英语分层教学文献综述
关于英语教学的文献综述范文
关于英语教学的文献综述范文The field of English language teaching (ELT) has been the subject of extensive research and scholarly discourse, with a vast array of literature exploring various aspects of this dynamic and evolving discipline. In this literature review, we will delve into the key themes, approaches, and perspectives that have shaped the understanding and practice of English language teaching.One of the fundamental areas of focus in ELT research has been the exploration of different teaching methodologies and their effectiveness. The traditional grammar-translation method, which emphasizes the study of grammatical rules and the translation of texts, has been challenged by more communicative approaches that prioritize the development of language proficiency for practical usage. The communicative language teaching (CLT) approach, for instance, emphasizes the importance of authentic communication, task-based learning, and the integration of the four language skills (listening, speaking, reading, and writing) to foster real-world language use (Savignon 2002).Closely related to the methodological debates is the ongoing discussion surrounding the role of the native language in the ELT classroom. While some scholars advocate for a strict target language-only policy, others argue for the judicious use of the learners' first language to facilitate comprehension, provide grammatical explanations, and address cultural differences (Cook 2001). This tension has led to the emergence of translanguaging pedagogies, which recognize the value of students' linguistic repertoires and encourage the strategic use of multiple languages to enhance learning (García and Wei 2014).Another significant area of ELT research focuses on the learner-centered approach, which emphasizes the individual needs, learning styles, and strategies of language learners. This perspective recognizes that students come from diverse backgrounds and have unique preferences, motivations, and cognitive processing abilities, which should be taken into account in the design and delivery of language instruction (Nunan 1988). Consequently, there has been a growing emphasis on the incorporation of learner autonomy, self-directed learning, and the use of technology-enhanced language learning to empower students and foster their active engagement in the learning process (Benson 2011).The role of technology in ELT has also been a subject of extensive investigation. The integration of digital tools, such as onlineplatforms, mobile applications, and multimedia resources, has transformed the landscape of language teaching and learning. Research in this area has explored the potential of technology to enhance language input, provide interactive and personalized learning experiences, facilitate collaborative learning, and support the development of language skills (Chapelle and Sauro 2017).In addition to methodological and technological considerations, ELT research has also delved into the sociocultural and political dimensions of language learning and teaching. This includes the examination of the influence of cultural backgrounds, power dynamics, and language ideologies on the teaching and learning of English as a global language (Pennycook 2017). Scholars have also explored the challenges and opportunities presented by the increasing diversity of English varieties and the need to address issues of linguistic imperialism, identity, and the representation of non-native speaker perspectives in the ELT field.Furthermore, the field of ELT has witnessed a growing emphasis on the importance of teacher education and professional development. Researchers have investigated the knowledge, skills, and dispositions required for effective language teaching, as well as the impact of pre-service and in-service teacher training programs on the quality of instruction (Richards and Farrell 2005).Finally, the assessment and evaluation of language learning outcomes have been a significant area of focus in ELT research. Scholars have explored the development and implementation of valid, reliable, and fair assessment tools, as well as the alignment of assessment practices with the goals and objectives of language instruction (Bachman and Palmer 2010).In conclusion, the literature on English language teaching presents a rich and multifaceted landscape, encompassing a wide range of perspectives, approaches, and areas of inquiry. From methodological debates to the integration of technology, from learner-centered pedagogy to sociocultural considerations, the ELT field continues to evolve, driven by the ongoing efforts of researchers, practitioners, and policymakers to enhance the quality and effectiveness of language education.。
高中英语写作教学文献综述范文
高中英语写作教学文献综述范文Writing is an essential skill that high school students need to master in order to succeed academically and professionally. In this literature review, we will explore different approaches and strategies for teaching high school English writing.One common approach to teaching writing is the process approach, which emphasizes the stages of writing such as prewriting, drafting, revising, editing, and publishing. This approach helps students develop their ideas, organize their thoughts, and improve their writing skills. Teachers can provide feedback and guidance at each stage of the writing process to help students improve their writing.Another effective strategy for teaching writing is the use of writing prompts. Prompts can help students generate ideas, focus their writing, and practice specific writing skills. Teachers can