写作教学课堂层级效应敏感度研究  

Efficacy on Level Sensitivity Study of Stratified Group Writing

作　　者：陈荔[1] 

机构地区：[1]华侨大学外国语学院,福建厦门361021

出　　处：《郑州铁路职业技术学院学报》2015年第1期90-93,共4页Journal of Zhengzhou Railway Vocational and Technical College

基　　金：福建省社会科学规划项目(2013B214)

摘　　要：分级教学中位于中间级别的B级习得者遇到的常见问题是习得者间英语水平参差不齐和未能进入高水平班级的心理低落感,针对这个中间群体,制定合理的教学方案尤为重要。本研究以学习风格匹配辅助下的层级分组教学模式为出发点,探讨写作教学多水平共同提高模式对不同分数人群的敏感性。研究表明,学习风格匹配辅助下的立体分组教学模式有助于B级习得者写作能力整体提高,其效能发挥对于处于中间水平段和较低水平段的群体在一年期末显现,而对较高水平段呈现延时性特征。As a reflection of modern teaching reform in College English teaching,stratified teaching system creates the mixed levels and negative self- recognition among the huge middle group. Thus,the special teaching methodology and teaching plan is of vital importance. By constructing the stratified writing group teaching mode,the sensitivity of the mode to students of different levels are explored. The research shows that the method displays its efficacy among intermediate students and below in Level B works at year＇s length,and displays its efficacy among upper-level students in a delayed way.

关 键 词：二语写作 层级敏感性 案例研究 

分 类 号：H31[语言文字—英语]