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个人英语水平的能力分组

日期:2018年07月20日 编辑:ad200901081555315985 作者:无忧论文网 点击次数:2300
论文价格:免费 论文编号:lw201602010909428943 论文字数:1831 所属栏目:小学英语教学论文
论文地区:其他 论文语种:English 论文用途:作业/作文 composition

目的


这篇研究的目标是证明大多数学生都在适合自己水平的班级中学习(无论水平高低),他们会在所有作业和考试中表现出进步,并会在课堂上表现更好更积极。


预期结果


在一个四年级班级,成绩不好学生的数量基本保持稳定,也就是说,在22个学生中有10个学生(45%)处在比较低的水平,如果班级环境不变,他们对课程的无兴趣也会持续。此外,如果为了适应低水平的学生,班级教学速度放慢,处于高水平的7个学生(31%),就会对学习不感兴趣。整个班级的测试成绩会保持不变。

在一个五年级班级,12个学生中不会有超过2个的学生(16%)持续性地对课程不感兴趣,并在考试和作业中表现不佳。没有高水平的学生会厌倦课程,因为课程速度不会为了照顾低水平学生而放慢。1/8(13%)的学生会在考试和作业中持续表现不佳。


目的——Goals (Expectations)


The goal of this study is to prove the majority of students placed in classes appropriate for their learning levels (both lower and higher leveled students) will show progress on all assignments and tests scores; and will behave better and become more engaged in class.

预期结果——Expected Outcomes


The number of students not doing well in one 4th grade will remain unchanged meaning the current 10 out of 22 total students (45%) who are at a lower level, and show constant disinterest will stay the same; as the curriculum for this class will remain as is. Furthermore the seven students (31%) who are at a high level, but also show signs of disinterest when the class is slowed down for the lower leveled students will also remain the same. Test scores will remain unchanged for the entire class.

No more than two of the lower leveled students out of the 12 (16%) in one 5th grade class will show disinterest and fail to perform well on tests and assignments on a consistent basis. Zero students out of eight (0%) who are at a high level will show signs of disinterest because the class will not be slowed down for the lower leveled students. One out of eight (13%) students will not perform well on tests and assignments on a consistent basis.

No more than three of the lower leveled students out of 10 students (30%) in one 6th grade class will show signs of disinterest or fail to perform well on tests and assignments on a consistent basis. Zero students out of nine (0%) who are at a high level will show signs of disinterest because class will not be slowed down for lower leveled students. Zero students out of nine (0%) will not perform well on tests and assignments on a consistent basis.

Of the lower leveled students put in ability groups from both classes, a total of five of the 22 students (22%) will continue to be uninterested in class and perform poorly on tests whereas 17 students (77%) will become more engaged in class and perform better on tests and assignments on a consistent basis. Of the higher leveled students put in ability groups from both classes, one of the 17 students (1%) will continue to be uninterested in class and perform poorly on tests and assignments whereas 16 of the 17 students (94%) will become more engaged in class, yet will continue to perform as usual on tests and assignments; as the current curriculum will continue to be taught.

结果评价——Measurement of Outcomes


The number of students failing in the 4th grade class (receiving an 'F') is five of 22 students (23%), and the number of students receiving the lowest possible passing grade (a 'D') is five of 22 students (23%)

The number of students failing in the 5th grade class (receiving an 'F') is five of 20 students (25%), and the number of students receiving the lowest possible passing grade (a 'D') is three of 20 students (15%).

The number of students failing the 6th grade class (receiving an 'F') is six of 19 students (32%), and the number of students receiving the lowest possible passing grade (a 'D') is two of 19 students (11%).

Similar testing materials will be used for all sets of classes, but the lower-leveled students will receive be taught curriculum (the same series of textbook, only a lower level) better suited for their needs and English skill-set. The higher leveled students will continue with the current curriculum because the current chosen curriculum is based on the strengths of the higher achieving students in class.

结果分析——Analysis of Results


Gathered quantitative data will come from examining test scores from all students pre- and post ability grouping. Examined quantitative data will come from a survey of the for