张建媛论文.docx
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张建媛论文.docx
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张建媛论文
英语课堂教学行为研究项目设计
分校:
江西广播电视大学
姓名:
张建媛
学号:
1136001210976
指导教师:
李秀莲
完成时间:
2013年5月15日
江西电大英语专业教学实践设计开题报告
学生姓名
张建媛
学号
1136001210976
方向
英语教育
指导教师
李秀莲
职称
中二
工作单位
吉安县登龙中学
教学实践
设计题目
改革教学设计提高初中英语听力能力
一、选题的目的、意义和必要性
在英语学习中,听力是听说读写四种主要技能中重要的一种。
为了减轻学生心理的负担以及提高他们的英语听力水平,教师要相应地改进教学方法,引导学生掌握英语听力的基本技能。
二、研究的重点与过程设计
着重改革教学设计,提高学生课堂内外英语学习的积极性,丰富他们的词汇,操练听的基本技能。
三、研究方法
原因分析,问卷调查,观察法等
英语教学法有拫多,但在一篇文章中并不是所有的方法都用得上,具体的文章有具体的方法,本论文主要采取的方法是问卷调查法、观察法、问题分析法等。
四、预期结果
通过问卷调查与具体的操练后,现在大部分的学生的听力有所提高,最基本的他们对英语听力的兴趣提高了,达到了预期的目的。
指导教师审定意见
选题合理可用。
签名:
李秀莲
2013年4月26日
ImprovingEnglishListeningAbilityByReformingTeachingDesign
Investigator
ZhangJianyuan
JiangxiRadio&TVUniversity
Submittedon15May2013
InFulfillmentoftheCourse
PracticalProjectDesign
改革教学设计
提高英语听力能力
项目设计者
张建媛
江西电大
提交日期:
2013年5月15日
课程名称:
教学实践设计
Contents
Acknowledgement……………………………………………………………………………..I
Abstract(inChinese)………………………………………………………………………II
Abstract(inEnglish)………………………………………………………………………III
1.Introduction…………………………………………………………………………………1
2.Problemanalysis…………………………………………………………………………….1
2.1Analyticmethod………………………………………………………………………1
2.2CauseAnalysis………………………………………………………………………..1
2.3Questionnaires………………………………………………………………………..1
2.4Observations………………………………………………………………………….1
3.Possiblesolutions…………………………………………………………………………....2
4.Projectobjective…………………………………………………………………………….2
5.Projecthypothesis…………………………………………………………………………..2
6.Projectrational……………………………………………………………………………...2
7.Projectdesign……………………………………………………………………………….2
7.1Descriptionofsubjects……………………………………………………………….2
7.2Classactivitydesign………………………………………………………………….2
8.Projectimplementation…………………………………………………………………….6
9.Dataanalysis………………………………………………………………………………..7
10.Projectevaluation…………………………………………………………………………7
11.Conclusion…………………………………………………………………………………7
References…………………………………………………………………………………….8
Teachersguidesheets…………………………………………………………………………9
Appendix…………………………………………………………………………….………..10
AppendixATimetableoftheproject……………………………………………………….11
AppendixBQuestionnaires…………………………………………………………………12
AppendixCTeachingPlan…………………………………………………………………..14
AppendixDTeachingDiaries………………………………………………………………..19
Acknowledgments
IwouldliketoexpressmyheartfeltgratitudetomytutorWangliping,whohelpedmewithmyproblempatientlyandgivememanycriticalsuggestions.Withoutherhelp,mythesiswon’tgetoffthegroundsmoothlyandcometoaperfectending.
Ialsoappreciatedmyparents’encouragement,withwhoseencouragementIcanworkoutthisproblemandneverbreakdown.
Furthermore,manythanksshouldbegiventomyclassmates,fortheirwillingparticipationintheprojectimplementation.
摘要
根据学生的听力情况以及导致他们现在听力情况的原因分析,我在许多方面采取了一些方法来提高他们的听力能力。
首先我着重在课堂内外来提高他们英语学习的积极性,然后丰富他们的词汇,操练基本技能,组织听力,最后组织材料、草稿,编写了这篇论文。
专门设计的四个星期的课堂教学实践活动初步证实了这个假设。
在实验过程中使用了问题分析、问卷调查以及有效小组活动等理论方法验证了这个假设。
关键词:
听力能力,分析,提高,
Abstract
Accordingtothelisteningsituationofthestudentsandtheanalysisofthereasonwhichleadstotheirpresentlisteningsituations,Ihavetakensomemeasurestoimprovetheirlisteningabilityinmanyrespects.FirstIbeginwithincreasingtheirinterestinEnglishStudyinclassandoutofit,thenenrichtheirvocabulary,practicetheirbasicskills,schemeperfectcompositionthenendupwithorganizingmaterials,draftingandeditingthewholearticle.
Speciallydesignedfour-weekteachingpracticeinitiallyconfirmedthisassumption.
Intheexperiment,theproblemanalysis,questionnairesurveysandgroupactivitiessuchastheoreticaleffectivemethodareusedtoverifythishypothesis.
KeyWords:
listeningability,analysis,improvement
1.Introduction
Manystudentsareafraidoflisteninginmyclass.Theyalwayshavetroubleingettinghighgradesinlistening.Inrespondtoit,Itrymybesttohelpstudentstomastersomelisteningskills.Idesignedfourweekteachingpracticetoprobesuitableteachingmethods.
2.Problemanalysis
TheproblemIhaveinmyteachingismostofstudentscannotunderstandsomewords,phrases,orsentences.Theyfeeldifficultinwriting,speaking,andespeciallyinlistening.Theyevenwonderhowtostartwithwhileaskedtolisteningsomething.
