MethodstoImprovetheOralEnglishinMiddleSchool提高中学生英.docx
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MethodstoImprovetheOralEnglishinMiddleSchool提高中学生英.docx
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MethodstoImprovetheOralEnglishinMiddleSchool提高中学生英
河北广播电视大学开放教育本科
英语专业(教育方向)毕业论文
教学实践设计
提高中学生英语口语的方式
项目设计者
姓名:
学号:
学校:
河北广播电视大学
提交日期:
2021年5月10日
HebeiRadio&TVUniversity
PracticalProjectDesign
EnglishMajor(educationoriented)
MethodstoImprovetheOralEnglishinMiddleSchool
Investigator
Name:
StudentNo.:
School:
HebeiRadio&TVUniversity
SubmittedonMay10th2012
Acknowledgement
Firstandforemost,Iwouldliketoshowmydeepestgratitudetomysupervisor,arespectable,responsibleandresourcefulscholar,whohasprovidedmewithvaluableguidanceineverystageofthewritingofthisthesis.Withouthisenlighteninginstruction,impressivekindnessandpatience,Icouldnothavecompletedmythesis.Hiskeenandvigorousacademicobservationenlightensmenotonlyinthisthesisbutalsoinmyfuturestudy.
IshallextendmythankstoMrs.Liuforallherkindnessandhelp.Iwouldalsoliketothankallmyteacherswhohavehelpedmetodevelopthefundamentalandessentialacademiccompetence.
Lastbutnotleast,I'dliketothankallmycolleagues,especiallymythreelovelyroommates,fortheirencouragementandsupport.
摘要
本文以提高中学生英语口语的方式为研究课题,结合本人在英语教学中的实践进程,给出了详细的实验报告。
本文的假设是:
考虑学生的年龄因素和低水平的英语学习能力,制造英语环境帮忙学生讲英语,并激发学生学习英语的爱好。
专门设计的三个月的课堂教学实践活动证明了那个假设。
在实验进程中利用了操纵练习、半操纵练习和没有操纵练习,三种理论方式验证了那个假设。
关键词:
口语;方式;语境;问题
Abstract
ThepresentstudypresentsadetailedreportofaprojectimplementedtosolvetheproblemthatMethodstoImprovetheOralEnglishinMiddleSchool.ItishypothesizedthatConsiderstudents'factorsandlowlevelofEnglishlearningability.CreateanEnglishenvironmenttohelpstudentstospeakEnglish,andarousethestudents'interestinlearningEnglish.Thishypothesisisverifiedbyathreemonthspracticeofclassroomteachingwiththespeciallydesignedoralexerciseactivities.
Amongthemethodsofscientificinvestigationusedinthecontrolexercises,halfcontrolexercisesandnocontrolexercise,threekindsoftheoryprovedthisassumption.
Keywords:
OralEnglish,methods,context,problem
Contents
Acknowledgment……………………………………………….………………
I
Abstract(inChinese)…………………………………………….…………….
II
Abstract(inEnglish)……………………………..………….……………..…..
III
Contents……………………………..………………………………………….
IV
1.Introduction……………………………………..……………………….…..
1
2.Problemanalysis………………………………………………………....…..
2
3.PossibleSolutions…………………………………………………………….
2
4.ProjectObjective…………………………………...………………………...
3
5.ProjectHypothesis…………………………………...……………………...
3
6.ProjectRationale…………………………………...……………………..….
3
7.ResearchDesign…………………………………...…………………………
4
Subjects…………………………………..……………..……..……….
4
Procedure…………………………………..……………....…………..
4
Principlestofollow…………………………………...………………..
4
TechniquesforDataCollection………………...……………………..
5
8.ProjectImplementation……………………………………………………...
5
Gamesituation……………………………………………………......
6
Multimediasituation……………………………………………….....
6
Storysituation…………………………………………………......
7
Englishsongsituation…………………………………………………
9.Dataanalysis…………………………………...…………...……..……..…...
8
10.Projectevaluation…………………………………...……………...………
10
11.Conclusion…………………………………...……………...…………….....
12
References…………………………………...…………………………………..
13
AppendixA…………………………………...………………..………………..
14
1.Introduction
ChinesepeopleallknowthatEnglishisveryimportantforthefuturedevelopmentofChina.“WiththeaccessionofChinatotheWTOandotherinternationalorganizations,internationalSportingevents,forexample,thesuccessfulbidfor2020Olympics,andShanghai'sbidforthe2020WorldExposition,EnglishislookedbyChineseleadersveryimportant.AtthepointoftheirviewEnglishisakindofcommunicationaltoolwhichcanhelppreparingChina’sfutureeducatedcitizens.Becauseitcontinuesitsopeningupinternationallyandletsthembecomeincreasinglygloballeaders.ComparedwiththeoldpublishedEnglishbookinseniorandjuniorschool,thestressoftoday'sEnglishbookisinspeakingbutnotinwritingorexamination.ItisgoodforChinesemiddleschoolstudents.Whatisthegoalforlearningaforeignlanguage?
