英语英语课堂教学行为研究项目设计.doc

甘肃电大英语本科专业教学设计

英语课堂教学行为研究项目设计
鉴定表

姓 名： 胡 龙
学 号： 1262001254174
级 别： 2012秋
工 作站： 泾 川 工 作 站
指导教师： Zhang Bao Chun
完成时间： 2014年10月20日

甘肃电大英语专业（本科）英语课堂教学行为研究
项目设计报告
分校：平凉 班级代号：1262001254174
姓名
Hu Long
性别
male
年　龄
28
学号
1262001254174
教学班
Jing chuan
年　级
2012
工作单位
A Primary School in Jing chuan
工作性质
Teacher
工　龄
four
职　务
Teacher
项目计划设计时间
2014.10.13
指导教师
Zhang Bao Chun
一、选题：A Study of Improving Oral Teaching Design in
Primary Schools

二、选题的目的、意义和必要性
This paper aims to help primary School students with their baby English. After the project, the students will say English better during their study in primary school.
三、主要研究方法
I have used Analytic method, Cause analysis, Brainstorming and Questionnaire Survey.
四、设计过程
In the project, I first made a brief introduction of my own teaching. Then I gave a summary of investigation. After that, I practiced the resolution methods. Next, I designed of English speaking activities. Next, I made the assessment of the plan. I also offered the questions unsolved. Finally, I gave a good conclusion..
五、研究结果
I spent over three 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 speaking. On the other hand I have found a better way to reach spoken English.
甘肃电大开放教育2012级英语专业（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： 126200703012505 姓名：Hu Long 学号：1262001254174

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第一次　时间、内容、评分 14分
Sep. 28—Oct. 3
Identify the problem and analyze the problem using scientific methods of investigation. The work is reasonable and scientific.
学生签字Hu Long 教师签字: Zhang Bao Chun
第二次　时间、内容、评分 20分
Oct.4—8
Design a problem solving project and prepare materials and data collection. This part is well done.
学生签字：Hu Long 教师签字：Zhang Bao Chun
第三次　时间、内容、评分 20 分
Oct.9--11
Implement the project. This is a detailed job. The writer did a good job of designing a four-week activity.
学生签字： Hu Long 教师签字：Zhang Bao Chun
第四次　时间、内容、评分 20分
Oct.11— 13
Write the project report. The writer makes a summary about the research project. The conclusion is correct.
学生签字：Hu Long教师签字：Zhang Bao Chun

指导教师总评语
This author deals with a very difficult problem with baby English in primary School. The paper presents a detailed report of the project implemented to motivate students’ English learning. she hypothesizes students’ English learning can be motivated through specially designed activities and verifies the hypothesis by a four-week classroom teaching. Her project is quite a success.
初评成绩
65
设计过程成绩
65
报告成绩
65
指导教师签字
张葆春
时间
2014. 10
答辩成绩
65
综合成绩
65
答辩组成员签名

赵宇国 李克锋 张葆春 2014 年10 月 13 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
同意

负责人签字___张葆春______(系公章)2014年 10月 13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) 2014 年 12 月 6 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 2012 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：平凉 班级代号：126200703012505姓名： Hu Long 学号：1262001254174
答辩主持人
张葆春
答辩小组成员
赵宇国 李克锋 张葆春
秘 书
张葆春
答辩日期
2014.10.13
学生自述情况：
Hello, everyone. I, as a primary school English teacher four years. Being an English teacher is very interesting, I'm satisfied with progress in my teaching. So far, however, I found some problems and my students' English learning. How to improve it is still a big problem. I did the best I could find the methods to solve the problems existing problems, through practice and I learned from Gansu broadcasting television university. I am glad to say that I got a huge success. Here, through the interview, I hope I can learn more from all of my teachers and the old.

学生回答情况
1. Mrs. Ding: 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 of English speaking 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. Mrs. Ding: Why do you think the English language learning so important in your English teaching?
English learning is very important in baby English teaching. The purpose of learning a language is speaking. That is why I try my best to improve my speaking teaching in my teaching.

3. Mrs. Ding : 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. Mrs. Ding: 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. Mrs. Ding: What is your unsolved problem?
The remaining problem is that some of the students still don’t realize the importance of the motivation in English language learning. I will have a long way to go.
6. Mrs. Ding: Please give a brief conclusion of your report.
Learning body English needs practice. The 45 minutes in class is very precious and should be cherished. AS a language teacher, I think we should try to teach from the beginning to the end. From the action research, I have gained a lot of benefits. The final report is drawing to an end but my action research is not Finally, I hope more and more students will go for learning English well.
答辩小组意见及成绩评定

Well done. The writer has practiced good ways to motivate students’ body language English. We think it is a very good job.

成绩65 签字：Zhang Bao Chun
2014年10月13日
说明：此表由分校自行复制

Project Title

A Study of Improving Oral Teaching Design in
Primary Schools

Investigator
Hu Long
Dingxi Branch, Gansu Radio & TV University

Submitted on 13th October 2014
In fulfillment of the course
Practical Project Design

