论文题目：最近发展区视角下初中英语语法分层教学策略探究
摘要：《义务教育英语课程标准》（2022版）提倡初中英语教学应兼顾学生的个性特点和多样化学习需求。英语课程的总体目标是培养学生的综合语言运用能力（2022版）。语法作为语言使用的基本规则,有助于提高学生整体的语言运用能力。然而,就我国英语语法教学的现状而言,大多数教师在班级授课制下仍设计统一的教学目标和任务,忽视了学生多样化的学习需求。因此,本研究基于最近发展区理论,尝试提出更适用的语法分层教学策略并验证其效果。作者在一所公立中学开展了一学期的教学实验。本研究选择八年级7班作为实验班,采用英语语法分层教学策略。而八年级8班作为对照班,使用常规的教学方法。本研究通过问卷调查、课堂观察、访谈和测试获取相关信息。本研究主要研究以下三个方面:（1）当前初中生语法个性化学习需求的满足情况如何?（2）基于最近发展区理论,可提出哪些适用的语法分层教学策略?（3）语法分层教学策略在多大程度上影响了学习者的兴趣、态度和语法水平?研究结果表明:（1）大部分初中生对语法学习的认同度较高,但缺乏学习兴趣和主动性。（2）现行的语法教学方法缺乏针对性,尤其在课堂活动、课后作业和教学评价三个方面。（3）语法分层教学策略有利于提高学生的兴趣和语法水平,对不同水平的学生有不同的影响（C层＞B层＞A层）。具体的分层教学策略如下:分层教学目标导向策略、分层合作导向策略、个性化作业导向策略、多元评价导向策略。
关键词：初中英语语法;分层教学策略;最近发展区理论
学科专业：学科教学（英语）
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
1.1 Background of the Research
1.2 Purpose of the Research
1.3 Significance of the Research
1.4 Overall Structure of the Research
Chapter2 Literature Review
2.1 Previous Research of English Grammar Teaching
2.1.1 Previous Research on Definition of Grammar
2.1.2 Previous Research of English Grammar Teaching Abroad
2.1.3 Previous Research of English Grammar Teaching at Home
2.2 Previous Research of Stratified Teaching Method
2.2.1 Previous Research on Definition of Stratified Teaching
2.2.2 Previous Research of Stratified Teaching Method Aboard
2.2.3 Previous Research of Stratified Teaching Method at Home
2.3 Previous Research of Stratified Teaching Method in English Teaching
2.3.1 Previous Research on Applicating Stratified Teaching Method in English Teaching Aboard
2.3.2 Previous Research on Employing Stratified Teaching Method in English Teaching at Home
Chapter3 Theoretical Foundation
3.1 Multiple Intelligence Theory
3.2 Zone of Proximal Development Theory
3.3 Mastery Learning Theory
Chapter4 Research Design
4.1 Research Questions
4.2 Research Participants
4.3 Research Instruments
4.3.1 Questionnaire
4.3.2 Classroom Observation
4.3.3 Interviews
4.3.4 Tests
4.4 Data Collection
4.5 Research Procedure
Chapter5 Strategies Applied in this Experiment
5.1 Hierarchical Teaching Objectives-oriented Strategy
5.2 Stratified Cooperation-oriented Strategy
5.2.1 Setting Heterogeneous Groups
5.2.2 Clarifying Roles and Tasks
5.3 Individualized Homework-oriented Strategy
5.3.1 Designing Different Levels of Homework
5.3.2 Varying the Homework Form
5.4 Diversified Evaluation-oriented Strategy
5.4.1 Combining Qualitative and Quantitative Evaluation
5.4.2 Specifying the Evaluation Terms
5.4.3 Combining Different Evaluation Cycles
Chapter6 Results and Discussion
6.1 Students’Differentiated Attitudes towards Grammar Learning
6.1.1 Students’Approbation Degree towards Grammar Learning
6.1.2 Students’Engagement in Grammar Class
6.2 Teachers’Ideology towards Stratified Teaching Method
6.2.1 Teachers’Interpretation of Stratified Teaching Method
6.2.2 Classroom Activities of English Grammar
6.2.3 After-class Assignment Design
6.2.4 Teachers’Evaluation
6.3 Effectiveness Based on Stratified Teaching Strategies
6.3.1 Learner’s Grammatical Performance at the Pre-test and Pro-test
6.3.2 Learner’s Grammatical Performance in EC
6.3.3 Learner’s Evaluation towards Stratified Teaching Method
Chapter7 Conclusion
7.1 Summary
7.2 Limitations and Suggestions
Bibliography
Appendix 1 关于语法学习情况的调查问卷
Appendix 2
Appendix 3
Appendix 4
Appendix 5