OrganizationLearners Interest5Word下载.docx

OrganizationLearners Interest5Word下载.docx

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2.1.problem

2.2.problemanalysis

2.3.projectobjective

2.4.projecthypothesis

2.5.possiblesolutions

3、Full–ScaledImplementationofthesolutions

3.1.dohomeworkbythemselves

3.2.preacquaintdifferentmaterialsofhomework.

3.3.encouragethemtodohomeworkinthetime.

3.4.checktheirhomeworktogetherorinfreetime.

3.5.givemoreandmorematerialstochose.

4、HomeworkprojectDesign

5、DataAnalysis

5.1.Studentsgeneralimpressionoftheproject.

5.2.StudentsVoluntarinessofdoinghomeworktestsafterclass.

6.ProblemsUnsolved

7.ProjectEvaluation

8.Conclusion

Appendix:

A:

Thetimetableoftheproject

B:

Causeanalysisteachers’

C:

Teachingnotes.

D:

Diaries.

E:

Questionnaire.

1.Introduction

Ihavebeenteachingthestudentswhoareintheirsecondyearofajuniormiddleschoolinmyteaching.I’vefoundtherearesomeproblems,nowI’llfinishmystudyinNingxiaTVUniversity,IhopeIcansolvetheproblemsthathavetroubledmeforsometimethrough.TeacherresearchsothatIcanapplymyknowledgeandtheoryintopractice,whichIlearnedfromNingxiaTVUniversity.

2.Summaryofthepreliminaryresearch

ThispartofmystudywasconductedduringMay1/2006__May14/2006.

2.1.problem

TheproblemIhaveinmyteachingisthatmostofmystudentsdonotlikedoingthehomeworkpractice.Iassignthentodoafterclass.

Duringmyteaching,theproblemidentifiedwasreallyaseriousproblem.Mypreliminarymeasuresresearchconfirmedthattherewerethreemainreasonsthatallowforstudentsreluctancetodothehomeworkassignmentsoutofclass.Firstly:

somestudentsdidn’tfeelinterestedinpracticinghomeworkEnglishaloneafterclass.Theythoughtcouldnotcommunicatewithotherabouthomeworkinformation.

Secondly,somestudentshadsomedifficultiesindoingit.Sotheyhopedthattheycoulddoitafterclassundermoreconcretedirectionoftheteacher.

Thirdly,mostofstudentsfeltoverloadedbecauseofaheaverhomeworkassignments.Theproblemhadbeentroublingmeforalongtime.NowIdeterminedtofindasolutiontotheproblem,Inmystudy,Iusedfourmethodsofanalysis.

2.2.1.Analyticmethod

Thoughcarefulanalysis:

Iwasledtoaseriesofquestions.

Forinstance,IfindamajorityofmystudentsdonotlikedoingthisassignmentandIwantedtoknowwhyitshouldbethecase.Andwhethertheythoughtitimportandnecessarytododifficulthomeworkoreasy.Iftheythoughtitisboringtodoitthatcopywordsorsentence.SoIassignedmystudentstodowasdifferentbirdsofhomework.

2.2.2.Causeanalysis

Inthissituation.Iaskedmyselfaseriesofquestionsandtriedtoprovidesomeanswerstothem.

Whymostofmystudentsdidn’tlikedohomework.Iassignedthemtodoafterclass?

Inordertoknowmoreaboutthisissue.Idesignedacauseexplorationprocedurelikethis:

Isitbecausetheydon’tlikehomework?

Maybe.

Isitbecausethehomeworktestareboringdesign?

Isitbecausetheyarenotmotivated?

Maybe.

Isitbecausetheyhavesomedifficultunsolvedbythemselves?

Isitbecausetheyhavealotofotherthingtodo?

Isitbecausetheydon’tthinkhomeworkareimportant?

2.2.3Questionnaire

Imakeapilotinvestigationinthisrespecttoknowmoreaboutthesituationforthispurpose.Idesignaresearchprocedurelikethefollows,oneday.Igavethemanewkindhomeworkandgivethemlotsofmeanstodoitaboutlesson8andfromgroupvoluntarytomakenewanswer.Thetitlemakehomeworkbyyoursituation.Thenextday.Igotthefollowingfeedback:

Onlytenstudentsfinishedbyrulesoftext.

Onlythreestudentsmakenewwayfinishedit

Therestdidnotdothehomework.

ThenIaskedthemmyquestions.Onewaswhysomestudentshadfinishedtheexercise.Thestudentsresponses:

Firstly.thosehaddonehomeworksaidtheycan’tenjoyedtodoitanditcan’tpracticethetext.

Secondly,theyfeltitwasn’tinterestingwaytodoit.thosewhohaddone

Newwayssaid:

haddoneitnotusedforstudentsbecausethelessonwereinteresting.wedoeverythingintheclass,sonowwewillreview

Thenewlesson.

