基于SC理念与分层教学的大学英语公共课改革实践研究——以云南工商学院进阶班A、B分层教学为例

A Practical Study on College English Public Course Reform Based on SC Concept and Layered Teaching—Taking Layered Teaching in Advanced Classes A and B at Yunnan Technology and Business University as an Example

摘要: 以学生为中心(Student-Centered，后文简称SC)的教学改革是提升大学英语公共课教学质量的关键。本文以云南工商学院《大学英语(2)》进阶班A、B层的教学实践为案例研究对象，采用行动研究法，在SC理念指导下构建分层教学改革的系统路径，并通过准实验研究设计收集过程性量化数据与质性数据验证改革成效。改革通过差异化课程目标与内容设计、任务驱动与混合式教学方法的层级化应用、以及多元化过程性评价体系的构建，有效回应了学生英语基础的显著差异。过程性准实验数据显示，A、B层分类施策的教学模式能精准满足不同层次学生的学习需求，显著激发其学习自主性，在达成语言能力目标的同时，深度融合课程思政，引导学生树立正确价值观念、增强民族文化认同，为同类院校的大学英语教学改革提供了可操作的范例。

Abstract: Student-Centered (SC) teaching reform is the key to improving the quality of college English public courses. Taking the teaching practice of Level A and B advanced classes of College English (2) at Yunnan Technology and Business University as a case, this paper adopts action research to construct a layered teaching reform path under the guidance of the SC concept. Quasi-experimental design is applied to collect process-based quantitative and qualitative data to verify the reform effectiveness. Through differentiated curriculum objectives and content design, hierarchical task-driven and blended teaching, and a diversified formative assessment system, the reform effectively addresses students’ varied English foundations. The results indicate that tiered teaching for Levels A and B can precisely meet the learning needs of students at different levels, enhance learning autonomy, improve language proficiency, and integrate ideological and political education to strengthen national cultural identity. This study provides practical implications for college English teaching reform in similar institutions.