1 No one can deny the fact that ...
2 The idea is hardly supported by facts.
3 Unfortunately, none of the available data shows ...
“层次性原理”认为教学过程是师生交流的过程。交流可分为不同层次:元素层次(词语交流;命题层次(语句交流;模式层次(语句网络交流。师生的交流必须在同一层次下才能进行。不分层的常规教学中,教师必须兼顾到同一班级不同学生的需求和接受能力,这在一定程度上必然是以牺牲部分学生的学习积极性为代价的。并且当需求、接受能力、英语基础等影响因素过于多样性的时候,教师很难在课堂上达到兼顾,即在此种课堂中很难找到一种可供交流的同层次的语言。而分层教学较好的解决了这一问题。
20世纪80年代,美国著名应用语言学家克拉申在研究人的第一语言输入过程中提出了著名的“i+1”理论。这一理论认为,人类只有获得可理解性的语言输入,才能习得语言。这也就是说,人们只有在理解了语言的含义之后才可能习得这种语言,人们习得语言的唯一途径就是获得可理解性的语言输入。他用“i+1”来表示可理解的语言输入。“i”代表学习者的现有水平,“1”代表稍微超出学习者现有水平的语言知识。如果学习的内容远远超出学习者现有的水平,即输入的语言知识对于学习者来说是不可理解的,那么就会使学习的效果大打折扣。
1.So far as I know, such a phenomenon comes up as a result of the following facts. To begin with, ... And more than that, ... Last but not the least,...
2.So far as I know, some factors that contribute to the above tendency may be summarized as below. First of all, ... What’s more, ... The last one is ...
3.Some people favor... as..., and they argue that.. It seems to be so at the first sight, however, on reflection, we are convinced that it is just another coin with two sides. Firstly, ... is, of course, valid as far as it goes, and we can benefit from this point... However, we must be fully aware of its potential danger, taking into account the risk resulting from...
4.As far as I know, the above tendency may inevitably give rise to some effects as follows.
5Considering the social atmosphere today, it is not a time to... It is high time to... The fact that... is what should be emphasized. Those who object to this idea forget a universal truth that... As I remember... In addition... An instance that accompanies this reason is that... On the other hand, ... Finally...
6.There are several significant reasons as follows. Firstly, ... Secondly, ... Thirdly,...
7.It would be possible to think that ..., but it would be more foolish to claim that..., and it would be more foolish to believe that...
8.We all know that... plays an important role in... However, many people believe that... depends on two aspects of... The first is... The second is... A further argument is...
9.In many cases, however, there is something beyond our expectation: yet we can compare and contrast all the relevant factors and find a way out /in/ between.
10.There are, I think, at least two possible ways to cope with it. The first way to tackle it is to appeal to the authorities to take drastic measures to (do... The other policy that is worth adopting
is to work out new regulations to (do ... Only in this way can we succeed in dealing with the problem in the near future.
1.If all those factors are contemplated, the advantages of... carry more weight than those of... From what has been discussed above, we may finally draw the conclusion that...
2.No doubt that we can’t control the problem... unless there is an immediate action... The chance is very good that...
3.From what I have mentioned above, we can see clearly that violence on TV has (a great influence on young adults’ behavior. Therefore, one can naturally reach this conclusion that...
4.In conclusion, .../In short, .../All in all, .../By and large .../To summarize...
5.In a word, the whole society should pay close attention to the problem of... Only in this way can... in the future.
6.Taking into account all these factors offered above, we may carefully reach the conclusion that...
7.From what has been discussed above, we may safely draw the conclusion that...
8.This fact provides strong reason for thinking that..., thus... is actually preferable to ... rather than the reverse.
9.Judging from all given evidences, we can safely come to the decision that...
10.With the two opposite opinions discussed above, it is clear that neither of them is reasonable. As for ...I think, the latter... .If, on the other hand, the former...
