走班教学

分类走班教学的实践与思考

Some Thoughts and Practice on Classified Classes Teaching

在因材施教教育思想指导下，学校进行分类走班教学是一种新的探索。

There is a new exploration in classified teaching in schools under the direction of teaching based on textbooks .

分类走班教学实践主要从组织管理策略、课堂教学策略、评估策略和教师发展策略等四方面展开。

Classified classes teaching is carried out from four aspects of organizational management strategies , classroom teaching strategies , evaluation strategies and teachers development strategies .

在英语教学实践中，根据学生的不同差异，采用走班分层的教学方法。

In English teaching practice , according to the students ' differences , adopt the teaching method which divides the class into layers .

但在实施过程中，走班制分层教学这一理论表现了在学生管理、学习效果考核、师生心理变化等方面的问题。

However , there are some problems about students ' management , learning effects evaluation and psychological changes of teachers and students in the implementation process .

经过研究和分析问题根源，发现传统的教学管理层面与考核评价系统办面无法适应走班制分层教学的实施，住实践中引起各种问题的出现又阻碍了走班制分层教学要体现的优势。

After research and analysis the root of troubles , we find that traditional teaching management and examination evaluation system can not adapt to the Class-Selection System of stratified teaching method .

另外，由于社会、家庭甚至学院当中某些固有观念与保守思想长期的影响，使教师与学生在对待走班制分层教学上有不同的心理变化，某些师生的心理处于一个低潮期。

In addition , due to the long-time influence of inherent ideas and conservative thought in society , family and even colleges , teachers and students have different psychological changes in the treatment of the Class-Selection System of stratified teaching method .