【作者】 陈晓娟；

【导师】 杨炳钧；

【作者基本信息】 西南师范大学 ， 学科教学， 2004， 硕士

【摘要】 众所周知，当前正在进行的素质教育为学生的个性发展提供了机遇和广阔的发展空间，它倡导的是一种以学生为主体的个性化教育模式。这种个性化的教育模式，要求教育者遵循学生个性发展的特点和身心发展规律开展教育工作，创设更多选择和发展空间的育人环境；而且要注重培养学生的良好个性，因为创新的根本条件是个性的发挥。然而在实际的英语教学中，我们对个性的理解存在偏差，把学生的个体差异视为个性，且借助分数去划一地断定智力的个别差异即个性，忽视学生由于认知方式、情感、意志等存在的差异而产生的不同需求，从而在一定程度上抑制甚至扼杀了学生个性的发展，也无助于学生英语水平的提高。 要在英语教学中培养并发展学生的个性，教师不仅要看到学生的智力差异，更需要关注非智力因素如学习动机与性格特征等，因为学生的个性心理特征对于他们的英语学习有很大的影响。教师要充分发挥学生的主体性，积极创造有利于发扬个性的课堂及课外情境，适当采用分层教学、合作学习的方式应对不同水平、不同个性的学生，形成激励评价机制，促进偏重于知识灌输的教育，向学生能自主学习、独立思考的教育转变。 全文共分七章： 第一章概述了个性的意义，个性与社会性的关系以及教育活动中个性与社会性的关系。 第二章介绍了国内外关于个性与语言教学的一些文献及其实施个性化英语教学的探索。 第三章着重论述了个性与素质教育的关系。阐明素质教育其实就是强调个性化的教育，批评应试教育对个性发展所带来的弊端，说明个性差异对于贯彻素质教育的意义，并分析了制约学生个性发展的因素。 第四章分析了教学双主体—学生及教师的个性差异，进一步说明学生主体生成的条件，教师个性的体现以及对学生的影响。 第五章着重探讨在英语教学中如何体现个性。教师在个性教育中起重要作用，对学生的智力、非智力因素方面都有影响。因此教师必须实施主体性教育，在教育实践中因势利导，创设课堂教学活动情境，针对学生个性的不同特点开展教学，实施激励评价策略，培养学生创造个性。 第六章讲述了英语个性化教学需要解决的问题及措施。针对大班教学如何有效体现个体性的矛盾，提出可根据学生的特点进行分层次教学。设立不同的目标要求，实行个别化作业，组成学习小组共同进步，在检测手段上不妨适当运用考试的弹性分层。这样可在照顾学生发展的不平衡性的同时，又促进学生整体水平的提高。另一方面，英语教材不分地区差异的划一性及教学材料的相对滞后也阻碍了学生个性的发展，因此拓展现有教材，积极进行校本课程开发是需要我们努力去做的事情。 第七章为全文的总结。作者指出，要真正实现教学的个性化，一方面教育体制中的评价方式要进一步改革，另一方面对教师的素质提出了很高的要求。同时，个性的发展需要社会、家庭及学校的协同合作，这是一项长期的任务。更多还原

【Abstract】 It’s well known that the contemporary competence education provides students with opportunity to develop their individuality, which initiates a kind of learner-centered teaching pattern. Such a pattern requires that teachers should carry out their teaching according to the features and the objective law of the development of students’ individuality and they should create more favorable circumstance to offer the students more choices. It is very important to develop the individuality of students because it is the basic premise for creativity. But in the present English teaching in China, the differences between individual students are taken as individuality. Exams decide everything and differences in cognitive style, feeling, and will among students have been ignored.In order to cultivate and develop students’ individuality in teaching, teachers should not only know about their differences in intelligence but also pay more attention to those nonintellectual factors such as motivation and personality since learners’ psychologyplays an important role in their English learning. Teachers should fully exert the subjectivity of students, create favorable teaching atmosphere, making use of stratified teaching and cooperation learning as well as adopting an evaluation system to enhance students of different individuality to learn and think independently.This dissertation is organized as follows.Chapter One is the introduction. The meaning of individuality, the relationship between individuality and sociality and what individuality relates to sociality in the field of education are displayed in this chapter.Chapter Two reviews briefly literatures from both home and abroad on individuality and language teaching in addition to some practical teaching patterns.Chapter Three concentrates on the relationship between individuality and competence education, stressing that competence education is a kind of education with an emphasis on individuality. Some disadvantages resulted from exam education are criticized, meanwhile some factors which restrict the development of individuality are stated and analyzed.Chapter Four aims to tell the individual differences of the two subjects involved in language teaching. Certain conditions which affect the formation of the students’ subjectivity are presented, being accompanied with the embodiment of teachers’ individuality and its influence on students’ individuality development.Chapter Five focuses on how to do individual teaching in the practice of English classes. The role a teacher is playing is of much importance. He should attend to the differences of students in intellectual and nonintellectual factors with the purpose of developing the individuality of students.Chapter Six mainly discusses two problems and the possible solution in carrying out individuality in English teaching. It’s practical to teach students according to different levels of learning. For example, we can set them for different goals, give individual assignments and also process a kind of flexible exam evaluation. Students are organized into different groups in the course of learning in order that they can make progresstogether besides developing their individuality. It’s also necessary to explore proper teaching materials and curriculum under the guidance of experts on education and language.Chapter Seven summarizes the paper. The development of individuality is what we intend to achieve in language teaching, which demands teachers pay more attention to the individuality differences and try to find more and better methods to promote the development of students’ individuality. There are still many difficulties and it will take a long time and great efforts to perform individuality education well.更多还原