湖南广播电视大学英语专业本科(共31页).doc

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1、精选优质文档-倾情为你奉上 湖南广播电视大学 英语 专业本科毕业论文（设计）题 目：Motivate Primary School Students in English Class Through Various Better-organized Classroom Activities学 号： 33 姓 名： 张益群 分 校： 长沙电大 教 学 点： 校本部 指导教师： 刘红英 湖南广播电视大学教务处制毕业论文（设计）写作过程（此页由学生填写）选题经过通过教学过程中学生对英语学习的兴趣不大，课堂参与度低，大部分学生不太愿意在课堂上表现自已，课后的复习与预习都做得不够到位，自觉学习性较差等现

2、象的分析与反思，结合这一系列的情况，我对学生进行了问卷调查，决定解决学生缺乏英语学习兴趣这一问题。经过与我的同事及同学进行了商讨与计划，决定改变自己的教学方法，以游戏教学，学中有玩，玩中有学来促进学生学习的积极性，因此确定该选题。时间：3月1日-3月6日调研与材料准备调研：1、我对我的学生进行了设计前的访谈和项目前及实施后两次问卷调查； 2、我与同事及同学进行了头脑风暴法讨论。材料准备：1、问卷；2、教学教具（卡片、录音机、选定研究项目所用的课程等）；3、通过各种渠道（网络、咨询老师等）设计游戏及竞赛方式。时间：3月7日-3月13日初稿写作通过问题分析、项目设计、项目实施等6个阶段，共花时近两

3、个月完成该项目，对我提出的以合理有效的课堂设计提高学生的学习兴趣的假设进行了论证以及对整个项目结果进行了分析，在此过程中一边进行项目的各个阶段一边撰写出阶段报告。在项目评估完成后一周最后完成初稿写作。时间：3月14日-4月17日第一次修改内容1、 修改项目设计阶段4个教学活动的设计；时间：3月20日第二次修改内容2、 部分语句的顺序及语法结构调整与修改；3、 对报告中和附录里的调查问卷、每周教师日记、教案的归属地总结等进行调整。时间：4月18日-4月24日第三次修改内容建议将每周的教学日志作为附件单独列出，格式如下：Teacher LogWeek One 日记内容 指导教师意见该项目报告主题明

4、确，步骤完整，项目实施与项目设计一致且内容详实，可以定稿。Prepared for China CentralRadio TV UniversityChangsha Radio and TV UniversityPractical Project DesignTitle: Motivate Primary School Students in English Class through Various Better-organized Classroom ActivitiesName: Zhang Yiqun(张益群)Number:33School: Changsha Radio & TV U

5、niversityMajor: EnglishTutor: Liu HongyingDate: April 17th 2011Tel:E-mail: Project Title:Motivate Primary School Students in English Class through Various Better-organized Classroom Activities Zhang YiqunChangSha Radio and TV UniversitySubmitted on 17th April 2011In fulfillment of the coursePractica

6、l Project DesignACKNOWLEDGMENT I am mostly grateful to my supervisor Ms. Liu, without whose support this project would not be implemented.I am also grateful to my colleagues for their time spent on brainstorming and panel discussions with me.No amount of thanks will be adequate for my students witho

7、ut whose willing participation in the project implementation it would have remained on paper.Last but not the least, big thanks to my husband and my parents, without whose support; I would have not self-confidence to finish this project.Abstract The present study presents a detailed report of a proj

8、ect implemented to solve the problem that some of my students were lack of interests in class. It is hypothesized that learners interest of studying English will be greatly increased through various better-organized classroom activities, such as the course resources of the multimedia, songs, games,

9、and so on. This hypothesis is verified by a four-week practice of well-used all these teaching ways.Among the methods of scientific investigation used are questionnaire surveys, paper checking and brainstorming.Main Headings of the Project Report 1. Introduction2. Summary of the Preliminary Research

10、2.1 Problem2.2 Problem Analysis2.3 Questionnaire Survey2.4 Brainstorming Activation3. Possible Solutions4. Project Object & Hypothesis5. Project Design6. Project Implementation7. Data Analysis8. Project Evaluation and Problem Unsolved9. ConclusionBibliographyAppendix 1: The Timetable of the ProjectA

11、ppendix 2: Activity DesignAppendix3: Teaching Log1. Introduction I have been teaching the students who are in their third year of a primary school. In my teaching Ive found there are some problems. The most troublesome one is that some of my students are lack of interest in their English study. Now

