本科毕业设计浅析农村初中英语学困生的现状及对策.docx

本科毕业设计浅析农村初中英语学困生的现状及对策.docx

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本科毕业设计浅析农村初中英语学困生的现状及对策

分类号UDC单位代码10644

密级公开学号2009030212

四川文理学院

学士学位论文

浅析农村初中英语学困生的现状及对策

论文作者：

岳丹丹

指导教师：

路翠红

学科专业：

英语

研究方向：

教学法

提交日期：

2012年12月31日

答辩日期：

2013年05月24日

学位授予：

四川文理学院

中国达州

2013年5月

SchoolofForeignLanguages

SichuanUniversityofArts&Science

AnalysisofandSuggestionforStudentswithDifficultiesinLearningEnglishinRuralMiddleSchool

by

YueDandan

AThesis

PresentedtotheSchoolofForeignLanguages

InPartialFulfillmentoftheRequirements

FortheDegreeofB.A.inEnglish

December2012

ThesisSupervisor:

LuCuihong

AnalysisofandSuggestionforStudentswithDifficultiesinLearningEnglishinRuralMiddleSchool

Abstract

Withthedeeplyinternationalizingofourcountry,wehavetocommunicateandcooperatewiththeforeigners,somoreandmorepeoplerealizetheimportanceofEnglishlearning.NowEnglishisacompulsorybasicsubjectsinChineseMiddleschools.Inordertocompletelyintegrateintothesociety,nomatterwheatherourcountryorschoolsareputtingmuchattentiontotheEnglishteachingandlearning.AlthoughourEnglishteachinghasgottenmuchprogress,westillfacemanydifficulties,especiallyinruralmiddleschool.TherearestillalotofstudentswithdifficultiesinlearningEnglish.

Inthispaper,IwillillusratethepresentsituationofEnglishlearningandanalysisthereasonsoftheexistingofthestudentswithdifficultiesinlearningEnglishinruralmiddleschool,bytakingXuhanXianChengXiMiddleSchoolasanexample.Thenoffersomemethodsofchangingthepresentsituationsoteacherscanculturegoodlearningmotivation;studyhabitsandlearningmethodsthatstudentscanstrengthentheirconfidenceandimprovetheirgrades.

Keywords:

studentswithdifficulties;Englishlearning;presentsituation;reasons;changingmethods;ruralmiddleschool

Acknowledgements

Firstandforemost,Iwouldliketoexpressmyheartfeltgratitudetomysupervisor,Mrs.LuCuihong,bothforherintellectualguidanceandforherwarmandconstantencouragementduringtheprocessofwritingthisthesis.Withpatienceandprudence,shelaboredthroughdraftsofthisthesisandpointedoutdefectsinmywriting.Therefore,Ioweallthemeritsinthisthesis,ifany,toher,thoughIamfullyawarethatthethesismightstillcontainsomemistakes,forwhichIbearthewholeresponsibility.

MycordialandsincerethanksgotoalltheteachersconcernedintheSchoolofForeignLanguages,whoseinterestingandinformativecourseshavebenefitedmealotduringmycollegeyears.TheprofitthatIgainedfromtheirprofoundknowledge,remarkableexpertiseandintellectualingenuitywillbeofeverlastingsignificancetomyfuturelifeandcareer.

Iamalsoverygratefultomyclassmates,whohavegivenmealotofhelpandcourageduringmystayintheUniversityandthroughouttheprocessofwritingthisthesis.

Lastbutnottheleast,bigthanksgotomyfamilywhohavesharedwithmemyworries,frustrations,andhopefullymyultimatehappinessineventuallyfinishingthisthesis.

Contents

Abstract………………..………………………………………………….……..…..i

Acknowledgements..………………………………………………………………...ii

I．Introduction……………………………………………………………………....1

II.TheuniversalityoftheexistenceofstudentswithdiffilcutiesinlearningEnglish.……………………………..............................................................................2

A.Definitionofstudentswithlearningdifficulties...............................................2

B.ThepresentsituationofstudentswithdifficultiesinlearningEnglishinruralmiddleschool………………………………………….………….............................2

C.ThecharacteristicsofstudentswithdifficultiesinlearningEnglishinruralmiddleschool..................…..……………………………………….………....2

1.LackofinterestandinitiativeinlearningEnglish..................................3

2.Noclearlearningobjectivesandlackofstabilityinwillandcharacter..3

3.Noproperstudyhabitsandlowlearingefficiency..................................3

4.Activeandcuriositywithlittleattention.................................................4

5.Psychologicalinferiority.........................................................................4

6.Poorenduranceandeasytogotoextremes................................................4

III.ThereasonsoftheexistenceofstudentswithdiffilcutiesinlearningEnglis..........5

A.TheinternalreasonsoftheexistenceofstudentswithdiffilcutiesinlearningEnglish..................................................................................……….……...……..5