高职教育是以就业为导向的教育,其目标是培养高素质的技能型人才。而高职英语教学则承担着提升学生语言交际能力、开拓学生视野、转变学生思维方式、拓展学生发展空间的重任。但是现实的情况并不乐观。高职教育规模的迅速扩张,使班级的容量过大,在一定程度上影响了对于学生个体的关注,影响了教学效果。另外,生源范围的扩大,学生来源层次的多元性使得学生的英语水平参差不齐,这就使教学效果受到了很大的影响。而分层教学可以再很大程度上弥补这些不足。在教学内容上,分层教学可以根据学生的现有的英语学习状况,调整安排更加具有针对性的学习内容;在教学目标上,分层教学可以根据不同层次学生的需求,制定更加个性化的目标,更加关注学生的个人发展;在教学效果上,可以使不同层次的学生都有成功的体验,从而实现一种心理上的满足,激发学习兴趣,增强学习动力。
高职英语教学是以以下假设为前提的:一、由于先天或后天的某种主客观因素的影响,学生在学习基础、认知水平、接受能力等方面是存在差异的,并且这种差异会在一定程度上影响到其今后的学习效果。二、通过分层教学,即通过改变教学活动的组织形式,选择与学生基础和接受能力相适应的个性化的教学内容和教学方法,可以使学生在不同层次上不断提高,使低层次的学生不断的有效的向高层次推进,最终达到共同的教学目标。三、分层教学为学生提供了更多的更适合的学习、发展的机会,目的是调动学习者的智力因素、情感因素达到最佳状态,二者共同配合,促进学习者能够更加有效的掌握知识,提高能力。
1:Peoples views onvary from person to person. Some hold thatHowever, others believe that
2:People may have different opinions on
3:Attitudes towards vary from person to person.==Different people hold different attitudes towards
4:There are different opinions among people as to
前苏联心理学家维果斯基的“最近发展区理论”认为,最近发展区是学生的现有水平和学生可能的发展水平之间的差距。教学应首先明确学生的最近发展区,从而有针对性的选择教学内容,这让的选择会使内容难易程度更加适合学生的需要,调动学生的积极性,发挥其潜能,超越其最近发展区,在此基础上进入下一个发展区。
美国心理学家布卢姆提出了“掌握学习理论”。“掌握学习理论”认为学生学习中成绩的不尽如人意的主因不是学生的智力因素,而是没有适当的学习条件和恰当的帮助造成的。如果每个学生都能得到良好的学习条件,那么学生的学习效果是没有多大差别的。
人本主义的代表人物罗杰斯认为,人的本性是积极向上的,向上的动力来源于自身的许多不同层次的需求,人在不断满足自我需求中来“自我实现”。因此,教育的目标应该和个体的需求应该是一致的。人本主义理论强调尊重学生的个性,充分调动学生的积极性,发挥学生的潜能,使其在主动的参与中来享受自身价值的快乐。而高职英语分层教学的`开展,能够更大限度的尊重学生的个性,发挥其潜能,使“以学生为中心”的理念更加充分的体现。一、分层标准的确定。在实际操作中,很多院校的分层都是以入学成绩或是入学后某次测试的成绩为依据的。学生的单次成绩的偶然性是很大的,并不一定能够客观的反映学生的基础知识掌握程度和接受能力。另外,对于分层标准的划定。由于缺乏量化的实验数据的支持,很难划出区分层次的临界点,而现实操作中通常是以各个层次学生人数的平衡为目标的,而这样的划定结果并不一定能够将所有学生都分入恰当的层次,即有的学生由于学校教学班级人数的要求而进入了不一定适合他的班级。二、评估方式的确定。同一专业班级不同分层班级的学生的考试内容是否应该相同?是同一种考核方式还是有所区分?如果考试内容不同,试卷难度如何达到统一?试卷难度相对较大的班级学生的成绩是否应该确定一个大于1的系数?系数如何确定?三、学生自尊心受到影响。如果没有进行有效的解释和沟通,让学生真正认识到分层教学的意义和对自己学习的益处,低层次班级的学生会在心理上排斥这种教学方式。学生的自信心和积极性一旦受到伤害,学习效果会大打折扣。四、分层教学的开展会引起榜样的缺失。同一层次的学生区别不大,那么学生之间就会找不到学习的榜样,找不到努力学习的参照物,学生会感到方向的迷失。因此分层教学的开展必须有周密的计划安排,操作不当,反而会影响学生潜能的发挥。
总之,高职英语分层教学是有其教学理论和心理学依据的,它的目的就是要尊重个体,体现差异,满足个性化需求。同时,分层教学也对学校的教学管理和学生管理提出了更高的要求。
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