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摘要分组教学是指教师按照学生的学习基础 行为习惯和兴趣爱好的差异，把全班学生分成水平大致相当的若干小组的一种教学组织形式。本论文旨在探讨分组教学在初中英语教学中的应用。首先本文阐述了实行分组教学的相关理论依据和特点，然后介绍了分组教学的作用，最后就分组教学的形式*优尔^文-论;文~网www.youerw.com，遵循的原则以及分组教学实施的步骤进行了了详细论述。以期提高初中英语教学的效率。43051
毕业论文关键词：分组教学；初中英语；教学效率
Abstract Group instruction, a kind of teaching organization form, it refers that teachers pide the class into several groups according to students’ proficiency, habits and hobbies of learning. The paper aims to focus on the application of the group instruction in middle school English teaching. Firstly, it expounds the theoretical basis and characteristics of the group instruction. Then it introduces the functions of the group instruction. Finally, it expounds the main forms, principles and process of the group instruction. So as to improve English teaching efficiency in middle school.
Key words: group instruction; middle school English; teaching efficiency
The Application of the Group Instruction in Middle school English Teaching
Contents
摘 要 i
Abstract ii
I. Introduction 1
II. Overview of the Group Instruction 2
2.1 Theoretical Basis of the Group Instruction 2
2.2 The Characteristics of the Group Instruction 5
III. The Functions of the Group Instruction in English Teaching 6
3.1 Improving Students’ English Learning Ability 6
3.2 Stimulating Students’ Enthusiasm 6
3.3 Providing the Opportunity to Use English 7
3.4 Strengthening the Students’ Team Consciousness 7
IV. The Implementation of the Group Instruction 8
4.1 Main forms of the Group Instruction 8
4.2 Principles of the Group Instrouction 9
4.3 Process of the Group Instruction 10
V. Conclusion 12
Bibliography 13
Acknowledgments 14
I. Introduction
Due to the effect of “exam-oriented education”, teachers generally attach much weight to knowledge and ignore improving the comprehensive quality in junior English class teaching. The traditional junior English teaching mode is the interpretation of the text, the analysis of the sentence pattern and the memorization of vocabulary. Teachers impart knowledge constantly, reel student yawns and meticulous teacher, students carelessly. It regards students as the containers of knowledge rather than the true master of learning. It overemphasizes the acceptance of the knowledge, and ignores students’ emotion, attitude and values. As a result, it makes English learning become mechanical memorization and a boring repetitive process. It not only destroys the students’ interest and enthusiasm, suppresses students’ subjectivity and initiative，but also can not promote the development of students. On the contrary, it can resist the students’ development. Of course, the method cannot meet the demand of present junior English teaching situation. Moreover, English is a subject that has strong communicative features, and it demands abilities of students. Under the spirit of new curriculum, junior English teaching has higher demands. As for the students’ inpidual differences, how to improve the efficiency of the class becomes an urgent problem.