通過(guò)對(duì)個(gè)體差異的分析提高中學(xué)生的英語(yǔ)學(xué)習(xí)效率論文

1、<p>　　本科畢業(yè)論文（設(shè)計(jì)）任務(wù)書(shū)</p><p>　　編 號(hào)： </p><p>　　論文（設(shè)計(jì)）題目： 通過(guò)對(duì)個(gè)體差異的分析提高中學(xué)生的英語(yǔ)學(xué)習(xí)效率 </p><p>　　學(xué) 部： 外語(yǔ)學(xué)部 專業(yè)： 班級(jí)：

2、 </p><p>　　學(xué)生姓名： 學(xué)號(hào)： 指導(dǎo)教師： 職稱： </p><p>　　論文（設(shè)計(jì)）研究目標(biāo)及主要任務(wù)</p><p>　　通過(guò)差異教學(xué)的實(shí)踐研究，教師在實(shí)際教學(xué)過(guò)程中可以促進(jìn)每個(gè)學(xué)生最大限度的發(fā)展，實(shí)現(xiàn)了差異教學(xué)的目標(biāo):追求高水平高質(zhì)量的教學(xué)效率，這個(gè)思想與新

3、課程理念“為了每個(gè)學(xué)生的發(fā)展”，與21世紀(jì)的科學(xué)發(fā)展觀相吻合的。</p><p>　　論文（設(shè)計(jì)）的主要內(nèi)容</p><p>　　論文分三章介紹了如何通過(guò)分析個(gè)體差異來(lái)提高中學(xué)生的英語(yǔ)學(xué)習(xí)效率，第一章闡述了中學(xué)生學(xué)習(xí)的個(gè)體差異的多樣性；第二章闡述了教學(xué)策略，針對(duì)不同的學(xué)生；第三章闡述了中學(xué)生應(yīng)該如何發(fā)揮其的主導(dǎo)作用。</p><p>　　論文（設(shè)計(jì)）的基礎(chǔ)條件及研究

4、路線</p><p>　　首先查閱中英文文獻(xiàn)，對(duì)差異教學(xué)，提高英語(yǔ)學(xué)習(xí)效率進(jìn)行全面的了解，了解本領(lǐng)域的最新研究進(jìn)展。然后制定詳細(xì)的計(jì)劃，準(zhǔn)備文獻(xiàn)依計(jì)劃進(jìn)行實(shí)驗(yàn)。最后處理分析研究結(jié)果，并將研究結(jié)果和理論觀點(diǎn)整理成論文。</p><p><b>　　4、主要參考文獻(xiàn)</b></p><p>　　[1]王薔.《英語(yǔ)教學(xué)法教程》.高等教育出版社，200

5、6.</p><p>　　[2]琳達(dá).坎貝爾.多元智能教與學(xué)的策略.[M].北京:輕工業(yè)出版社.2004.</p><p>　　[3]劉方.教育觀念的轉(zhuǎn)變與更新.[Z].中國(guó)和平出版社，2000.</p><p><b>　　5、計(jì)劃進(jìn)度</b></p><p>　　指 導(dǎo) 教師:

6、 年 月 日</p><p>　　教研室主任: 年 月 日</p><p>　　本科生畢業(yè)論文（設(shè)計(jì)）開(kāi)題報(bào)告書(shū)</p><p>　　外語(yǔ) 學(xué)部

7、 英語(yǔ) 專業(yè) 屆</p><p>　　本科生畢業(yè)論文（設(shè)計(jì)）文獻(xiàn)綜述</p><p><b>　　摘要</b></p><p>　　德國(guó)哲學(xué)家萊布尼茨曾經(jīng)說(shuō)過(guò)：“世界上沒(méi)有兩片完全相同的葉子?！币虼?，每個(gè)學(xué)生在這個(gè)世界上都是獨(dú)一無(wú)二的，有多少學(xué)生就有多少獨(dú)特的世界。然而初中生正是性格的形成期，初中英語(yǔ)學(xué)

