基于6E教学体系的雅思听说课堂本土化教学实践研究

Research on Localized Teaching Practice of IELTS Listening and Speaking Classroom Based on 6E Instructional Framework

摘要: 研究以6E教学框架为核心，探索该模式在国内雅思听说课堂落地应用的实际效果，尝试解决海外教学方法与本土学情适配度不足的现实问题。综合运用文献梳理、课堂实地观察与对照实验等多种方式，依托Gabriel提出的六大教学环节，结合Hattie效应量理论，完成课堂活动设计与课时规划，并设置两组学员开展对比教学。实践结果显示，这套柔性教学框架可以很好地匹配雅思听力、口语各类题型，有效调动学生课堂参与积极性，学员(模拟)应试成绩也得到明显提升，教学干预的效应量高于行业通用基准数值。综合教学实践可以看出，经过本土化改造的6E教学体系，较为匹配国内雅思教学场景，可以进行大范围推广应用。境外教学理论不能直接照搬套用，必须结合本地学情、考试特点完成优化调整。文章同时结合一线授课中发现的问题，给出可落地的课堂实施建议。

Abstract: This paper takes the 6E instructional framework as its core to explore the practical effects of implementing this model in localized IELTS listening and speaking classrooms, aiming to resolve the mismatch between foreign teaching methods and local learning situations. Combining literature review, classroom observation, and controlled experiments, the research takes Gabriel’s six-stage framework and Hattie’s effect size theory to design classroom activities and lesson schedules. Two student groups were established for comparative instruction. The results prove that the flexible 6E framework fits well with various question types of IELTS listening and speaking. It can raise students’ engagement and improve their (mock) test performance, with an effect size higher than the common industry benchmark. It is found that the localized 6E framework is suitable for domestic IELTS teaching and can be widely promoted and applied. Foreign teaching theories need targeted optimization according to local conditions and task characteristics rather than blind application. This paper also puts forward practical suggestions to solve problems encountered in real teaching.