本科毕业设计浅析农村初中英语学困生的现状及对策Word下载.docx
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本科毕业设计浅析农村初中英语学困生的现状及对策Word下载.docx
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指导教师:
路翠红
学科专业:
英语
研究方向:
教学法
提交日期:
2012年12月31日
答辩日期:
2013年05月24日
学位授予:
四川文理学院
中国达州
2013年5月
SchoolofForeignLanguages
SichuanUniversityofArts&
Science
AnalysisofandSuggestionforStudentswithDifficultiesinLearningEnglishinRuralMiddleSchool
by
YueDandan
AThesis
PresentedtotheSchoolofForeignLanguages
InPartialFulfillmentoftheRequirements
FortheDegreeofB.A.inEnglish
December2012
ThesisSupervisor:
LuCuihong
AnalysisofandSuggestionforStudentswithDifficultiesinLearningEnglishinRuralMiddleSchool
Abstract
Withthedeeplyinternationalizingofourcountry,wehavetocommunicateandcooperatewiththeforeigners,somoreandmorepeoplerealizetheimportanceofEnglishlearning.NowEnglishisacompulsorybasicsubjectsinChineseMiddleschools.Inordertocompletelyintegrateintothesociety,nomatterwheatherourcountryorschoolsareputtingmuchattentiontotheEnglishteachingandlearning.AlthoughourEnglishteachinghasgottenmuchprogress,westillfacemanydifficulties,especiallyinruralmiddleschool.TherearestillalotofstudentswithdifficultiesinlearningEnglish.
Inthispaper,IwillillusratethepresentsituationofEnglishlearningandanalysisthereasonsoftheexistingofthestudentswithdifficultiesinlearningEnglishinruralmiddleschool,bytakingXuhanXianChengXiMiddleSchoolasanexample.Thenoffersomemethodsofchangingthepresentsituationsoteacherscanculturegoodlearningmotivation;
studyhabitsandlearningmethodsthatstudentscanstrengthentheirconfidenceandimprovetheirgrades.
Keywords:
studentswithdifficulties;
Englishlearning;
presentsituation;
reasons;
changingmethods;
ruralmiddleschool
Acknowledgements
Firstandforemost,Iwouldliketoexpressmyheartfeltgratitudetomysupervisor,Mrs.LuCuihong,bothforherintellectualguidanceandforherwarmandconstantencouragementduringtheprocessofwritingthisthesis.Withpatienceandprudence,shelaboredthroughdraftsofthisthesisandpointedoutdefectsinmywriting.Therefore,Ioweallthemeritsinthisthesis,ifany,toher,thoughIamfullyawarethatthethesismightstillcontainsomemistakes,forwhichIbearthewholeresponsibility.
MycordialandsincerethanksgotoalltheteachersconcernedintheSchoolofForeignLanguages,whoseinterestingandinformativecourseshavebenefitedmealotduringmycollegeyears.TheprofitthatIgainedfromtheirprofoundknowledge,remarkableexpertiseandintellectualingenuitywillbeofeverlastingsignificancetomyfuturelifeandcareer.
Iamalsoverygratefultomyclassmates,whohavegivenmealotofhelpandcourageduringmystayintheUniversityandthroughouttheprocessofwritingthisthesis.
Lastbutnottheleast,bigthanksgotomyfamilywhohavesharedwithmemyworries,frustrations,andhopefullymyultimatehappinessineventuallyfinishingthisthesis.