provide different types of prompts, such as narrative, descriptive, expository, and persuasive prompts, to help students develop a variety of writing skills.In addition to teaching the writing process and using prompts, teachers can also incorporate peer feedback and revision into their writing instruction. Peer feedback allows students to receive input from their peers and learn from each other's writing. Revision helps students improve their writing by making changes based on feedback and self-reflection.Furthermore, technology can be a valuable tool for teaching writing in high school. Teachers can use online platforms and tools to provide feedback, facilitate peer collaboration, and engage students in writing activities. Technology can also help students develop digital literacy skills and explore new forms of writing, such as blogging and multimedia composition.Overall, teaching writing in high school requires a combination of approaches and strategies to help students develop their writing skills. By incorporating the writing process, prompts, peer feedback, revision, and technology into their instruction, teachers can help students become more confident and proficient writers.高中英语写作是高中学生需要掌握的基本技能，以便在学术和职业上取得成功。
关于高校专业英语教学研究的文献综述
初中英语深度阅读教学的研究主要集中在以下几个方面：
（1）初中英语深度阅读教学的理论依据和研究方法。该方面的研究主要探讨 深度阅读教学的理论基础和实施方法，为教学实践提供指导。
（2）初中英语深度阅读教学的实践研究。该方面的研究主要是对实际教学案 例进行分析和探讨，总结出深度阅读教学实践中的经验和不足。
高校专业英语教学效果的评估方 法及不足
教学效果的评估是高校专业英语教学的重要组成部分。目前，常见的评估方法 包括考试成绩、平时表现、口语面试等。这些评估方法虽然能够在一定程度上 反映学生的学习效果，但仍然存在一些问题，如考试成绩无法全面反映学生的 实际应用能力、平时表现评价的主观性等。因此，完善高校专业英语教学效果 的评估方法势在必行。
摘要
本篇文献综述对初中英语深度阅读教学进行研究，总结目前的研究现状及不足， 提出未来的研究方向。通过对大量相关文献的搜集、整理和分析，文章介绍了 深度阅读教学的概念和重要性，探讨了初中英语深度阅读教学的研究现状、方 法、成果和不足，并指出了未来研究的方向和创新点。
引言
深度阅读教学是一种注重学生阅读能力和思维培养的教学方式，旨在提高学生 的阅读理解水平、语言表达能力、批判性思维和创造性思维。初中阶段是英语 学习的重要时期，因此，初中英语深度阅读教学的研究具有重要意义。本次演 示综述了目前国内外关于初中英语深度阅读教学的研究现状、方法、成果和不 足，以期为未来的研究提供参考和启示。
二、综述
1、研究现状
近年来，小学英语阅读教学逐渐受到了国内外的。研究内容主要包括教学理论、 教学实践和教学评价等方面。在国内外学者的努力下，该领域的研究成果丰硕。
2、研究方法
对于小学英语阅读教学的研究，学者们采用了多种方法，包括文献研究、实证 研究和个案研究等。文献研究主要从理论层面探讨英语阅读教学的策略和方法； 实证研究则通过课堂观察、问卷调查和访谈等方式，对实际教学情况进行研究； 个案研究则针对典型案例进行分析语深度阅读教学的效果评价研究。该方面的研究主要是对深度阅 读教学的实际效果进行评价和分析，总结出其优势和不足。 3.初中英语深度 阅读教学的不足
英语教育专业毕业论文文献综述
毕业论文（设计）文献综述一、国内外现状传统的教学方式一直是以教师为主导地位的教学，教师讲，学生听，教学模式古板，教学方法落后，师生之间互动很少。
随着新教育体制尊重学生主体地位的提出，倡导课堂上要让学生多发言、多参与，不少学者就做了有关学生学习积极性调动方面的研究。
他们认为积极性是一种主观意识，是个体主动地根据自己的意愿，自己制定的目标而行动，而不是依靠外力推动的行为品质。
黄甫全在《小学教育学》中提到当代的心理研究表明，中小学生具备着一种特殊的、丰富的、可贵的人格特质和情感体验，有着与成人不同的思考方式。
而这种人格特质和情感体验让他们感觉到了自己存在的意义和价值加上与生俱来的好奇心和求知欲让他们具备了发展的潜能，这种潜能使得他们具有了发展的主动性和能动性（2007：69）。
心理专家扬霞在《让孩子学习上瘾的10个法则》中指出，孩子的学习自觉性并不是天生就有的，而是需要后天慢慢培养的，首先要有兴趣和动机（2006：29）。
在学生的学习过程中，与他们关系最紧密的就是教师。
教师在课堂上扮演着多种角色，他们是课堂的组织者，知识的传播者，同时还是学生的辅导员。
除此之外还要充当多种配角。
因此，教师能否将这些角色扮演好直接关系到学生学习的积极性。
我国学者陈琦、刘儒德等人在《当代教育心理学》中就指出教师课堂教学的新颖性、启发性还有灵活性能够调动学生的积极性，同时，他们也提出学习兴趣是学习动机中最活跃的心理成分（2007：233）。
当今，社会教学的主要组织模式仍然是课堂，课堂是完成教学任务和学生学习的主要环境，课堂也是学生与老师接触最多的时候。
因而，课堂对学生的意义非常重大。
但我们都知道一节课的时间是短暂的，那么如何在这短短的时间里调动起学生学习的积极性，让学生较好的完成学习任务就有必要对课堂进行了深入的探讨。
Thomas S.C. Farrell在《Reflecting on Classroom Communication in Asia》中就对课堂的交流模式以及如何促进更有效的交流等方面做了研究。
英语文献综述
英语文献综述引言英语作为一种国际语言，在全球范围内被广泛使用和学习。
因此，对英语学习和教育的研究一直是教育领域的热点。
本综述旨在回顾近年来关于英语学习和教育的相关文献，旨在为英语教师和学习者提供有价值的信息和见解。
第一部分：英语学习1.1 英语学习方法英语学习方法一直是研究的焦点。
文献中提到了多种英语学习方法的效果和影响因素。
例如，一些研究探讨了个体差异对英语学习方法的影响，发现不同类型的学习者对不同的学习方法有不同的反应。
另外，一些研究还关注了科技对英语学习方法的影响，指出网络和移动学习等工具可以增强学生的学习效果。
1.2 语法和词汇学习语法和词汇学习在英语学习过程中起着重要作用。
相关文献中指出，采用多种教学方法和技术可以提高学生的语法和词汇能力。
比如，使用语境教学法可以帮助学生更好地理解和运用语法规则，而单词卡片和在线词汇学习工具可以增加学生的词汇量。
1.3 听力和口语训练听力和口语是英语学习中的重要方面。
研究表明，提供丰富的听力材料和多样化的听力练习可以增强学生的听力技巧。
此外，鼓励学生参与口语练习和对话活动可以提高他们的口语表达能力。
这些结果为教师在教学中提供了有益的指导。
第二部分：英语教育2.1 教学方法与策略英语教育中的教学方法和策略对学生的学习成果有重要影响。
研究发现，教师在教学中使用互动性和合作学习的方法可以增强学生的学习动力和积极性。
此外，一些研究还发现，满足学生的个体差异和采用个性化教学方法可以提高学生的学习效果。
2.2 评估与反馈评估和反馈对于英语教育的有效性至关重要。
文献中指出，采用多样化的评估方法和及时的反馈可以帮助学生了解自己的学习进展，并做出相应的调整。
此外，一些研究还提出了使用技术工具进行教学评估的方法，以提高评估效果和效率。
2.3 教材与资源教材与资源是英语教育中不可或缺的一部分。
研究表明，使用多样化的教材和资源可以激发学生的学习兴趣和提高学习效果。
此外，一些研究还提倡利用科技和网络资源来增强教学内容和教学方法。
英文文献综述标准范文
英⽂⽂献综述标准范⽂ 下⾯是店铺为⼤家整理的⼀些关于“英⽂⽂献综述标准范⽂”的资料，供⼤家参阅。
英⽂⽂献综述范⽂ How to Write a Literature Review ? I. The definition of Literature Review ⽂献综述(Literautre Review)是科研论⽂中重要的⽂体之⼀。
它以作者对各种⽂献资料的整理、归纳、分析和⽐较为基础，就某个专题的历史背景、前⼈的⼯作、研究现状、争论的焦点及发展前景等⽅⾯进⾏综合、总结和评论。
通过阅读⽂献综述，科研⼯作者可花费较少的时间获得较多的关于某⼀专题系统⽽具体的信息，了解其研究现状、存在的问题和未来的发展⽅向。
II. The purposes of literature review And Its Components A. The Purposes On the one hand, it helps you broaden the view and perspective of the topic for your graduation thesis. On the other hand, it helps you narrow down the topic and arrive at a focused research question. B. Its Components There are six parts in a complete Literature Review. 标题与作者(title and author) 摘要与关键词(abstract and key words) 引⾔(introduction) 述评(review) 结论(conclusion) 参考⽂献(references) III. Classification of Source Materials How can we locate the materials relevant to our topics better and faster? Basically, all these source materials may be classified into four majors of sources. A: Background sources: Basic information which can usually be found in dictionaries and encyclopedia complied by major scholars or founders of the field. Three very good and commonly recommenced encyclopedias are encyclopedias ABC, namely, Encyclopedia Americana, Encyclopedia Britannica, and Collier’s Encyclopedia. There are also reference works more specialized, such as The Encyclopedia of Language and Linguistics for linguistics and TEFL studies. Moreover, you may also find Encyclopedia on the web. B: Primary sources Those providing direct evidence, such as works of scholars of the field, biographies or autobiographies, memoirs, speeches, lectures, diaries, collection of letters, interviews, case