电大英语本科毕业设计How.docx
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电大英语本科毕业设计How.docx
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电大英语本科毕业设计How
HowtoImproveMiddleSchoolStudents’EnglishWritingAbility
1.Introduction
There’snodoubtthatlistening,speaking,reading,andwritingarefourbasicskillsinlanguageteachingandlearning.Developmentally,thefourskillsareacquiredinacertainsequence.Writingisessentialfordevelopingotherskillsandprovidesabasisforlanguagelearning.Itservesasatoolinteachingalllanguageskills.Itmaybeagoalinitself.Ithasitspracticalvalue.Butitisalsothemostdifficultofallthelearningskillsforlearnerstomaster.Wehavealongwaytogotoimprovestudents’writtenEnglishcomprehension.Ihavebeenteachingforfifteenyears.Inmyteaching,Ihavefoundthatitissodifficultformystudentstodotheirwrittenwork.NowI’llfinishmystudyinTongnanRadio&TVUniversity.IhopeIcansolvetheproblemsthathavetroubledmeforsometimethroughtheactionresearchsothatIcanapplymyknowledgeandtheoryintopractice,whichIlearnedfromTongnanRadio&TVUniversity.
2.Problemidentification
Languageisusedforcommunicating.WiththefasterandfasterdevelopmentofChina’sreformandopening-up,writtenEnglishhastakenanimportantpartininternationalcommunication.inmyteaching,Ihavemettheproblemthatmostofthestudentsdon’tlikepracticingthewrittenEnglishIassignedthemtodoafterclass.
3.Possiblesolution
Theproblemidentifiedwasreallyserious.Theproblemhadbeentroublingmeforalongtime.Ifoundthattherewerethreemainreasonsaccountedforstudents’reluctancetodothewrittenEnglishassignmentsafterclass.First,somestudentsdidn’tfeelinterestedindoingwrittenEnglishafterclass,whatwasworse,theyweretiredofdoingit.Second,somestudentsfeltitsodifficulttodowrittenEnglish.Afterclass,theyhopedtofinishitwiththehelpoftheirteacher.Third,alotofstudentsthoughtthattheyhadnomoretimetodoit.Theyfeltoverloaded.Theyfoundthattheyhadsomuchhomeworkassignmentswaitingforthem.
Thepossiblesolutionistoimprovestudents’Englishwritingabilitywiththedevelopmentofstudents’interestincreasedbybetter-organizedteachingandmethods.Imadeupmymindtoworktowardtothesolutiontotheproblem.Fourmethodsofanalysisareusedinmystudy.
3.1.Theanalyticmethod
ThoughIdidcarefulanalysis,Imetalotofquestions.Forexample,Ifoundagreatnumberofmystudentsdislikeddoingthiskindofassignments,andIwantedtofindoutnotonlywhyitshouldbethecase,butalsowhethertheythoughtitimportantandnecessarytopracticewrittenEnglishornot.Iftheythoughtitimportantandnecessary,theproblemwasn’tactuallycausedbymystudents,butme.PerhapsmystudentswereeagertobewellorganizedtodothewrittentaskthatIassignedthemtodo.
3.2.Causeanalysis
Intheserioussituation,manyquestions,suchaswhymostofmystudentsdidnotdowrittenwork,wereaskedtomebymyself.Iassignedthemtodoafterclass.AndItriedtoprovidethemwithsomeanswers.Iassignedacauseexplorationprocedurelikethissoastoknowmoreaboutthisissue.
Questions
Answers
1.IsitthereasontheydislikewrittenEnglish?
Perhaps
2.Isitthereasontheyarenotmotivated?
Possibleyes
3.Isitthereasonthewrittentasksaren’twelldesigned?
Perhaps
4.Isitthereasonmyinstructionarenotunderstoodeasilybythem?
Perhaps
5.Isitthereasontheydon’tlikepracticingwrittentasksbythemselves?
Perhaps
6.Isitthereasontheythinkwrittentasksaren’timportantandnecessary?
Perhaps
7.Isitthereasontheyhavemanyotherthingstodo?
Yes
8.IsitthereasonIenablethemtopasstheexamswhichdemandwritingskills?
Yes
9.IsitthereasonIestimatemystudentstoohigh?
Yes
10.Isitthereasontheyhavesomeproblemsunsolvedbythemselves?
Yes
3.3.Brainstormingactivation
IconsultedmythesissupervisorwhileIwasengagedintheproblemanalysis.ChenXianmingandHeJianghuaoftentalkedaboutalltheproblemsImetwithmyotherclassmates.Ifollowedtheiradvice.Ithoughtabouttheproblemsmoredeeplyandcarefullywiththeirhelp.ImadeadecisiontolaunchaprojecttoovercometheproblemafterIhaddonealengthyproblemanalysis.
4.Projectobjective
Theprojectobjectiveformyresearchistoimprovestudents’Englishwritingabilitywiththedevelopmentofstudents’interestincreasedbybetter-organizedteachingandmethods.
5.Projecthypothesis
TheprojecthypothesisformyresearchisthatthestudentsdotheirwrittenEnglishpracticeafterclasswithgreatinterestincreasedbymybetterorganization.