12、Ill finish my study in Changsha 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 knowledge and theory into practice, which I learned from Changsha TV University. 2. Summary of the Preliminary ResearchThis part of my

13、 study was conducted during 1st March, 2011-6th March, 20112.1 ProblemThe problem I have in my teaching is that some of my students were lack of interests in English studying, and the classroom atmosphere is getting less and less active. A quite number of students idled in class. In my teaching, the

14、 problem identified was really a serious problem. Thus, I made up my mind to solve this problem.2.2 Problem analysis In this situation, I asked myself a series of questions and tried to provide some answers to them. Why some of my students werent interested in English learning? Through some intervie

15、ws, brainstorming activation and my daily observation, there were four main reasons that accounted for my students reluctance to learn English.1) Some students didnt feel like speaking English in class. They thought they were lack of vocabulary and couldnt communicate with others, so they gradually

16、withdraw from the class activities.2) Different students have different English levels. Good students think the teaching materials in classroom are too easy, but lower level students complain about the difficulties in understanding all the teaching materials. And the teaching method is unchangeable.

17、 They think it was this mechanical practice, in which the students were asked to read and re-read, write and re-write, recite again and again the new words, expressions and the text that deprived the students off their interest.3) Students nearly have no chance to think and attend in class actively

18、because the teacher always speaks all through the class.4) Quite a number of students said they were afraid of making mistakes and being criticized, thus withdraw from classroom activities.2.3 Questionnaire survey In order to get more detailed and more exact opinions from my students, I made a quest

19、ionnaire survey and asked 40 of my students to finish it in class. I tried to make it as scientific and effective as possible. The questionnaire items are as the following.Table1: Questionnaire survey to problem analysis Question itemsABC1. Do you like English? YesA littleNot at all2. Do you have co

20、nfidence to learn English well? YesA little Not at all3. Do you think the teaching methods of your English teacher are interesting or not? YesA littleNot at all4. Are you afraid of making mistakes and losing face in speaking English? Yes Not sure No 5. Do you think speaking English in class is impor

21、tant and necessary or not? YesNot sureNot at all6. Do you have any chance to play games or make any role-plays in English class? oftenA littleNot at all In the questionnaire, 40 students are asked to give answers concerning to the motivation in learning English. It is found that 45% of them reported

22、 that they didnt like English at all, 20% of students were lack of confidence, 72% of them didnt like the teaching method now, they think it is not interesting, 30% of them reported that they were afraid of making mistakes, 80% of them didnt know whether speaking English in class is important and ne

23、cessary or not. From the questionnaire feedback, 82% of them thought they had not chances to make games and role plays at all. The effect that most of the reasons that they werent interested in learning English were the same as I analyzed in problem analysis.Table1: Students response to the question

24、s. Question 1Question 2Question 3Question 4Question 5Question 6A45%20%18%30%80%13%B40%60%10%60%11%5%C15%20%72%10%9%82%2.4 Brainstorming ActivationWhen I was engaged in the problem analysis, I consulted my thesis tutor Miss Liu and often talked to my classmates about all the problems I met. They gave

25、 me a lot of advice and help so that I pondered the problem more deeply and carefully. After a lengthy problem analysis, I determined to launch a project to overcome this problem.3. Possible solutions Interest is the best teacher. Children in their Grade three in primary school are active, full of f

26、un, curious and they have good imitation characteristics, and they have short concentration spans that last for about eight minutes. The span extended if the students are very interested in something. With these childrens characteristics and the above reasons in mind, I have provided some possible s

27、olutions which are as follows.1) Helping my students to make up 8 teams, and ask them to do group work and thus give more Ss chances to practice. The members of a team should help each other.2) Introducing some intuitionist cards and multimedia teaching.3) Organizing interesting activities and funny

28、 games to motivate the students to learn English well.4) Making various kinds of situation and role play by teachers or students, thus giving them more chances to act out their own dialogues.( Because children need chances to represent themselves in order to achieve accomplishment.5) Checking their

29、performance and give them appraisement. (Because appraisement can give them encouragement to learn English.) And creating a good teacher-student relationship. 4. Project Objective and Project HypothesisThis part of my study was conducted during 7th March 2011-13th March 2011.This research objective