studies, approaches, etc. Primary sources come in various shapes and sizes, and often you have to do a little bit of research about the source to make sure you have correctly identified it. When a first search yields too few results, try searching by broader topic; when a search yields too many results, refine your search by narrowing down your search. C: Secondary sources Those providing indirect evidence, such as research articles or papers, book reviews, assays, journal articles by experts in a given field, studies on authors or writers and their works, etc. Secondary sources will inform most of your writing in college. You will often be asked to research your topic using primary sources, but secondary sources will tell you which primary sources you should use and will help you interpret those primary sources. To use theme well, however, you need to think critically them. There are two parts of a source that you need to analyze: the text itself and the argument within the text. D: Web sources The sources or information from websites. Web serves as an excellent resource for your materials. However, you need to select and evaluate Web sources with special care for very often Web sources lack quality control. You may start with search engines, such as Google, Yahoo, Ask, Excite, etc. It’s a good idea to try more than one search engine, since each locates sources in its own way. When using websites for information, be sure to take care for the authorship and sponsorship. If they are both unclear, be critical when you use information. The currency of website information should also be taken into account. Don’t use too out information dated for your purpose. IV. Major strategies of Selecting Materials for literature review A. Choosing primary sources rather than secondary sources If you have two sources, one of them summarizing or explaining a work and the other the work itself, choose the work itself. Never attempt to write a paper on a topic without reading the original source. B. Choosing sources that give a variety of viewpoints on your thesis Remember that good argument essays take into account counter arguments. Do not reject a source because it makes an argument against you thesis. C. Choosing sources that cover the topic in depth Probably most books on Communicative Language Teaching mention William Littlewood, but if this your topic, you will find that few sources cover the topic in depth. Choose those. D. Choosing sources written by acknowledged experts If you have a choice between an article written by a freelance journalist on Task-based Teaching and one written by a recognized expert like David Nunan, Choose the article by the expert. E. Choosing the most current sources If your topic involves a current issue or social problem or development in a scientific field, it is essential to find the latest possible information. If all the books on these topics are rather old, you probably need to look for information in periodicals. V. Writing a literature Review A. When you review related literature, the major review focuses should be: 1. The prevailing and current theories which underlie the research problem. 2. The main controversies about the issue, and about the problem. 3. The major findings in the area, by whom and when. 4. The studies which can be considered the better ones, and why. 5. Description of the types of research studies which can provide the basis for the current theories and controversies. 6. Criticism of the work in the area. B. When you write literature review, the two principles to follow are: 1. Review the sources that are most relevant to your to your thesis. 2. Describe or write your review as clear and objective as you can. C. Some tips for writing the review: 1. Define key terms or concepts clearly and relevant to your topic. 2. Discuss the least-related references to your question first and the most related references last. 3. Conclude your review with a brief summary. 4. Start writing your review early. VI. ⽂献综述主要部分的细节性提⽰和注意事项 主要部分细节提⽰： 引⾔(Introduction) 引⾔是⽂献综述正⽂的开始部分，主要包括两个内容：⼀是提出问题;⼆是介绍综述的范围 和内容。
小学英语教育文献综述范文
小学英语教育文献综述范文English:In recent years, there has been growing interest and research focus on primary school English education, particularly regarding effective teaching methods, curriculum design, and the role of technology. Scholars have emphasized the importance of creating a conducive learning environment that integrates language learning with other subjects, fosters communicative competence, and promotes learner autonomy. Various teaching approaches such as task-based learning, communicative language teaching, and content and language integrated learning (CLIL) have been explored for their effectiveness in engaging young learners and facilitating language acquisition. Additionally, the integration of technology, including computer-assisted language learning (CALL), digital resources, and educational apps, has become increasingly prevalent, offering diverse opportunities for interactive and personalized learning experiences. Furthermore, attention has been directed towards teacher professional development, highlighting the need for teachers to possess not only linguistic proficiency but also pedagogical skills to effectively cater to the diverse needs of primary school learners.Overall, primary school English education research underscores the significance of holistic and innovative approaches that prioritize meaningful communication, interdisciplinary connections, and learner-centered instruction in fostering language proficiency and intercultural competence.中文翻译:近年来，对小学英语教育的兴趣和研究重点日益增长，特别是对有效的教学方法、课程设计和技术的作用进行研究。
