论文部分内容阅读
该文以80名(农村学生42名/城市38名)一般院校中等水平一年级大学生为对象,采用问卷调查,座谈和课堂观察相结合的方法,探讨SBI式教学法,即策略融入式教学法对来源于农村和城市的大学生的学业成绩是否有不同的影响。研究结果显示,接受一年策略融入式课堂教学训练后,农村组学生的学习成绩明显超过城市组,通过座谈和学习者的培训小结得知,两组学生的英语成绩分别与不同的学习策略显著相关。在调查的基础上,作者认为,来源于农村的大学生学习语言的潜力不可忽视,SBI式课堂教学法不仅有助于帮助他们改进学习方法,而且有助于提高他们的英语成绩。
This article takes 80 freshmen (42 rural students / 38 urban students) for the first-year undergraduates of middle-level colleges and universities as the object, and adopts the methods of questionnaire survey, informal discussion and classroom observation to discuss the SBI teaching method The law affects the academic performance of undergraduates from rural and urban areas differently. The results show that after one year of strategy-based classroom teaching and training, the scores of students in rural areas significantly exceed those of urban groups. Through the discussion of the seminars and learners’ training, we can see that the English scores of students in both groups are significantly different from those of different learning strategies Related. Based on the survey, the author believes that the potential of university-based college students to learn the language can not be ignored. The SBI-based classroom teaching method not only helps them to improve their learning methods, but also helps to improve their English scores.