毕业设计-英语课堂教学行为研究项目设计报告论文.doc

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英语专业本科（教育方向）集中实践环节

英语课堂教学行为研究项目设计
鉴定表

姓 名 Shi Xiangxiang 学 号： 091070213
级 别： 2009 Grade
分 校： Zhuanglang
指导教师： He Gen Wang
完成时间July 28, 2010–Oct.25, 2010

甘肃电大开放教育 2009 级（秋）英语专业（本科）
英语课堂教学行为研究项目设计报告
分校：PingLiang 姓名 Shi Xiangxiang 班级代号 091070703
姓名
Shi Xiagxiag
性别
Female
年龄
30
学号
091070213
教学班
Zhuanglang
年级
2009
工作单位
Liu Liang Middle School

工作性质
Teacher
工龄
5
职务
None
项目计划设计时间
Jul.28,2010–Oct.25,2010
指导教师
He GenWang

一、选题 Listening Practice Design ＆ Learners’ Interest
一、 选题的目的、意义和必要性
This paper is intended to help students with listening practice. After the project, the students will like doing listening practice better in and outside class.
二、 主要研究方法
I have used Analytic method, Cause analysis, Brainstorming and Questionnaire Survey
三、 设计过程
In the project, I first made a brief introduction if my own teaching. Then I gave a summary of investigation. After that, I practiced the resolution methods. Next, I designed of English listening activities. Next, I made the assessment of the plan. I also offered the questions unsolved. Finally, I gave a good conclusion.
四、 研究结果
I spent over two months designing, and preceding such a project. Now the project has benefited not only the students but myself greatly. On the one hand the students have become very interested in English listening. On the other hand I have found a better way to reach listening English.
甘肃电大开放教育 2009级（秋）英语专业（本科）
英语课堂教学行为研究项目设计教师指导记录与成绩评定表
分校： 平凉 班级代号： 091070703 姓名 Shi Xiangxiang 学号 091070213
指导教师指导意见
第一次 时间、内容、评分 5分
July 28—August 5
Identify the problem and analyze the problem using scientific methods of investigation. The work is reasonable and scientific.
学生签字 Shi Xiangxiang 教师签字 He Genwang
第二次 时间、内容、评分 18分
August.6— August.22
Design a problem solving project and prepare materials and data collection. This part is well done.
学生签字 Shi Xiangxiang教师签字 He Genwang
第三次 时间、内容、评分 18分
August.22---Sep 19
Implement the project. This is a detailed job. The writer did a good job of designing a four-week activity.
学生签字 Shi Xiangxiang教师签字 He Genwang
第四次 时间、内容、评分 21 分
Sep.20-Oct. 11
Write the project report. The writer makes a summary about the research project. The conclusion is correct.
学生签 Shi Xiangxiang教师签字 He Genwang
指导教师总评语
The writer does a good job in this report. She makes very careful research into the solutions to the problem with her students’ being unable to do listening well in the English classroom. She first tries to find information about her own teaching and her students’ current English learning situation. Then she puts forward some possible solutions. Next, she designs a four-week activity. After that, she makes a careful questionnaire to check the results. Finally, she gives a very good conclusion. I m very satisfied with her attitude toward teaching research and the efforts she has made to complete this project. This report is sure to be very useful for basic teaching in Junior Middle School.
初评成绩
78
设计过程成绩
63
报告成绩
15
指导教师签字
He Gengwang
时间
2010.10. 25
答辩成绩
76
综合成绩
77
答辩组成员签名
He Gengwang Zhuang baochen Qiu chenlun
2010 年10月25日
分校集中实践环节教学指导小组意见
成绩评定审阅核准意见