8、習(xí)者存在著多種個(gè)體差異，直接影響到他們的英語(yǔ)學(xué)習(xí)。要提高英語(yǔ)課堂的效率，英語(yǔ)教師必須重視學(xué)習(xí)者的個(gè)體差異因素，突出學(xué)生的主體地位，面向全體學(xué)生，尊重學(xué)生的個(gè)體差異，因材施教，從而提高教學(xué)與學(xué)習(xí)效率。教師在課堂教學(xué)中，只有尊重學(xué)生個(gè)體差異，關(guān)注學(xué)生情感，全面關(guān)心、了解學(xué)生，努力創(chuàng)設(shè)寬松、民主、和諧、平等的教學(xué)氛圍，采用有效的教學(xué)策略，才能發(fā)揮學(xué)生的潛能，發(fā)展學(xué)生的個(gè)性，使學(xué)生得以發(fā)展,大面積提高英語(yǔ)教學(xué)質(zhì)量。</p><

9、;p>　　在初中學(xué)校，一個(gè)班級(jí)學(xué)生人數(shù)達(dá)到六十人左右的現(xiàn)象非常普遍(特別在小城鎮(zhèn)及農(nóng)村學(xué)校)。相同班級(jí)學(xué)生在學(xué)習(xí)基礎(chǔ)方面，興趣愛(ài)好方面，個(gè)性品質(zhì)方面，智力和非智力方面等等存在一定的差異是正常的現(xiàn)象。而且，因?yàn)楝F(xiàn)在選拔方式為考試選拔，所以學(xué)生課業(yè)負(fù)荷非常重。但是教學(xué)課時(shí)是不變的，并且教學(xué)大綱對(duì)學(xué)生的水平要求高，過(guò)去的以教師為中心的英語(yǔ)教學(xué)難以適應(yīng)學(xué)生的需要。在這種情況下，作為一名英語(yǔ)教師，我們一定要正視學(xué)生之間個(gè)體的差異，英語(yǔ)教學(xué)中

10、使不同層次的學(xué)生能夠開(kāi)發(fā)自己的潛能，提高英語(yǔ)學(xué)習(xí)成績(jī)，這正是本文研究的主要內(nèi)容。</p><p>　　關(guān)鍵詞: 初中生 個(gè)體差異 教學(xué)策略 學(xué)習(xí)效率</p><p><b>　　Abstract</b></p><p>　　The philosopher of Germany Leibniz said, no two leaves are i

11、n the completely same around the world. Therefore, every student is unique. How many students are there in the world, and how many world are there! However, in junior high school, the characters of students are mainly fo

12、rmed. A variety of individual differences in middle school English learners, which directly has an effect on their English learning. To improve the efficiency of English teaching, English teachers must pay attention to t

13、</p><p>　　In junior high school, a class of sixty students is very common (especially in</p><p>　　small towns and rural schools). In a class, there are a number of differences about the students

14、' learning basic aspects, interests, personalities, intelligence and so on. Moreover, because of examinations, the students' workload is very heavy. Besides, teaching hours is limited, and the requirements of stu

15、dents syllabus is comparatively high, the past teacher-centered English teaching method is difficult to adapt to the</p><p>　　needs of the students. In this occasion, as a English teacher in junior high scho

16、ol, one</p><p>　　has to face the individual differences among the students, teaches them according to</p><p>　　their aptitudes, making teaching methods adapt to the different requirements of the

17、</p><p>　　students and making the students in different levels develop their own potential.</p><p>　　Key words: individual difference studying strategy teaching strategy</p><p>&l

18、t;b>　　Contents</b></p><p>　　Introduction...........................................................................................................................1</p><p>　　ChapterⅠ Th

19、e diversity of individual difference of the junior middle school students....................................................................................................................................3</p>&l

20、t;p>　　1.1Different learning styles.............................................................................................3</p><p>　　1.2Different levels of English learning...........................

21、................................................4</p><p>　　1.3Different personality...................................................................................................5</p><p>　　1

22、.4 Different motivation..................................................................................................6</p><p>　　1.5 Different learning strategies..........................................