1.Thestudents'attitudetolearning.................................................................5

2.Thestudents'learningmethods....................................................................6

B.TheexternalreasonsoftheexistenceofstudentswithdiffilcutiesinlearningEnglish.......................................................................…………………….………...7

1.Theteachingdeviceoftheschool................................................................7

2.Thefacultyoftheschool..............................................................................8

3.Thefamilyenvironmentforstudents'study.................................................9

4.Thesocialenvironmentforstudents'study.................................................11

IV.MethodofchangingruralmiddleschoolEnglishunderachieverstatus.................10

A.Increasingthegovernmentinvestmenttoschooleducation……...................10

B.ImprovingtheabilityofsecondaryEnglishteachers.............…….……........10

C.Supervisingfromstudents'parents..................................................................11

D.Transformationofmiddleschoolstudents'Englishlearningattitudeandmethod..........................................................................................................................11

V.Conclusion………………………………….………..……………….….……...12

Notes………………………………………………………………….……….......20

Bibliography…………………………………………………….……………..…..22

AnalysisofandSuggestionforStudentswithDifficultiesinLearningEnglishinRuralMiddleSchool

I.Introduction

Withtheinformatizationofoursociallifeandtheglobalizationofoureconomicactivities,Englishisbecominganimportanttoolforcontactingwiththeoutsideworld.Thedatumshowthatmorethan70precentscientistsreadEnglish,85precentE-mailarewritteninEnglishandthat90precentelectro-searchingsystemsstoreimformationinEnglish.NowEnglishisacompulsorybasicsubjectsinmiddleschoolinChinaanditplaysamoreandmoreimportantroleinourdailylife.

Forseveraldecadesstruggling,ourEnglishteachinghasdevelopedandmadesomeprogressinallaspectsincludingteachingmethods,teachinglevel,teachingdeviceandsoon.ButEnglishteachingremainsalotofproblems,suchasbehindhandequipmentandout-of-dateteachingmethods,especiallyinruralmiddleschool.ThoughEnglishteachingistakenseriouslyandfromprimaryschool,webegintolearnEnglish,therearestillalargeamountofstudentswithdifficultiesinlearningEnglish.

Forallkindsofreasons,whenstudentsmoveontogradetwoandthree,thepolarizingphenomenongetsworseandworse.ThenumberofthestudentswithdifficultiesinlearningEnglishtakesupover40percentorevenworse.Ifthissituationcan'tbechanged,itwillaffecttheirlaterEnglishlearningandtheirdevelopment.Thisproblemhasbeenperplexingtheteachersinruralmiddleschool.Sohowtochangthiskindofstudentsisahotpoint.YetSometeachersandscholarshavemadesomeresearchandknownthattheirbasicfourskills:

lisening,speaking,readingandwritingarebadandtheirsmallvocabulary.Westillneedtoanalyseearnestly,findoutthereasonsandstrategies.

II.TheuniversalityoftheexistenceofstudentswithdiffilcutiesinlearningEnglish

Withthedevelopmentofsociety,Englishisplayinganimportantroleinourlife.Peoplepaymuchattentiontostudents'Englishlearning.Butforthepressureofenteringahigherschool,apartofteacherandparentsonlycareaboutthescoresandignorethedevelopmentoftheemotionandability.Meanwhile,thestudentshavebadstudyhabits,lowerlearninginterestsandinsuitablelearningmethods.ThesekindsofreasonsresultinpartsofstudentshavingdiffilcultiesinlearningEnglish.

A.Definitionofstudentswithlearningdifficulties

Studentswithlearningdiffilcutiesrefertothisgroupofstudentswhodopoorlyintheirstudycausedbyteachers,familyorthemself.Itisusuallydividedintotwokinds-intellectualstudentswithlearningdifficultiesandunintelligentstudentswithlearningdiffilculties.Theformeronereferstothestudentswereborntounintelligenceorareunintelligentforsomedisease.Onthecontrary,thelateronereferstothestudentscan'treachtothebesicrequirementssettedbyteachingprogrambutcausedbytheirpostnatalorextraneousfactors.Andinourteachingactivity,wemeetthelaterstudentsmore.AndstudentswithdifficultiesinlearningEnglishwetalkedaboutarethestudentswhohavedifficultiesinlearningEnglish1.

B.ThepresentsituationofstudentswithdifficultiesinlearningEnglishinruralmiddleschool

Inruralarea,thefamilyhavelittleincomeandbothparentsworkoutsidewhentheylackoffarmworkoreventhewholeyearworkingoutside.Andthentheirchildrenbecomeleft-behindchildren.Theylackofcaringandguidenceinstudy,expeciallysomeparentsareinfluencedbyuselessreadingsothattheypaynotenoughattentiononstudents'Englis