英语课堂教学行为研究项目设计报告论文

1、. . . . 中央广播电视大学“人才培养模式改革和开放教育试点“英语专业本科（教育方向）集中实践环节英语课堂教学行为研究项目设计鉴定表姓 名 Shi Xiangxiang 学 号： 091070213级 别： 2009 Grade 分 校： Zhuanglang 指导教师： He Gen Wang 完成时间July 28, 2010Oct.25, 2010 电大开放教育 2009 级（秋）英语专业（本科）英语课堂教学行为研究项目设计报告分校：PingLiang Shi Xiangxiang 班级代号 091070703Shi Xiagxiag性别Female年龄30学号091070213教学

2、班Zhuanglang年级2009工作单位LiuLiangMiddle School工作性质Teacher工龄5职务None项目计划设计时间Jul.28,2010Oct.25,2010指导教师He GenWang 一、选题Listening Practice Design Learners Interest一、 选题的目的、意义和必要性This paper is intended to help students with listening practice. After the project, the students will like doing listening practice

3、 better in and outside class.二、 主要研究方法I have used Analytic method, Cause analysis, Brainstorming and Questionnaire Survey三、 设计过程In the project, I first made a brief introduction if my own teaching. Then I gave a summary of investigation. After that, I practiced the resolution methods. Next, I design

4、ed of English listening activities. Next, I made the assessment of the plan. I also offered the questions unsolved. Finally, I gave a good conclusion.四、 研究结果I spent over two months designing, and preceding such a project. Now the project has benefited not only the students but myself greatly. On the

5、 one hand the students have become very interested in English listening. On the other hand I have found a better way to reach listening English.电大开放教育 2009级（秋）英语专业（本科）英语课堂教学行为研究项目设计教师指导记录与成绩评定表分校： 班级代号：091070703 Shi Xiangxiang 学号091070213指导教师指导意见第一次 时间、容、评分 5分July 28August 5 Identify the problem and

6、 analyze the problem using scientific methods of investigation. The work is reasonable and scientific.学生签字Shi Xiangxiang教师签字He Genwang第二次 时间、容、评分 18分August.6 August.22Design a problem solving project and prepare materials and data collection. This part is well done. 学生签字Shi Xiangxiang教师签字He Genwang第

7、三次 时间、容、评分 18分 August.22-Sep 19 Implement the project. This is a detailed job. The writer did a good job of designing a four-week activity. 学生签字Shi Xiangxiang教师签字He Genwang第四次时间、容、评分 21 分Sep.20-Oct. 11Write the project report. The writer makes a summary about the research project. The conclusion is

8、correct.学生签Shi Xiangxiang教师签字He Genwang指导教师总评语The writer does a good job in this report.She makes very careful research into the solutions to the problem with her students being unable to do listening well in the English classroom. She first tries to find information about her own teaching and her s

9、tudents current English learning situation. Then she puts forward some possible solutions. Next, she designs a four-week activity. After that, she makes a careful questionnaire to check the results. Finally, she gives a very good conclusion. I m very satisfied with her attitude toward teaching resea

10、rch and the efforts she has made to complete this project. This report is sure to be very useful for basic teaching in JuniorMiddle School.初评成绩78设计过程成绩63报告成绩15指导教师签字He Gengwang时间2010.10. 25答辩成绩76综合成绩77答辩组成员签名He Gengwang Zhuang baochen Qiu chenlun2010 年10月25日分校集中实践环节教学指导小组意见成绩评定审阅核准意见负责人签字_(系公章)年月日省校

11、集中实践环节教学领导小组意见成绩评定审阅核准意见：负责人签字_(系公章)年月日说明：1.答辩小组应填写评价意见，小组成员均应签名（盖章）。答辩小组不应少于3人。2.由分校自行复制。电大开放教育 2009 级（秋）英语专业（本科）英语课堂教学行为研究项目设计答辩记录表分校： Ping Liang 班级代号：091070703Shi Xiangxiang学号_091070213答辩主持人He Genwang 答辩小组成员He Genwang Zhuang bao Chen Qiu Bao秘书Mr. Qiu答辩日期Oct. 25, 2010学生自述情况：Hello, everyone. I have

12、 worked as a Junior Middle School English teacher for a few years. Being an English teacher is great fun and I am very satisfied with the progress I have made in my teaching. However, so far, I have found some problems with my students doing English listening practice. How to improve it remains a bi

13、g problem. I have tried my best to find the solution to the problems through practice and what I have learned from Gansu TV University. I am glad to say that I have made a great success. Here, through the interview, I hope I can learn more from all of my teachers and seniors. 答辩教师提问学生回答情况1. Mr. Zhua

14、ng: Now, please make a brief introduction of your report. In the project, I first made a brief introduction. Then I gave a summary of investigation. After that, I practiced the resolution methods. Next, I designed English listening activities. Next, I made the assessment of the plan. I also offered