Contents
Abstract………………..………………………………………………….……..…..i
Acknowledgements..………………………………………………………………...ii
I.Introduction……………………………………………………………………....1
II.TheuniversalityoftheexistenceofstudentswithdiffilcutiesinlearningEnglish.……………………………..............................................................................2
A.Definitionofstudentswithlearningdifficulties...............................................2
B.ThepresentsituationofstudentswithdifficultiesinlearningEnglishinruralmiddleschool………………………………………….………….............................2
C.ThecharacteristicsofstudentswithdifficultiesinlearningEnglishinruralmiddleschool..................…..……………………………………….………....2
1.LackofinterestandinitiativeinlearningEnglish..................................3
2.Noclearlearningobjectivesandlackofstabilityinwillandcharacter..3
3.Noproperstudyhabitsandlowlearingefficiency..................................3
4.Activeandcuriositywithlittleattention.................................................4
5.Psychologicalinferiority.........................................................................4
6.Poorenduranceandeasytogotoextremes................................................4
III.ThereasonsoftheexistenceofstudentswithdiffilcutiesinlearningEnglis..........5
A.TheinternalreasonsoftheexistenceofstudentswithdiffilcutiesinlearningEnglish..................................................................................……….……...……..5
1.Thestudents'
attitudetolearning.................................................................5
2.Thestudents'
learningmethods....................................................................6
B.TheexternalreasonsoftheexistenceofstudentswithdiffilcutiesinlearningEnglish.......................................................................…………………….………...7
1.Theteachingdeviceoftheschool................................................................7
2.Thefacultyoftheschool..............................................................................8
3.Thefamilyenvironmentforstudents'
study.................................................9
4.Thesocialenvironmentforstudents'
study.................................................11
IV.MethodofchangingruralmiddleschoolEnglishunderachieverstatus.................10
A.Increasingthegovernmentinvestmenttoschooleducation……...................10
B.ImprovingtheabilityofsecondaryEnglishteachers.............…….……........10
C.Supervisingfromstudents'
parents..................................................................11
D.Transformationofmiddleschoolstudents'
Englishlearningattitudeandmethod..........................................................................................................................11
V.Conclusion………………………………….………..……………….….……...12
Notes………………………………………………………………….……….......20
Bibliography…………………………………………………….……………..…..22
AnalysisofandSuggestionforStudentswithDifficultiesinLearningEnglishinRuralMiddleSchool
I.Introduction
Withtheinformatizationofoursociallifeandtheglobalizationofoureconomicactivities,Englishisbecominganimportanttoolforcontactingwiththeoutsideworld.Thedatumshowthatmorethan70precentscientistsreadEnglish,85precentE-mailarewritteninEnglishandthat90precentelectro-searchingsystemsstoreimformationinEnglish.NowEnglishisacompulsorybasicsubjectsinmiddleschoolinChinaanditplaysamoreandmoreimportantroleinourdailylife.
Forseveraldecadesstruggling,ourEnglishteachinghasdevelopedandmadesomeprogressinallaspectsincludingteachingmethods,teachinglevel,teachingdeviceandsoon.ButEnglishteachingremainsalotofproblems,suchasbehindhandequipmentandout-of-dateteachingmethods,especiallyinruralmiddleschool.ThoughEnglishteachingistakenseriouslyandfromprimaryschool,webegintolearnEnglish,therearestillalargeamountofstudentswithdifficultiesinlearningEnglish.
Forallkindsofreasons,whenstudentsmoveontogradetwoandthree,thepolarizingphenomenongetsworseandworse.ThenumberofthestudentswithdifficultiesinlearningEnglishtakesupover40percentorevenworse.Ifthissituationcan'
tbechanged,itwillaffecttheirlaterEnglishlearningandtheirdevelopment.Thisproblemhasbeenperplexingtheteachersinruralmiddleschool.Sohowtochangthiskindofstudentsisahotpoint.YetSometeachersandscholarshavemadesomeresearchandknownthattheirbasicfourskills:
lisening,speaking,readingandwritingarebadandtheirsmallvocabulary.Westillneedtoanalyseearnestly,findoutthereasonsandstrategies.
II.TheuniversalityoftheexistenceofstudentswithdiffilcutiesinlearningEnglish
Withthedevelopmentofsociety,Englishisplayinganimportantroleinourlife.Peoplepaymuchattentiontostudents'
Englishlearning.Butforthepressureofenteringahigherschool,apartofteacherandparentsonlycareaboutthescoresandignorethedevelopmentoftheemotionandability.Meanwhile,thestudentshavebadstudyhabits,lowerlearninginterestsandinsuitablelearningmethods.ThesekindsofreasonsresultinpartsofstudentshavingdiffilcultiesinlearningEnglish.
A.Definitionofstudentswithlearningdifficulties
Studentswithlearningdiffilcutiesrefertothisgroupofstudentswhodopoorlyintheirstudycausedbyteachers,familyorthemself.Itisusuallydividedintotwokinds-intellectualstudentswithlearningdifficultiesandunintelligentstudentswithlearningdiffilculties.Theformeronereferstothestudentswereborntounintelligenceorareunintelligentforsomedisease.Onthecontrary,thelateronereferstothestudentscan'
treachtothebesicrequirementssettedbyteachingprogrambutcausedbytheirpostnatalorextraneousfactors.Andinourteachingactivity,wemeetthelaterstudentsmore.AndstudentswithdifficultiesinlearningEnglishwetalkedaboutarethestudentswhohavedifficultiesinlearningEnglish1.
B.ThepresentsituationofstudentswithdifficultiesinlearningEnglishinruralmiddleschool
Inruralarea,thefamilyhavelittleincomeandbothparentsworkoutsidewhentheylackoffarmworkoreventhewholeyearworkingoutside.Andthentheirchildrenbecomeleft-behindchildren.Theylackofcaringandguidenceinstudy,expeciallysomeparentsareinfluencedbyuselessreadingsothattheypaynotenoughattentiononstudents'
Englis
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