负责人签字__________(系公章)年 月 日

省校集中实践环节教学领导小组意见
成绩评定审阅核准意见：

负责人签字__________(系公章)年 月 日
说明：1.答辩小组应填写评价意见，小组成员均应签名（盖章）。答辩小组不应少于3人。
2.由分校自行复制。
甘肃电大开放教育 2009 级（秋）英语专业（本科）
英语课堂教学行为研究项目设计
答辩记录表
分校： Ping Liang 班级代号：091070703 姓名 Shi Xiangxiang 学号 _ 091070213
答辩主持人
He Genwang
答辩小组成员
He Genwang Zhuang bao Chen Qiu Bao
秘 书
Mr. Qiu
答辩日期
Oct. 25, 2010
学生自述情况：
Hello, everyone. I have worked as a Junior Middle School English teacher for a few years. Being an English teacher is great fun and I am very satisfied with the progress I have made in my teaching. However, so far, I have found some problems with my students doing English listening practice. How to improve it remains a big problem. I have tried my best to find the solution to the problems through practice and what I have learned from Gansu TV University. I am glad to say that I have made a great success. Here, through the interview, I hope I can learn more from all of my teachers and seniors.
答辩教师提问
学生回答情况
1. Mr. Zhuang: Now, please make a brief introduction of your report.

In the project, I first made a brief introduction. Then I gave a summary of investigation. After that, I practiced the resolution methods. Next, I designed English listening activities. Next, I made the assessment of the plan. I also offered the questions unsolved Finally, I gave a good conclusion Of all the methods, I have used the five methods: Analytic method, Cause analysis, Brainstorming observation, Questionnaires and Diary–keeping.
2. Mr. He: Why do you think memory English so important in your English teaching?

English Listening is important for students to learn English. In order to study English better, students should improve listening in different ways. The aim of the teacher is to enable students to improve their listening as much as possible in English. It means the teacher should make it free for students to listen more effectively in class.

3. How many activities did you take in the four week design?
I took eight activities in the four week design, two for each week.
4. What do you think of your data analysis?

I think my data analysis all came from my practice in the eight activities. I did a thorough job about it. First I asked my students to answer the questions. Then I collected all the information.
5. What is your unsolved problem?

The remaining problem is that some of the students still don’t have good English listening as effectively as expected. They think it is a hard time to do it in and after class. I will have a long way to go.
6. Please give a brief conclusion of your report.

The present study is intended to improve the pupils' interest in English listening through interaction. It is capable for the learners to study better. In order to solve the identified problems, several solutions were implemented during the action research. Data collected from the questionnaires shows that the teaching ways can make the children improve their English listening.

答辩小组
意见及
成绩评定

The interviewer does a very good job. She is very good at English and expresses herself very well. From what she has stated, she made very good preparations for the project. We think this project report is well written.
成绩 76 签字：He Genwang Zhuang Bao Chen Qiu Bao 2010年 10 月 25 日
说明：此表由分校自行复制

Gansu TV University Student’s Graduation Paper

Listening Practice Design ＆ Learners’ Interest

Investigator
Shi Xiangxiang
Liuliang Middle School of Zhuanglang County

Submitted on 26th October 2010
In fulfillment of the course
Practical Project Design

Acknowledgment
I am mostly grateful to my supervisor Mr. He Genwang without whose support this project would not even have got off the ground.
I am also grateful to my colleagues Dang Xiangju, Zheng Xiaotiao and Li Genhong for their time spent on brainstorming and panel discussions with me.
No amount thanks will be adequate for my students without whose willing participation in the project implementation it would have remained on paper.
Last but not the least, big thanks go to my husband, who did all the housework and encouraged me to concentrate on this project.

Abstract
The present study presents a detailed report of a project conducted to solve the problem that most of my students do not like doing practice of listening. It is hypothesized that learners’ interest in listening will be greatly improved by better design. This hypothesis is verified by a four-week practice of well- organized listening activities.
Methodologically, four methods are used, and they are analytic method, cause analysis, questionnaire survey and brainstorming activation.

Main Headings of the Project Report
1. Introduction
2. Summary of the Project Research
2.1 Problem identification
2.2 Problem analysis
2.3 Project objective
2.4 Project hypothesis
2.5 Possible solutions
3. Full-scaled Implementation of the Solutions
3.1 Provide more activities for students
3.2 Teach students some skills of listening
3.3 Give students advice on timing their studies
4. Listening Practice Design
5. Data Analysis
5.1 Students’ general impression of the project
5.2 Students’ voluntariness of doing listening tasks
6. Project Evaluation
7. Project Findings and Discussions
References
Appendices:
Appendix A: The timetable of the project
Appendix B: Questionnaires
Appendix C: Teaching cases
Appendix D: Worksheets for students
Appendix E: Diaries