15、the questions unsolved Finally, I gave a good conclusion. Of all the methods, I have used the five methods: Analytic method, Cause analysis, Brainstorming observation, Questionnaires and Diarykeeping. 2. Mr. He: Why do you think memory English so important in your English teaching? English Listening

16、 is important for students to learn English. In order to study English better, students should improve listening in different ways. The aim of the teacher is to enable students to improve their listening as much as possible in English. It means the teacher should make it free for students to listen

17、more effectively in class. 3. How many activities did you take in the four week design? I took eight activities in the four week design, two for each week.4. What do you think of your data analysis? I think my data analysis all came from my practice in the eight activities. I did a thorough job abou

18、t it. First I asked my students to answer the questions. Then I collected all the information. 5. What is your unsolved problem? The remaining problem is that some of the students still dont have good English listening as effectively as expected. They think it is a hard time to do it in and after cl

19、ass. I will have a long way to go. 6. Please give a brief conclusion of your report.The present study is intended to improve the pupils interest in English listening through interaction. It is capable for the learners to study better. In order to solve the identified problems, several solutions were

20、 implemented during the action research. Data collected from the questionnaires shows that the teaching ways can make the children improve their English listening. 答辩小组意见与成绩评定The interviewer does a very good job. She is very good at English and expresses herself very well. From what she has stated,

21、she made very good preparations for the project. We think this project report is well written. 成绩 76 签字：He Genwang Zhuang Bao Chen Qiu Bao 2010年 10 月 25 日说明：此表由分校自行复制Gansu TV University Students Graduation PaperListening Practice Design Learners InterestInvestigatorShi XiangxiangLiuliangMiddle Schoo

22、l of ZhuanglangCountySubmitted on 26thOctober 2010In fulfillment of the coursePractical Project DesignAcknowledgmentI am mostly grateful to my supervisor Mr. He Genwang without whose support this project would not even have got off the ground.I am also grateful to my colleagues Dang Xiangju, Zheng X

23、iaotiao and Li Genhong for their time spent on brainstorming and panel discussions with me.No amount thanks will be adequate for my students without whose willing participation in the project implementation it would have remained on paper.Last but not the least, big thanks go to my husband, who did

24、all the housework and encouraged me to concentrate on this project.AbstractThe present study presents a detailed report of a project conducted to solve the problem that most of my students do not like doing practice of listening. It is hypothesized that learners interest in listening will be greatly

25、 improved by better design. This hypothesis is verified by a four-week practice of well- organized listening activities.Methodologically, four methods are used, and they are analytic method, cause analysis, questionnaire survey and brainstorming activation.Main Headings of the Project Report1. Intro

26、duction2. Summary of the Project Research 2.1 Problem identification2.2 Problem analysis 2.3 Project objective2.4 Project hypothesis2.5 Possible solutions3. Full-scaled Implementation of the Solutions 3.1 Provide more activities for students3.2 Teach students some skills of listening 3.3 Give studen

27、ts advice on timing their studies 4. Listening Practice Design5. Data Analysis 5.1 Students general impression of the project 5.2 Students voluntariness of doing listening tasks6. Project Evaluation7. Project Findings and Discussions References Appendices: Appendix A: The timetable of the project Ap

28、pendix B: QuestionnairesAppendix C: Teaching casesAppendix D: Worksheets for studentsAppendix E: Diaries1. IntroductionI have been teaching the students who are in their second year of a junior middle school. In my teaching I have found there are some problems. Now I will finish my courses Help Your

29、self to Advance English as a distance learner. I hope I can solve the problems that have troubled me for a long time so that I can apply my knowledge and theory into practice, which I learned from the courses.2. Summary of the Preliminary Research 2.1 Problem identification The problem I have in my

30、teaching is that most of my students do not like doing practice of listening. 2.2 Problem analysisIn my teaching the problem identified was really a serious problem, for it had a great effect on improvement of students listening. My preliminary research confirmed that there were three main reasons t

31、hat accounted for students reluctance to do listening practice: Firstly, some students did not feel interested in listening practice. They thought it was boring to listen to the tape. Secondly, some students could not follow the teacher or the recorder. They felt both of them went too fast. Thirdly,

32、 most students did not have enough time to practice listening by themselves after class. They had to spend hours on homework every day.The problem had been troubling me for some time and now I was determined to find a solution to the problem. In my study, I used four methods of analysis.2.2.1 Analyt

33、ic methodThrough careful analysis, I was led to a series of questions. For instance, I found a majority of my students did not like doing this assignment, and I wanted to know why it should be the case, and whether they thought it important and necessary to practice listening or not. If they did thi

34、nk so, the problem was actually caused by myself, not by my students. Probably the listening work I assigned my students to do was poorly designed. 2.2.2 Cause analysisIn this situation, I asked myself a series of questions and tried to provide some answers for them.Why did most of my students not l

35、ike doing practice of listening? In order to know more about this issue, I designed a cause exploration procedure like this: QuestionsAnswersIs it because the listening tasks are poorly designed?MaybeIs it because my instructions are not clear enough?MaybeIs it because the teacher speaks too fast ?P

