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本文以基于网络自主学习的大学英语分层教学模式以及该模式下英语学习者两年的学习表现为研究内容,通过对比基于网络自主学习的大学英语分层教学模式和传统英语课堂教学模式下学习者的学习态度、学习表现和学习效果,证明了基于网络自主学习的大学英语分层教学模式应用于大学英语教学过程的可操作性。文章提出为了更好地将应用基于网络自主学习的大学应以分层教学模式,首先教师必须帮助学生明确学习目标以调动他们的学习积极性;第二是学校应建立完善的网络自主学习管理体系,督促学生积极有效地进行网络自主学习;第三是教师鼓励学生利用网络,建立A、B班学生之间的沟通与交流,并建立帮扶机制,提高B班学生的学习积极性;最后是大学英语教学部应不断地丰富后续课程门类,合理安排教学时间,使学生的英语学习保持四年不断线,学有所用。
Based on the stratified teaching mode of college English based on autonomous learning of the Internet and the two-year learning performance of English learners under this mode, this study compares the college English stratified teaching mode based on autonomous learning with the traditional English classroom teaching mode Learning attitudes, learning performance and learning outcomes. It proves that the college English teaching mode based on internet autonomous learning is applicable to the operability of college English teaching process. The article points out that in order to better apply university-based self-learning network should be based on the hierarchical teaching model, teachers must first help students to clear learning objectives in order to mobilize their enthusiasm for learning; the second is the school should establish a sound network of independent learning management system, Urge students to actively and effectively carry out autonomous learning online; third, teachers encourage students to use the Internet to establish communication and exchange among students in A and B classes and establish aiding mechanisms to improve the learning enthusiasm of students in B class; and finally, college English Teaching Department should continue to enrich the follow-up course categories, reasonable arrangements for teaching time, so that students keep their English learning for four years without interruption, learn to use.