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一年制分级教学模式的推行打破了常规的课堂教学环境,对学习的延续性产生了一定的影响。笔者以国内某著名高职院校非英语专业学生为调查对象,考查一年制分级教学模式对外语课堂隐性环境的影响。调查表明,一年制分级教学中外语课堂隐性环境各个因素发展不平衡,它对不同水平的学习者所产生的影响程度不同,英语水平低的学生更易受课堂隐性环境的影响。因此,今后的分级教学要兼顾各方面的利弊,不能单纯考虑学校分级教学的便捷性而采取一刀切或两分法的形式。而教师作为环境中最活跃的分子,也应千方百计地改进课堂隐性环境,并努力创设积极的外语课堂教学隐性环境,加强与学生的沟通和对学生的引导。
The implementation of one-year graded teaching mode breaks the conventional classroom teaching environment and exerts a certain influence on the continuity of learning. The author takes a non-English major student in a famous domestic vocational college as the research object and examines the impact of one-year graded teaching mode on the hidden environment of the foreign language classroom. The survey shows that the imbalanced development of the hidden environment in the foreign language classrooms in the one-year graded teaching has different effects on the learners at different levels and students with low English proficiency are more likely to be influenced by the implicit environment in the classroom. Therefore, the future graded teaching should take into account the pros and cons of all aspects, can not simply consider the convenience of the school graded teaching and adopt a one-size-fits-all or dichotomy form. Teachers, as the most active elements in the environment, should do everything possible to improve the implicit environment in the classroom and strive to create a positive implicit environment for classroom teaching of foreign languages and enhance communication with students and guidance to students.