硕士研究生毕业论文通过版.docx

1、硕士研究生毕业论文通过版Chapter 4 Results and DiscussionThis chapter is divided into three parts: interview analysis, analysis of the pre-questionnaire and post-questionnaire, and the data analysis of the pre-test and post-test. 4.1Interview for TeachersTo learn the current situation about English reading cours

2、e in rural areas five teachers were asked to take part in an informal interview at the beginning of the experiment, including teaching methods, students problems in this school and teachers attitude towards new teaching methods. The ratio between teachers from Grades Seven, Eight and Nine was 2:2:1.

3、 For the sake of research, five questions (see Appendix IV) were set up in the interview. These questions were prepared and answered in Chinese, so that they could express their views more smoothly and accurately. Questions of the interview for the English teachers in the pre-implementation stage: 1

4、. How do you teach English reading?2. Do you think students like learning English reading?3. What problems do students always have in English learning? 4. Would you like to try new English teaching methods?5. Have you heard mind map or used it before?The analysis of teachers answers is presented as

5、follows: To begin with, it is revealed by all the teachers that traditional sentence translating methods has still been used in English reading teaching and they have been used to using traditional teaching methods though the modern teaching media have been deployed in each class. Teachers begin cla

6、ss by recalling old knowledge or teaching new words and then give students several minutes to read the article loudly. This is followed by explaining the key language points and grammar. They are used to analyzing texts sentence by sentence so that the students can have a better understanding of the

7、 reading materials. At last, students are guided to recite some texts or some important knowledge. Compared with new teaching methods, the traditional methods are considered to be safer although they might make students feel boring. Also, they all admit that if there is a new method confirmed produc

8、tive and useful to significantly improve students reading abilities and enhance their academic achievements, they would be happy to adopt the new teaching method. As for the current English learning situation for students in rural junior high schools, all of the five English teachers say that most o

9、f students do not hate learning English, but there are still lots of them who cant do well in it. Some students think that the English class is boring. And to some students, they are poor at English reading because they neither have interests in it nor have got enough reading skills. Teachers seldom

10、 taught students how to use skills and strategies correctly in English reading. Quite a large number of students have difficulties in remembering vocabulary and analyzing reading structure. Teachers should communicate and interact more with students to arouse their interests and enthusiasm about the

11、 reading passage. Teaching methods are important to students performance. Therefore, it is urgent and necessary for teachers to change their traditional teaching methods. In addition, the teachers say that they heard little about mind map before; they havent applied the it to reading teaching, eithe

12、r. What they known only is that mind map is something like the knowledge tree. It is impossible to arouse students motivation if the teaching method is rigid, monotonous, and boring. Modern educational theory advocates that teachers should treat students, classroom and activities as the center in te

13、aching, change their traditional concepts and turn their roles into the promoters of student learning. As the saying goes, interest is the best teacher. It is advisable that teachers take students interest as an entry point of teaching design to attract students to fall in love with learning. As we

14、know, text content may impact students learning emotion. Students are likely to show more enthusiasm about the texts in which they are interested. Teaching methods are the key means to control students performance. Thereby, it is necessary for teachers to change their teaching methods. Moreover, min

15、d map should be promoted to English reading teaching. It is also desirable to spread this new method to other aspects of English teaching. The interview with teachers is shown in Appendix E4.2 Analysis of the Pre-questionnaire and the Post-questionnaireStudents of both classes were investigated usin

16、g the questionnaire method to learn about their initial attitudes and interests towards English reading, as well as their knowledge about mind map, before the experiment. After the experiment, the questionnaire method was used on the students of EC to see the effect of the application of mind map to

17、 English reading on students. 4.2.1 Pre-questionnaire AnalysisBefore the experiment, 52 questionnaires were distributed to the students in EC, with all the copies collected. Students answers to the questions and their statistics are shown as follows. By analyzing the data collected from the question

18、naires, the information about students learning English is investigated. Table The Results of Questionnaire for Students in Pre-implementation StageQuestionsChoicesPercentage1. Do you like English reading course?A. I like English reading course very much.21.15%B. I like English reading course.32.69%

19、C. Just so-so.22.11%D. I dont like English reading course.24.05%2. Do you think English reading is difficult?A. very difficult38.46%B. a little difficult18.26%C. just so-so18.26%D. not really25.02%3. Whats your biggest difficulty while doing English reading?A. new words and phrases50.96%B. complex s

20、entence structure19.23%C. difficulty in passage translation21.15%D. others8.66%4.Do you often answer questions in the English reading course actively?A. always9.61%B. sometimes29.80%C. seldom41.34%D. never19.25%5. Are you content with your English reading competence and attitude at present? A. very

21、content 5.76%B. content32.69%C. not quite content50.96%D. discontent10.59%6. How do you read English articles?A. read with the questions22.11%B. get the main idea by key words 15.38%C. read by translating each sentence 50.00%D. at random12.51%7. After finishing a passage, can you get the main idea o

22、f it?A. all of it14.42%B. most of it26.92%C. a little 37.50%D. I cant21.16%8. After finishing a passage, can you find out some details or facts to explain the main idea?A. all of it18.26%B. most of it22.12%C. a little40.38%D. I cant19.24%9. What does your teacher explain most in English teaching for

23、 reading comprehension? A. vocabulary10.58%B. grammar36.54%C. sentences translation13.46%D. the main idea of this passage39.42%10. Are you satisfied with current English reading teaching method?A.very much26.92%B.basically 28.84%C.barely 38.46%D.not at all5.78%As shown in the questionnaire above, th

24、e first part ( Q1-Q5) is related to students reading interest. It can be seen that 61.22% of students are interested in English reading, but 38.78% of students have little interest in English reading. As the saying goes, interest is the best teacher. Interest remains a critical perquisition for stud

25、ents to learn English well. Therefore, it is urgent and important that a new teaching method be applied to improve students enthusiasm for learning and enhance their interest in English reading. 64.54% of students think that English reading is very difficult, which is related to their interest of le

26、arning and the difficulty of learning content. Most students think that vocabulary remains the biggest barrier that keep them doing English reading comprehension well, followed by how to translate articles and how to understand the complex sentence structure of the article. In reading class, only 37

27、.37% of students are willing to cooperate with teachers actively to answer the questions while the rest of the students are not, which means in adequate teacher-student communication. In terms of students current English reading ability, 64% of them say they are not satisfied. Therefore, it is neces

28、sary to use a new teaching method to improve students English reading ability. Students habit of doing reading comprehension are revealed by the answers to Q6-Q8, which suggest that most students still understand the article following the old translation method and only 21% of them will read with qu

29、estions. Few students will use keywords to understand the article. In addition, some students havent developed their own reading methods. After reading an article, only 45% of the students can understand the main ides, whereas the rest of them understand the article a little or dont understand it at

30、 all. In terms of the details of the article, only 38% of the students can find the specific facts in the article correctly while the rest of the students barely or cant find the details of the article to explain the article. As a tool to assist with English reading teaching, mind map can help stude

31、nts find keywords quickly, summarize the main purpose of the article, and provide students with a better understanding of the article content.According to the answers to Q9-Q10, traditional teaching methods are applied by teachers in general. Two thirds of the students are not satisfied with current

32、 English teaching methods. Students are also willing to try new teaching methods. Therefore, it is very necessary to apply mind map to junior high school English reading teaching. It can be seen from the results of the questionnaire before the experiment that students take little interest in English reading and seldom read with suitable reading strategies. In addition, they are unsatisfied with traditional teaching methods, whi