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论文作者:留学生论文论文属性:硕士毕业论文 dissertation登出时间:2022-01-07编辑:vicky点击率:2115
论文字数:32525论文编号:org202112141549594683语种:英语 English地区:中国价格:$ 44
关键词:高中英语论文
摘要:本文是一篇高中英语论文,笔者认为差异化教学实验是对传统教学的一种挑战,尤其是面对我国特殊的国情,课堂上学生人数众多。从学校的角度来看,在高考的压力下,他们不敢冒险大规模实施差异化教学。因此,教师需要思考如何在探索教学突破与保证教学质量之间取得平衡。在高中英语阅读教学中实施差异化教学,不仅是对传统课堂教学模式的挑战,也是对更科学的英语教学方式的尝试和探索。
In 1986, Kaplan, an expert in the field of gifted education, first concretized differential teaching into the concretization of content, process, product and environment. In 1995, Professor Tomlinson of the University of Virginia first proposed “differentiated instruction” for all students in the regular classroom in her book How to Differentiate Instruction in Mixed-ability Classrooms. The “differentiated instruction” discussed in this paper was officially born.
2.2 Theoretical Basis
Differential teaching is a new teaching concept which has attracted much attention from scholars at home and abroad in recent years. It is based on constructivism, the taxonomy of teaching objectives, the theory of multiple intelligences, and the theory of learning styles.
2.2.1 Constructivism
There are many different schools of constructivism, among which the most representative and influential ones are the cognitive constructivism represented by Piaget and the social constructivism represented by Vygotsky. Constructivism learning theory holds that knowledge is the active reaction of the objective world in the human brain. It is not the individual’s copy of static reality, but the individual’s active construction of dynamic reality (Zeng Jiyun 2006). As an important theoretical basis of contemporary teaching research, constructivism learning view holds that learning is task-guided, points out that learning tasks with appropriate difficulty are essential conditions for effective learning, and emphasizes that the difficulty level of learning tasks has an important impact on the effectiveness of learning activities (Zeng Jiyun 2006).
Piaget (1981) believes that learning is the process of students’ self-construction of meaning. As for the internal mechanism of learning, Piaget emphasized that cognitive conflict should be created in teaching. The driving force of cognitive developmental change comes from within the individual. Only when the information input from the outside world does not match with the individual’s internal cognitive schema, will cognitive development occur. The most important thing here is that the conflict should be moderate in size. Ideally, the information must be partially understood&nbs本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。