23、............................................6</p><p>　　Chapter Ⅱ Teaching strategies facing with different students............................8</p><p>　　2.1 Understand the diversity of learning

24、 strength in every group...................................8</p><p>　　2.2 Use different material................................................................................................8</p>&l

25、t;p>　　2.3 Do different tasks with the same material.................................................................9</p><p>　　2.4 Use different teaching styles............................................

26、.........................................9</p><p>　　2.5 Ignore the problem..................................................................................................10</p><p>　　2.6 Involv

27、e students in finding out about themselves...................................................11</p><p>　　2.7 Doing peer-work...................................................................................

28、..................11</p><p>　　2.8 Help learners set up their own learning goals and make their own plan........................................................................................................

29、....................................13</p><p>　　Chapter Ⅲ The principal role of junior middle school students.................................................................................................

30、.................................14</p><p>　　3.1 Learning strategies..................................................................................................14</p><p>　　3.11 Creating a

31、relaxed, democratic and harmonious learning atmosphere between classmates..................................................................................................................................14</p>&l

32、t;p>　　3.12 Set up students own goals...................................................................................14</p><p>　　3.13 Cultivate and develop creative thinking.............................

33、...............................15</p><p>　　3.14 Improve the ability of Autonomous Learning...................................................16</p><p>　　3.15 Use diaries as a way to help student

34、s reflect on their learning ........................17</p><p>　　3.2 The value and significance of differentiating English teaching................................18</p><p>　　Conclusion .........

35、..................................................................................................................20</p><p>　　Bibliography.....................................................................

36、................................................22</p><p>　　Acknowledgements.......................................................................................................24</p><p>　　Int

37、roduction </p><p>　　In English teaching, teaching activities should be in accordance with their aptitude and the teachers should know about the character of every student. Teachers should try their best to

38、consider every group of students and make every student join in the classroom activities .We wish every teacher can admit the objective existence difference and admission of students with learning difficulties. Teachers

39、should understand the difference in student learning and find the differences. Respecting the </p><p>　　Teachers know about the character of every student and the different performance on English learning, w

40、hich can more better improve the efficiency of classroom. Every student in classroom has the chance to express their own ideas and acquire more attention, which makes them learn English happily. Students in English class

41、room are happy and pleasure, then the efficiency of classroom has been improved.</p><p>　　This paper proposes a systemic framework for respecting the difference of the students in EFL teaching. Firstly, it i

42、ntroduces the diversity of individual differences of junior middle school students. The different learning styles; different levels of English learning; different personality;different motivation; and different learning

43、strategies. Secondly, it briefly outlines teaching methods facing with different students. It introduces these method of understanding and respecting the diversity</p><p>　　ChapterⅠ The diversity of individu

44、al difference of the junior middle school students</p><p>　　1.1 Different learning styles</p><p>　　Look back on primary and middle school days. There are many different learning styles: the stud

45、ents eager to answer the teacher’s questions, the students panicking at an examination, the students intolerant of noises while reading, the students asking irrelevant or even rude questions, the students quick to finish

46、 their assignments, the students very sensitive to other’ errors, the students keeping at a task for a long time, the students “getting into others’ shoes ”, the students sitting at the</p><p>　　We all know

47、that students learn English in different ways. The following gives a list of eight different types of learners (Based on Reid, 1998).</p><p>　　Visual learners: These types of learners learn more effectively

48、through the eyes (seeing). For example, they remember new words better when they can see how the worlds are written or spelled. They can understand the situation better by seeing the scene through pictures or other visua

49、l, such as drawing, diagrams, tables or posters.</p><p>　　Auditory learners: this type of learners learns more effectively through the ear (hearing). For example, they can remember new words or facts better

50、when they can hear the new worlds or facts spoken.</p><p>　　Tactile learners: this type of learner more effectively through touch (hands-on). That is to say, they learn things by doing. They need to do thing

51、s with their hands, e.g. writing with a pen on a piece of paper or doing handcrafts.</p><p>　　Kinesthetic learners: this type of learners learns more effectively through body experience. That is to say, they