分层教学在高中英语教学中的应用研究综述
分层教学在高中英语教学中的应用研究综述◎宋贤娈在高中英语课堂中，学生学习的内容一致，但学习效果却不同。
分层教学针对学生不同的成绩进行合理分组，能够使学生的落差心理减少，在分层教学中积极主动地学习英语。
与传统教学方式相比，更有利于提高学生的学习效率。
因此，在高中英语课堂中实施分层教学法必不可少。
1.在高中英语教学中实施学生分层在高中英语教学中，教师往往采取传统教学模式，对学生都是一视同仁，教学的内容没有太大改变。
教师的做法无可厚非，让学生都能接受同等的教学。
但在一个课堂中学习，不是所有学生都有相同性格、相同的学习能力。
因此，在高中英语教学中实施学生分层，是不可或缺的。
例如，教师可以在高中英语教学中，结合学生平时的表现与成绩，将学生分为三个不同的层次：A层次学生为学习英语优秀者，表达能力强，成绩优秀。
B层次学生为学习英语中等者，表达能力普通，成绩中等。
C层次学生为学习英语基础者，表达能力较弱，成绩不理想。
将学生分层后，教师可以将同等层次的学生分为一组学习，布置不同层次的作业。
例如，教师在译林版高中英语模块6第二单元“What is happiness to you?”教学中，布置给C层次学生的作业为：Memorize the words after class and recite the composition about happiness.布置给B层次的学生的作业为：Complete C-level assignments,and be able to grasp the main idea of the article.布置给A层次的学生的作业为：Complete the homework at B and C levels,finish the exercises af-ter class,and narrate the main idea of the article.教师让学生跨越层次完成任务，促进学生之间的竞争。
分层教学在初中英语写作文献综述
分层教学在初中英语写作文献综述Differentiated Instruction in Middle School English Writing: A Literature ReviewDifferentiated instruction has become a widely recognized approach in the field of education, particularly in the context of middle school English writing. This literature review aims to explore the theoretical foundations, key principles, and empirical evidence surrounding the implementation of differentiated instruction in middle school English writing classrooms.Theoretical Foundations of Differentiated InstructionThe concept of differentiated instruction is grounded in the work of educational theorists such as Carol Ann Tomlinson and Benjamin Bloom. Tomlinson's (2001) seminal work on differentiated instruction emphasizes the importance of tailoring instruction to meet the diverse needs, interests, and learning profiles of students. This approach is based on the recognition that students learn in different ways and at different paces, and that a one-size-fits-all approach to instruction is often ineffective.Bloom's (1956) taxonomy of educational objectives, whichcategorizes learning objectives into different levels of cognitive complexity, also provides a theoretical foundation for differentiated instruction. By considering the varying cognitive abilities of students, teachers can design differentiated learning experiences that challenge students at their appropriate level of understanding.Key Principles of Differentiated InstructionThe implementation of differentiated instruction in middle school English writing classrooms is guided by several key principles. These principles include:1. Student Readiness: Differentiated instruction acknowledges that students possess varying levels of prior knowledge, skills, and abilities. Teachers must assess students' readiness levels and tailor instruction accordingly.2. Student Interests: Incorporating students' interests into the learning process can enhance their engagement and motivation. Differentiated instruction encourages teachers to provide choice and flexibility in writing assignments and activities.3. Student Learning Profiles: Students have different learning preferences, such as visual, auditory, or kinesthetic modalities. Differentiated instruction aims to address these diverse learning profiles by offering a range of instructional strategies and learningexperiences.4. Flexible Grouping: Differentiated instruction promotes the use of flexible grouping, where students are grouped and regrouped based on their specific needs, interests, or abilities. This allows for targeted instruction and support.5. Ongoing Assessment: Differentiated instruction requires continuous assessment to monitor student progress and adjust instruction accordingly. Formative assessments, such as observations, conferences, and exit tickets, play a crucial role in this process.Empirical Evidence on Differentiated Instruction in Middle School English WritingThe existing literature provides substantial evidence on the effectiveness of differentiated instruction in middle school English writing classrooms. Several studies have highlighted the positive impact of this approach on various aspects of student learning and performance.One study by Tomlinson et al. (2003) examined the implementation of differentiated instruction in middle school language arts classrooms. The findings indicated that students in differentiated classrooms demonstrated higher levels of academic achievement, greater engagement, and more positive attitudes towards learningcompared to their counterparts in traditional classrooms.Another study by Beecher and Sweeny (2008) explored the impact of differentiated instruction on the writing performance of middle school students. The results showed that students in differentiated writing instruction groups exhibited significant improvements in their writing skills, including organization, content, and language use.Furthermore, a meta-analysis by Deunk et al. (2018) synthesized the findings of multiple studies on the effects of differentiated instruction. The analysis revealed that differentiated instruction had a positive and statistically significant impact on student achievement, particularly in the areas of language and literacy.Implications for Middle School English Writing InstructionThe research on differentiated instruction in middle school English writing has several important implications for classroom practice. First, it highlights the need for teachers to engage in ongoing professional development to enhance their skills in assessing student readiness, interests, and learning profiles. This knowledge is essential for designing and implementing effective differentiated writing