Itisforcommunication,butnotfortakingexaminations.IagreewiththatChinesegovernmenthasspentalotofmoneyonholdingarangeofEnglishtests.SuchasTOEFL,TPT,TEM-8,CET-6etc.ButholdingthesetextsiskindofmeasuretoforceChinesestudentstolearnEnglish.BecauseleadersknowhowimportantEnglishisinthefuture.ButinChinanotonlymanystudentsmisunderstoodit,butalsoplentyofteacherandstudents'parents.Theyfocusonthescores.Asaresult,alargenumberofChinesestudentscanachievehighscoresinEnglishtestsbutcannotspeakfluentEnglishwhentheyfaceaforeignerorspeaktotheirclassmates.ThisisacommonphenomenoninChina.ThisessayfocusesonfindingtheproblemswhichcauseChinesestudentscannotspeakEnglishoutandwaystosolvethem.
2.Problemanalysis
Teachingwhichappealstolearners’needscanfacilitatelearning.Itisnecessarytoinvestigatewhythestudentswereshowinglessandlessinterested,anddevotinglessandlesseffort.Sointerviewswereheldandquestionnaireswereissued.Itisfoundthat:
a.MostofteacherstakeEnglishteachingastranslationandgrammarteaching,whichordersteacherasagiverandstudentasapassivereceiver.Inordertoimprovetestmarksteachersaskstudentstofamiliarwithgrammarandtorecitevocabularymechanicallyanddoalotofexercises.
b.Besides,inEnglishlessonteachersplaytheleadingroleandwhatstudentshavetodoislistening.Studentshavelittletimetothinkortodigestwhattheyhaveleant.
c.Moreover,teachersteachlittleaboutthecultureofEnglishspeakingcountries.ItistoobadforanEnglishlearner.
3.PossibleSolutions
Takingtheabovefactorsintoconsideration,thefollowingsolutionswereproposed:
a. EmployingcreatinganEnglish-speakingenvironmenttomakethestudentstalkinEnglish.
b. OrganizinginterestingactivitiestomotivatethestudentstospeakandactEnglish.
c. Creatingthecomfortablesafeclassroomatmosphereandagoodteacher-studentrelationship.
4.ProjectObjective
ThisprojectisaimedtomotivatethestudentsinEnglishspeakingandlearnEnglishbycreatingEnglish-speakingenvironmentandstimulatingstudents’interests.
5.ProjectHypotheses
Consideringtheagefactorsofstudentsandthelowlevelofstudents’Englishlearningability,creatingEnglish-speakingenvironmentcanhelpstudentstospeakandtalkinEnglish,andmotivatestudents’interesttolearnEnglish.
6. ProjectRationale
Theaffectiveandcognitiveinteractionprinciple
Emotionalpsychologyresearchshowsthat:
theindividualcognitiveactivitiesoftheemotion,aggrandizement,atleastthreeaspectsofadjustingfunction.Dynamicfunctionreferstotheactivitiesofcognitiveemotionalforceorpowerefficiency,namelyhealth,positiveemotiontocognitiveactivitiesplayapositiveroleinpromotingthelaunchand,negativeemotionsonunhealthycognitiveactivitiesimpedingandinhibition.Situationalteachingmethodintheteachingprocessiscausedbystudents'positive,healthyemotionalexperience,directstudentstostudyenthusiasm,makelearningactivitiesbecomestudentsactivelycarryout,happythings.Emotionalawarenessactivitiesboostingefficiencytosolveatpresent,ourstudentshaveinsufficientlearningmotivationproblemwithanewrevelation.Emotionregulationreferstothecognitiveactivitiesoftheorganizationordisintegrateeffect,namelythemoderateintensity,happymoodforintelligenceoperationorganizationandemotional,andtoostrongandtooweakandpoormoodmaycauseconfusionandmemoryofthinkinghard.Situationalteachingrequirementsofthesituationiscreatedtomakestudentsfeelrelaxedandhappy,beinacalmmood,findeverythingfreshandnew,promotestudents'psychologicalactivitiesandin-depth.Inthepracticeofteaching,alsomakeapersonfeeldeeply:
acheerfulandlivelyclassroomatmosphereistheimportantconditionofgoodteachingeffect,thestudentsemotionanddanceforjoywhenknowledgeisoftentheinternalizationanddeepeningof.
Understandingthevisualprinciple
Fromtheviewofmethodology,thesituationalteachingistousethetheoryofreflection,accordingtotheobjectiveexistenceofchildren'ssubjectiveawarenessoftheroleofthe.Whiletheworldisthroughtheimageintothechildren'sconsciousness,consciousnessistheobjectivereflection.Situationalteachingscenarios,becauseitisthehumanconsciouscreation,optimization,conducivetostudentdevelopmentenvironment,theoptimizedobjectivesituation,theteachers'languagedominance,sothatstudentsinagivensituation,notonlyaffectsthestudents'cognitivepsychology,andpromotingstudents'emotionaleventsparticipationinlearning,thuscausesthestudentownselfmotion.
Itshouldbenoted,thesituationalteachingmethodisoneofthespecialessenceofsyndromeistostimulatethestudents'emotion,soastopromotethestudents'cognitiveactivitiesarecarriedout.Whilethepresentationteachingconfinedtheirphysical,AIDSpresentingtostudents,andteacherssimplydodemonstrationexperiments,althoughalsohavedirecteffect,butonlyakindofvisualeffect,cancausestudentcoldintelligenceoperations,andcanarousestudents'fierylove,cannotplaytheroleofemotion.
7. ResearchDesign
Subjects
Forthisresearch,Ichosethetwoclassesofmystudentsassubjects,oneastheExperimentalGroup,theotherastheControlGroup.Theexperimentalandcontrolgroupswererandomlyselected.Throughouttheproject,theExperiment
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