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分层教学可提高学习者的学习兴趣及学习效率,在一定程度上避免两极分化。以译林版牛津初中英语8A Unit 6 Natural disasters一课Reading板块有关阅读策略训练的分组教学为例,准备阶段,进行学生分组和目标分层;实施阶段,基于阅读策略训练,设计步骤、分层实施;巩固阶段,对作业与评价也分层实施。实践表明,为更好地实施分层教学,英语课堂的组织形式应有所转变,教师要以动态的、发展的眼光看待学生,并对各个组别的学生进行动态管理。
Layered teaching can improve learners’ interest in learning and learning efficiency, to some extent, to avoid polarization. Take the teaching of grouping of Reading Unit of 8A Unit 6 Natural disasters in reading section of Oxford Junior Middle School as an example, grouping and target stratification in reading stage. The implementation stage is based on reading strategy training, design steps, stratification Implementation; consolidation phase, operations and evaluation also layered implementation. Practice shows that in order to better implement the teaching in different levels, the organizational form of the English classroom should be changed. Teachers should look at the students dynamically and develop perspectives and manage the students in each group dynamically.