52、 remember best when they can be involved physically. They prefer acting things out or miming things with their bodies.</p><p>　　Group learners: this type of learners learns more effectively through working w

53、ith others. They do not like to study alone but prefer to share and discuss things with others. They find that working with others can help them learn more actively and efficiency.</p><p>　　Individual learne

54、rs: this type of learners learns more effectively through working alone. they prefer to study by themselves. Only in this way can they concentrate more, understand better, and remember more.</p><p>　　1.2 Dif

55、ferent levels of English learning</p><p>　　One of the biggest problems teachers facing is a lesson where the students are at different levels. Some with quite good English, some whose English is not very goo

56、d, and some whose English is only just at beginning level. Students from the same class are different from one another in many aspects such as aptitude, motivation, personality, and attitude. Teachers can not deal well w

57、ith those different English learning level , so what are the possible ways of doing with this situation. </p><p>　　Learners of different learning levels have different ways. Learners of low level prefer meth

58、ods with interesting learning activities in a brisk ambiance, while learners of high levels would like to learn some theoretical knowledge of English in a stringent academic atmosphere. Besides, learners of low level pay

59、 much attention to communication skills by listening and speaking frequently. </p><p>　　But learners of high level do a lot of research and have a good understanding of the intrinsic quality of language by a

60、 wide range of reading. In this article, the author can suggest how we teachers can design classroom activities to cater for the students’ individual difference.</p><p>　　1.3 Different personalities</p>

61、;<p>　　Personality is a hypothetical construct; psychologists give it different meanings. So there is no unified, strict definition about personality in the world. In terms of communicative ability rather than gra

62、mmatical accuracy or knowledge of grammatical roles. The personality traits such as extroversion, talkative, self--esteem, self--confidence can be found in successful second language learners. However introversion, not o

63、pen- minded may be found in unsuccessful second language learners. </p><p>　　Extroverted personality style means that your preferred role in life is “l(fā)ife of the party”. They are more active. You can show yo

64、urself successfully. Most people think that extroverted learners are quite easier to succeed than introverted ones. They are active, vivacious, confident and good at communicating. They can get well with others. They are

65、 bold and always indicate a strong, welcoming personality. Well-rounded and fun to be around, they enjoy helping others. During the studies, they neve</p><p>　　Introverted personality style means that the pr

66、edominant inclination is your own inner thoughts, feelings, and motivations. People always considered you as a deep thinker. People who know you may say that you are sometimes difficult to get to know, but the people who

67、 get close to you discover that you can talk for endless hours about your rich inner world. Introverted ones are prone to being shy. They hardly eye-contact with others in front her. They always lack of self-confidence.

68、They are alwa</p><p>　　1.4 Different motivation</p><p>　　Motivation is commonly thought of as an inner drive, emotion, or desire that moves one to a particular action. Or in more technical terms

69、, motivation refers to “the choices people make as to what experience or goals they will approach or avoid and the degree of effort they will exert in that respect”(Qto. In Brown 152). While language aptitude works on th

70、e learner’s cognitive mechanism, motivation, defined as the learner’s attitudes and affective state or drive, has a strong impact on his effort</p><p>　　Yet another two but perhaps the most powerful dimensio

71、n of the whole motivation construct in general is the degree to which learners are intrinsically or extrinsically motivated to succeed in a task. Extrinsic motivation comes from the desire to get a reword or avoid punish

72、ment; the focus is on something external to the learning actively itself. With intrinsic motivation is the learning experience is its own reward. Intrinsic motivation is in evidence whenever students’ natural curiosity a

73、nd int</p><p>　　1.5 Different learning strategies</p><p>　　The word “strategy” in English comes from the Greek word, referring to “the order or plan made to win the war.” Referring to “the order

74、 or plan made to win the War.” Chamot and Kupper (1989) gave the following definition to learning strategies: Learning strategies are techniques, approaches or deliberate actions that students take in order to facilitate

75、 the learning, recall of both linguistic and content area. Language learning strategies are behaviors or action which learners use to make langua</p><p>　　There have been various attempts to discover which s

