最好的英语硕士论文答辩(绝对不后悔).ppt

最好的英语硕士论文答辩(绝对不后悔).ppt

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华南师范大学外文学院2012届硕士学位论文答辩会中国广州2012-3-2911ByLinLinMeifangMeifangSupervisedbyProf.HeProf.HeGuangkengGuangkengSchoolofForeignStudies,SouthChinaNormalUniversityGuangzhou2012-3-29TheStudyofNetwork-basedEnglishReadingTeachinginPrimarySchools22TheOutlineofpresentationWhy?

How?

What?

Research33Outlineofmythesis1.Introduction2.LiteratureReview3.ResearchDesign4.DataAnalysisandDiscussion5.MajorFindingsandImplications44WhydidIchoosethethemeformystudy?

Someproblemsoflargeclassreadingteaching.Somepracticalsuggestionsofnetwork-basedEnglishreadingteachingwillbemadeforprimaryEnglishteachersaccordingtotheconclusionoftheexperiment.ResearchOrientation:

55Q1:

DoestheNetwork-basedreadingteachingaffectthestudentslearningattitude?

ResearchQuestionsQ2:

CantheNetwork-basedreadingteachingraisethestudentslearninginterest?

Q3:

CantheNetwork-basedreadingteachingimprovethestudentsEnglishreadingability?

66TheNationalEnglishCurriculumStandardsCooperativeLearningTheoryConstructiveLearningTheoryKrashensAffectiveHypothesisKarashensInputHypothesisTheoriesrelatingtotheEnglishreadingteaching.77How?

ParticipantsParticipantsInstrumentsInstrumentsDataCollectionDataCollectionResearchDesign88ResearchDesignClassgendernumberTotalExperimentalClassMale2445Female21ControlClassMale2345Female22Total90Table3-1-2NumberoftheParticipants99ReadingMaterialSelectionReadingMaterialSelectionInterestLanguageLanguageLength10104.Interview3.Classroomobservations2.Questionnaire1.TestsInstruments1111DatacollectionlAquestionnairewasdistributedto45studentsinexperimentalclass;90studentsinExperimentClassandControlClasswererequiredtocompletethepre-testinordertoinvestigatewhetherbothclasseswereequivalentinpreviousreading.lAclassroomobservationandteachersinterviewweredesignedtogetthedataofthefollowingaspects,suchasthestudentslearningattitudeandreadinginterestunderthenetworkenvironment.lFinally,aftertheexperiment,thepost-testandpost-experimentquestionnaireswerecarriedout.1212TeachingModeinControlClass1313Network-BasedReadingTeachingModeStep1：

RaisingthesituationonthenetStep2：

PresentationofthetasksStep3：

IndependentReadingStep4：

OnlineAssessmentStep5：

Makingreportsingroups1414What?

TestTestQuestionnaireQuestionnaireClassroomClassroomobservationsobservationsResearchQuestionsInterviewInterview1515Pre-TestTable4-1-1AComparisonoftheScoresinthePre-TestClassTypeExperimentalControlTotalTotalscore399140148005Mean88.789.288.9Highestscore100100100Lowestscore726969GradeA-Scoreabove85（include85,No.&%）3168.9%3373.4%6471.1%GradeB-Scorebetween85&75（No.&%）1226.7%1022.2%2224.5%GradeC-Scorebetween75&60（No.&%）24.4%24.4%44.4%GradeD-Scorebelow60（No.&%）00%00%00%Thestudentsoftwoclasseswerealmostthesame.1616Post-TestTheproficiencyofthestudentsinExperimentalClasswasbetterthanControlClass.Table4-1-2AComparisonoftheScoresinthePost-TestClassTypeExperimentalControlTotalTotalscore415639698125Mean92.488.290.3Highestscore100100100Lowestscore736868GradeA-Scoreabove85（include85,No.&%）3680.0%3066.7%6673.4%GradeB-Scorebetween85&75（No.&%）817.8%1328.9%2123.3%GradeC-Scorebetween75&60（No.&%）12.2%24.4%33.3%GradeD-Scorebelow60（No.&%）00%00%00%1717ClassroomObservationThestudentsintheexperimentalclasswouldhavemorechancestoaskquestionsandhavemoretimetodoteam-work,andtheirreadingspeedunderthenetworkenvironmentweremuchfasterthanthecontrolclass.1818QuestionnaireAfteroneyearsexperiment,thenumbersofthestudentswhoenjoyedEnglishreadingclassunderthenetworkenvironmentwererising.1919QuestionnaireThenumbersofthestudentswhoenjoyedworkingingroupswererising.2020QuestionnaireTable4-1-2AComparisonoftheScoresinthePost-TestThenetwork-basedreadingcouldimprovethestudentsvocabulary.2121Table4-1-2AComparisonoftheScoresinthePost-TestThestudentsdidmuchmorereadingafterschoolaftertheexperiment.Questionnaire2222Conclusion:

Therewasatendencyofsharpincreaseintheirreadingperformance,thestudentsEnglishabilitywasimproved.Andwiththeexperimentprogressing,studentsshowedmoreinterestinnetwork-basedreadingclass.Conclusion23231）Raisingthestudentsreadinginterestbytherealsituation.2）Improvingtheliteracyofboththeteachersandthestudents.3）Encouragingthestudentstouseeffectivereadingstrategiesandskills.4）Designingdifferentreadingactivitiesinnetworkclassroomcanbehelpfultocontrolthestudents.5）Exploringothernetwork-basedactivities.Suggestions2424LimitationsThenumberofthechosenstudentsisnotbigenough.Thepresentresearchdidnottreatotherfactorsunderthepresentconditions.2525Thankyouforyourattention!

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