论文题目：基于网络教学平台的中职英语分层分组合作教学模式的探索与实践
摘要：近几年来,随着我国教育事业的迅速发展,国家对中等职业教育的重视程度越来越高。然而,中职学生的英语基础普遍较差,优生和学困生之间的差距依旧很大。许多旨在改进学生英语学习的教学方法被应用于教学中并取得了一定的成果。国内外有很多关于网络教学、分层教学和合作学习的研究。然而,对网络教学、分层教学和合作学习进行整合并用于英语教学的研究却不多,尤其是在中等职业学校。因此,在前人研究的基础上,笔者以一所中等职业学校两个班级的学生为研究对象,通过实验和问卷调查的方法探索如何构建与实施基于网络教学平台的中职英语分层分组合作教学模式,以及该教学模式对中职学生英语学习的影响。本文主要探讨以下问题:（1）基于网络教学平台的中职英语分层分组合作教学模式如何构建与实施?（2）该教学模式对中职学生的英语学习有何影响?笔者选取一所中等职业学校两个平行班的九十名学生进行实验。将其中一个班作为实验班,另一个班作为对照班。两个班都有四十五名学生,两个班学生之间的英语学习差距很小。本研究从分层分组前的调研、分层和分组的实施以及实际教学环节中的应用三个方面提出了构建和实施方法。实验结果表明:（1）实施了基于网络教学平台的中职英语分层分组合作教学模式后,实验班所有学生的成绩都在原有基础上有了提高。（2）学困生与全班学生之间的英语水平差距显著缩小。（3）本研究中的教学模式对影响学生学习的非智力因素的发展有积极作用。本研究对中职英语教学有一些启示:中职英语教师要充分利用现代信息化教学手段,重视对学生知识的传授,又要充分关注学生的认知体验,激发学生学习英语的兴趣,提高学生学习英语的积极性。在提高学生英语水平的同时,还要培养学生的合作能力、自学能力,促进学生非智力因素的发展,为学生继续学习、终身学习创造良好的条件。
关键词：中职英语;网络教学平台;分层分组合作教学;
学科专业：学科教学（英语）
Abstract
摘要
Chapter One Introduction
1.1 Background of the study
1.2 Objectives and methods of the research
1.3 Significance of the study
1.4 Overall structure of the thesis
Chapter Two Literature Review
2.1 Key terms in this study
2.1.1 Online Teaching Platform
2.1.2 Stratified and Group Cooperative Teaching
2.2 Theoretical foundations in this study
2.2.1 Constructivism theory
2.2.2 Theory of teaching students in accordance with their aptitude
2.2.3 Theory of mastery learning
2.3 Relevant studies on online teaching platform
2.3.1 Relevant studies on online teaching platform abroad
2.3.2 Relevant studies on online teaching platform at home
2.4 Relevant studies on stratified teaching
2.4.1 Relevant studies on stratified teaching abroad
2.4.2 Relevant studies on stratified teaching at home
2.4.3 Advantages and disadvantages of stratified teaching
2.5 Relevant studies on cooperative learning
2.5.1 Relevant studies on cooperative learning abroad
2.5.2 Relevant studies on cooperative learning at home
2.5.3 Advantages and disadvantages of cooperative learning
2.6 Summary
Chapter Three Methodology
3.1 Research questions
3.2 Experiment
3.2.1 Participants
3.2.2 Instruments
3.2.3 Implementation of the experiment
3.2.3.1 Pre-experiment
3.2.3.2 Treatment
3.2.3.3 Post-experiment questionnaire
3.2.4 Data collection
3.2.5 Data analysis
Chapter Four Results and Discussion
4.1 Construction and implementation of the online stratified and group cooperative teachingmode
4.1.1 Survey before stratification and grouping
4.1.1.1 Basis for the survey
4.1.1.2 Process of the survey
4.1.1.3 Analysis of the survey
4.1.2 Implementation of stratification and grouping
4.1.2.1 Implementation of stratification
4.1.2.2 Implementation of grouping
4.1.3 Implementation in practical teaching
4.1.3.1 Teaching objectives
4.1.3.2 Teaching methods
4.1.3.3 Assignments
4.1.3.4 Teaching evaluation
4.2 The effects of the online stratified and group cooperative teaching
4.2.1 Effects of the online stratified and group cooperative teaching on the wholeexperimental class
4.2.2 Effects of the online stratified and group cooperative teaching on low proficiencystudents
4.2.3 Effects of the online stratified and group cooperative teaching on students'non-intellectual factors affecting learning
Chapter Five Conclusion
5.1 Major findings
5.2 Pedagogical implications
5.3 Limitations of the research
5.4 Suggestions for future studies
References
Appendix Ⅰ Questionnaires
Appendix Ⅱ Test One
Appendix Ⅲ A Sample Teaching Design
攻读学位期间参加的研究工作
Acknowledgements