instruction.Second, the literature emphasizes the importance of providing a variety of instructional strategies and learning experiences to cater tothe diverse needs of middle school students. This may include offering choice in writing topics, using tiered assignments, and incorporating multimodal learning activities.Third, the research underscores the significance of collaborative planning and implementation among middle school English teachers. By working together to share best practices and develop differentiated lesson plans, teachers can create a more cohesive and effective writing curriculum.Finally, the literature suggests the need for continuous assessment and data-driven decision-making in middle school English writing instruction. By regularly monitoring student progress and adjusting instruction accordingly, teachers can ensure that all students are supported and challenged in their writing development.ConclusionIn conclusion, the existing literature on differentiated instruction in middle school English writing highlights the potential of this approach to enhance student learning and performance. By considering the diverse needs, interests, and learning profiles of students, teachers can create a more inclusive and responsive writing curriculum. As the research continues to evolve, middle school English teachers must remain committed to the principles ofdifferentiated instruction and strive to implement them effectively in their classrooms.。
初中英语分层教学论文.doc
初中英语分层教学论文.doc
根据学生素质的不同层级，教师可制定不同层次的教学目标。
对后进生，要有达成性基本目标，让他们达到义务教育的基本要求；对优等生，则要制定较高的教学目标，让他们全面达到教学大纲和教材的要求，拓宽知识面，加强“四会”训练，力求做到精益求精，出类拔萃。
三、教学内容，分层确定
JEFC是一套适应大多数学生英语水平，符合大多数中等水平学生学习需要的新教材。
因此，教材的内容只能适应大多数中等学生需要。
在教学中，不同层次的学生，由于学习素质不同，对教材内容的需求也不相同。
同样的教学内容（如Three
Skills）对于部分后进生只能当听、说（Two
Skills）来要求，而对于另外一部分学生则可以用作听说读写“四会”（Four
四、教学节奏，调整控制
英语课堂教学各环节节奏的快慢，影响到课堂英语语言实践的广度与密度，直接影响到一节课教学任务的完成和教学的效果。
因此，在各个教学环节中，教学进度也要适当调整控制。
由于学生水平的层级性，在每一教学环节中，教师不能以相同的节奏和速度进行教学。
对于重点、难点、新授知识，节奏、速度要放慢，让后进生能听懂；对加深、拓宽、课外练习等，则适当加快，否则，后进生听不懂，没事干，影响课堂秩序，同时，也影响整个教学进度。
如，教“现在进行时”，针对学生容易丢掉be （am，is，are）动词，忘记加－ing 这两点难点，我尽量放慢节奏速度，让后进生也能听懂。
但进行现在进行时与特殊疑问句联用练习时，则稍加快语速让优等生迅速完成，这样不会造成学困生没事干，而影响整个教学秩序。
初中英语语法教学国内外文献综述怎么写
初中英语语法教学国内外文献综述怎么写写初中英语语法教学国内外文献综述，你需要按照以下步骤进行：一、引言在引言中，简要介绍初中英语语法教学的重要性和意义，以及进行文献综述的目的和意义。
说明本文将全面梳理国内外相关文献，总结初中英语语法教学的现状、研究成果和发展趋势，为教学实践提供理论支持。
二、国内研究现状该部分重点介绍国内对初中英语语法教学的研究情况。
可以从以下几个方面展开：1. 教学理念与模式介绍国内初中英语语法教学的主要理念和模式，如“情景教学法”、“任务型教学法”等在实际教学中的应用情况。
2. 教学方法与策略总结国内教师在初中英语语法教学中采用的方法和策略，如归纳法、演绎法等，分析其优缺点。
3. 教学评价与反思分析国内初中英语语法教学的评价标准和方法，探讨教师在教学中存在的问题和反思。
三、国外研究现状该部分重点介绍国外对初中英语语法教学的研究情况。
同样可以从以下几个方面展开：1. 教学理念与模式介绍国外初中英语语法教学的主要理念和模式，如“交际教学法”、“内容教学法”等在实际教学中的应用情况。
2. 教学方法与策略总结国外教师在初中英语语法教学中采用的方法和策略，如CLT、TBL等，分析其优缺点。
3. 教学评价与反思分析国外初中英语语法教学的评价标准和方法，探讨教师在教学中存在的问题和反思。
四、对比分析该部分对国内外的初中英语语法教学研究进行对比分析，找出异同点，分析原因，并指出可以相互借鉴之处。
五、发展趋势与展望在总结前文的基础上，分析初中英语语法教学未来的发展趋势和展望，提出自己的见解和建议。
六、结论在结论部分，总结本文的主要观点和结论，强调初中英语语法教学的重要性和改进的必要性。
同时指出本综述的局限性，以及对未来研究的建议和展望。
英语学科方面的文献综述范文3000字
英语学科方面的文献综述范文3000字全文共3篇示例，供读者参考篇1Title: A Literature Review on the English Language SubjectIntroductionEnglish language is one of the most widely spoken languages in the world and is the primary language of communication in many fields such as education, business, and diplomacy. Understanding the significance of the English language, it is essential to explore the various aspects of the English language subject, which would contribute to our knowledge and practices in teaching and learning English. This literature review aims to provide a comprehensive overview of the current research on the English language subject, focusing on its teaching methodologies, learning strategies, and the impact of technology in English language education.Teaching Methodologies in English Language EducationSeveral studies have examined different teaching methodologies in English language education, including the traditional grammar-translation method, communicativelanguage teaching, task-based learning, and content-based instruction. The research suggests that communicative language teaching is the most effective approach to teaching English as a second language, as it focuses on real-life communication and interaction. Task-based learning has also been proven to be beneficial in English language education, as it encourages students to work on meaningful tasks that promote communication and language development.Learning Strategies in English Language EducationResearch on learning strategies in English language education has shown that students employ various strategies to enhance their language learning process. These strategies include cognitive, metacognitive, affective, and social strategies. Cognitive strategies involve the mental processes used by students to understand and remember new information, while metacognitive strategies help students monitor and regulate their own learning. Affective strategies focus on managing emotions and motivation, while social strategies involve interactions with others to improve language skills.Impact of Technology in English Language EducationWith the advancement of technology, there has been a growing interest in incorporating technology into Englishlanguage education. Research has shown that technology can enhance language learning by providing interactive and engaging learning experiences. Online resources, language learning apps, and digital tools have been used to support language learning outside the classroom and enable personalized learning experiences. Virtual reality and augmented reality technologies have also been explored to create immersive language learning environments that simulate