淺析“分層導(dǎo)學(xué)”在英語教學(xué)中的實(shí)踐與作用

所謂分層導(dǎo)學(xué)，是由立人學(xué)校教改團(tuán)隊(duì)提出的理論，主要包括分層和引導(dǎo)兩個(gè)部分。其中，分層就是指在實(shí)踐上因材施教，針對(duì)不同層次的學(xué)生提出不同的學(xué)習(xí)目標(biāo)和學(xué)習(xí)要求，從而滿足不同層次的學(xué)生對(duì)學(xué)習(xí)的要求，進(jìn)而調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性和主動(dòng)性，分層在實(shí)施過程中主要包括學(xué)生分層、目標(biāo)分層、內(nèi)容分層、練習(xí)分層、作業(yè)分層和輔導(dǎo)分層幾部分。而導(dǎo)學(xué)主要是學(xué)生在老師的引導(dǎo)下，帶著任務(wù)自主學(xué)習(xí)，讓學(xué)生學(xué)會(huì)抓重點(diǎn)、抓要害，培養(yǎng)學(xué)生主動(dòng)學(xué)習(xí)的良好習(xí)慣，真正成為學(xué)習(xí)的主人。分層導(dǎo)學(xué)的主要課堂流程包括六個(gè)環(huán)節(jié)：提出學(xué)習(xí)目標(biāo)――基礎(chǔ)知識(shí)的全面檢測(cè)與過關(guān)――重難點(diǎn)知識(shí)的精講――重難點(diǎn)知識(shí)的鞏固與提升――分層作業(yè)的布置和課后的培優(yōu)補(bǔ)差。在教學(xué)環(huán)節(jié)中，如何對(duì)學(xué)生和教材進(jìn)行合理的分層，并針對(duì)不同層次加以引導(dǎo)，是分層導(dǎo)學(xué)實(shí)施的關(guān)鍵，在英語教學(xué)中，我們可以從以下幾個(gè)方面著手。一、學(xué)生分層，因材施教，設(shè)立學(xué)習(xí)小組對(duì)學(xué)生進(jìn)行分層是分層教學(xué)的第一步，也是最關(guān)鍵的一步。立人學(xué)校在安排班級(jí)的時(shí)候已經(jīng)根據(jù)學(xué)生的基礎(chǔ)和水平，將班級(jí)分為一快班、二快班和平衡班，這是大層次上的學(xué)生分層。但是在同樣的班級(jí)或同層次班級(jí)中，也存在學(xué)生有偏科或?qū)W習(xí)不平衡的狀態(tài)。因此，針對(duì)不同科目和不同學(xué)生對(duì)學(xué)習(xí)的興趣和熱情，將學(xué)生進(jìn)行小分層是必須且有效的。在實(shí)踐中，教師可以根據(jù)學(xué)生的成績(jī)及對(duì)英語學(xué)習(xí)的信心、興趣將學(xué)生為劃分A、B、C三個(gè)層次。A層次的學(xué)生大概占班級(jí)的四分之一，基本功扎實(shí)，學(xué)習(xí)主動(dòng)，對(duì)英語學(xué)習(xí)有濃厚的興趣，接受能力強(qiáng)。B層次的學(xué)生大概占班級(jí)的一半，也是主體，有一定的進(jìn)取心，基礎(chǔ)不扎實(shí)，但有一定的能力和潛力，需要給以一定的督促和輔導(dǎo)。C層次的學(xué)生則是班級(jí)的另外四分之一，學(xué)習(xí)不自覺基礎(chǔ)差，在學(xué)習(xí)上有障礙，需要教師時(shí)刻關(guān)心和督促。同時(shí)，將學(xué)生編排成學(xué)習(xí)小組，每個(gè)小組由一名A層次同學(xué)、兩名B層次同學(xué)和一名C層次同學(xué)組成，小組成員在學(xué)習(xí)的過程中互相合作，互相幫助，共同進(jìn)步。學(xué)習(xí)小組的設(shè)立能提高學(xué)生學(xué)習(xí)英語的積極性，激發(fā)學(xué)生的內(nèi)在潛力，引發(fā)學(xué)生的學(xué)習(xí)興趣，學(xué)生的英語水平就會(huì)大幅提升。二、目標(biāo)分層，導(dǎo)引自學(xué)，激發(fā)學(xué)生興趣興趣是最好的老師。教學(xué)的首要任務(wù)就是激發(fā)學(xué)生對(duì)學(xué)習(xí)英語的興趣，使他們的思想由“要我學(xué)”轉(zhuǎn)變?yōu)椤拔乙獙W(xué)”；而教改理論中老師的教學(xué)重點(diǎn)就是要先學(xué)后教，培養(yǎng)學(xué)生的自學(xué)能力，解決學(xué)生的困惑。在英語教學(xué)中，我們?cè)O(shè)置了導(dǎo)讀提綱，所謂導(dǎo)讀提綱，就是引導(dǎo)學(xué)生讀。讓學(xué)生通過自己的預(yù)習(xí)，找出課文的重難點(diǎn)，并試圖自己解決困難，教師在課堂上對(duì)重難點(diǎn)進(jìn)行精講并適當(dāng)延伸，解決學(xué)生的不懂部分。在教學(xué)過程中，老師扮演的主要是“導(dǎo)”的作用，而學(xué)生才是學(xué)習(xí)的主人。面對(duì)越來越長(zhǎng)的課文，尤其是基礎(chǔ)較差的學(xué)生容易產(chǎn)生望而生畏、敬而遠(yuǎn)之的心態(tài)。所以，在分層的基礎(chǔ)上，針對(duì)各層次學(xué)生的水平制定學(xué)習(xí)目標(biāo)，使學(xué)生產(chǎn)生一種期望值，形成實(shí)現(xiàn)目標(biāo)的動(dòng)力是很有必要的。布置學(xué)習(xí)目標(biāo)時(shí)，A層次學(xué)生在全部掌握教材內(nèi)容的基礎(chǔ)上，注重學(xué)習(xí)能力的培養(yǎng)和學(xué)習(xí)習(xí)慣的養(yǎng)成。B層次學(xué)生重點(diǎn)以掌握教材內(nèi)容為主，力爭(zhēng)不存在缺、漏、忘、記憶混亂等現(xiàn)象。C層次學(xué)生以掌握基礎(chǔ)知識(shí)為主，提高學(xué)習(xí)信心，挖掘潛能，有所提高和突破。在創(chuàng)設(shè)情境和設(shè)計(jì)問題的時(shí)候，要從學(xué)生的角度分層設(shè)置，針對(duì)知識(shí)點(diǎn)，從學(xué)生實(shí)際出發(fā)，使各層次的學(xué)生都享有充分的學(xué)習(xí)機(jī)會(huì)，達(dá)到調(diào)動(dòng)學(xué)習(xí)積極性的目的。