發(fā)布時(shí)間：2018-10-17 22:07

【摘要】：英語(yǔ)作業(yè)作為英語(yǔ)教學(xué)的鞏固和延續(xù),是整個(gè)教學(xué)過(guò)程的重要組成部分。它能使學(xué)生消化鞏固所學(xué)的知識(shí),也是教師獲取課堂效果反饋的重要途徑。然而現(xiàn)實(shí)的小學(xué)英語(yǔ)課外作業(yè)卻多為聽(tīng)錄音、背課文、抄寫(xiě)英語(yǔ)單詞或句子,具有實(shí)踐性、應(yīng)用性、創(chuàng)新性和趣味性的作業(yè)很少且不作為重點(diǎn)。在布置和批改這些作業(yè)時(shí)更沒(méi)有考慮不同學(xué)生之間的差異,例如個(gè)性特征的差異、認(rèn)知風(fēng)格的差異以及學(xué)業(yè)成就的差異。這就不能使英語(yǔ)作業(yè)發(fā)揮其最好的效果。本研究不僅滿(mǎn)足于介紹差異教學(xué)的理論和揭示目前小學(xué)英語(yǔ)教師作業(yè)布置和批改存在的問(wèn)題,更著力于根據(jù)差異教學(xué)理論來(lái)設(shè)計(jì)和批改英語(yǔ)差異化作業(yè),如何充分利用差異教學(xué)理論,指導(dǎo)小學(xué)生英語(yǔ)課外作業(yè)的設(shè)計(jì)和批改,以達(dá)到更好的教學(xué)效果和培養(yǎng)學(xué)生主動(dòng)學(xué)習(xí)的學(xué)習(xí)興趣。本次研究主要通過(guò)問(wèn)卷調(diào)查和個(gè)別師生訪(fǎng)談的方式,選取了90位小學(xué)一線(xiàn)英語(yǔ)教師和240位小學(xué)三年級(jí)至五年級(jí)學(xué)生為樣本,對(duì)英語(yǔ)作業(yè)的布置、批改和對(duì)英語(yǔ)作業(yè)的態(tài)度進(jìn)行分析,通過(guò)研究發(fā)現(xiàn)了一系列問(wèn)題:小學(xué)英語(yǔ)課外作業(yè)布置忽視學(xué)生差異;小學(xué)英語(yǔ)作業(yè)內(nèi)容單一缺乏多元性;小學(xué)英語(yǔ)課外作業(yè)批改與評(píng)價(jià)的方法單一。通過(guò)對(duì)小學(xué)英語(yǔ)作業(yè)現(xiàn)狀的調(diào)查,反觀(guān)差異教學(xué)在小學(xué)英語(yǔ)作業(yè)布置這一微觀(guān)環(huán)節(jié)存在的問(wèn)題,為一線(xiàn)英語(yǔ)教師在作業(yè)布置和批改方面提供了切實(shí)可行的具體建議,并且充分利用個(gè)別化作業(yè)的人文關(guān)懷,促使學(xué)生進(jìn)步,緩解了英語(yǔ)學(xué)習(xí)分化問(wèn)題。本文共分為六個(gè)部分,第一部分為緒論部分,闡述了問(wèn)題的提出、研究意義、研究綜述和研究方法,并對(duì)相關(guān)概念進(jìn)行了界定。第二部分闡述了基于差異教學(xué)理念設(shè)計(jì)與批改小學(xué)英語(yǔ)課外作業(yè)的必要性。第三部分依據(jù)差異教學(xué)的相關(guān)理論闡述了差異化小學(xué)英語(yǔ)課外作業(yè)的實(shí)施要求;第四部分揭示了小學(xué)英語(yǔ)課外作業(yè)存在問(wèn)題;第五部分分析了小學(xué)英語(yǔ)差異化作業(yè)在小學(xué)實(shí)施困難的原因及影響因素。第六部分:重點(diǎn)提出了小學(xué)英語(yǔ)差異化作業(yè)的有效實(shí)施策略。
[Abstract]:As a consolidation and continuation of English teaching, English homework is an important part of the whole teaching process. It enables students to digest and consolidate what they have learned, and is also an important way for teachers to get feedback on classroom effects. However, practical, innovative and interesting English homework is seldom and not the focus of listening and recording, reciting the text, copying English words or sentences. The differences between different students such as personality, cognitive style and academic achievement were not taken into account when assigning and correcting these assignments. This won't make English homework work its best. This study is not only satisfied with the introduction of the theory of differential instruction and reveals the problems existing in assignment and correction of primary English teachers, but also focuses on the design and correction of differentiated English homework according to the theory of differential teaching. How to make full use of the theory of differential teaching to guide pupils' English homework design and correction in order to achieve better teaching effect and cultivate students' interest in active learning. In this study, 90 first-line English teachers and 240 third-grade to fifth-grade students were selected as samples by questionnaires and interviews between teachers and students. Based on the analysis of the attitudes towards English homework, a series of problems are found: the primary school English homework arrangement neglects the differences of students, the primary school English homework content is single and lack of diversity; The method of correcting and evaluating English homework in primary school is single. Based on the investigation of the present situation of English homework in primary schools, this paper reviews the existing problems of differential teaching in the microscopic aspect of assignment of English homework in primary schools, and provides practical and practical suggestions for English teachers on assignment and correction of homework. And make full use of the humanistic care of individual homework, promote the progress of students, alleviate the problem of English learning differentiation. This paper is divided into six parts. The first part is the introduction part, which describes the question, research significance, research review and research methods, and defines the related concepts. The second part expounds the necessity of designing and correcting English homework in primary school based on the concept of differential teaching. In the third part, according to the relevant theories of differential teaching, the author expounds the requirements for the implementation of English extracurricular homework in differentiated primary schools, and the fourth part reveals the problems existing in English extracurricular homework in primary schools. The fifth part analyzes the causes and influencing factors of the difficulty of implementing English differentiated homework in primary schools. The sixth part: put forward the effective implementation strategy of English differentiated assignment in primary school.
【學(xué)位授予單位】：聊城大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G623.31

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