硕士研究生毕业论文通过版.docx

硕士研究生毕业论文通过版.docx

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硕士研究生毕业论文通过版

Chapter4ResultsandDiscussion

Thischapterisdividedintothreeparts:

interviewanalysis,analysisofthepre-questionnaireandpost-questionnaire,andthedataanalysisofthepre-testandpost-test.

4.1InterviewforTeachers

TolearnthecurrentsituationaboutEnglishreadingcourseinruralareasfiveteacherswereaskedtotakepartinaninformalinterviewatthebeginningoftheexperiment,includingteachingmethods,students’problemsinthisschoolandteachers’attitudetowardsnewteachingmethods.TheratiobetweenteachersfromGradesSeven,EightandNinewas2:

2:

1.Forthesakeofresearch,fivequestions（seeAppendixIV）weresetupintheinterview.ThesequestionswerepreparedandansweredinChinese,sothattheycouldexpresstheirviewsmoresmoothlyandaccurately.

QuestionsoftheinterviewfortheEnglishteachersinthepre-implementationstage:

1.HowdoyouteachEnglishreading?

2.DoyouthinkstudentslikelearningEnglishreading?

3.WhatproblemsdostudentsalwayshaveinEnglishlearning?

4.WouldyouliketotrynewEnglishteachingmethods?

5.Haveyouheardmindmaporuseditbefore?

Theanalysisofteachers’answersispresentedasfollows:

Tobeginwith,itisrevealedbyalltheteachersthattraditionalsentencetranslatingmethodshasstillbeenusedinEnglishreadingteachingandtheyhavebeenusedtousingtraditionalteachingmethodsthoughthemodernteachingmediahavebeendeployedineachclass.Teachersbeginclassbyrecallingoldknowledgeorteachingnewwordsandthengivestudentsseveralminutestoreadthearticleloudly.Thisisfollowedbyexplainingthekeylanguagepointsandgrammar.Theyareusedtoanalyzingtextssentencebysentencesothatthestudentscanhaveabetterunderstandingofthereadingmaterials.Atlast,studentsareguidedtorecitesometextsorsomeimportantknowledge.Comparedwithnewteachingmethods,thetraditionalmethodsareconsideredtobesaferalthoughtheymightmakestudentsfeelboring.Also,theyalladmitthatifthereisanewmethodconfirmedproductiveandusefultosignificantlyimprovestudents’readingabilitiesandenhancetheiracademicachievements,theywouldbehappytoadoptthenewteachingmethod.

AsforthecurrentEnglishlearningsituationforstudentsinruraljuniorhighschools,allofthefiveEnglishteacherssaythatmostofstudentsdonothatelearningEnglish,buttherearestilllotsofthemwhocan’tdowellinit.SomestudentsthinkthattheEnglishclassisboring.Andtosomestudents,theyarepooratEnglishreadingbecausetheyneitherhaveinterestsinitnorhavegotenoughreadingskills.TeachersseldomtaughtstudentshowtouseskillsandstrategiescorrectlyinEnglishreading.Quitealargenumberofstudentshavedifficultiesinrememberingvocabularyandanalyzingreadingstructure.Teachersshouldcommunicateandinteractmorewithstudentstoarousetheirinterestsandenthusiasmaboutthereadingpassage.Teachingmethodsareimportanttostudents'performance.Therefore,itisurgentandnecessaryforteacherstochangetheirtraditionalteachingmethods.

Inaddition,theteacherssaythattheyheardlittleaboutmindmapbefore;theyhaven’tappliedtheittoreadingteaching,either.Whattheyknownonlyisthatmindmapissomethingliketheknowledgetree.Itisimpossibletoarousestudents’motivationiftheteachingmethodisrigid,monotonous,andboring.Moderneducationaltheoryadvocatesthatteachersshouldtreatstudents,classroomandactivitiesasthecenterinteaching,changetheirtraditionalconceptsandturntheirrolesintothepromotersofstudentlearning.Asthesayinggoes,interestisthebestteacher.Itisadvisablethatteacherstakestudents’interestasanentrypointofteachingdesigntoattractstudentstofallinlovewithlearning.Asweknow,textcontentmayimpactstudents’learningemotion.Studentsarelikelytoshowmoreenthusiasmaboutthetextsinwhichtheyareinterested.Teachingmethodsarethekeymeanstocontrolstudents’performance.Thereby,itisnecessaryforteacherstochangetheirteachingmethods.Moreover,mindmapshouldbepromotedtoEnglishreadingteaching.ItisalsodesirabletospreadthisnewmethodtootheraspectsofEnglishteaching.TheinterviewwithteachersisshowninAppendixE

4.2AnalysisofthePre-questionnaireandthePost-questionnaire

StudentsofbothclasseswereinvestigatedusingthequestionnairemethodtolearnabouttheirinitialattitudesandintereststowardsEnglishreading,aswellastheirknowledgeaboutmindmap,beforetheexperiment.Aftertheexperiment,thequestionnairemethodwasusedonthestudentsofECtoseetheeffectoftheapplicationofmindmaptoEnglishreadingonstudents.

4.2.1Pre-questionnaireAnalysis

Beforetheexperiment,52questionnairesweredistributedtothestudentsinEC,withallthecopiescollected.Students’answerstothequestionsandtheirstatisticsareshownasfollows.Byanalyzingthedatacollectedfromthequestionnaires,theinformationaboutstudents’learningEnglishisinvestigated.