在教學(xué)過程中，運(yùn)用導(dǎo)學(xué)提綱出示各層學(xué)生的目標(biāo)及任務(wù)，讓學(xué)生帶著問題和任務(wù)，有目的、有針對(duì)性地學(xué)習(xí)，從而激發(fā)學(xué)生的學(xué)習(xí)信心和興趣。三、內(nèi)容分層，基礎(chǔ)過關(guān)，重點(diǎn)難點(diǎn)精講根據(jù)分層導(dǎo)學(xué)理論，教學(xué)的重點(diǎn)環(huán)節(jié)包括基礎(chǔ)知識(shí)的全面檢測(cè)與過關(guān)和重難點(diǎn)精講兩部分。在創(chuàng)設(shè)情境的時(shí)候，教師可以從學(xué)生的分層角度出發(fā)設(shè)施，使各層次的學(xué)生都享有充分的學(xué)習(xí)機(jī)會(huì)，讓學(xué)生帶著問題，有目的有針對(duì)性地學(xué)習(xí)。根據(jù)課程難易度的差異，教學(xué)內(nèi)容可分為三類：第一類是基礎(chǔ)知識(shí)，要求每層學(xué)生都能掌握；第二類是重點(diǎn)知識(shí)、語言點(diǎn)的運(yùn)用，要求A、B層學(xué)生掌握、消化、鞏固和提高，C層學(xué)生作一般理解；第三類是難點(diǎn)知識(shí)，如教師對(duì)課程內(nèi)容的補(bǔ)充和拓展，對(duì)C層不作要求；B層作一般理解；A層要求能突破難點(diǎn)，為以后的英語打下堅(jiān)實(shí)的基礎(chǔ)。在進(jìn)行學(xué)習(xí)、完成任務(wù)的過程中，小組合作討論占了重要位置，尤其是針對(duì)二、三類的問題，在小組討論中，教師參與討論，認(rèn)真了解學(xué)生觀點(diǎn)，及時(shí)糾正、補(bǔ)充，讓學(xué)生通過討論形成系統(tǒng)的答案，然后針對(duì)討論過程中存在的問題，對(duì)重點(diǎn)內(nèi)容進(jìn)行精講點(diǎn)評(píng)，將學(xué)生所學(xué)上升到理論高度。這樣讓學(xué)生有目的地學(xué)習(xí)，教師也充分了解到學(xué)生的學(xué)習(xí)情況，從而調(diào)動(dòng)所有學(xué)生學(xué)習(xí)英語的積極性。因此在日常教學(xué)過程中，教師應(yīng)堅(jiān)持以本為本，讓學(xué)生將最基礎(chǔ)的單詞、短語、句子乃至課文層層遞進(jìn)，逐個(gè)過關(guān)。在單詞、詞組過關(guān)之后，利用導(dǎo)讀提綱引導(dǎo)學(xué)生自學(xué)，利用課Inpractice,teacherscanaccordingtostudentachievementandconfidenceinEnglishlearning,interesttodifferentiatestudentsforA,B,Cthreelevels.AlevelstudentsaccountforaroundAquarteroftheclass,basicskill,learninginitiative,havestronginterestinlearningEnglish,strongabilitytoaccept.Blevelaccountforaroundhalfoftheclassofstudents,alsoisthemainbody,thereisacertainenterprise,thefoundationisnotsolid,buthavesomeabilityandpotential,togivecertainsupervisionandguidance.Clevelsareanotherquarteroftheclassofstudents,learningisnotconsciouslyfoundationispoor,havedifficultyinlearningtotheteacherscareandsupervision.Atthesametime,theorchestrationofthestudentsintostudygroups,eachgroupbyAlevelstudents,twoBlevelstudentsandAClevelstudents,teamcooperationwitheachotherintheprocessoflearning,helpeachother,makeprogresstogether.Studygroupsetuptoimprovethestudents'enthusiasmoflearningEnglish,arousingstudents'potentialandtriggerthestudents'interestinlearning,thestudents'Englishlevelwillbeimproved.Second,thetargetlayer,guidedself-study,stimulatestudentsinterestInterestisthebestteacher.Theprimarytaskofteachingistostimulatestudents'interestinlearningEnglish,tomaketheirideasbythe"wantmetolearn"into"Iwanttolearn".Intheeducationalreformtheoryintheteacher'steachingfocusistolearntoteachtocultivatethestudents'self-studyability,solvestudents'confusion.InEnglishteaching,wesettheoutlineofreadingguidance,theso-calledguideoutline,istoguidestudentstoread.Letthestudentthroughhispreview,findoutthedifficultpointofthetext,andattemptstosolvedifficult,theteacherintheclassroomtoearnestlyandproperextensionofdifficultpoint,solvedon'tunderstandthepartofstudents.Intheprocessofteaching,theteacherplaysthemainistheroleofthe"guide",whilethestudentisthestudymaster.Inthefaceofincreasinglylongtexts,especiallythefoundationforstudentswithlowerpronetoawementality,awideberth.So,onthebasisofthehierarchical,setlearninggoalsforeachlevelofthestudents'level,causesthestudenttoproduceakindofexpectation,achievethegoalofpower,itisverynecessary.Arrangementoflearninggoals,Alevelstudentstomastertheteachingmaterialcontentinall,onthebasisofpayattentiontothecultivationoflearningabilityandlearninghabits.Blevelstudentkeytograsptheteachingmaterialcontentisgivenpriorityto,forthereisnolackof,thephenomenonsuchasleakage,forget,memorydisorder.Clevelstudentsgiveprioritytoinordertomasterthebasicknowledge,enhancelearningconfidence,excavatepotential,improvementandbreakthrough.Inestablishmentsituationandquestionsofdesign,fromtheperspectiveofstudentsstratificationSettings,inviewoftheknowledgepoints,basedonthepracticestudents,sothatthestudentsatalllevelshavesufficientopportunitytolearn,achievethegoalofarousetheenthusiasmoflearning.Intheprocessofteaching,applyingtheguideoutlineshowtheobjectivesandtasksofeachstudent,letsthestudentwithquestionsandtasks,purposefulandtargetedlearning,tostimulatestudents'learningconfidenceandinterest.Third,thehierarchicalcontent,foundation,thedifficultearnestlyAccordingtothehierarchicallearningtheory,includingthebasicknowledgeofteachingthekeylinkofcomprehensivetestingandpassandtheheavydifficultyearnestly.Atthetimeofestablishmentsituation,theteachercanfromtheperspectiveofstudentsstratifiedfacilities,sothatthestudentsatalllevelsenjoyfulloflearningopportunities,letsthestudentwithquestions,purposefultargetedlearning.Accordingtothedifferentcurriculumdifficultylevel,theteachingcontentcanbedividedintothreecategories:thefirstisbasicknowledge,requireeachstudentcanmaster;Thesecondtypeisthekeyofknowledge,theuseoflanguagepoints,requirementsofAandBlayerstudentsmaster,digestion,consolidateandenhance,ClayerstudentsAgeneralunderstanding;Thethirdclassisthedifficultyofknowledge,suchasteacherstocomplementandexpansionofcurriculumcontent,theClayerdoesnotmaketherequest;Blayerasageneralunderstanding;Alayertobreakthroughthedifficulty,tolayAsolidfoundationforfutureEnglish.Intheprocessoflearning,tocompletethetask,teamcooperationdiscussionofanimportantposition,especiallyfortwo,threetypesofproblems,inthegroupdiscussion,teachersparticipateindiscussions,understandastudentseriously,timelycorrecting,supplement,letthestudentthroughdiscussionanswerstoformasystem,thenaimingattheproblemsintheprocessofdiscussion,earnestlytofocusonthereview,thestudentslearnedtorisetotheorylevel.Thisdestinationforstudentstolearn,theteacheralsofullyunderstandthestudents'learningsituation,soastoarousetheenthusiasmofallthestudentstolearnEnglish.Sointhedailyteachingprocess,teachersshouldadheretothis,letsthestudentwillbethemostbasicwords,phrases,sentencesandtextlayer,onebyone.Afterthewordsandphrasespass,usingthereadingguidestudentsself-studyoutline,difficultpointofknowledgetomakeuseofclassearnestlyandascension,andhowtoencouragegoodstudentstodomoreorsay,focusonincreasingthegestaltfillsupandreadingcomprehensionofthetopicquantity,maketheunderachieverforwardonesmallstepforaday,goodstudents,raisetwopointseveryday,inordertomakegoodgradesstudents"eat",maketheresultmorebadofthestudent"digest".Fourth,practicestratification,classroomtraining,inspectionlearningoutcomesInclass,differentlevelsoftrainingcanmaximizetheopportunityforthestudent,satisfythedesireofthestudentssucceed,thisisthemainwaytostimulatestudentsinterest.Theemphasesanddifficultiesintheteachingprocessteachersaccordingtotheteachingmaterial,accordingtothecharacteristicsofdifferentlevelsstudentshobbies,interestsandstep-by-stepandpurposefullydesignsomeilluminating,interestingandchallengingandstudentscanissue,asclassroomtraining,stimulatestudents'emotionandexcitement,ofcuriositytothedesiretosolvetheproblem,andverifythestudents'learningoutcomes.Classroompracticefocusongradation,seemsintime,givefullplaytostudents'non-intelligencefactors.Alayeroflessstudentsspeakpracticemore,lettheirindependentlearning,payattentiontocultivatetheircomprehensiveabilitytouseknowledge;Blevelstudent,earnestly,inthemasterthebasicknowledgeandbasicskillstraining;Clayerofstudents,thelowstartingpointandshallowspeakpracticemore,masterthenecessarybasicknowledgeandbasicskillsofclassroomteachingformisflexible,activelyleadtoeachofthestudents'interestinlearning,strengthentheactualeffectofclassroomteaching.Five,theoperationstratification,contentsummary,thesystemknowledgeOneoftheoperationstratificationisanimportantpartofthestratifiedteaching.Inthefaceofmulti-levelstudents,hierarchicalrequirementsshouldbemadeforoperationdifficultywantsmoderate,inmoderation.Accordingtothecharacteristicsofthedifferentlevelsofstudentsandtheteachingcontent,theassignmentafterclassclassificationasA,B,Cthreelevels,theassignmentisdividedintowilldoandchoosetwoparts:Alevelasthefoundationofthedirectuseofknowledgeandpractice,isallthestudentswillbe;tosolvetheproblem.Blevelisvariabletypetopicorsimplecomprehensivetopic,islimitedtoBlayercanreachthelevelofthestudents;Thirdlevelforcomprehensivetopicorexploresexualproblems,throughthehomeworkandexercises,studentssummary,thecontentofthelearningofknowledgeintosystemic,canmakeAhorizonsostudentshavetheopportunitytopractice,BandChassufficientroomforthedevelopmentofthetwolayersofstudents,improvetheenthusiasmoflearningEnglish,makeeverystudentcangetthebestconsolidationofdevelopment.Six,coachingstratificationtojapsoldiertaught,after-schooltrainingslowlearnersLesson,afterall,only45minutesoftimeasastudent,BandClevelofstudents,inparticular,itisdifficulttoclassroomallthekeyknowledgetomaster.Therefore,Ialwaysuseofafter-schooltimeforstudentsslowlearners.Duetothelimitationoftimeandenergy,theteachercan'tsufficientguidanceforeachstudent,asaresult,Imakefulluseoftheresultgoodstudentstohelpcoach,"toteachsoldiers".StudygroupSettings,IalsowillbethetaskassignedtoAlevelandBlevelofstudents,