全方位教学设计在大学英语教学中的应用研究
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-06-10编辑:lgg点击率:7550
论文字数:38596论文编号:org201706091822474894语种:英语 English地区:中国价格:$ 66
关键词:大学英语教学论文大学英语课堂教学学习者差异英语综合应用能力
摘要:本文是大学英语教学论文,本文力图通过大学英语课程做为证明UDL对学生参与的积极作用,表示UDL的实证研究,动作和表情,并找出他们的态度UDL使论文作者提出大学英语教师在运用UDL一些建议。
Chapter One Introduction
1.1 Research Background
Many regular students struggle to succeed in a one-size-fits-all regular education curriculum. However, recent brain research and theories of learning clearly indicate that each learner is special, with varied abilities and qualities, and that the typical classroom represents a vast range of learner differences (Meyer & Rose, 2000; Rose & Meyer, 2002). In fact, categorizing students into two groups—regular and special—oversimplifies learner differences and fails to accurately represent the diversity of today’s school student population. To ensure that all students have genuine opportunities to learn in standards-based settings, educators need to develop a new understanding of learner differences. Whereas learner differences have been traditionally defined as inherent strengths and weaknesses of students themselves (without regard for weaknesses in the curriculum itself, which has been regarded as static and infallible), the interaction between the learner and the educational curriculum must be considered (Meyer & Rose, 2005). In other words, in looking for ways to include all learners in high quality, standards-based educational settings, educators and researchers should examine ways in which the curriculum presents barriers and supports to academic achievement by diverse learners and how the curriculum can be developed to include all learners from the outset. Based upon research, in the learning
Sciences, the Universal Design for Learning (UDL) is a promising framework that seeks to deal with learner variability by offering multiple means of representation, multiple means of action and expression, and multiple means of engagement. The framework was developed after an extensive review of empirical studies in the learning sciences from which key findings were extracted and translated in order to create a set of research-based instructional design principles. By pointing to areas where learners are most likely to vary, these principles help teachers design their instruction for a variety of learning needs (Meyer & Rose, 1998; Meyer 8c Rose, 200S; Rose 8c Meyer, 2000, 2002). As described by Meyer and Rose, it is the students in the margins of the bell curve, the atypical learners that first drew attention to the necessity of providing options for access and learning. Therefore, the original aim of the UDL framework was to cater to students with special needs and to provide and promote an inclusive learning environment for all children.
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