电大英语论文.docx

电大英语论文.docx

《电大英语论文.docx》由会员分享，可在线阅读，更多相关《电大英语论文.docx（41页珍藏版）》请在冰豆网上搜索。

电大英语论文

AnqingRadioandTelevisionUniversity

PracticalProjectDesign

Title：

ActionResearchonStudents’ProgressinWriting

Name：

LiRenyuan

Major：

Education

Tutor：

MissGuo

Date：

May,28th,2010

ProjectTitle:

ActionResearchonStudents’Progress

inWriting

Investigator

LiRenyuan

AnqingTVUniversity

Submittedon28thMay，2010

Infulfillmentofthecourse

PracticalProjectDesign

Acknowledgement

IammostlygratefultomysupervisorMissGuowithoutwhosesupportandpatiencethisprojectwouldnotevenhavegotofftheground.

Noamountofthankswillbeadequateformystudentswithoutwhosewillingparticipationintheprojectimplementationitwouldhaveremainedonpaper.

Lastbutnottheleast,bigthankstomywife,withoutwhosesupport,Iwouldnothaveself-confidencetofinishthisproject.

Abstract

ThepresentstudypresentsadetailedreportofaprojectimplementedtosolvetheproblemthatmostofmystudentsdonotlikedoingthewritingpracticeIassignthemtodoafterclass.Itishypothesizedthatlearners’writingskillswillbegreatlyincreasedbyabetterorganizationinthisrespect.Thishypothesisisverifiedbyafour-weekpracticeofwell-organizedwritingworkactivities.

Methodologically,fourmethodsareused,andtheyareanalyticmethod,causeanalysis,questionnairesurvey,andbrainstormingactivation.

Keywords:

writingskillsorganizationactivities

摘要

本论文根据大部分学生不喜欢做写作练习的问题，在如何解决教学中存在的实际问题做出了详细的研究。

论文假设通过良好的活动组织在很大程度上提高了学生的写作能力，并以这个假设为前提，经过四周的写作练习实践，从而证实这个假设的正确性。

本论文采用四种方法：

分析法、原因分析法、问卷调查法和积极讨论法。

关键词：

写作能力组织活动

MainHeadingsoftheProjectReport

1.Introduction……………………………………………………………6

2.SummaryofthePreliminaryResearch…………………………………6

2.1Problem………………………………………………………………6

2.2Problemanalysis……………………………………………………6-8

2.3Projectobjective………………………………………………………8

2.4Projecthypothesis……………………………………………………8

3.Projectrationale………………………………………………………8-9

4.Projectdesign………………………………………………………9-13

5.Projectimplementation……………………………………………13-14

6.DataAnalysis………………………………………………………14-16

7.Projectevaluation…………………………………………………16-19

8.Conclusion……………………………………………………………19

Bibliography……………………………………………………………20

ProcessReport1…………………………………………………………21

ProcessReport2………………………………………………………22-23

ProcessReport3………………………………………………………24-27

ProcessReport4………………………………………………………28-33

ProcessReport5………………………………………………………34-36

Appendix1Thetimetableoftheproject………………………………37

Appendix2Thequestionnaire1forproblemanalysis…………………38

Appendix3Thepost-trialquestionnaire………………………………39

Appendix4TeachingNotes………………………………………40-42

Appendix5TeachingDiaries…………………………………………43

Appendix6Students’Handout…………………………………………44

Appendix7TeachingObservationNotes………………………………45

1.Introduction

I’vebeenteachingthestudentswhoareintheirfirstyearofamiddleschool.Inmyteaching,I’vefoundthatmystudentsalwaysdisliketodothewritingpractice.Whentheyhaveexams,theycan’tdothepartofwritingwell.Sothestudentsinmyclassgetlowerscoresthanothers.

NowI’llfinishmystudyinAnqingTVUniversity.IhopeIcansolvetheproblemsthathavetroubledmeforsometimethroughtheactionresearchsothatIcanapplymyknowledgeandtheoryintopractice,whichIlearnedfromAngingTVUniversity.

2.Summaryofthepreliminaryresearch

ThispartofmystudywasconductedduringMarch3rd,2010--May20th,2010

2.1Problem

Theproblemisthatmostofmystudentsdon’tdothewritingpartwellwhentheyhaveexams.

2.2Problemanalysis

Inmyteaching,theproblemidentifiedwasreallyaseriousproblem.Mypreliminaryresearchconfirmedthatthereweretwomainreasonsthataccountedforstudents’reluctancetodothewritingtasksoutofclass.

Firstly,somestudentsdidn’tthinkitimportantandnecessarytodowritingpractice.Andtheyfeltoverloadedbecauseofaheavierhomeworkassignments.Theywouldliketofinishthehomeworkgivenbytheteachersofothersubjectsfirst,andsometimestheyhadnotimetodoEnglishwritingtasks.Secondly,somestudentshadsomedifficultiesindoingwritingpractice.Theydon’tknowhowtousethephrasesandsentencesinthetextbook,andthefamilymembersofmoststudentsdidnotknoworhardlyknewEnglish.Whenthestudentsmetdifficultiesorhadproblemsathome,theycouldn’tgetanyhelp.Sotheycouldn’tdothewritingpracticebythemselvesafterclass.Theyhopedthattheycoulddoitafterclassundermoreconcretedirectionoftheteacher.

2.2.1Analyticmethod

Throughcarefulanalysis,Iwasledtoseriesofquestions.Forinstance,Ifoundmostofmystudentsdonotlikedoingwritingpractice,andIwantedtoknowwhyitshouldbethecase,andwhethertheythoughtitimportantandnecessarytopractisewritingornot?

Iftheythoughtitimportantandnecessary,theproblemwasactuallycausedby