1. Introduction
I have been teaching the students who are in their second year of a junior middle school. In my teaching I have found there are some problems. Now I will finish my courses Help Yourself to Advance English as a distance learner. I hope I can solve the problems that have troubled me for a long time so that I can apply my knowledge and theory into practice, which I learned from the courses.
2. Summary of the Preliminary Research
2.1 Problem identification
The problem I have in my teaching is that most of my students do not like doing practice of listening.
2.2 Problem analysis
In my teaching the problem identified was really a serious problem, for it had a great effect on improvement of students’ listening. My preliminary research confirmed that there were three main reasons that accounted for students’ reluctance to do listening practice: Firstly, some students did not feel interested in listening practice. They thought it was boring to listen to the tape. Secondly, some students could not follow the teacher or the recorder. They felt both of them went too fast. Thirdly, most students did not have enough time to practice listening by themselves after class. They had to spend hours on homework every day.
The problem had been troubling me for some time and now I was determined to find a solution to the problem. In my study, I used four methods of analysis.
2.2.1 Analytic method
Through careful analysis, I was led to a series of questions. For instance, I found a majority of my students did not like doing this assignment, and I wanted to know why it should be the case, and whether they thought it important and necessary to practice listening or not. If they did think so, the problem was actually caused by myself, not by my students. Probably the listening work I assigned my students to do was poorly designed.
2.2.2 Cause analysis
In this situation, I asked myself a series of questions and tried to provide some answers for them.
Why did most of my students not like doing practice of listening? In order to know more about this issue, I designed a cause exploration procedure like this:
Questions
Answers
Is it because the listening tasks are poorly designed?
Maybe
Is it because my instructions are not clear enough?
Maybe
Is it because the teacher speaks too fast ?
Possibly yes
Is it because they do not like listening work ?
Maybe
Is it because they are not motivated ?
Possibly yes
Is it because they do not think listening practice is important and necessary ?
Maybe
Is it because they have lots of other things to do ?
Yes
Is it because they have some difficulties
unsolved by themselves ?
Yes
2.2.3. Questionnaire survey
I made a pilot investigation in this respect to learn more about the situation. For this purpose, I designed a research procedure like this. One day, I gave the students two tasks — revise the words and the text of Lesson 82 whose title is “The Moonlight Sonata ”.
The next day, I got the feedback by dictation:
About 60% of the students wrote out the words correctly.
Less than 20% of them filled in the blanks for the text right.
The rest students could do neither of the tasks.
Then I asked them two questions. One was why some students did well. The students’ responses were:
First, those who had written out the new words correctly said they had revised them carefully because learning words by heart was the most important thing in their English studies.
Second, those who had filled out the blanks for the text correctly said there were some useful sentence patterns in it. If they did not revise them in time, they would forget.
The other question was why most students could not do the exercises. The students’ reasons were:
First, some of the students said they had gone over both the words and the text but they were not able to keep them in mind for long.
Second, some of them said they could not follow the tape or the teacher though they had memorized the words and the text. They thought the tape and the teacher went so fast that they often fell behind them.
Third, some of the students said they preferred to read the text alone rather than listen to them and even write them down at the same time. When a dialogue was taught, the teacher used to check up students’ revision work by asking them to read in pairs or groups, not by dictation. Thus, they spent more time in reading than in listening.
Since most of my students did not do the listening practice, I designed a questionnaire (See Appendix B1) to find out why it should be so. I wanted to get more detailed, more exact opinions from all the students through the questionnaire. And I tried to make it as scientific and effective as possible. At first, I asked four students who were of different levels to try out the questionnaire. Then I modified some of the items. After that, I gave the questionnaire to my students, requiring them to finish it in 10~15 minutes. All of them, sixty-seven students, returned their questionnaires which were left anonymous.
When all the data came in, I made some statistical evaluation. The result showed that over 80% of the students thought regularly practicing listening to English could improve their English listening ability and that 65% of them thought listening practice was very necessary for their future. Therefore, I believed the students were clear about the importance and necessity of listening practice. But they might run up against difficulties that they could not overcome —lack of enough time, lack of listening skills and lack of spare time, so they lost confidence and interest.
2.2.4 Brainstorming
When I was engaged in the problem analysis, I consulted my thesis supervisor Mr. He and often discussed this problem with my students and my colleagues. They gave me a lot