最近发展区理论视域下隐性分层教学模式在高中英语读后续写中的应用研究

Research on the Application of Implicit Stratified Teaching Mode in High School English Reading and Writing Continuation from the Perspective of the Zone of Proximal Development Theory

摘要: 在核心素养导向的高中英语教学改革背景下，高中读后续写对教学模式的精准性与学生动态发展适配性提出更高要求。现有研究多聚焦单一分层模式，缺乏对维果茨基“最近发展区”理论的深度应用及学生“现有水平–潜在能力”差距的关注。本研究基于该理论，探索隐性分层教学模式在高中英语读后续写中的理论建构与实践路径。研究构建“三维联动”机制：通过写作前测、课堂观察等多维评估，将学生隐性划分为基础层、进阶层、拓展层，每学期动态调整；设计阶梯式任务，如基础层借助模板完成句式衔接，拓展层结合文化背景深化主题隐喻；采用“分层达标 + 进步参照”评价体系，基础层侧重语言准确性，拓展层聚焦思辨创新性。实践路径覆盖目标词汇、文本阅读、写作过程、评价反馈的分层设计。例如，词汇教学中基础层强化黑体词语境应用，拓展层分析词汇文化内涵；写作评价中设置“思辨创新加分项”。研究指出实践面临大班额互动不足、教师能力差异等挑战，提出异质小组、校本资源库等对策。研究通过“精准识别–分层施策–螺旋上升”的教学闭环，为提升学生写作能力、落实核心素养分层培育提供理论参考与实践路径。

Abstract: Under the background of the high school English teaching reform oriented by core competencies, the task of continuation writing poses higher requirements for the precision of teaching models and the adaptability to students’ dynamic development. Existing research mostly focuses on a single stratification model, lacking in-depth application of Vygotsky’s “Zone of Proximal Development” theory and attention to the gap between students’ current level and potential ability. This study, based on this theory, explores the theoretical construction and practical path of an implicit stratification teaching model in high school English reading and writing continuation. The study constructs a “three-dimensional linkage” mechanism: through multi-dimensional assessment such as pre-writing tests and classroom observations, students are implicitly stratified into the basic level, the advanced level, and the extension level, with dynamic adjustments made each semester; it designs a stepped task system, such as the basic level using templates to complete sentence connections, and the extension level deepening thematic metaphors by integrating cultural backgrounds; it adopts a “stratified standard attainment + progress reference” evaluation system, with the basic level focusing on language accuracy and the extension level emphasizing critical thinking and innovation. The practical path covers stratified designs in target vocabulary, text reading, writing process, and evaluation feedback. For instance, in vocabulary teaching, the basic level emphasizes the application of bolded words in context, while the extension level analyzes the cultural connotations of vocabulary; in writing evaluation, a “critical thinking and innovation bonus item” is set. Research indicates that practice is confronted with challenges such as insufficient interaction in large classes and differences in teachers’ capabilities. It proposes countermeasures such as heterogeneous groups and school-based resource libraries. Through the teaching closed loop of “precise identification-stratified measures-spiral ascent”, the research provides theoretical references and practical paths for enhancing students’ writing abilities and implementing stratified cultivation of core literacy.