Diferenciācija angļu valodas mācību stundās 4.klases skolēnu lasītprasmes uzlabošanai
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Latvijas Universitāte
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lav
Abstract
Šī pētījuma mērķis bija izmeklēt diferenciācijas ietekmi uz skolēnu lasītprasmes attīstību. Šis pētījums norisinājās vidusskolā, Rīgā. Pētījuma grupa bija 28 skolēni no divām 4. klašu grupām un viena angļu valodas skolotāja no tās skolas. Lai sasniegtu šo mērķi, gadījuma metode bija izmantota. Notika viens mācību periods, kurš sastāvēja no divām nediferencētām stundām (lai izveidotu paraugu), un tad viens mācību periods, kurš sastāvēja no trīm stundām ar diferencētiem uzdevumiem. Tika izveidots saraksts ar lasīšanas apakšiemaņām lai sekotu līdzi skolēnu progresam un tad novērtētu to pēc vidējiem procentrādītājiem attiecībā uz uzdevumu izpildi tālākam salīdzinājumam starp diferencēto un nediferencēto mācību pieredzi. Tika atklāts, ka diferenciācijai ir pozitīva ietekme uz skolēnu lasītprasmes attīstību. Diferenciēto stundu laikā skolēni aktīvi iesaistījās mācīšanas procesā un bija motivēti rādīt labākus rezultātus – un lielākai daļai tas izdevās.
The aim of this research is to investigate the impact of differentiation on development of students’ reading skills. This research took place in a secondary school in Riga. The research sample was 28 students from two groups of fourth graders and one English teacher from that school. To achieve this aim, a case study was carried out. There was one learning session consisting of two non-differentiated lessons (for sampling purposes) and then one learning session consisting of three lessons with differentiated tasks. A checklist with reading sub-skills was created to track students’ progress and then evaluate it by average percentage of task completion for further comparison between differentiated and non-differentiated learning experiences. It was discovered that differentiation has a positive impact on development of students’ reading skills. During differentiated lessons students were actively engaged in the learning process and were eager to show better results – and most of them achieved that.
The aim of this research is to investigate the impact of differentiation on development of students’ reading skills. This research took place in a secondary school in Riga. The research sample was 28 students from two groups of fourth graders and one English teacher from that school. To achieve this aim, a case study was carried out. There was one learning session consisting of two non-differentiated lessons (for sampling purposes) and then one learning session consisting of three lessons with differentiated tasks. A checklist with reading sub-skills was created to track students’ progress and then evaluate it by average percentage of task completion for further comparison between differentiated and non-differentiated learning experiences. It was discovered that differentiation has a positive impact on development of students’ reading skills. During differentiated lessons students were actively engaged in the learning process and were eager to show better results – and most of them achieved that.