淺析“分層導學”在英語教學中的實踐與作用

所謂分層導學，是由立人學校教改團隊提出的理論，主要包括分層和引導兩個部分。其中，分層就是指在實踐上因材施教，針對不同層次的學生提出不同的學習目標和學習要求，從而滿足不同層次的學生對學習的要求，進而調動學生學習的積極性和主動性，分層在實施過程中主要包括學生分層、目標分層、內容分層、練習分層、作業(yè)分層和輔導分層幾部分。而導學主要是學生在老師的引導下，帶著任務自主學習，讓學生學會抓重點、抓要害，培養(yǎng)學生主動學習的良好習慣，真正成為學習的主人。分層導學的主要課堂流程包括六個環(huán)節(jié)：提出學習目標――基礎知識的全面檢測與過關――重難點知識的精講――重難點知識的鞏固與提升――分層作業(yè)的布置和課后的培優(yōu)補差。在教學環(huán)節(jié)中，如何對學生和教材進行合理的分層，并針對不同層次加以引導，是分層導學實施的關鍵，在英語教學中，我們可以從以下幾個方面著手。一、學生分層，因材施教，設立學習小組對學生進行分層是分層教學的第一步，也是最關鍵的一步。立人學校在安排班級的時候已經根據學生的基礎和水平，將班級分為一快班、二快班和平衡班，這是大層次上的學生分層。但是在同樣的班級或同層次班級中，也存在學生有偏科或學習不平衡的狀態(tài)。因此，針對不同科目和不同學生對學習的興趣和熱情，將學生進行小分層是必須且有效的。在實踐中，教師可以根據學生的成績及對英語學習的信心、興趣將學生為劃分A、B、C三個層次。A層次的學生大概占班級的四分之一，基本功扎實，學習主動，對英語學習有濃厚的興趣，接受能力強。B層次的學生大概占班級的一半，也是主體，有一定的進取心，基礎不扎實，但有一定的能力和潛力，需要給以一定的督促和輔導。C層次的學生則是班級的另外四分之一，學習不自覺基礎差，在學習上有障礙，需要教師時刻關心和督促。同時，將學生編排成學習小組，每個小組由一名A層次同學、兩名B層次同學和一名C層次同學組成，小組成員在學習的過程中互相合作，互相幫助，共同進步。學習小組的設立能提高學生學習英語的積極性，激發(fā)學生的內在潛力，引發(fā)學生的學習興趣，學生的英語水平就會大幅提升。二、目標分層，導引自學，激發(fā)學生興趣興趣是最好的老師。教學的首要任務就是激發(fā)學生對學習英語的興趣，使他們的思想由“要我學”轉變?yōu)椤拔乙獙W”；而教改理論中老師的教學重點就是要先學后教，培養(yǎng)學生的自學能力，解決學生的困惑。在英語教學中，我們設置了導讀提綱，所謂導讀提綱，就是引導學生讀。讓學生通過自己的預習，找出課文的重難點，并試圖自己解決困難，教師在課堂上對重難點進行精講并適當延伸，解決學生的不懂部分。在教學過程中，老師扮演的主要是“導”的作用，而學生才是學習的主人。面對越來越長的課文，尤其是基礎較差的學生容易產生望而生畏、敬而遠之的心態(tài)。所以，在分層的基礎上，針對各層次學生的水平制定學習目標，使學生產生一種期望值，形成實現目標的動力是很有必要的。布置學習目標時，A層次學生在全部掌握教材內容的基礎上，注重學習能力的培養(yǎng)和學習習慣的養(yǎng)成。B層次學生重點以掌握教材內容為主，力爭不存在缺、漏、忘、記憶混亂等現象。C層次學生以掌握基礎知識為主，提高學習信心，挖掘潛能，有所提高和突破。在創(chuàng)設情境和設計問題的時候，要從學生的角度分層設置，針對知識點，從學生實際出發(fā)，使各層次的學生都享有充分的學習機會，達到調動學習積極性的目的。在教學過程中，運用導學提綱出示各層學生的目標及任務，讓學生帶著問題和任務，有目的、有針對性地學習，從而激發(fā)學生的學習信心和興趣。三、內容分層，基礎過關，重點難點精講根據分層導學理論，教學的重點環(huán)節(jié)包括基礎知識的全面檢測與過關和重難點精講兩部分。在創(chuàng)設情境的時候，教師可以從學生的分層角度出發(fā)設施，使各層次的學生都享有充分的學習機會，讓學生帶著問題，有目的有針對性地學習。根據課程難易度的差異，教學內容可分為三類：第一類是基礎知識，要求每層學生都能掌握；第二類是重點知識、語言點的運用，要求A、B層學生掌握、消化、鞏固和提高，C層學生作一般理解；第三類是難點知識，如教師對課程內容的補充和拓展，對C層不作要求；B層作一般理解；A層要求能突破難點，為以后的英語打下堅實的基礎。在進行學習、完成任務的過程中，小組合作討論占了重要位置，尤其是針對二、三類的問題，在小組討論中，教師參與討論，認真了解學生觀點，及時糾正、補充，讓學生通過討論形成系統(tǒng)的答案，然后針對討論過程中存在的問題，對重點內容進行精講點評，將學生所學上升到理論高度。這樣讓學生有目的地學習，教師也充分了解到學生的學習情況，從而調動所有學生學習英語的積極性。因此在日常教學過程中，教師應堅持以本為本，讓學生將最基礎的單詞、短語、句子乃至課文層層遞進，逐個過關。在單詞、詞組過關之后，利用導讀提綱引導學生自學，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,