摘要
针对少数民族预科语文教学的特殊情况,南昌工学院民族教育学院三分院进行了"同试卷、同目标、异课时、异教法、异评价"的分层教学实验。实验结果表明,这种分层教学模式不仅促成了少数民族预科生语文成绩的整体提高,有效控制了两级分化,也对培养少数民族预科生语文学习兴趣、信心、态度等非智力因素效果显著。
In view of the special circumstances of the minority nationality preparatory teaching of Chinese, Nanehang Institute of Technology executed experiments of Chinese teaching at different levels with the same test papers, the same target, in different class and by different methods and different evaluation.The experimental results show that by teaching students at different levels, this kind of Chinese teaching not only contributes to the overall improvement of students＇ Chinese achievement, but also effectivel）; controls the two stage differentiation. The effect is remarkable in aspects of non intelligence factors in the training , such as interest, confidence, attitude and others.
作者
吴学辉
苏小丽
Wu Xuehui Su Xiaoli
出处
《教育学术月刊》
北大核心
2016年第10期106-111,共6页
Education Research Monthly
基金
江西省教育科学"十二五"规划课题"少数民族预科深度分层教学研究--以南昌工学院民族预科教育为例"(课题批准号:14YB156)
关键词
少数民族预科生
语文分层教学
实验
效果
minority nationality preparatory students, stratified teaching of teaching Chinese, experiment,effect
