论隐性分层教学的实践思路（英文）  

Moving towards Implicit Grading

作　　者：杜丽娉[1] 

机构地区：[1]浙江丽水学院民族学院,浙江丽水323000

出　　处：《大学英语教学与研究》2015年第6期36-40,共5页College English Teaching & Research

摘　　要：本文基于因材施教原则提出的隐性分层教学是指学生和老师经过协商隐秘地把学生分成A、B、C三层,并以ABBC的形式分组而进行的教学方式。本文首先介绍了实行隐性分层教学的必要性和可行性,然后,重点介绍了大学英语隐性分层教学的特点和实施过程——自学、导学、讲学和讨论。实践证明,隐性分层能开发学生的内在潜能,实现每个学生的最佳发展,是顺应学习者个体差异的教学方法。Implicit grading, by negotiation, discussed in this article is to grade the students into three levels（Level A, Level B and Level C） implicitly and arrange them in the form of ABBC to keep the heterogeneity within the group and homogeneity with each group. In light of teaching in accordance with students ＇ aptitudes, it focuses on the characteristics and implementation of implicitly-graded teaching, i.e. self-study, instruction, lecture, discussion. From the teaching practice, implicitly-graded teaching has been shown to be a practicable and valuable approach in accordance with individual differences in college English teaching,inspiring them to learn actively to tap their potentials and functioning greatly in maximizing the effectiveness of instruction.

关 键 词：大学英语 隐性分层教学 个体差异 因材施教 

分 类 号：G633.41[文化科学—教育学]