real-life situations.ConclusionIn conclusion, this literature review has highlighted the importance of exploring the various aspects of the English language subject, including teaching methodologies, learning strategies, and the impact of technology in English language education. The research suggests that communicative language teaching is an effective approach to teaching English as a second language, while task-based learning promotes language development through meaningful tasks. Students also employ various learning strategies to enhance their language learning process, and technology has the potential to enhance language learning by providing interactive and engaging learning experiences. Further research is needed to explore innovativeapproaches to teaching and learning English language education to meet the diverse needs of learners in the 21st century.篇2Title: Literature Review on Research in English Language TeachingIntroductionEnglish language teaching has been a prominent field of study in the education sector for decades. As the world becomes more interconnected, the importance of English as a global language has increased significantly. This literature review aims to provide an overview of recent research in the field of English language teaching and explore the advancements and challenges facing educators and researchers in this area.MethodsTo conduct this literature review, a systematic search was performed using online databases such as Google Scholar, JSTOR, and ERIC. Keywords such as "English language teaching," "pedagogy," "technology," and "assessment" were used to narrow down the search results. Only peer-reviewed articles published in the last five years were included in this review.Findings1. Technology in English Language TeachingOne of the key themes that emerged from the literature review was the integration of technology in English language teaching. Researchers have explored the use of various technological tools such as online platforms, mobile apps, and virtual reality to enhance language learning. Studies have shown that technology can make learning more interactive and engaging for students, leading to improved outcomes in language acquisition.2. Task-Based LearningTask-based learning has gained popularity in recent years as a more student-centered approach to teaching English. Researchers have highlighted the benefits of using real-world tasks and activities to promote language learning and communication skills. Task-based learning has been shown to be effective in improving students' fluency, accuracy, and confidence in using English.3. Multilingualism and DiversityWith the increasing cultural diversity in classrooms, educators are exploring new strategies to support multilingualstudents in English language learning. Research has shown that embracing students' native languages and cultures can enhance their language acquisition and overall academic performance. Educators are encouraged to adopt a more inclusive approach and create a supportive environment for diverse learners.4. Assessment in English Language TeachingAssessment plays a crucial role in evaluating students' language proficiency and progress in English language teaching. Recent research has focused on innovative assessment methods such as performance tasks, portfolios, and self-assessment tools. These approaches aim to provide a more holistic view of students' language abilities and promote reflective learning practices.Challenges and Future DirectionsDespite the advancements in research in English language teaching, several challenges remain. One of the key challenges is the digital divide, where students from disadvantaged backgrounds may not have access to technology for language learning. Educators need to address this disparity and ensure equal opportunities for all students. Additionally, the growing emphasis on standardized testing in English language teachinghas raised concerns about its impact on teaching and learning outcomes.In conclusion, this literature review has highlighted the recent advancements and challenges in English language teaching research. Educators and researchers are encouraged to continue exploring innovative approaches to enhance language learning and support the diverse needs of students. By addressing the challenges and embracing new technologies, English language teaching can evolve to meet the demands of a globalized world.篇3Literature Review on the English Language Teaching FieldIntroductionEnglish language teaching is a dynamic and constantly evolving field that has undergone significant changes in recent years due to advances in technology and changes in educational practices. This literature review aims to provide an overview of current research and trends in the field of English language teaching, focusing on key topics such as language acquisition, teaching methodologies, and the use of technology in the classroom.Language AcquisitionOne of the central concerns in the field of English language teaching is the process of language acquisition. Researchers have focused on understanding how second language learners acquire English language skills and the factors that influence language learning. Studies have shown that the age at which a learner begins studying English, as well as their motivation and exposure to the language, can impact their language proficiency.Research has also explored the role of individual differences such as cognitive abilities and learning styles in language acquisition. For example, learners who have a strong auditory memory may excel in