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隐性分层互动—自主探究模式在 内地民族生混班英语阅读教学中的实践研究

An Application Study of the Implicit Hierarchy Interactive and Self-inquired Mode in English Reading Teaching in Inland Ethnic Mixed Class

Education Study / 2020,2(4): 225-240 / 2020-09-15 694 662

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• Authors: 黄福洪*      陆琦     
• Information:

  广东省工业贸易职业技术学校，佛山

• Keywords: 隐性分层互动—自主探究模式；混班教学；少数民族职业教育；英语阅读
• Hierarchical interactive and self-inquired mode; Mixed class; Ethnic minorities; Reading teaching
• Abstract: 内地民族生混班教学是大势所趋，符合新时代民族职业教育的发展规律。 混班教学为各民族学生相容共处提供了难得的机会，各族学生共同学习，相融相通，共同成长。本研究以分层互动理论和自主学习理论为依据，将隐性分层互动—自主探究教学模式应用于内地民族生混班英语阅读教学，通过阅读测试和问卷调查，对某职业院校两个内职班的 80 名学生进行了实践研究。研究结果表明，隐性分层互动—自主探究教学模式不仅可以有效提高不同层次学生的英语阅读成绩（尤其对 C 层的学生的作用最为明显），还能够有效提升学生的英语自主阅读能力。
• Teaching in ethnic mixed class in the inland is the general trend, which meets the requirements for ethnic education in the development of the times. Mixed class teaching provides a golden opportunity for students of all ethnic groups to learn and grow together and to live together in harmony. In order to better implement“teaching students according to their aptitude”and make the classroom more vivid, interactive, creative and autonomous, based on Implicit Hierarchy Interaction theory and Selfinquired theory, the author applies the implicit hierarchical interactive self-inquired mode to the English reading teaching of mixed classes in the inland ethnic groups, 80 students from two mixed classes of inland majoring in e-commerce in Guangdong Industrial and Trade Vocational College were tested and investigated. The research results show that the implicit hierarchy interactive and self-inquired mode can not only improve the students’English reading performance at different levels, especially for the students at level C, but also enhance the students’English autonomous reading ability.
• DOI: https://doi.org/10.35534/es.0204023
• Cite: 黄福洪，陆琦．隐性分层互动—自主探究模式在内地民族生混班英语阅读教学中的实践研究［J］． 教育研讨，2020，2（4）：225-240．