36、ossibly yesIs it because they do not like listening work ?MaybeIs it because they are not motivated ?Possibly yesIs it because they do not think listening practice is important and necessary ?MaybeIs it because they have lots of other things to do ?YesIs it because they have some difficultiesunsolve

37、d by themselves ?Yes2.2.3. Questionnaire surveyI made a pilot investigation in this respect to learn more about the situation. For this purpose, I designed a research procedure like this. One day, I gave the students two tasks revise the words and the text of Lesson 82 whose title is “The Moonlight

38、Sonata ”.The next day, I got the feedback by dictation:About 60% of the students wrote out the words correctly.Less than 20% of them filled in the blanks for the text right.The rest students could do neither of the tasks.Then I asked them two questions. One was why some students did well. The studen

39、ts responses were: First, those who had written out the new words correctly said they had revised them carefully because learning words by heart was the most important thing in their English studies.Second, those who had filled out the blanks for the text correctly said there were some useful senten

40、ce patterns in it. If they did not revise them in time, they would forget.The other question was why most students could not do the exercises. The students reasons were: First, some of the students said they had gone over both the words and the text but they were not able to keep them in mind for lo

41、ng.Second, some of them said they could not follow the tape or the teacher though they had memorized the words and the text. They thought the tape and the teacher went so fast that they often fell behind them.Third, some of the students said they preferred to read the text alone rather than listen t

42、o them and even write them down at the same time. When a dialogue was taught, the teacher used to check up students revision work by asking them to read in pairs or groups, not by dictation. Thus, they spent more time in reading than in listening.Since most of my students did not do the listening pr

43、actice, I designed a questionnaire (See Appendix B1) to find out why it should be so. I wanted to get more detailed, more exact opinions from all the students through the questionnaire. And I tried to make it as scientific and effective as possible. At first, I asked four students who were of differ

44、ent levels to try out the questionnaire. Then I modified some of the items. After that, I gave the questionnaire to my students, requiring them to finish it in 1015 minutes. All of them, sixty-seven students, returned their questionnaires which were left anonymous. When all the data came in, I made

45、some statistical evaluation. The result showed that over 80% of the students thought regularly practicing listening to English could improve their English listening ability and that 65% of them thought listening practice was very necessary for their future. Therefore, I believed the students were cl

46、ear about the importance and necessity of listening practice. But they might run up against difficulties that they could not overcome lack of enough time, lack of listening skills and lack of spare time, so they lost confidence and interest. 2.2.4 Brainstorming When I was engaged in the problem anal

47、ysis, I consulted my thesis supervisor Mr. He and often discussed this problem with my students and my colleagues. They gave 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 proble

48、m.2.3 Project objective My project objective is to enhance students interest in listening practice. 2.4 Project hypothesis It is hypothesized that learners interest in listening practice is increased by better design.2.5 Possible solutions With these reasons in mind, I have correspondingly provided

49、some possible solutions which are as follows.2.5.1 Provide more activities for students A. Read after tapesB. Write at the teachers dictation C. Perform dialogues D. Ask and answer 2.5.2 Teach students some skills of listening A. Listen for gistB. Listen for specific informationC. Listen for detaile

50、d informationD. Listen for inferring E. Listen for note-taking3. Full-scaled Implementation of the Solutions3.1 Provide more activities for students Most students showed little interest in listening practice. One main reason was that they had experienced too much failure in this respect, which was c

51、aused by insufficient practice. In their studies, students read English more but listened to English less; they listened to the teachers explanations in Chinese much more than to the tapes. Even though when listening practice was being done, the students were often asked to write down words and phra

52、ses or only to judge whether the given statements were true or not. The simple practice made the students feel easy to do such work and then paid little attention to the practice. Therefore, once the teacher required them to do a bit more difficult tasks, they seemed to be considerably worried. If t

53、hey were not given necessary help at that moment, they would definitely lose heart to do listening practice. To enhance their interest, the first thing was to design more activities for the students so that their listening ability could be strengthened.3.1.1 Read after the tape It is very important

54、for students to read English after the recorder quite often. Thus, they can gradually get accustomed to pronunciation and intonation of the Queens English. At first, with the textbooks open, the students were asked to follow the tape word by word, then sentence by sentence. Then they were allowed to

55、 repeat after the tape with books closed. At last, such drills varied from the whole class to individuals, ensuring that the weak students learned to pronounce the words correctly as well.3.1.2 Write at the teachers dictation After reading, the students should have a dictation to practice writing. F

56、or words, the teacher could offer some help, like spelling out the long ones, if necessary. For sentences, the teacher first asked them to fill in blanks in worksheets prepared for students in advance, then got them to write out complete sentences including punctuation marks. Sometimes, some students could be called to do dictation practice on the blackboard and other students to correct their mistakes. 3.1.3 Perform dialogues The performance in class is quite an important way of developing students ability of using language. When a dialogue