2.1Analyticmethod
Infact,nomethodofresearchcanbeusedseparately,andnormallywhenonemethodisused,itusuallyincludessomeothermethodsduringtheresearchprocess.Whatevermethodsareused,theyallserveforthegeneralpurposeoftheresearchfromdifferentaspects.Themethodsusedinthisthesismainlyinclude:
questionnaires,observations,casemethods,etc.
2.2CauseAnalysis
1.Whenthetapebegins,thestudentsalwaysfeelnervous.Sometimes,theycanfeelthewordsaresofamiliarbutcannotunderstandthewholesentenceandpassage.Ontheotherhand,theycanunderstandthem,butcannotwritedownassoonaspossible.Learningalanguageorskill,themosteffectivewayistopracticeit.
2.Thestudents’listeningsituationisnecessarytobechanged,butthesituationisrightlikeadisease.Ithasitsdeeproot.Itisheavilyinfluencedbytheoldteachingpattern.Teachersjustusethetapesimply.
3.Therearemorethan100studentsinmytwoclasses.Itisreallydifficulttocontroltheminsuchlargeclasses.InClass,Ihavenoenoughtimetoprovidethestudentstopracticelistening.Ontheotherhandthereisfewopportunityforaface-to-faceteachingbetweenmystudentsandIofallthecause.
2.3Questionnaires
Questionnairemethodisakindofresearchmethodofeducationalscience,withwhichtheresearchersmakethecontentstobeinvestigatedintoproblemsoftablestyleforthestudentsinvestigatedtoanswerandthencollectbacktheanswerstoanalyze.Howtoimprovetheirlistening?
ItookClass2Grade8asanexample.IgavethemanEnglishteachingquestionnaire:
1.DoyoulikeEnglishlistening?
A.likeB.preferC.don'tlike
2.AndinEnglishlistening,youthinkofthewordA.wordsB.grammarC.tenseandvoice
3.Indailylife,wouldyouliketodosomelistening?
A.moreoften B.oftenC.rarelyInpeacetime,
4.TheEnglishexam,yourEnglishlistening?
A.verygoodB.generalC.poorer
5.YourEnglishteacherofEnglishlisteningtoyou?
A.goodB.thebetterC.poorer
6.Inpeacetime,theEnglishreading,youdoit?
A.ReadmoreoftenB.seldomreadC.neverread
7.IfyouuseeverydayEnglishtalktoyourclassmates?
A.sometimesB.moreoftenC.rarely
2.4Observations
Inteachingprocess,teachersarenowrequiredtoconsciouslyguidethestudenttodiscover,knowEnglishcharacteristicsandlaws,andthengraduallyunderstandthesecharacteristicsthroughthinkingandlaws,andinpractice,andfinallyformedbycommunicativecompetence.Becauseofthismethodisdifferentfromthetraditionalinductionandconstructedfromobservation,themaincharacteristicsoftheexternalgrammarstudy,mightaswellcallobservation.
3.Possiblesolutions
Inpractice,Itakethefollowingaspectstosolvetheseproblems.LetthemovercomethefearoflisteninginEnglish,Iaskstudentslistentotopicsthattheyareinterestedin,sometimeslistentosomespecialVOAEnglishandwatchsomesimpleEnglishmovies.Aslongastheydaretolisten,Igivepraiseandmakegoodreferenceforstudents,Throughthismethod,IdomybesttohelpthemimprovetheirEnglishlistening.
4.Projectobjective
Englishiswidelyusedintheworld.AsChinesestudents,theyhavetolearnitwell.Inordertomakethestudents’confident,IthinkthebestwayistoimprovetheirabilityoflisteninginEnglish.IleadthemtolisteninEnglishinandoutofclass.Myprojectobjectiveisthatstudentscanunderstandsomecommonwords,phrases,andsentenceswhiletheyarelistening.
5.Projecthypothesis
Itishypothesisthatstudentscanunderstandandlistenthelanguagethrougheffectiveoutputexercises.Thismethodbenefitsthecultivationofstudents’listeningabilityinEnglishwhichisthepurposeoflanguagelearning.Thestudentswillbeneverpuzzledinlistening.Iftheirinterestsarearoused,theywillhaveconfidencetoengageinvariouslisteningpractices.
6.Projectrational
AsWeallknow,asentenceismadeofsomewords.SoIalwaysencouragemystudentstoremembermorewords.Ihavetakensomemeasurestothemtomasterwords.Forexample,theword“difficult”isanadjectivepattern,butifwechangetheword“difficult”into“difficulty”,ithasbecomeanounpattern.Eachwordiseachbrick,itisthemostbasicmaterialforputtingupahighbuilding.Themore,thebetter.Masteringandlisteningthebasicsentencesaremoreimportantinlistening.Eventhoughwehavemasteredquitemanywords,weshouldunderstandthecommonwordsphrasesandsentencesassoonaswelistentothem.Andchoosetherightanswersorwritethemdowncorrectlyandproperly.
7.Projectdesign
Idefinemyprojectobjectiveandhypothesis.
Istatemyprojectrationale.
Iworkoutthedetailsforprojectimplementing
Ialsoplanthestagesandtimetablefortheprojectimplementation.
7.1Descriptionofsubjects
ThefollowingisjusttheprocedurewedidinEnglishclassduringtheapplicationandresearchperiod.Andineachperiodofclass,onlysomeofthemcanbecarriedoutdependingonthematerials.Theaimistohelpstudentsimprovetheirlisteninglevel.
7.2Classactivitydesign
Idesignedfouractivitiestobetriedoutinfourweekssoastotestthehypothesis.
Week1Activity1
TeachingObjectives:
Trainthelisteningskills.
TeachingProcedures:
I.Showingtheteachingaims
II.Preparing(prepareapieceofpaper)
III.Leadingin
Getthestudentstolookthrough
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