pronunciation, while those withvisual-spatial intelligence may find it easier to understand written texts. Understanding these individual differences can help educators tailor their teaching approaches to better meet the needs of diverse learners.Teaching MethodologiesTeaching methodologies play a crucial role in English language education, as they determine how language skills are taught and practiced in the classroom. Traditional teaching methods focused on grammar rules and memorization, but recent research has emphasized the importance ofcommunicative language teaching approaches that prioritize meaningful communication and real-world language use.Task-based learning, for example, is a popular approach that involves engaging students in authentic language tasks that help them develop their language skills in context. This approach encourages learners to use English to complete real-world tasks, such as giving presentations or participating in group discussions. Research has shown that task-based learning can improve students' fluency, accuracy, and confidence in using English.The use of technology in language teaching has also transformed the way English is taught in classrooms around the world. Online resources such as language learning apps, virtual classrooms, and interactive multimedia materials have made language learning more accessible and engaging for students. Research has shown that technology-enhanced language learning can improve students' motivation, engagement, and language proficiency.ConclusionIn conclusion, the field of English language teaching is a rich and diverse area of research that continues to evolve as new technologies and teaching approaches emerge. Byunderstanding key topics such as language acquisition, teaching methodologies, and the use of technology in the classroom, educators can better meet the needs of their students and promote effective language learning. Further research and collaboration among educators, researchers, and policymakers are essential to advancing the field of English language teaching and improving language education for learners worldwide.。
新课标下高中英语分层教学的应用研究-文献综述
.研究问题与文献综述（研究背景与问题、相关文献综述、主要参考文献）研究背景20世纪是一个非常重要的年代，在这个世纪即将走到尽头的时候，我国出台了新的课程标准,给我国的教育活动带来了重要的,里程碑式的变革.这一课程标准提出以后，各个阶段的教学，包括幼儿教学，初高中阶段的教学,以及高等教育等都受到了深刻的影响。
新的课程标准与20世纪末以前的教育体系最大的区别在于在以前的教育体系和教学活动中,教师才是整个教育活动的中心，在这样的活动中扮演着皇帝的角色，但是这样的教学活动的缺点是显而易见的，在这种教学方法影响下的孩子只能成长为传统思想的受害者和教师的翻版，而他们的创新能力和参与学习和工作的积极性则会非常低.因此，随着人们对这种教学方法和体系的反对呼声逐渐高涨,对这种教学方法进行改革已成为可一种必然的趋势。
新的教学改革必然是要转变这种以教师为主体的教学方式，但是想要做到这一点是非常不容易的，不能简单地将课堂上的时间交给学生自己去利用,还需要教师充分发挥主导作用，只有这样才能让学生在教学活动中既能发挥自身主动性，又能在教师的带领下都能够有更多的进步。
但是，即便是改变了教师和学生在教育活动中的角色和地位，仍然无法彻底解决一个问题,那就是学生在学习活动的表现和在该知识能力上的表现是有着很大的差异性的。
这就要求教师需要结合上述情况针对学生的不同智力特点,当前掌握知识的情况采取积极有效的策略，只有这样才能帮助学生更加稳步地提高其掌握知识的能力和学习新知识的能力。
虽然要保证所有学生都能够在学习效率上达到统一是近乎不可能的,但是教师仍然要积极采取各种策略来保证学生的共同进步.这就是所谓分层教学法在我国引进的背景。
这一教学方法已经在西方国家提出以后得到了人们的广泛认可。
虽然我国已经有很多教师开始积极地引进这一教学办法。
因此，学生在学习能力和知识能力的差异性问题已经得到了缓解。
出了对学生的学习活动的能力的关注，教师还需要根据学生当前对知识的掌握情况和智力情况采取相应的策略，而且教师还需要结合学生的情感和性格方面的特点来采取教学策略，防止学生因为得到了区别对待而自尊心受到伤害.分层教学法的特点能够给我国的教学活动带来了一系列的积极变化,保证我国的教育体系能够为我国的建设培养一批又一批的有用人才。
英语教学设计中学情分析文献综述-最新教育文档
英语教学设计中学情分析文献综述英语教学设计中，学情分析是第一步，也是决定这个教学设计成败的关键。
学情分析就是学生在学习方面有何特点、学习方法怎样、习惯怎样、兴趣如何，成绩如何等。
设计理念包括教学方法和学法指导，以及教学设想。
一、研究背景在英语教学中，学生是教学的中心，必须以学生为主体，教师为主导，这样才能实现新课标中的面向全体学生。
这就与以往的精英式教育大为不同，这就要求教师关注学生的差异，有意识、有目的的在教学设计中尊重学生的差异，贯穿整个教学过程，让所有的学生都能够感觉到有所进步。
学情分析在宏观上，关注这个授课班级的整体情况，包括班级成员的组成、基本的精神面貌等等；在微观上，关注到每个学生的学习策略、情感态度、文化意识、语言技能、语言知识。
任何人的知识都是有限的，任何人的无知都是无限的；但是每个人的知识构成又存在着千差万别，即使是在同一个年龄阶段，拥有相同的发展趋势，那么不同的学生也有各自的个性特点。
老师如何能够敏锐的察觉到这种差异呢？可以通过调查问卷、家访、座谈会等多种形式来进行探索。
1.学情分析是教学设计的前提和基础教师在开展教学设计时，考虑的主要因素包括：课程标准、教材内容、学生情况、教学方法、课程资源等。
其中，学情分析既是教学目标设定的基础，又是教学内容解析的依据，还是教学策略选择与学习活动设计的落脚点。
总之，学情分析是对“以学定教”课改理念的具体落实。
依据现代教学设计理论，教师必须认真研究学生的已有知识、实际需要、能力水平和认知倾向，才能更有效地优化教学设计，达成教学目标，提高教学效率。
因此，“学情分析”应当成为教学设计的必要前提。
2.学情分析是精准实施课堂教学的关键要素美国著名教育心理学家奥苏伯尔曾经指出：“如果我不得不将教育心理学还原为一条原理的话，我将会说，影响学习的最重要的因素是学生已经知道了什么，我们应当根据学生原有的知识状况进行教学。
”根据学生原有的知识状况进行教学，不仅在课前要深入分析学生知识层面上、解决问题水平上的“最近发展区”，更需要在课堂教学中及时观察学生的学习表现，了解学生的思维状态，及时调整教学行为、教学环节和教学进程，针对难点、疑点和关键点教，针对学生提出的问题教，针对生成的有价值的问题教。
初中英语教学中分层教学理论的应用论文
初中英语教学中分层教学理论的应用论文初中英语教学中分层教学理论的应用论文摘要：人与人之间无论是在学习能力还是在接受事物能力上都存在差异，初中学生亦不例外。
在初中英语教学中，如果教师一味的采取“大锅饭”的形式去教学，难免会导致一些学生跟不上教学内容，在一定程度上阻碍了学生学习英语的兴趣。
本文通过对分层教学理论在初中英语教学应用中的分析，总结了一些现实的应用中的对策，以供教师参考，以达到提高学生英语水平的目的。
关键词：分层教学理论；“大锅饭”；实际意义；应用对策前言：人与人之间无论是在学习能力还是在接受事物能力上都存在差异，初中学生亦不例外。
在初中英语教学中，如果教师一味的采取“大锅饭”的形式去教学，难免会导致一些学生跟不上教学内容，在一定程度上阻碍了学生学习英语的兴趣。
近年来，分层教学理论在初中英语教学中的广泛应用，有效的解决了英语教学瓶颈，不仅打破了传统英语教学模式，还保障了英语教学质量，不仅利于学生易于掌握英语知识，还提高了学生对英语的学习兴趣。
１分析分层教学理论的概述分层教学理论在２０世纪８０年代以后引入我国，在各个学校进行研究和实践，有成功的也有失败的。
比如北京十一中英语学科分层教学的教育实验取得显著的效果，在当时造成很大的影响。
１９９３年福州八中英语学科的教育实验，平行分班，分层授课，大面积地提高了教学质量。
还有许多值得借鉴的例子不一一列举，那么什么是分层教学呢？分层教学，简单的讲就是分层次的教学方法，教师根据学生能力科学的进行分组，根据各层次间不同的特点区别对待，使得所有的学生学习能力都得到不同程度的提高。
分层教学模式主要有班内分层目标教学模式、分层走班模式、能力目标分层监测模式、“个别化”学习的模式、课堂教学的“分层互动”模式、定向培养目标分层模式。
［１］分层教学理论在初中英语教学中的运用，不仅充分发挥了学生的主观能动性，还充分的调动了学生的学习英语的积极性。
２研究分层教学理论在初中英语教学的实际意义一些家长因为担心孩子学习跟不上影响成绩，大多数家长都会不惜重金选择课后辅导班。
英语教学法文献综述范文模板例文
英语教学法文献综述范文模板例文教学法是指教师在教学过程中所采用的方法和策略。
在英语教学中，选择合适的教学法对于学生的学习效果至关重要。
本文将综述一些英语教学法的研究，并提供一个范文模板作为参考。
一、直接法直接法是指在教学中直接使用目标语言进行交流和教学。
这种教学法强调了语言的实际运用，通过模仿和表演等方式提高学生的口语表达能力。
研究表明，直接法能够帮助学生更快地掌握语言，提高他们的交际能力。
范文模板：直接法在英语教学中的应用直接法是一种有效的教学法，它能够帮助学生更好地掌握英语。
直接法强调了语言的实际运用，通过让学生直接使用目标语言进行交流和教学，提高他们的口语表达能力。
在直接法中，教师扮演着引导者的角色，通过示范和激励，鼓励学生运用英语进行沟通和表达。
在课堂上，教师可以设计各种情景，让学生在实际交流中学习语言。
比如，教师可以组织角色扮演活动，让学生扮演不同的角色，使用英语进行对话。
这种方式可以激发学生的兴趣，提高他们的口语表达能力。
研究表明，直接法对于学生的学习效果有积极的影响。
通过直接使用目标语言进行交流，学生能够更快地掌握语言。
此外，直接法还可以提高学生的交际能力，培养他们的语言思维能力。
总之，直接法是一种有效的英语教学法。
通过直接使用目标语言进行交流，学生可以更好地掌握英语。
教师在教学中可以运用各种情景，激发学生的兴趣，提高他们的口语表达能力。
因此，在英语教学中应该广泛采用直接法。
