基于恢复性理念的小学英语协同分层教学实践模式建构
The Construction of Collaborative Stratified Teaching Practice Model for Primary School English Based on the Concept of Restoration
马薇然 1金海威1
作者信息
摘要
从英语学科进入我国课程体系至今,学校、家长及社会对其的关注度一直上升.在学前阶段即开始英语学习,已经成为学生中的普遍现象.由于幼儿园、英语教育机构、家庭教育水平差异的存在,学生在小学阶段英语水平就参差不齐.协同分层教学模式可以成为破解这一难题的钥匙,但在协同学习过程中,易产生矛盾与分歧;在分层教学中,易引发低层任务学生的挫败感与自卑感.在此背景下,恢复性理念的情感问题(AQ)与情感陈述(AS)策略可成为弥补协同分层教学模式弊端的有效方式.
Abstract
Since the introduction of the English subject into the school curriculum system in China,the atten-tion and popularity of schools,parents,and the society have continued to rise.It has become a common phenome-non among students to start learning English at the preschool stage.Due to the differences in the level of kinder-garten,English education institutions and family education,the English level of students in primary school is un-even.The collaborative stratified teaching model has become the key to solving this problem,but in the process of collaborative learning,conflicts and disagreements can easily arise;in hierarchical teaching,it is easy to cause frustration and inferiority among students in low-level tasks.In this context,the two strategies of the restorative concept,Affective Question(AQ)and Affective Statement(AS)have become effective ways to compensate for the shortcomings of the collaborative stratified teaching model.
关键词
小学英语/分层教学/协同学习/恢复性理念/恢复性实践Key words
elementary English teaching/stratified teaching/restorative concept/restorative practice引用本文复制引用
基金项目
吉林省教育科学规划课题一般项目(十四五)(2022)(GH22049)
出版年
2024
NETL
NSTL
万方数据