Reading DesignLearners Reading Abilityimproving英语本科论文.docx
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Reading DesignLearners Reading Abilityimproving英语本科论文.docx
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ReadingDesignLearnersReadingAbilityimproving英语本科论文
ReadingDesign&Learners’ReadingAbility-improving
Abstract
Thisresearchpresentsadetailedreportoftheprojectimplementedtosolvetheproblemthatsomeofmystudentsdonotlikedoingreadingexercises.InmyEnglishteachingexperience,Ihaveunavoidablymetwithaloadofdifficultiesandproblems.Somehavecalledformyimmediateaction,butsomehaveobsessedmeformanyyears.OneofthemisthatmanystudentsofminecannotachieveagoodresultintheirusualEnglishreading.Tosaymoreexactly,moststudentsofminecannotachievegoodmarksinEnglishreadingattheirexaminations.Butasafact,Englishreadingplaysanimportantroleinmanyaspectsofourlifeandbecomesmoreandmoreimportantinschool’steaching.
Ontheotherhandthisresearchpresentsadetailedreportoftheprojectimplementedtofosterstudents’interestinEnglishreadingandtoimprovestudents’readingskill,throughbetter-designedreadingexercises.Basedontheassumptionthatbetter-designedreadingexercisesandbetter-organizedreadingclasscanincreasedthestudents’interestinreadingandthusmotivatethestudentstodoreadinghappily,atwelve-weekprogramwasadopted.Thehypothesisisverifiedbyathree-weekclassroomteachingofthenewlydesignedreadingexercisesandusedallkindsofreadingmethodssuchasskimming,scan.Datawerecollectedthroughobservationanddiscussionofwhichshowsthatbetter-designedreadingexercisesreallycontributestostudents’motivationinreading.Basedonthedatacollectedbetweenthetargetgroupandcontrolgroup,itcanbeseenthatthebetter-designedtaskishelpfultomostlearners.Thelearners’interestinEnglishreadingintheexperimentalgrouphasdistinctlyincreased.However,theprogramseemstobepowerlesstoacertainnumberstudents,theapplicationofthedesignseemsnotascompletelysuccessfulasexpected.Therefore,furtherresearchandadaptationareneeded.Inordertoseekthereasonout,anotherinvestigation---interview---ontheattitudestowardsthedesignedtasksisapplied,andthelearners’commentsarehelpfultotheimprovementoftheprojectdesign.Somegoodsuggestionsareofferedsoastorevisethetasksmuchbetterandeffective.
Keywords:
ReadingInterestSkillBetter-design
MainHeadingsoftheProjectReport
ProblemIdentification………………………………………………………………1
1.Projectobjective……………………………………………………………………2
2.Projecthypothesis……………………………………………………………………2
3.Projectrationale……………………………………………………………………3
1)Theroleofstudents……………………………………………………………4
2)Theroleoftheteacher………………………………………………………4
3)Themethodsofteachingreading…………………………………………………5
4)Choosingthemeaningfulreadingmaterialstoreadafterclass…………………5
5)Theroleofreadinginclassanditspurpose……………………………………5
4.Readingworkdesign………………………………………………………………6
Week1Activity1………………………………………………………………6
Activity2………………………………………………………………7
Week2Activity3………………………………………………………………7
Week3Activity4………………………………………………………………………8
Week4Activity5………………………………………………………………………8
5.Controlandexperimentalgroups………………………………………………8
6.Projectimplementation……………………………………………………………9
7.Projectevaluation………………………………………………………………9
8.Projectfindingsanddiscussions………………………………………………12
References……………………………………………………………………………13
Appendix:
AppendixAtheTimetableoftheProject
AppendixBtheMethodsofProblemAnalysis
AppendixCTeachingNotes
AppendixDDiary-keeping
AppendixEReadingExercises
AppendixFStudents’handouts
AppendixGtheAudioTapeofOneClassroomPerformance(pack)
Problemidentification
Iamanapprenticeteacher.IpracticeteachinginShuiquanMiddleSchoolinPinChuanDistrict.TheplacewhereIpracticeteachingisinthecountryside.Iteachjuniormiddleschoolstudents,Classoneandtwo,Gradenine.Therearesixty-sevenstudentsinClassone;therearesixty-sixstudentsinClasstwo.Allofmystudentsarefromlittlevillage.Theirlistening、speaking、readingandwritingskillsarenotverygood.Especiallytheirreadingskillispoor.Buttheyworkhard.Inmyteaching,theproblemidentifiedwasreallyaseriousproblem.Thatis:
AlthoughIspendalotoftimeenhancingmystudents’interestinreadingandimprovingtheirreadingskill,amajorityofmystudentsdon’tlikedoingthereadingpractice,someofthemalwaysseemtonothaveenoughpatience;theirskillisimprovedalittle.