二、交际法交际法是指在教学中注重学生的交际能力培养。
这种教学法强调学生的实际应用能力，通过情境交际和真实对话等方式提高学生的语言交际能力。
研究表明，交际法能够激发学生的学习兴趣，提高他们的语言运用能力。
范文模板：交际法在英语教学中的应用交际法是一种有效的教学法，它能够帮助学生更好地掌握英语。
交际法强调了学生的交际能力培养，通过情境交际和真实对话等方式提高学生的语言交际能力。
在交际法中，教师注重创造一个真实的语言环境，激发学生的学习兴趣。
分层教学在高中英语教学中的应用研究综述
分层教学在高中英语教学中的应用研究综述分层教学在高中英语教学中的应用，在过去二十年考验的实践活动中有着长足的发展，不仅改善了学生的学习水平，也推动了教育改革的不断前行。
本文试图通过实证性研究，总结出分层教学在高中英语教学中的实践运用，为今后深入开展分层教学提供参考。
本文旨在总结分层教学法在高中英语教学中的应用研究进展。
首先，本文从2020年起简要介绍了分层教学在高中英语教学中应用研究实践的有关文献；其次，分析了分层教学法在高中英语教学中的优势；最后，建议了推广应用分层教学法在高中英语教学中的几点建议.1.分层教学在高中英语教学中的应用研究自2020年以来，学术界延续了将分层教学法引入高中英语教学的研究实践取得积极经验。
例如，研究者(Wang, 2020)以多国语言学校学生为研究对象，实施了以教学内容、教学形式和教学评价为重点的分层教学活动，调查结果显示，学生对分层教学活动的满意度较高，学习成效明显，这证明分层教学法值得被推广。
此外，研究者(Li, 2020)将分层教学法引入高中英语教学，发现这种学习方式对学生学习成绩提高有显著影响。
学生不仅明白课文，而且能用英语流畅表达自己的观点，这说明分层教学法在高中英语教学中具有很大的潜力和效果。
2. 分层教学法在高中英语教学中的优势分层教学法采取的引导性的双重策略：教师针对学生的不同水平，针对学生的英语水平量身定制针对性课程教学策略，做到学生的学习，学科提高，能力提高的目的。
此外，分层教学也更加充分的考虑了学生的自主学习能力，以及学生英语学习差异性，可以使学生在学习中获得更好的效果。
3. 推广分层教学法在高中英语教学中的几点建议在推广分层教学法在高中英语教学中的应用过程中，应注意以下几点：首先，在设计分层教学的过程中，应该更加注重探究式的学习，注重培养学生综合运用知识分析问题和解决问题的能力；其次，分层教学法应要明确学生不同水平的学习任务，以适合不同水平学生的学习能力；最后，教师应更加关注学生的反馈，定期评估学生学习成果，根据学生反馈，灵活调整推广分层教学法在高中英语教学中的应用。
分层教学在高中英语教学中的应用研究综述
分层教学在高中英语教学中的应用研究综述本文将从介绍分层教学、分层教学的理论基础及分层教学在高中英语教学中的应用三个方面，对分层教学在高中英语教学中的应用研究进行综述探讨。
一、分层教学简介分层教学法(differentiated instruction)是一种以学生的学习特点和需求为核心的课堂教学模式，它把学习内容、学习过程和学习产物三个方面根据学生的个体差异来针对性地不同化，以此满足不同学生的需求，让每一个学生都有机会可以得到更具有针对性的优质学习机会，从而提高学习效果，为高中英语教育提供新的思路。
二、分层教学的理论基础分层教学法有着自己理论基础，主要源于认知心理学，同时，它又依赖记忆心理学、学习心理学、思维心理学、行为心理学和教育心理学，从不同的角度来探讨如何培养学生的个性发展和知识能力。
根据学者蔡道英先生提出的“育性学习范式”理论，将育性结合到课堂教学活动中，能够有效地促进学生健康的育性成长，鼓励学生不断学习，培养学生的各种自主学习能力，这也是实施分层教学的理论基础。
三、分层教学在高中英语教学中的应用1、改变教师的教学理念，提高教学质量。
分层教学法在课堂教学活动中，能够让教师别出心裁，采取有针对性的教学方式，充分考虑学生的个性差异，调整教学过程，努力培养学生的自主学习能力，有效挖掘学生潜能，从而提高课堂教学质量。
2、能有效调动学生学习积极性。
分层教学法让学生可以挑战自我，从而调动学生学习积极性，激发他们的学习兴趣，让他们更有收获感，从而提升学生的学习成绩。
3、能有效实施多元评价。
考虑到学生的个性差异，分层教学在评价学生学习成绩上，不仅考虑学生的传统考试成绩，还采用技能评价、综合评价、反馈评价等多种评价方式，由此可以真正实施多元理念，保障学生的权益，使学生受益更多。
综上所述，从分层教学的理论基础及其在高中英语教学中的应用考察分析可见，分层教学和育性课堂教学提供了有效的促进教学质量的工具，它可以让学生挑战自我，激发学习积极性，不断提高学习成绩，为高中英语教育提供了新的发展思路，具有很多的启示意义。
初中英语学科单元教学策略文献综述
初中英语学科单元教学策略文献综述一、引言随着新课程改革的推进，初中英语教育在九年义务教育中占据了重要的地位。
如何在有限的课堂时间内实施高效率的教学成为了每一名英语教师所关心的问题。
英语教学是一个双向过程，从学生的角度来说，高效课堂是要在有限的课堂时间当中掌握核心知识。
对于教师来说，高效课堂即是用最短的教学时间完成高质量的教学目标。
因此，实施初中英语高效课堂需要从教师和学生的不同角度进行思考。
二、初中英语学科单元教学策略1. 尊重学生个性：教师应以学生的主动发展为根本，充分尊重学生的个性发展，让学生充分认识到自身的价值，树立自信。
选材应恰当，难易要适度，学习材料的内容应该多样化。
教学方法有新意，吸引人，可以采用情景演绎教学法，多样化的教具等加强感官刺激，还可以借助现代科技手段，创设新鲜有趣的学习环境。
2. 高效课堂教学：实施初中英语高效课堂需要从教师和学生的不同角度进行思考。
根据新课程指导思想来看，实施高效课堂教学能够为学生和教师节省出更多的时间，有利于他们对英语学习当中的“情感态度与价值观”进行更加深入的探究，以更好地践行素质教育的理念。
三、实施策略1. 制定明确的教学目标：教师应根据课程标准和学生的实际情况，制定明确的教学目标。
这些目标应包括知识、技能、情感态度等方面，以便在教学过程中有针对性地实现。
2. 优化教学方法：教学方法是实现教学目标的关键。
教师应根据不同的教学内容和学生的学习特点，选择合适的教学方法。
例如，任务型教学法、情境教学法、合作学习等。
3. 利用现代教育技术：现代教育技术的应用可以提高课堂教学效率和质量。
例如，利用多媒体课件、网络资源等手段，丰富课堂教学内容，提高学生的学习兴趣和积极性。
4. 建立良好的师生关系：良好的师生关系是实现高效课堂的重要保障。
教师应尊重学生、关注学生的情感需求，建立平等、和谐的师生关系。
5. 及时反馈与调整：在教学过程中，教师应及时了解学生的学习情况，根据反馈及时调整教学策略，以保证教学效果的最大化。
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年的学生分入 A、B、C 不同的班级，学生在上英语 课时实行“走班制”。这种教学方法能适应有不同兴 趣、认知、能力结构的学生发展。（2）分层教学的策 略基本相同，包括学生分层、教学目标分层、教学内 容分层、备课分层、评价分层、练习和作业分层、辅 导分层、阶段性测试分层。
（一）国内理论研究 从理论上说，国内分层教学的理论依据主要 是 孔 子 的“ 因 材施 教 ”、邱 学 华 的“ 尝试 教 学 法 ”、 上海市教育科学研究所胡兴宏的“分层递进教 学”等，它们都给分层教学奠定了理论基础和科 学依据。 （二）国内研究现状 孔子的“因材施教”原则是国内分层教学的起 点。20 世纪 80 年代，著名教育改革家黎世法提出 属于现代社会的个性化教学方式和教学理论，即 “异步教学方式”和“异步教学理论”，该方式和理论 改变了“大一统”的陈旧的教学方式，让教师的教与 学生的学真正实现了有效统一。1991 年，上海市教 育科学研究所胡兴宏采用与各个层次学生的学习 能力相适应的教学策略，效果显著，该策略被称为 “分层递进教学”。刘婷在 2009 年发表的《中学班级 英语分层教学的对策研究—— —以佛山市顺德区青 云中学为例》一文中提到： “1993 年，福州市第八中 学进行英语学科的教育实验，进行平行分班、分层 授课，实践结果表明教学质量大面积提高了。1999 年东莞塘夏理工学校实施以升学和就业进行分层 的教学实践，连续两年都有 170 多名毕业生通过高 职和普高考试。2001 年青岛经济职业学校在英语、 数学两学科实施‘走班制’的分层教学管理，效果显 著。自 2000 年至 2005 年，沈阳市 8 所职业学校对 A、B、C 层的学生分别进行探索性教学、提高性教 学和补偿性教学。”实验结果显示，成绩越好的学生 进步越快，各层次学生在适应自己的空间学习，从 而促进了全体学生的最优发展。 （三）分层研究的相同点与不同点 1. 相同点 国内研究者（如张晨 2017；李鹏飞 2018；杨仁 芳 2015）关于“高中英语分层‘走班制’教学的实践 研究”的相同点：（1）分班形式一致，就是保持原行 政班级不变，仍然是由班主任管理班级，实施外语 教学的动态组合班制。具体做法是：根据英语水平、 学习能力的不同，在学生自愿的前提下，把同一学
都对分层教学的繁荣和多样化作出了巨大贡献。 ‘分层课程’教学模式现正式成为美国分层教学研
（二）国外研究现状
究的聚焦点。”目前，国外关于分层教学的理论与实
分层教学最早出现于美国，1868 年美国教育 践研究更科学、更全面、更具体，为分层教学在实际
家哈利斯（Harris，W.T.）率先在密苏里州创立“活动 教学中应用提供了有力的根据。
英语教学要面向全体学生，让教师实现有价值 个别差异和个性发展的个别教学制度，即“道尔顿
的教学，让学生实现有价值的学习。分层教学是一 制”（Dalton Plan）。20 世纪 50 年代，英国大部分的
种面向全体学生的教学模式，主要强调尊重学生的 中小学采用分层教学模式，但和现在的分层教学模
个体差异，让各个层次的学生都能得到发展，让每 式不同的是，学生在一个固定的教室完成所有科目
“教学过程最优化理论”、罗杰斯的“人本主义教育 盛行起来。刘婷在 2009 年发表的《中学班级英语分
理论”、斯金纳的“程序教学”、维果斯基的“最近发 层教学的对策研究》一文中指出：“2003 年，由盐湖
展区理论”、霍华德·加德纳的“多元智能理论”等， 城的教师凯思尔（Kathie F.Nunley）等合作开发的
分团制”，即根据学生学习能力的高低，将其分为
二、国内英语分层教学研究现状
甲、乙、丙三层。1907 年，美国进步主义教育家杜威
在知网上，以“分层教学”为主题，可以搜索到
的学生沃特提出一种进步主义教育性质的教学制 相关论文 26，309 篇，其中博硕论文 1，354 篇，期刊
度，史称“葛雷制”，即不按年龄、年级等标准分班， 论文 13，456 篇，报纸论文 278 篇。以“英语分层教
而是按照所学科目和学生本科目的学习能力分班。 学”为主题，可以搜到相关论文 4，888 篇，其中博硕
1919 年，美国进步主义教育家华虚朋（Wash-bume） 论文 230 篇，期刊论文 2，190 篇，报纸论文 17 篇。
推行“文纳特卡制”（Winnetka Plan），主要特点是提
从研究领域来说，分层教学研究并不局限于英
个学生都有均等的获得知识的权利。这种教学模式 的学习。20 世纪 60 年代中期，分层教学模式在英
能够帮助“学困生”，提高中等生，拔尖优等生，最终 国的小学得到普遍运用。20 世纪 70 年代以来，美
使各个层次的学生都有信心学好英语，最大限度地 国著名心理学家和教育学家布卢姆的“掌握学习理
发挥学生的学习潜能，进而达到班级的整体优化。 论”对美国及世界其他国家的教育产生了深远的影
2019 年 第 9 期 英语教师
教学实践
英语分层教学文献综述
杜冬梅 贾
【摘 要】通过对英语分层教学相关文献进行大量阅读，分析并梳理国外、国内英语分层教学研究现 状，以及国内英语分层教学文献研究的相同点及不同点。认为英语分层教学是教育改革的需要，有利于学 生充分而全面地发展。
【关键词】高中英语；分层教学；因材施教
倡教学个别化、学校社会化。1920 年，美国进步主 语学科，其他学科也有所研究，如物理、数学、语
义教学专家帕克赫斯特（Parkhurst）推行一种强调 文、政治、ቤተ መጻሕፍቲ ባይዱ育、信息技术、钢琴、美术、web 动画设
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English Teachers
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计与制作等。从适用范围来说，分层教学研究涉及 在大学、高中、初中、小学，但更多分布于中学。
一、国外英语分层教学研究现状
响。20 世纪 80 年代，苏联著名教育家巴班斯基推
（一）国外理论研究
出教学过程最优化理论，包括两个部分：一个是教
布卢姆的“掌握学习理论”、奥苏贝尔的“意义 师的最优教授方式，另一个是学生的最优学习方
学习理论”，赞科夫的“一般发展理论”、巴班斯基的 式。到了 20 世纪 90 年代，分层教学在美国再一次