【作者】 肖淑葵；

【导师】 孙俊三；

【作者基本信息】 湖南师范大学 ， 教育， 2004， 硕士

【摘要】 近几年才出现的、招收初中毕业生、实行五年一贯制的高职教育(简称五年制高职)相对于其它学制的高等教育来说，其学生的个体差异更加明显。在外语教学中，教学个体化的问题是一个非常让人关心的问题。在课堂上，一位把学生个性和学习方式都能考虑到的老师，能够创造一种几乎全班人都能学好外语的学习环境。就如何适应五年制高职学生在英语教学中个体差异的需要，提高英语教学质量，根据多年的实际教学工作经验，笔者试图探索出解决问题的措施：分层次教学。 本文共四个部分。第一部分，从英语在当今世界中的作用、英语对学生成长的作用、英语教学对五年制高职专业与学校发展的作用等三个方面阐述了五年制高职英语的地位问题。第二部分，从高职发展对英语教学的要求、高职学生学习基础不均衡性的特点、高职教学模式化统一化现况、高职英语教学质量不好效率不高的现状等四个方面分析了高职学生及英语教学的现状。第三部分，提出了提高高职英语教学质量的措施是分层次教学。首先阐述分层次教学的涵义及表现形式，其次从哲学、社会学、心理学、教育学四个角度说明分层次教学的理论依据，最后从必要性与可行性方面说明分层次教学的现实依据。第四部分，详细阐述了分层次教学的构想。在分析了分层次教学的前提、基础后，阐述了分层分班、教学内容的选择、教学方法的实施、教学评估等实施分层次教学的具体措施，以及可以实施分层次教学的条件。更多还原

【Abstract】 Five-year-schooling of higher vocational education students, compared to others, have their prominent individual differences. In English teaching, individuality teaching is a matter under our close concern. On how to meet the needs of the students’ individuality in English learning to improve the English teaching quality, according to years’ English-teaching practices and experience, the writer of this paper approaches the solution to it: level teaching.This article consists of four parts. The first part, from the aspects of English role in this world, English influence to the students’ growth, the role of English teaching in the five-year-schooling of higher vocational education specialities and its development, clarifies the status and functions of English teaching in the five-year-schooling of higher vocational education. The second part analyzes the current situations of higher vocational students and the English teaching, which contain the requirements of the development of higher vocational education for our, the features of higher vocational students’ quite non-balanced elementary knowledge and higher vocational education patterning and unification, the present status of low quality and poor efficiency in English teaching. The third section puts forward the solution to improving English teaching : level teaching. It first analyzes the meanings and its expression forms, then illustrates its theoretical basis from philosophy, sociology, psychology and pedagogics, finally explains its practical foundation from the necessity and feasibility. The fourth part sets forth in detail the ideas of level teaching. After discussing the premise and foundation of levelteaching, it forwards the specific steps: class division according to their different levels, choosing proper contents of courses and teaching methods for every level, taking due education assessments. At last, it lists the prerequisites of carrying out level teaching.更多还原