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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2013-08-10编辑:lgg点击率:4135
论文字数:37900论文编号:org201308100955086555语种:英语 English地区:中国价格:$ 66
摘要:本论文共分七章。在引进“一章中,笔者简要分析了目前的情况在中学英语教学,研究的目的和意义,并提出论文的结构。第二章给出的隐性组隐式小组教学与国内外教学和研究的定义和分类的评论。
Chapter 2 Literature Overview
2,1 Definition and Classification of Group Teaching
Group teaching, also called level-teaching,grouping instruction, gradedteaching by some researchers in China,refers to the teaching mode by whichteaching is designed based on students ‘ individual differences, such as intelligence,rudimentary knowledge and receptivity’ personality and psychology. (Zhang Guifeng,2009: 6) It means putting forward to different teaching aims and creating differentteaching conditions according to diversities of students in different levels within aclass so as to let every student make progress by his own efforts. (Zhmg Jiting, 2003:11) In class, the teacher tries to meet the different needs of students through variousapproaches in order to increase the likelihood that each student will learn asefficiently as he or she can.( Tomlinson,2003:151)Group teaching satisfies students in different degrees of achievements byarousing students' interest in English learning and exploring their learning potentialswhich in turn promotes their achievements in English learning, at the same time,which helps improve their psychological development.
2.1.2 Classification of Group Teaching
Group teaching can be divided into implicit group teaching and explicit groupteaching. Explicit group teaching means to divide the students into different groupsaccording to the certain standards, and to recombine the same group students into ateaching class to teach; however, Implicit group teaching means after dividing the students into different groups, there is no explicit class-dividing teaching, but by theteacher's understanding to the students, the teacher carries on the teaching in theoriginal class accordingly, in order to avoid the negative psychological effect to thestudents.
Chapter 3 Theoretical Support of Implicit............22-30
3.1 Brunner's Theory:Categorization........... 22-23
3.2 Humanistic Education ...........23-24
3.3 Mastery Learning and IGE ...........24-25
3.4 Vygotsky's Social Cognitive Theory........... 25-26
3.5 Arousal and Learning ...........26-30
Chapter 4 Research Methodology........... 30-42
4.1 The aims of the study........... 30
4.2 Research Questions ...........30
4.3 Subjects ...........30-31
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