TableTheResultsofQuestionnaireforStudentsinPre-implementationStage

Questions

Choices

Percentage

1.DoyoulikeEnglishreadingcourse?

A.IlikeEnglishreadingcourseverymuch.

21.15%

B.IlikeEnglishreadingcourse.

32.69%

C.Justso-so.

22.11%

D.Idon’tlikeEnglishreadingcourse.

24.05%

2.DoyouthinkEnglishreadingisdifficult?

A.verydifficult

38.46%

B.alittledifficult

18.26%

C.justso-so

18.26%

D.notreally

25.02%

3.What’syourbiggestdifficultywhiledoingEnglishreading?

A.newwordsandphrases

50.96%

B.complexsentencestructure

19.23%

C.difficultyinpassagetranslation

21.15%

D.others

8.66%

4.DoyouoftenanswerquestionsintheEnglishreadingcourseactively?

A.always

9.61%

B.sometimes

29.80%

C.seldom

41.34%

D.never

19.25%

5.AreyoucontentwithyourEnglishreadingcompetenceandattitudeatpresent?

A.verycontent

5.76%

B.content

32.69%

C.notquitecontent

50.96%

D.discontent

10.59%

6.HowdoyoureadEnglisharticles?

A.readwiththequestions

22.11%

B.getthemainideabykeywords

15.38%

C.readbytranslatingeachsentence

50.00%

D.atrandom

12.51%

7.Afterfinishingapassage,canyougetthemainideaofit?

A.allofit

14.42%

B.mostofit

26.92%

C.alittle

37.50%

D.Ican’t

21.16%

8.Afterfinishingapassage,canyoufindoutsomedetailsorfactstoexplainthemainidea?

A.allofit

18.26%

B.mostofit

22.12%

C.alittle

40.38%

D.Ican’t

19.24%

9.WhatdoesyourteacherexplainmostinEnglishteachingforreadingcomprehension?

A.vocabulary

10.58%

B.grammar

36.54%

C.sentencestranslation

13.46%

D.themainideaofthispassage

39.42%

10.AreyousatisfiedwithcurrentEnglishreadingteachingmethod?

A.verymuch

26.92%

B.basically

28.84%

C.barely

38.46%

D.notatall

5.78%

Asshowninthequestionnaireabove,thefirstpart（Q1-Q5）isrelatedtostudents’readinginterest.Itcanbeseenthat61.22%ofstudentsareinterestedinEnglishreading,but38.78%ofstudentshavelittleinterestinEnglishreading.Asthesayinggoes,interestisthebestteacher.InterestremainsacriticalperquisitionforstudentstolearnEnglishwell.Therefore,itisurgentandimportantthatanewteachingmethodbeappliedtoimprovestudents’enthusiasmforlearningandenhancetheirinterestinEnglishreading.64.54%ofstudentsthinkthatEnglishreadingisverydifficult,whichisrelatedtotheirinterestoflearningandthedifficultyoflearningcontent.MoststudentsthinkthatvocabularyremainsthebiggestbarrierthatkeepthemdoingEnglishreadingcomprehensionwell,followedbyhowtotranslatearticlesandhowtounderstandthecomplexsentencestructureofthearticle.Inreadingclass,only37.37%ofstudentsarewillingtocooperatewithteachersactivelytoanswerthequestionswhiletherestofthestudentsarenot,whichmeansinadequateteacher-studentcommunication.Intermsofstudents’currentEnglishreadingability,64%ofthemsaytheyarenotsatisfied.Therefore,itisnecessarytouseanewteachingmethodtoimprovestudents’Englishreadingability.

Students’habitofdoingreadingcomprehensionarerevealedbytheanswerstoQ6-Q8,whichsuggestthatmoststudentsstillunderstandthearticlefollowingtheoldtranslationmethodandonly21%ofthemwillreadwithquestions.Fewstudentswillusekeywordstounderstandthearticle.Inaddition,somestudentshaven’tdevelopedtheirownreadingmethods.Afterreadinganarticle,only45%ofthestudentscanunderstandthemainides,whereastherestofthemunderstandthearticlealittleordon’tunderstanditatall.Intermsofthedetailsofthearticle,only38%ofthestudentscanfindthespecificfactsinthearticlecorrectlywhiletherestofthestudentsbarelyorcan’tfindthedetailsofthearticletoexplainthearticle.AsatooltoassistwithEnglishreadingteaching,mindmapcanhelpstudentsfindkeywordsquickly,summarizethemainpurposeofthearticle,andprovidestudentswithabetterunderstandingofthearticlecontent.

AccordingtotheanswerstoQ9-Q10,traditionalteachingmethodsareappliedbyteachersingeneral.TwothirdsofthestudentsarenotsatisfiedwithcurrentEnglishteachingmethods.Studentsarealsowillingtotrynewteachingmethods.Therefore,itisverynecessarytoapplymindmaptojuniorhighschoolEnglishreadingteaching.ItcanbeseenfromtheresultsofthequestionnairebeforetheexperimentthatstudentstakelittleinterestinEnglishreadingandseldomreadwithsuitablereadingstrategies.Inaddition,theyareunsatisfiedwithtraditionalteachingmethods,whi