Thirdlyoneofthemsaid:

itverydifficulttodoit.someofmystudentsdidn’tliketodohomework.Iaskedthemtodoafterclass

Thestudentsreason:

apartofthemthinkoftodoEnglishhomework

Wasnotuseful.AsChineseweshouldlearnChinesewell.notEnglish

Fourth.someofstudentsdidn’tdoitbetter.Idesignaquestionnairetofindoutwhyitshouldbeso.Iintendtogotmoredetailed

.moreexcelledopinionsfromallthestudentsthoughtthequestionnaire

AndIaskeddifferentEnglishleveltotryoutthequestionnaire

Whenallthosedatecomein.Imadestatisticalevaluation.Theresultshowedthatover60％ofstudentsthoughtregularlyhomework.wereboring

.anddidn’tdoitbetter.andthat75％themthoughtitdidn’tusedforlessonthenceforth,Ithoughtthestudentswereclearingabouttheimportantandnecessityofhomework.Butthemmightgiveupagainst

Difficultiesthattheycan’tovercome.sotheylostconfidenceandinterest.

2.2.4:

Brainstorming

WhenIwasengagedintheproblemanalysis,IconsultedmysupervisorBeiYunxiaandoftentalkedtomyclassmateaboutalltheproblemsImet

.theygivemealotpfadviceandhelpsothatIponderedthemoredeeplyandcarefully.Afteralengthyproblemanalysis,Ideterminedtolaunch

Aprojecttoovercomethisproblem.

2.3:

Projectobjective

Myresearchobjectiveistoenhancemystudents’interestindoinghomeworkpracticeafterclass.

2.4:

projecthypothesis

Itishypothesisthatlearner’sinterestindoinghomeworkisimproved

Bybetterorganization.

2.5:

Possiblesolution

withthosereasoninmind.Icouldshowitpossiblesolutiontomakeupasfollows.

2.5.1:

helpmystudentstofinishedtheirhomework.

2.5.2:

givethemsomeprimarymaterials,necessary,backgroundinformationandusefullinguisticform,Ialsoprovidecheckhomeworkeachotherinclass.

2.5.3:

givethemchangetoactouttheirownideaabouthomeworkbefore

Theclass.

2.5.4:

checktheirreasontodohomework.

2.5.5Givetheirdifferentkindshomeworkformeasytodifficultafterclass.

3、Full-scaledimplementationofthesolution.thispartofmystudywasconductedduringMay30~``~~~2006.

3.1:

trytodohomeworkbythemselves

Inordertoguaranteethatmostofstudentswouldbehighlyinvolvedintothehomeworkandtodoitbythemselves.thoughttheinvestigation.Ifindthereweretwomainproblemforthem.toimproveinterestingtodohomework.One

Wasthefamilymembersofthemostofstudentsdidn’tknowtheimportantofhomeworkandcheckitintime.Theothertheythoughttherewerenotimportantfortext,thoughanalysis.Iwouldliketogivestudentsthepurposeofdohomework.soitwasthemosteffectivethatIshouldcreatenewwaystochangethemindofhomework.

3.2:

providedifferentmaterials

Inordertomakeitsurethatthestudentscoulddothehomeworkbetter,Iprovidedthemwithalotofmaterialsforreference.thestudentsof13or14yearsoldareusuallycurious.theyhavestrongdesireofseekingknowledgeandnovelty.theyhopetowhattheyareinterestedin.buttheycanonlydosomeeasyexercise.besidethestudentshavelittlesocialinformation.theirmindsaredimity.sotheyarenotsatisfiedwiththematerialssuppliedonlyatclass.inordertosolvethisproblem,Iprovidedthemwithotherswasrelatedhomeworkcontents.

3.3:

encouragethemtodohomework.

Icreatedchangesforstudentstothoughtnewwaysinsomequestion.sometimeIcanshowsomethingaspen,pencil,notebooktothemtoencourage.somoststudentsarewillingtoshowtheirabilitiesbeforeothers.therefore,praisedandencouragedbytheirteacherandotherstudents,thentheydoitmoreeasymoreexercise.

3.4:

checktheirhomework.

Idecidedtochecktheirhomeworkeveryday,becausestudentswouldusuallydobetterundersupervisionoftheirteacherorpartner.SometimeIaskedthemtodohomeworkinclass,SometimeIpraisedtheminclass.

3.5:

reducetheirpressure

Idecidedtosimplifythestudentshomework.Thestudentsoftencomplained:

theyhadtoomuchhomeworknotonlyEnglishhomeworkbutalsothehomeworkofothersubjects.TheythoughtfinishedthembeforeEnglish.SoIadoptedtwoeffectivemeasuretoreducetheirpressure.

4、HomeworkPracticeDesign

Myhypothesisisthatlearnersinterestithomeworkafterclassisincreasedbybetterorganizationactivities.

Week1Activity1autumnfestival:

ThisactivityisbasedasinJuniorEnglishforchain,Book2Aunit3,lesson91.Autumnfestivalspursetopracticethefuran.MakingcomparisonandthegrammarComparisonofadjectives.instructionsatfirst,Igottheindividualstudentstoretelleachlessonafterclass