New Reading Tasks Design to Improve StudentsAbility.docx
- 文档编号:26731151
- 上传时间:2023-06-22
- 格式:DOCX
- 页数:26
- 大小:34.35KB
New Reading Tasks Design to Improve StudentsAbility.docx
《New Reading Tasks Design to Improve StudentsAbility.docx》由会员分享,可在线阅读,更多相关《New Reading Tasks Design to Improve StudentsAbility.docx(26页珍藏版)》请在冰豆网上搜索。
NewReadingTasksDesigntoImproveStudentsAbility
NewReadingTasksDesigntoImproveStudents’Ability&DevelopTheirSenseofCooperation
TableofcontentsformyProjectStage1.GetofftheGround1.Startmyproject2.PlanmyownProjectStage2.ProblemAnalysisStage3.ProjectDesignStage4.ProjectImplementationStage5.ProjectEvaluationStage6.ProjectReportStage1GetofftheGround1.Startmyproject.Iamathird-yearstudentatQingshuiBranchofGSRTVuniversity.Ihavedoneagoodjobinmylastthreeyears.Iamnowreadyformyfinalassault,thatis,tolaunchmypracticalprojectdesign,afterfinishingwhichIwillberewardedthecertificationofCentralRadioandTVUniversity.Ihavebeenteachingthestudentswhoareintheirsixthyearofaprimaryschool.Thereare46studentsinmyclass.NowIamgoingtofinishmycoursessoon,Ineedtoachievemyprojectreport.ButIdon‟tknowhowIshoulddo.IhavebeenobsessedbythisquestionsincethedayIfinishedmyfinalexaminationofEnglishlanguageTeachingMethodology.Myfamilysharedmyworries.Andaskedmetoseekadvicefrommytutorlater,MrWanggavemesomeadvice.AndthenIdecidedonmyownproblem.2.Planmyownproject.Task1thestepsIshouldfollowIfoundoutaboutthenecessarystepsIshouldfollowinordertocarryoutmyclassroomresearch.IwillcompletethistablewithwhatIhavelearnedfrommytutoraboutthefuneralstepsandmethodsofdoingresearch.Task2.WhatsortofproblemscanIresearch?
Beforestarttodefinemyownproblemandworkonit,Let‟shavealookatthesortsofproblemotherteachershaveidentified.IaskedsometeachersinourschoolwhatproblemstheyfacedinteachingEnglish.Theirresponses:
A.MyproblemisthatIalwaysfeelexhaustedafterdealingwithanoisyclassroom.B.Ispendalotoftimeinimprovethestudentsreadingabilities,butnoeffect.C.Ifindthatmystudentsoftenconfusesomephrases.D.Tome,themostdifficultishowtoarousethestudents‟interestinEnglish.E.Ifeelthatnewteachingmethodologycan‟tbeused.F.Iamlackinthevarietyofmethodstopresentthenewmaterials.G.Mostofstudentsdon‟tdothereadingpracticeIaskthemtodoAfterclassH.Thestudentshaven‟tasenseofcooperationwhichwouldhelpthemalot.I.Mostofstudentsareweakinreading.J.ThesixthyearsstudentshavelearntEnglishforalongtime.Butnowtheycan‟tspeakEnglish.Imadethislistinordertofindoutwhetheritwouldbesuitableforclassroomresearch.Theproblemsthatcan‟tberesolvedbyclassroomresearch:
A,C.Theproblemsthatwouldbesuitableforclassroomresearch:
B,D,E,G,D,JtheproblemsthatneedfurtherdefinitioninordertoberesearchF,I.Task3.Thinkofmyownproblem.NowI‟llwritedownmyownproblemIdecidedon:
MystudentshavedifficultiesinEnglishreadingandhaven’tasenseofcooperationwhichwouldhelpthemalot.Nowletmeexaminemyproblemandseeifitwouldbesuitableforclassroomresearch.Itwouldbecertainlyeasierformetogothroughthewholeproblemsolvingprocess.Ihadasuitableproblem.Lookatthefollowingtable:
Itcanhelpmeexaminemyproblemfromdifferentangles.Step4.Finalizemyprojecttimetable.Timetableisveryimportanttousindailylife.NowIshouldworkonthetimetableofmyownproject
Stage2ProblemAnalysisTask1.JoinmypaneldiscussiononthemethodsofscientificinvestigationThesixscientificmethodsthatarepotentiallyuseforproblemanalysis.◎Theanalyticmethod◎Socraticdialogue◎Causeanalysis◎Questionnaires◎Observation◎BrainstormingTask2.DoingmyproblemanalysisTheproblemanalysisisextremelyimportanttomyproject,soIhaveorganizeronthem.I‟mthechieforganizer.Theirdiscussionhadtworesponses:
’tasenseofcooperationsotheyfindthereadingisverydifficult.Someofstudentshaveasenseofcooperationandtheycanhelpeachotherinreading.Someofstudentsweren’tinterestedinEnglishreadingtext.SomeofotherstudentswereinterestedinEnglishreadingtest.Thisanalysisleadsustoaseriesofquestions:
1.Whysomehaven’t,butsomehave?
2.Whocan’tworkingroup?
Andwhoaretheotherscan?
3.Whysomearen’t,butsomeare?
4.Whoaren’tinterested?
Andwhoaretheothersinterested?