76、trategies are important for SLA. One way is to investigate how "good language learners” try to learn. Rubin had discovered that successful language learners have the same characteristics (1975). She suggested that g

77、ood second language learners generally have such five general strategies: (a) an active learning approach; (b) realization of language as a system; (c) realization of language as a means of communication; (d) handling of

78、 affective de</p><p>　　Chapter Ⅱ Teaching strategies </p><p>　　Teachers face a lesson where the students are at different levels-some with quite competent English, some whose English is not very

79、 good, and some whose English is only just getting started. What are the possible ways of dealing with the situation? Understand and respect the diversity of learning strength in every group.</p><p>　　2.1 un

80、derstand and respect the diversity of learning strength in every group.</p><p>　　Because every student is different in English learning, Teachers’ first task is to respect the difference. Every teacher shoul

81、d not ignore this difference. Maybe in English class, this student is active and in classroom, he or she is good at speaking, writing, listening and reading. However, that student is negative and in classroom, he or she

82、can not show him or herself well. In this situation, teachers should not give up this negative kind of students. Teachers should encourage them to speak l</p><p>　　2.2 use different material</p><p

83、>　　Teachers know who the good and less good students are, they can form different groups. While one group is working on a piece of language study (e.g the past </p><p>　　continuous), the other group might

84、 be reading a story or doing a more advanced grammar exercise. Later, while the better group or groups are discussing a topic, the weaker group or groups might be doing a parallel writing exercise, or sitting round a tap

85、e. In schools where there are self-study facilities (a study Centre, or separate rooms), the teacher can send one group of student off to work there in order to concentrate on another. Provided the self-study task is pur

86、poseful, the students who </p><p>　　While students use the same material with the whole class, they can encourage students to do different tasks depending on their abilities. A reading text can have question

87、s at three levels, for example, the teacher tells the students to see how far they can get: the better ones will quickly finish the first two and have to work hard on the third. The weakest students may not get past the

88、first task. In a language study exercise, the teacher can ask for simple repetition from some students, but a</p><p>　　2.4Use different teaching styles</p><p>　　In any classroom, mismatches exis

89、t between teachers’ teaching and learners’ learning styles. However, teachers need to be aware of their learner’ different learning styles and makes efforts in teaching to meet the needs of different learners. Teachers h

90、ave to be aware of the students learning styles as well as their own learning/teaching styles. In teaching, teachers should try to use different techniques and ways of teaching to meet the needs of students’ different le

91、arning styles. When meeting</p><p>　　2.5 Ignore the problem of afraid of being and frustrated</p><p>　　It is perfectly feasible to hold the belief that, within a heterogeneous group, students wi

92、ll know about their own English level. In speaking and writing activities, for example, the better students will probably be more daring, in reading and listening, they will understand more completely and more quickly. &

93、lt;/p><p>　　However, the danger of this position is that students will either be bored by the slowness of their colleagues or frustrated by their inability to keep up. In this situation, the better level studen

94、ts should ignore this problem and not be afraid of being bored and frustrated. Teachers need not to worry about these problems. Because this situation will have no effect on the better level students. Besides, some low l

95、evel students may be silent in the group. He or she may respond slowly and not kee</p><p>　　2.6 Involve students in finding out about themselves</p><p>　　Help learners obtain a better idea about

96、 themselves as learners is the first step in guiding them to take responsibility for their own learning. The following questions adapted from Ellis and Sinclair (1989) can be used to make them to think about themselves a

97、nd about their own learning:</p><p>　?、?What do you expect to learn in the new course?</p><p>　　② What kind of a learner are you ?</p><p>　?、?How much time do you have to learn Engl

98、ish every week?</p><p>　?、?How do you org-anise you time after time?</p><p>　?、?How confident you are about yourself in learning English?</p><p>　?、?What do you often do in order to

99、 remember new vocabulary?</p><p>　　⑦ What resources do you use for learning after school?</p><p>　　Teachers should answer this questions to the students. After researching, teachers can keep thi