湖南广播电视大学英语专业本科(教育方向)优秀毕业设计(1)Word文档格式.doc
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湖南广播电视大学英语专业本科(教育方向)优秀毕业设计(1)Word文档格式.doc
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首先,我根据英语阅读教学中发现的学生存在的问题找出可能导致问题出现的原因,将这些设计成问卷发给学生完成,再根据问卷调查的结果找到可行的方案并设计四周的教学设计。
我阅读了教学法的相关章节内容和一些关于英语阅读教学的期刊论文来设计这四周的教学内容。
初稿写作
主要有以下几个部分内容的写作:
Introduction,ProblemAnalysis,PossibleSolution,ProjectObjective,ProjectHypothesis,ProjectDesign,ProjectImplementation,DataAnalysis,Conclusion,Reference
第一次
修改内容
论文的选题和问题的分析,如问卷项目内容的修改
第二次
四周的教学设计和具体的教学实施内容部分的修改
第三次
对初审内容的修改和附件内容的审查
指导教师意见
写作过程属实
PreparedforChinaCentral
Radio&
TelevisionUniversity
ChangshaRadio&
TVUniversity
PracticalProjectDesign
Title:
TeachingDesignofEnglishReading
Name:
满可
Number:
0943001201429
School:
ChangshaRadio&
TVUniversity
Major:
English
Tutor:
王晓旻
Date:
March21st2011
Student’sTel:
13667340735
E-mail:
609258544@
34
ProjectTitle:
TeachingStudentsHowtoImproveEnglishReading
Investigator
ManKe
ChangshaRadioandTVUniversity
Submittedon21stMarch2011
Infulfillmentofthecourse
ACKNOWLEDGEMENT
IreallyappreciatemytutorMs.Wang,whosehelpandpatiencemadethisprojectgetoffthegroundandcometoaclosesmoothly.
Iamalsogratefultomycolleaguesfortheirtimespentonbrainstormingandpaneldiscussionswithme.
Noamountofthankswillbeadequateformystudentswithoutwhosewillingparticipationintheprojectimplementationitwouldhaveremainedonpaper.
Lastbutnottheleast;
thanksaregiventomyfamilywhohassharedwithmemyworries,frustrations,andhopefullymyultimatehappinessineventuallyfinishingthisproject.
-I-
Abstract
Thisstudypresentsadetailedreportoftheprojectimplementedtosolvetheproblemthatmostofmystudentsdon’tknowhowtoreadeffectively.Itishypothesizedthatstudentscanmastersomestrategieseffectivelythroughwell-designedteaching.Thishypothesisisverifiedbyafour-weekclassroomteaching.
Amongthemethodsofscientificinvestigation,questionnaireandpeercheckingareused.
Keywords:
reading;
technique
MainHeadingsoftheProjectReport
1.Introduction
2.SummaryofthePreliminaryResearch
2.1 Problem
2.2 ProblemAnalysis
2.3 QuestionnaireSurvey
2.4 PossibleSolutions
3.ProjectObject&
Hypothesis
4.ProjectDesign
5.ProjectImplementation
6.DataAnalysis
7.ProjectFindingsandDiscussion
8.Conclusions
Reference
Appendix1:
TheTimetableoftheProject
Appendix2:
Questionnaire
(1)and
(2)
1.Introduction:
IamnowteachingEnglishinaseniormiddleschool.MystudentsareinGradeOne.Inmyteaching,I’vefoundsomeproblems.Manystudentsdon’tknowhowtoreadeffectively,eventhoughtheyhavemadegreateffortsonit.NowIamgoingtograduatefromtheChangshaRadio&
TVUniversity,IhopeIcansolvetheproblemsthathavetroubledmeforalongtimethroughtheactionresearchsothatIcanapplymyknowledgeandtheoryintopractice,whichIlearnedfrommyUniversity.
ThispartofmystudywasconductedfromJanuary31,2011toApril29,2011.
2.1Problem
TheproblemIhavemetinmyteachingisthatmanystudentsthinkit’sdifficultforthemtoreadfastandeffectively.Forexample,theyhavelearnedsomereadingtechniques,buttheydon’tknowhowtousethesetechniquesandskillsintheirreading.AsweallknowthatitisnecessaryforstudentstomasterEnglishreadingskills,Imakeupmymindtosolvethisproblem.
2.2ProblemAnalysis
Itisveryimportantandnecessaryforseniormiddleschoolstudentstomasterreadingskills.Althoughsomeofmystudentshavedonealotofreadingexercisesbefore,theyhaven’treallymasteredmanyofthetechniques.Theyusuallymakemistakesinthecomprehensivereadingtasks.WhydomostofmystudentscomplainaboutthedifficultyinEnglishreading?
Isitbecausetheytakenoeffortsonlearningreadingtechniques?
IsitbecausetheyshownointerestinEnglishreading?
Isitbecausetheyarelackinginvocabulary?
Isitbecausetheythinkit’sboring,andtheyarenotinterestedinlearningnewwords?
IsitbecausetheirEnglishteacherhasn’tgiventhemgoodinstruction?
2.3QuestionnaireSurvey
Inordertogetmoredetailedandmoreexactopinionfrommystudents,Imadeaquestionnaire(Seeappendix2)andasked60ofmystudentstofinishitinclass.Itriedtomakeitasscientificandeffectiveaspossible.Idistributedthequestionnairestomystudentsandgavethemeightminutestofillitout.Thequestionnaireitemsareasfollows:
Answersforchoosing
A
B
C
1.