TheproblemshadbeentroublingmeforalongtimeandnowIwasdeterminedtofindasolutiontotheproblem.Ihavealreadyworkedoutthetimetableofmyproject.Iusedseveralmethodsofproblemtoanalyzetheproblem.Theyaretheanalyticmethod,observationandinterview.Iusedobservation;Iwentandsatinmycolleagues’classestoseehowtheyorganizedthereadingclass.Someofthemjustexplainedthenewwords、complementedsomephrases、enumeratedcollocationortranslatedthesentencesonebyone.Someofthemlookedonreadingasanunimportantpart;studentsjustknowthestory’splot.Theirstudentsaren’tinterestedinreading.Theobservationgivesmeanopportunitytocomparemyteachingwithmycolleagues’teaching.Iseemyownprobleminanewperspective.It’slikelookatmeinamirror.Throughcarefulanalysisandobservation,Icametoknowthatstudentsdon’tlikedoingreading,itbecomeacommonpractice.Someofmystudentstendingtodependontheteacher,theyhopetheteacherdoesalltasksforthem;theyjustlistentotheteacher.Mostofthemfeltoverloadedbecausethereadingpassageistoolongandbecauseofaheavierhomeworkassignments,theydon’thaveenoughtimetodoreadingpractice,someofthemarenotfamiliarwithforeignculture,afewofthemfeltthattheydon’thaveenoughvocabulary.NowI’llfinishmystudyinBaiyinBranchGansuRadio&TVUniversity.IhopeIcansolvetheproblemsthathavetroubledmeforsometimethroughtheactionresearchsothatIcanapplymyknowledgeandtheoryintopractice,whichIlearnedfromBaiyinBranchGansuRadio&TVUniversity.Ihavemademydecisiontosolvetheproblem.
1.Projectobjective:
Myresearchobjectiveistoenhancemystudents’interestindoingreadingandimprovetheirreadingskill.
2.Projecthypothesis:
Thehypothesisofmyprojectislearners’interestinreadingisincreasedandreadingskillisimprovedbybetter-designedreadingexercises
3.Projectrationale
1).Theroleofthestudents:
Thestudentsarethemainbodyortheprincipalpartintheteaching.Thestudentsshoulddothereadingactivelyundermydirectionsgiven.Iwouldlikethestudentstofeelthatlearningisnotonlyacollaborativeendeavorbutalsoanindependentprocess,notacompetitiveone.Theyshouldcometorealizethattheycanlearnfromeachotherandhelpeachother,whentheyworkinpairsorgroups.Thistrainsthemformoreteacher-independent.Iwouldlikeseparatingthestudentsintothreeadministrativelevels(ABC).Ainordertoorganizequicklylayer,accountfor20%ofthenumberofpeopleoftheclass,isparticipatedinbythestudentswithgoodlevel,expectmuch,theprogressisquick,relymainlyonteachingoneself,theteachercoachesinordertocomplement,isnotrestrictedbytextbookandsyllabus,itisidenticalnottoimposestudents.“Tryone'sbesttoflyandtryone'sbesttogo".Thiskindofstudent'steachermainlyadoptsandtalkssmartlyconcisely,progressivemode.Cisaslowgrouponstorey,accountfor25%ofthenumberofpeopleoftheclass,ismadeupofastandardstudent,donotrequirejusticeshouldbehigh,theprogressisgeneral,onlyrequirestudentstofinishthecontentonthebooks,thereiscertainapplicationability,taketeacher'steachingasthecore,teachoneselfitinordertocomplement,canletthesestudents"eat".Thiskindofstudent'steachermainlyadoptsthemodeof“talkmoreconciselyandfollowinorderandadvancestepbystep".Bisamiddlegrouponstorey,accountfor55%ofthenumberofpeopleoftheclass,ismadeupofstudentwithaboutmedium-sizedlevel,astothiskindofstudent,theteacheradopts"letsthemgoandcomeoftheirownwill",wouldliketoorganizequicklytoorganizingquickly,expecttheslowgrouptogototheslowgroup,requirethestudentsintheintermediatelayergrasptheknowledgestudiedskillfully,Useflexibly,astothiskindofstudent,theteachertakestheincentivemeasure,passastheygotoorganizeandfailquickly.Certainlyitisadynamicchangethatthiskindisdividedbydifferentlevel,whensiring,accordingtosituation,havetocanrisealevelprominentprogress,studynotallrightly,candropaleveltoo,thestudentsofsuchdynamicchangedividelayer,tostudent,itisapressure,isthemotiveforce,helptoarousetheenthusiasmofallstudents.
2).Theroleoftheteacher:
Teachershouldbeplayingaleadingrole,respectandbelievethestudents,givethestudentsinitiativeandmakethemtaketheinitiativeinreading.Letthemstudyandputintopracticeaudaciousbythemselves.Theteachershouldstimulatestudents'studyinterestInstructionalpsychologytellsus,“Theinterestisthebestteacher".Onlythethingthatstudentsareinterestedin,hewillstartthebrainactively,ponderdeeply,andwithmostsimpleanddirect,effectivemethodobtainessentialknowledgemost,thisiscuriosity.Wecansaythatnointerest,nocuriosity.Itiseasytofind,students'studyinteresthasveryclosecontactswiththeteacher'spersonalglamourinteachingpractice.Theteacherwantstousetheardentsmile,cordialandself-confidentsight,expressionjustright,gracefulandproperfiguregesture,richintheLOGOofartistry,beautifulandnormalwritingonthebl
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