加拿大海外高中在高一年级英语分级教学实现与BC省课程顺利衔接的可行性研究 ——以大连枫叶国际学校为例

论文摘要

20世纪末以来，随着中国经济的迅猛发展，中外文化教育的合作交流日益广泛。越来越多的中国学生选择到欧美等发达国家留学，同时加拿大美国等国家纷纷在中国设立海外学校。其中加拿大BC省第一所海外学校——大连枫叶国际学校就是这样的一个典型。本文着重探讨落户中国的加拿大高中，在高一年级（中国学生）实行英语分级教学，实现与BC省高中课程顺利衔接的可行性问题。这种研究在中国尚属首例。笔者以大连枫叶国际学校为例，通过研究该校把BC省课程本地化的实践过程——英语强化分级教学——男女分校——学年制改为学期制，再通过和未实行分级教学的加拿大另一所海外高中重庆枫叶国际学校的调研比对，证明了该模式的可行性。进而详细阐述了枫叶英语分级教学的模式，以及它的保障措施。对于这套模式的体系，本文从分级标准、课程教材，教学方式、成绩评估以及领事制度等方面展开，呈现了枫叶英语教学模式的内容和核心内涵。论文介绍英语分级教学在国内外的研究背景以及研究的重要意义，尤其在于枫叶学校校情的介绍，帮助读者了解课题含义；笔者着重从枫叶英语教学体系中涉及到的主要理论应用如交际理论、社会建构主义、第二语言习得和交互理论等以及运用多种手段证明在加拿大海外高中高一年级进行分级教学与BC省课程顺利衔接的可行性。通过对实验组和控制组各50名学生的对比，对收集到的数据和文字进行分析，最终得到研究成果：在中国开设西方课程必须中西结合；男女分校能有效提升学生英文水平；分级教学促进了学生责任感的恢复；论文的结论阶段，主要证明了在高一年级英语分级教学能够有效顺利衔接BC省课程。。

论文目录

• 摘要
• Abstract
• Charter Ⅰ Introduction
• 1.1 The Aim of the Research
• 1.2 The Significance of the Research
• 1.3 The Layout of the Thesis
• Charter Ⅱ Literature Review
• 2.1 Definitions different demonstrations of level teaching and other definitions
• 2.2 Background information
• 2.2.1 Introduction of Dalian Maple Leaf International School
• 2.2.2 The Chinese Courses
• 2.2.3 The BC Courses
• 2.2.4 Current course selections for G10
• 2.3 The Previous studies abroad
• 2.4 The Previous studies at home
• 2.4.1 The level-based studies in Public school in China
• 2.4.2 Observation of other Canadian Offshore high schools
• 2.4.3 Development of level teaching in Maple Leaf School
• 2.4.3.1 The basic stage- ESL level-based teaching
• 2.4.3.2 The Development stage: level- gender separation
• Charter Ⅲ Theoretical Basis
• 3.1 Communicative teaching
• 3.1.1 The content of communicative teaching
• 3.1.2 Maple Leaf’s implication for communicative teaching
• 3.1.3 The standard of Maple Leaf’s communicative teaching
• 3.2 Social Constructivism
• 3.2.1 Constructivism learning issue
• 3.2.2 Constructivism teaching concept
• 3.2.3 English level-based teaching on the basis of Constructivism
• 3.3 The second language acquisition—input hypothesis
• 3.3.1 Krashen's input hypothesis
• 3.3.2 The implication of Krashen’s input hypothesis in level-based teaching
• 3.4 Interaction theory
• Charter Ⅳ Methods of research
• 4.1 Research questions
• 4.2 Subjects
• 4.3 Instruments
• 4.3.1 Questionnaires
• 4.3.2 Pre-test
• 4.3.3 Post-test
• 4.3.4 Interviews
• 4.4 Research procedures
• 4.5 Data Collected
• Charter Ⅴ Analysis and Discussion
• 5.1 First analysis on the data
• 5.2 Discuss the problem
• 5.3 Maple Leaf Level-based English teaching model
• 5.4 Level-based Teaching’ Implications in English teaching
• 5.4.1 Description of ESL Proficiency Levels
• 5.4.2 Teaching materials
• 5.4.3 Teaching ways and evaluating system
• 5.4.4 Counselors’ system- humanistic concerns
• Charter Ⅵ Conclusion
• 6.1 Conclusion - the basic advantages of level-based English teaching
• 6.2 Findings of the Research
• 6.2.1 English teaching should combine the west and the east
• 6.2.2 Level-gender separation promote the students’ English achievements
• 6.2.3 Level-based teaching help the students be responsible for their learning
• 6.3 Limitations
• Appendix A
• Appendix B
• Reference
• Acknowledgment