30、is to improve my students interests in attending English lessons and motivating them to use English more efficiently in class.It is hypothesized that learners interests can be increased through various better- organized classroom activities. 5. Project Design5.1 Make up GroupsIn order to guarantee t

31、hat most of the students would be highly involved into the English learning, I decided to make up groups. In my class there were 40 students, so I divided them into 8 groups. When I did the work, I followed two principles: First, Members of each group were composed of the students of different Engli

32、sh levels so that good students could help those who had lagged behind. Second, each group was made up of the students of different personalities in order to exert the specialties of every student and fill up with each others deficiencies.Through the investigations, I found there were two main probl

33、ems for them to learn English in English class. One was that they thought there was little pleasure to learn English in English class. The other was that they had no good practicing environment to learn English in class. When they met difficulties in review and preparation, they couldnt get any help

34、 in time. Through analysis, I thought I would like to give speech to the purpose of learning English, and then the most effective way was that I should use various kinds of activities and organize my English class well. I was also conscious that the students were all 8 or 9 years old and they were a

35、ll English learning beginners, so they had strong, mutual dependence. If students were divided into small groups, not only all the problems above would be solved but also they would learn English voluntarily. Moreover, I could cultivate their spirit of cooperation and achieve unity among students by

36、 making them learn from each other and help each other.5.2 Using cards and multimedia teachingIn order to make it sure that the students could learn the knowledge better, I provided them with the cards and multimedia teaching. The students of 8 or 9 years old are usually curious. They hope to learn

37、English in intuitional and funny way. So they are not satisfied with boring teaching.5.3 Play Some Funny Games.In order to consolidate the knowledge they just learnt, I provided them with fun games. The students of 8 or 9 years old are usually lively; they like to guess, to ask why, to play funny ga

38、mes, to contest. They hope to consolidate English learning through playing games. So I designed some funny games for them, like “loud and low voice”, “clap and read”, “fast reaction”, “little teacher” and so on, I also designed the scoring way to arouse students interesting in learning English.5.4 S

39、et situation and make up role playThe students of 8 or 9 years old are usually full of imagination, they like performing and imitating. They have strong desire of making up dialogue by themselves. They hope to express themselves from topics, but their English knowledge is limited. Some of them can s

40、peak a lot, but some of them can only speak a little English. So some of them are shy and some are openhanded. In order to solve the problem, I ask them to act by group; they have free to set situation according to their experiences in real-life. I encourage them to enjoy imagination and try differe

41、nt role playing, for example they can use props, use various body language and tone to express the roles they played. During the dialogue, students can use the knowledge that they have learnt, not only they can practice the new but also can consolidate the old contents. I thought it was very useful

42、for helping the students to expand their trains of thought and practice more.5.5 Check and give appraisementIn class, I was not only a leader but also a referee which I would judge which group can get scores and which can reduce scores if they violate the rules of the game.I will listen carefully an

43、d point out their mistakes after they finished performance. And of course, I will praise and encourage them whether their answer are right or not, because at least they want to have a try. Thats enough. 5.6 Activity design (To See Appendix 2)6. Full-Scaled Implementation of the Project &Teaching log

44、sMy hypothesis is that learners interests can be increased by teachers better- organized activities. Moreover, the assignment, the activities I used should be near to life and be familiar to students, so that they have a real purpose to communicate. I designed various kinds of activities which are e

45、mployed in four weeks. And these activities are reported as follows.Week1 (March 14 March 20)Content: Unit 3 whats your name? , Book 3, Primary School EnglishPurpose: In this unit, students will learn the new words “name” and the new sentence pattern “Whats your/my/its name?” “My name/Your name/Its

46、name is.”.Teaching Aids: hand puppetsProcedure: Step1: Greetings & Revision (2 minutes)Before class, I will draw the scoring windows and blackboard writing.1. GreetingsT: Good morning, students.Ss: Good morning, teacher.2. Revision “Nice to meet you”I walk nearly to Ss and shake hands when I say “Ni

47、ce to meet you, Wang Xiao bin.” “Nice to meet you, Zhou Mingming”, “Nice to meet you, Yuan Yuan”, Ss should answer me “Nice to meet you too, Miss Zhang”.After I do it to all students, I will ask “whats my name?” so that I can draw forth the new contents.Scores: If Ss can shake hands and make dialogue with me, he/she can get one point by themselves.Step2: New words & sentences (20 minutes) 1. Express the mea