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本研究针对大学英语分级教学出现的LEP学生班问题,探讨如何根据布鲁姆教育目标分类理论建构大学英语目标教学模式以促进LEP学生英语学能的发展。研究显示通过目标教学帮助LEP学生实现学能发展的关键是教师观念的转变,在实践目标教学时以情意目标为纲,以夯实基础为线,通过评价工具的合理使用可望实现预期的认知目标与技能目标。
This study aims at the LEP students ’class problems in the college English gradation teaching and explores how to construct the college English target teaching mode according to Broome’s educational goal classification theory so as to promote the development of LEP students’ English learning ability. The research shows that the key to help LEP students develop their learning ability through goal teaching is the change of teachers’ conception. In practice goal teaching, taking affective goal as the key link and laying a solid foundation as a line, it is expected to realize the expected cognition through the reasonable use of evaluation tools Goal and skill goals.