SoIhavedecidedtousetheanalyticmethod,causeanalysis,questionairesandbrainstormingtoanalyzemyproblem.I‟msureIwillbenefitfromthem.Mypreliminaryresearchconfirmedthattherewerethreemainreasonsthatinfluencedstronglystudents‟readinginterestandabilities:
Firstly,moststudents‟readingabilityispoorandtheyhaven‟tasenseofcooperation,itisnothelpfulforthem.Secondly,somestudentshavesomedifficultyinreadingthetext.Becausetheywerelackofamountofvocabularies.Thirdly,moststudentsweren‟tinterestedinEnglishreadingandsomestudentshavetoreadefficiently.TheanalyticmethodThroughcarefulanalytic,Ifoundoutaseriesofquestions.Mostofmystudents‟readingabilityispoorandtheyhaven‟tasenseofcooperation,Moststudentsweren‟tinterestedinEnglishreadingI‟vedesigned.Iwantedtoknowwhy.AndwhethertheythoughtitisimportantandusefultopracticeEnglishreadingornot?
Whataboutsomeofmycolleagues‟students?
Isitalsothecasethatmostofthemdon‟tliketostudyEnglishreadingeither?
Ifontheotherhand,allofmycolleagues‟studentslike,myproblemisactuallycausedbymyself,notbymystudents.Probablydon‟tliketodowhatIaskedthemtodoastheexercise.Iftheythoughitisimportantanduseful,thentheproblemwasprobablycausedbymyself,notbymystudents.Perhapsmyorganizationormylessenplanispoorlydesigned.ThroughtheaboveanalysisIreallyrealizedthatmyproblemisprobablycausedbymypoordesignedreadingtasksandteachingtechnique.CauseanalysisIamhappywithmyproblemanalysissofar.Idecidetodocauseanalysisaswell.Istartswithlistoffactorsthatmaycontributetothecause.------theteacher‟sside---myself------thestudents‟side------thetaskdesign------theclasssize------theclassroommanagement
(1)Theteacher‟sside-----myself.◎Isitbecausetheteacher‟sobjectivesarenotclear?
◎Isitbecausetheteacherdidn‟tgiveeachstudentmoreopportunitiestopracticeandunderstandthereadingtexts?
◎Isitbecausethereadingtasksthattheteacherhasdesignedisnotuseful?
◎Perhapstheteachermakesthemfeeldisgusting.
(2)Thestudents‟side.◎IsitbecausetheyarenotinterestedinEnglishreading?
◎Isitbecausetheydon‟thaveopportunitytopractice?
◎Maybemanystudentsarelookofamountofvocabularies.◎Maybemanystudentsdon‟tmastersuitablelanguageskill,Sotheydon‟tknowhowtoreadefficiently.◎Someweakstudentsarelackinconfidencesinreading.Theyareafraidofmakingmistakesandbeinglaughedatbytheirpeers.(3)Thetaskdesign.◎Maybemytasksarepoorlydesigned.(4)Theclasssize◎Myclasshas46students.Theclasssizeofover40studentsmayhavesomenegativeeffecttheclassroomissonoisythatIfeelexhausted.(5)Theclassroommanagement◎Theclassroomisperhapsgettingabittoonoisy◎StudentsmaynotbeproperlygroupsOfallthecauses,Ithinkthattheteacherismainlyresponsibleforthefailure.Iwanttoknowwhattheyneed.QuestionnaireIthinkaquestionnaireonreadingwouldbeveryhelpfultome,soIhavedesigneditandhandedthemoutinmyclass.AfterthatIgotdetailedinformationaboutmyquestion.BrainstormingIdiscusstheproblemwithmystudentsandmycolleagues.Ifindoutmyweakpoints:
Iamnotagoodorganizerinclass.Myreadingtasksarepoordesignedandboring.MyteachingtechniqueinEnglishreadingisineffective.Myvoiceistoolow.Ijusttelltherightform.Idonotliketowritethewordsontheblackboard,etc.Task3.SummarizemyresearchIhaveessentiallydonethingstotacklemyproblem.First,Ifamiliarizedmyselfwiththesixmethodsofscientificinvestigationbyorganizingapaneldiscussiononthem.Second,Iappliedfourofthesixmethodstotheanalysisofmyproblem.Asaresult,Icametoamuchbetterunderstandingofmyinitialproblem.Summary:
Problem:
MystudentshavedifficultiesinEnglishreadingandhaven’tasenseofcooperationwhichwouldhelpthemalot.MaybeIcouldchangethissituationandarousingmystudents‟interestinreadingbynewandbetterdesignedtasks.Problemanalysis:
theanalyticmethod,causeanalysis,questionairesandbrainstorming.Stage3ProjectDesignAfteralengthproblemanalysis,Ihavereachedthisconclusion.MyproblemisMystudentshavedifficultiesinEnglishreadingandhaven‟tasenseofcooperationwhichwouldhelpthemalot.NowIamenteringintothethirdstageoftheproject.Ihavefourthingstodo:
(1)toformulatemyprojectobjective
(2)toformulatemyprojecthypothesis(3)spelloutmyprojectrationale(4)designclassroomteachingtaskTask1.Formulateaprojectobjectiveandprojecthypothesis.projectobjective:
Todevelopstudents‟senseofcooperationandimprovethestudents‟readingabilitiesthenarousethestudents‟readinginterest.projecthypothesis:
Ifstudents‟senseofcooperationformed,Itwouldcertainlyhelpthemalotintheirreading.Andthestudents‟readinginterestandabilitiescanbeimprovedbyvariedreadingtechniquesandnewreadingtasks.Mytaskthusbecomes:
designaprojectthatprovesordisapprovesorpartiallyprovesthatbetter-designednewreadinggroupworktasksindeedincreaselearners‟interestandabilityinreading.Everyoneincludingyouandme,wantstheirhypothesistobeverified,thatis,tobeprovedtobecorrect.Becauseofthisdisposition,i.e.,thiseagernesstobeintheright.peoplesometimesdonotstrictlyfollowscientificproceduresandfailtomeetthescientificstandards
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- New Reading Tasks Design to Improve StudentsAbility
链接地址:https://www.bdocx.com/doc/26731151.html