DoyouthinkitnoteasyforyoutodoEnglishreadingcomprehensionexercise?
Veryhard
Sometimeshard
Nothard
2.AreyouinterestedindoingEnglishreadingtasksafterclass?
Veryinterested
Sometimesinterested
Notinterested
3.HaveyourteachersgivensomeadviceonimprovingyourEnglishreading?
Yes,alotofadvice
Yes,someadvice
No,littleadvice
4.Haveyoulearnedsomemethods/strategiestoimproveyourEnglishreading?
Yes,somestrategies
Afewstrategies
Nostrategies
5.Haveyoueverlearnedthereadingstrategy–skimming&
scanning?
Learned
Notlearnedbutheard
Notlearned
6.DoyouthinkyourshortageofvocabularyisthemainreasonforthedifficultyindoingEnglishreadingtasks?
Yes,itisalwaysthemainreason
Sometimesitisthemainreason
Itisnotthemainreason
Inthequestionnaire,60studentsareaskedtogiveanswersconcerningtothesequestions.Itisfoundthat42students(70%)reportedthattheythoughtitisdifficultorsometimeshardforthemtodoEnglishreadingcomprehensionexercise.6students(10%)saiditwasveryboring,andtheywerenotinterestedinreading.6students(10%)saidtheirteacherhadnevergivensomeadviceonimprovingtheirEnglishreading.30students(50%)haveneverlearnedsometechniquesasskimming,scanningintheirreading.Halfofthestudents(50%)thinkitisnotthemainreasonfortheirdifficultyindoingEnglishreadingtasks.
Inthequestionnairesurvey,wecanfindmostofmystudentsareinterestedinEnglishreading.Buttheyarelackofreadingtechniques.Theyknowlittleaboutthetechniques.Ishouldteachmoreeffectivereadingstrategiestothestudentsinmylaterteaching.
Table2indicatesstudents’responsetothequestions
Question1
Question2
Question3
Question4
Question5
Question6
12
22
11
20
16
13
30
32
43
10
14
17
18
6
WhenIreceivedtheresultofthequestionnairesurvey,IconsultedmythesissupervisorMs.WangandoftentalkedtomycolleaguesabouttheproblemsImet.TheygavemealotofsuggestionsandhelpsothatIponderedtheproblemmoredeeply.Ideterminedtolaunchaprojecttoovercomethisproblem.
2.4PossibleSolutions
ToteachmystudentshowtodoEnglishreadingefficiently,Imakeupmymindtosolvetheproblem.Somepossiblesolutionsareasfollows:
First,teachsomeEnglishreadingstrategiestomystudents,suchasscanning,skimmingandsometechniquesonenlargingEnglishvocabulary.
Second,askmystudentstodosomefast-readingexercisesinclass.Ichoosesomereadingmaterialswhichareneithertoohardnortooeasy.Aftertheyfinishthesetasks,Ichecktheiranswersandgivethemadviceonhowtodofastreading.
Third,letmystudentsdotaskscollaboratively.Thatis,Idividemystudentsintoseveralgroupsandgivethemsomereadingtaskstofinish.Theycandothetaskswithingroupandthegroupleadermaydemonstratetheresult.
Hypothesis
ThisprojectaimstohelpmystudentsgraspsomepracticalEnglishreadingstrategies.Itishypothesizedthatstudentscanmastersomestrategiessuchasscanningandskimmingeffectivelythroughwell-designedteaching.Withalltheseinmymind,Iplannedafour-weekteachingpractice.
ThispartofmystudylastedforfourweeksfromFebruary.28th2011toMarch.25th2011.Ichoose60studentsasmysubjectinthisproject.Thesefour-weekactivitiesaredesignedasthefollowing:
Week
Time
Teachingmaterial
Teachingpurpose
Week1
2.28-3.4.
EnglishwordsinUnit1andUnit2
Learnhowtoguessthemeaningofnewwords
Week2
3.7-3.11
Unit1Topic1“Boymissing,policepuzzled”andUnit2topic2“AnadventureinAfrica
Learnhowtoscanwhenreading
Week3
3.14.-3.18
Unit1Topic1“Boymissing,policepuzzled”andUnit2topic2“AnadventureinAfrica”.
Learnhowtoskimwhenreading
Week4
3.21-3.25
SomereadingmaterialsfromSeniorEnglishBook2
Collaborativereadingstrategy
4.1 WeekOne:
2011.2.28—2011.3.4.
Teachingmaterial:
EnglishwordsinUnit1andUnit2inSeniorEnglishBook2
Teachingpurpose:
Thisweek,studentsareaskedtograsphowtoguessthemeaningofthenewwordsthroughthestemsandaffixesofEnglishwords.
Teachingprocedures:
Inthefirstweek,IwillgivemystudentsbriefintroductiontoenlargingEnglishvocabularybymeansofguessingthemeaningofnewwords.OnewayistoguessthroughthestemsandaffixesofEnglishwords.Theywilllearnhowtoguessthemeaningofanunfamiliarwordfromthefamiliarwords.Theotherwayistoguessanunfamiliarwordthroughcontextclues.
Bothprefixesandsuffixesareaddedtothesamestem
guilt-guilty-guiltily-gui
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