电大英语论文.docx

1、电大英语论文Anqing Radio and Television UniversityPractical Project DesignTitle：Action Research on Students Progress in WritingName：Li RenyuanMajor：EducationTutor：Miss GuoDate：May, 28th, 2010Project Title:Action Research on Students Progress in WritingInvestigatorLi RenyuanAnqing TV UniversitySubmitted on

2、 28th May，2010In fulfillment of the coursePractical Project DesignAcknowledgementI am mostly grateful to my supervisor Miss Guo without whose support and patience this project would not even have got off the ground.No amount of thanks will be adequate for my students without whose willing participat

3、ion in the project implementation it would have remained on paper.Last but not the least, big thanks to my wife, without whose support, I would not have self-confidence to finish this project.AbstractThe present study presents a detailed report of a project implemented to solve the problem that most

4、 of my students do not like doing the writing practice I assign them to do after class. It is hypothesized that learners writing skills will be greatly increased by a better organization in this respect. This hypothesis is verified by a four-week practice of well-organized writing work activities.Me

5、thodologically, four methods are used, and they are analytic method, cause analysis, questionnaire survey, and brainstorming activation.Key words: writing skills organization activities 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。

6、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Main Headings of the Project Report1. Introduction62. Summary of the Preliminary Research62.1 Problem62.2 Problem analysis6-82.3 Project objective82.4 Project hypothesis83. Project rationale8-94. Project design9-135. Project implementation13-146. Data A

7、nalysis14-167. Project evaluation16-198. Conclusion19Bibliography20Process Report 121Process Report 222-23Process Report 324-27Process Report 428-33Process Report 534-36Appendix 1 The timetable of the project37Appendix 2 The questionnaire 1 for problem analysis38Appendix 3 The post-trial questionnai

8、re39Appendix 4 Teaching Notes 40-42Appendix 5 Teaching Diaries 43Appendix 6 Students Handout44Appendix 7 Teaching Observation Notes451. IntroductionIve been teaching the students who are in their first year of a middle school. In my teaching, Ive found that my students always dislike to do the writi

9、ng practice. When they have exams, they cant do the part of writing well. So the students in my class get lower scores than others.Now Ill finish my study in Anqing TV University. I hope I can solve the problems that have troubled me for some time through the action research so that I can apply my k

10、nowledge and theory into practice, which I learned from Anging TV University.2. Summary of the preliminary researchThis part of my study was conducted during March 3rd, 2010-May 20th, 20102.1 Problem The problem is that most of my students dont do the writing part well when they have exams.2.2 Probl

11、em analysisIn my teaching, the problem identified was really a serious problem. My preliminary research confirmed that there were two main reasons that accounted for students reluctance to do the writing tasks out of class.Firstly, some students didnt think it important and necessary to do writing p

12、ractice. And they felt overloaded because of a heavier homework assignments. They would like to finish the homework given by the teachers of other subjects first, and sometimes they had no time to do English writing tasks. Secondly, some students had some difficulties in doing writing practice. They

13、 dont know how to use the phrases and sentences in the textbook, and the family members of most students did not know or hardly knew English. When the students met difficulties or had problems at home, they couldnt get any help. So they couldnt do the writing practice by themselves after class .They

14、 hoped that they could do it after class under more concrete direction of the teacher. 2.2.1 Analytic methodThrough careful analysis, I was led to series of questions.For instance, I found most of my students do not like doing writing practice, and I wanted to know why it should be the case, and whether they thought it important and necessary to practise writing or not? If they thought it important and necessary, the problem was actually caused by