditional teaching mode in big classes currently, which can not develop students＇ English abilities well because of their different levels. So the author tried to teach in an experimental class with recessively hierarchical mode. This class was conducted with different teaching aims, teaching requirements and tasks and assessment criteria at different levels. Meanwhile, a paralleled big class was used to compare with it. After a term, the data from tests and interviews showed that there was a big gap of the students＇ grades between the two classes. Comparatively, the students in the experimental class have made bigger progress in study and they are significantly improved in their interest, motivation and confidence in learning English.

关 键 词：大班制 传统教学 隐性分层教学 

分 类 号：H319.3[语言文字—英语]