6.Projectrationale
Tomakeourclassroomteachingbetter-organized,awayofmakingourlessonsmorestimulatingistoconcentrateonwhatourstudentsareinterestedin.Afterall,everylearnerhasawiderangeofinterests,originatinginthelearner’spersonality.Theseinterestsoftendirectlyrelatetothelearner’sobjectivesforlearning;thetargetseachlearnerhasforlearninglieatthebasisofthelearner’smotivation.Stimulatingmotivationmaybethemostchallengingjobateacherhastocopewith—fine-tuningtheteaching/learningwithwhatthelearnerwantstoachieve.
AlmostanyoftheseinterestscouldatanypointbecomethefocusoftheEnglishlesson.Howevermuchattentionispaidtoanyofthesefieldsofinterest,theystudentswillfeelthatthearelearningthingsthattheyareidentifywith—thiswillmakethemfeelthattheyaredoingsomethingreallyfascinating,andthattheycanenjoyclass!
Whenstudentsfeelthat,theycanandwillallbeinvolvedinwhatisgoingoninclass.
Assuch,eachlearnerwillfeelrespectedasanindividual,andapersonalsenseofachievementcanbereachedifeventheweakeststudentsfeeltheyhavemadeprogress,whilealsothebeststudentsinclasswillbeabletodemonstratethecapabilities.
Atthesametime,itisimportanttomakesurethatwedocarryoutallourrolesrelevanttowhomandwhatweteach.Alltheserolesarecomplementary:
agoodteacherperformsalloftheserolesandrealizesthattheyareinterdependent.Itisdifficulttobeagoodteacherifoneisnotmanager,controller,assessor,participant,prompter,resource,andinstructor.
7.Projectdesign
7.1.Subjects
Forthisresearch,Ichosethetwoclassesofmystudentsassubjects,oneastheExperimentalGroup,theotherastheControlGroup.IsetupControlGroupandExperimentalGroupthroughtest.Ineachweek,bothgroupsarerequiredtowriteseveralshortcompositionsinaccordancewiththerequirementsoftheteachingaims.However,fortheExperimentalGroup,thethreesuggestedtechniquesabovewereemployedinturnstoassesstheircompositions,whileeverythingremainedthesamewiththecontrolgroup.Afterthat,bothgroupswereaskedtodoawrittentaskagainandIthencomparedthestudents’performance.TheresultsobtainedfromthecomparisonshouldshowwhetherthestudentsintheExperimentalGroupdidbetterthanthecontrolgroup.Thiswillshowwhetherthestudents’writingabilitycanbeimprovedbyvariedcontrolledandguidedwritingandfreewritingtechniques.
7.2.Procedure
Descriptionoftheclass:
Learnersbetweentheagesof20~23,15women,8men(allattendingtheadulteducationaftergraduationfromsecondaryschool)
Theclasstakesplacefrom7:
30~9:
20a.m.onTuesdaysandfrom9:
40~1:
30a.m.onThursdays.Learnershavecompletedonesemesterofthelisteningcoursewhichlastsfortwelvemonths.Theyarelearningbusinessandforeigntradeforthefutureprofession.
Specimenplan:
Context:
Who’sthetallest?
Aims:
1.Tointroducethesuperlativeformsofadjectivesandtheirmatchingwithnouns;
2.Tofamiliarizelearnerswithhowtodescribeproductsusingsuperlatives;
3.Totrainlearnerstoknowhowtomakeaseriesofoffersforproductsusingsuperlatives.
Preparation:
Fortheteacher:
1.Tapesforthreepiecesofrecordings:
Recording1.Recording2Recording3
2.Printedhandouts:
HandoutA,HandoutB,HandoutCofthein-classexercisefortherecordingsand6Files(4copieseach):
File1,File2,File3,File4,File5andFile6;
3.Arecordplayer.
Forthelearners:
1.Gooverthesuperlativeformsofadjectivesbeforeclass;
2.Somepiecesofpaperandpens.
1.Giveouttheprintedhandoutstothelearners.Elicitandwriteontheboardwithlearners’“help”thesuperlativeformsoftheadjectivesfromA.(Makesurelearnersunderstandwhentousethe–est/themost+adjective.Pointoutthespellingrules.)(5minutes)
2.Letthelearnersreadafterthetapeforthefirsttimetoknowwhatitisabout.DolikethatasecondtimeandaskthemtomatchtheadjectiveontheleftwiththenounsontherightfromA.Dolikethatathirdtimeandgetthemtochecktheiranswers.(10minutes)
Steps
3.AsklearnerstofirstreadthroughBbrieflyandestablishwhattypeoftextitis.Playrecording2forthreetimesasaboveandaskthemtofillinthegapswithappropriatesuperlativesaccordingtowhattheyhear.(10minutes)
4.AsklearnerstolookatthenoteCforthetelephoneconversation(Recording3)betweenacallerandOfficeSupplyandelicitthekindofquestionsthecallerwillask,e.g.,HowmuchistheEasyprintII?
Hasitgotawarranty?
Isthereaservicecontractetc?
Playtherecordingforthreetimesasaboveandgetlearnerstonote-takethedetails.(Iftheclassneedsmorepracticeinaskingandansweringquestionsbeforegoingontothenextactivity,letthempracticeusingtheinformationonthecompletenote.)(15minutes)
5.DividetheclassintofourgroupsandgiveouttheFilestothem.GivethemtimetolookattheFilesandaskthemtorole-playthemason
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