Acknowledgement
I am mostly grateful to my supervisors, without whose support and patience this project would not even have got off the ground.
I am also grateful to my colleagues for their time spent on brainstorming and panel discussions with me.
No amount of thanks will be adequate for my students without whose willing participation in the project implementation it would have remained on paper.
Last but not least, big thanks go to my mother and my husband who have shared with me my worries, frustrations, and hopefully my ultimate happiness in eventually finishing this project.
Abstract
The present study presents a detailed report of the project implemented to solve the problem that most of my students do not like doing oral practice I assign them to do in class. It is hypothesized that learners’ interest in oral practice in class is increased by better-designed oral exercises. This hypothesis is verified by a eight week classroom teaching of the newly designed oral work exercises.
Among the methods of scientific investigation used are analytic method, Socratic dialogue, cause analysis, questionnaire, brainstorming.
Main Headings of the Project Report
1. Introduction
2. Summary of the Preliminary Research
2.1 Problem
2.2 Problem analysis
2.3 Project objective
2.4 Project hypothesis
2.5 Possible solution
3. Full-Scaled Implementation of the Solutions
3.1 Make up groups
3.2 Provide materials
3.3 Ask them to perform
3.4 Check their oral work
3.5 Reduce their pressure
4. Oral Practice Design
5. Data Analysis
5.1 Students’ general impression of the project
5.2 Students’ voluntariness of doing oral tasks in class
6. Problem Unsolved
7. Conclusion
References

1. Introduction
My name is Lu Wenjing. I graduated from Lanzhou Education College in July, 2008. I majored in English Teaching when I was in college about three years. I spent most of my time learning English, and I’ve learned a lot of knowledge from my major. Luckily, my dream came true in March, 2009. I’ve been a primary school teacher. From then on, I work for Yudu Primary School in Jingchuan County as an English teacher. This semester I teach the students who are at Grade Six. Unluckily, most of students are shy and afraid of speaking English in the classroom, so how to improve their spoken English has become a problem which should be solved as soon as possible. My problem is how to develop primary school students’ spoken English ability.
2. Summary of the Preliminary Research
This part of my student was conducted during Oct 5, 2012-Oct 14, 2012
2.1 Problem
The problem I have in my teaching is that most of my students do not like doing the oral practice I assign them to do in class.
2.2 Problem analysis
In my teaching, the problem identified was really a serious problem. My preliminary research confirmed that there were three main reasons that accounted for students’ reluctance to do the oral assignments in class. Firstly, some students did not feel interested in doing oral English alone in class．They thought they could not communicate without partners. Secondly, some students had some difficulties in doing oral practice, so they hoped that they could do it in class under more concrete direction of the teacher. Thirdly, most students felt overloaded because of heavier homework assignments.
The Problem had been troubling me for a long 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 do 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 oral English or not? If they thought it important and necessary, the problem was actually caused by myself, not by my students. Probably the oral work I assigned my students to do was poorly organized.
2.2.2 Cause analysis
In this situation, I asked myself a series of questions and tried to provide some answers to them.
Why did most of my students not do oral practice I assigned them to do in class?
In order to know more about this issue, I designed a cause exploration procedure like this.
Questions Answers
Is it because they do not like oral English? Maybe
Is it because the oral tasks are poorly designed? Maybe
Is it because my instructions are not clear? Maybe
Is it because they do not like to practice oral tasks alone？ Maybe
Is it because they have lots of other things to do？ Maybe
Is it because they do not think oral tasks are important and necessary？ Maybe
Is it because they have some difficulties unsolved by themselves ？ Maybe
2.3 Project objective
My research objective is to enhance my students’ interest in oral practice in class.
2.4 Project hypothesis
It is hypothesis that learners’ interest in doing oral practice in class is increased by better organization.
2.5 Possible solutions
With these reasons in mind, I have correspondingly provided some possible solutions which are as follows:
u Help my students to make up seven groups.
u Give them some priming materials, necessary background information and useful linguistic forms. I also provide topics that are close to real-life and closely relate to my purpose of practicing spoken English to expand their view.
u Give them chances to act out their own dialogues or plays before class.
u Check their performance regularly.
u Give them less written homework when they need to do oral practice after class.
3. Full-Scaled Implementation of the Solutions
3.1 Make up groups
In order to guarantee that most of the students would be highly involved into the oral practices, I decided to make up groups. Through the investigations, I found there were two main problems for them to do oral practice by themselves at home.
One was the family members of most students did not know or hardly knew English.
When the students met difficulties or had problem, they couldn’t get any help. And if they made mistakes in oral practice, they couldn’t be corrected in time.
The other was they thought there was little pleasure to practice without a partner.
Through analysis, I thought I would like to give speaking the purpose of communication, so it was the most effective that I should create chances for them to communicate with each other in English. I was also conscious that the students were all 10 or 11 years old and they were all English learning beginners, so they had strong, mutual dependence. If they were organized into small groups, not only both of the problems above could be solved but also they could achieve the purpose of oral practice. Moreover, I could cultivate their spirit of cooperation and achieve unity among students by making them learn form each other and help each other.
In my class there were 29 students, so I divided them into 7 groups. When I did the work, I followed three principles:
u Members of each group lived in the same area. So that students could select freely any spare time to practice oral tasks together. For example， they could practice after class, before going home. They could also practice through telephone.
u Each group was composed of the students of different English levels so that good students could help those who had lagged behind.
u Each group was made up of the students of different personalities in order to exert the specialties of every student and make up for each other’s deficiencies.
3.2 Provide materials
In order to make it sure that the students could do the oral tasks better, I provided them with a lot of materials for reference. The students of 10 or 11 years old are usually curious. They have strong desire of seeking knowledge and novelty. They hope to express what they are interested in, but they can only speak a little English. Besides, the students have little social experience, their trains of thought are limited. So they are not satisfied with the materials supplied only from texts. In order to solve the problem, I provided them with a lot of related words, topics and model dialogues. Moreover, I also especially selected those materials that were close to real-life and could interest the students. I thought the materials were very useful for helping the students to expand their trains of thought and learn more. I found with such help they could make up ver