電大英語教育專業(yè)畢業(yè)論文

附件：河北電大開放教育本科英語專業(yè)畢業(yè)論文教學實踐設計鑒定表及指導過程表封面Page

HebeiRadio&TVPracticalDesign河電開教本英專畢論教實設鑒表Title：

the題:探記單的法Name名:Liu校:滄州電大oriented)英語專業(yè)（教育方向）Tutor師

馬瑞閣Date日期:

標題頁Title

ProjectTitle:ofrememberingwordsInvestigatorLiuLiliCangzhouRadio&TVUniversity17

MarchInfulfillmenttheProjectDesignFax:

致謝Acknowledgment

AcknowledgmentIgratefultomywithoutsupportandpatiencethisprojectwouldnotevenandYuHongqingforbrainstormingandpaneldiscussionswithme.amountofthanksadequatewithoutwillingparticipationtheimplementationwouldbutnottheleast,thankstomyeventuallythisproject.

摘要

AbstractpresentsadetailedreportofaprojecttosolveproblemthatofmygraspAndtheremistakes.ThereportwillgetoutoftheteachsomeanalyticmethodcauseSocraticKey.

目錄格式（正文StructureMain4.ProjectimplementationimplementationAnalysis5.Project6.Finalreport7.BibliographyAppendixproblemAppendixB’Note:ThemainoverallofthelikeFromonwards,furtherelaborateseachofInmyteachingI’vefoundthereareproblemsespeciallyproblemthatsomeofmyrural

areasnotIvetoldandagaintheimportanceofEnglishurgedtoallkindsmethods.HoweveralwaysforgetI’llfinishmyCangzhouRadio~TVUniversity.IproblemsthatsoIcanandpracticeICangzhouRadioTV指過報—1ProcessReport--1：LiuLili1:Identifying’sScoreContentacommunicationtool.AndthepurposeforlearningEnglishinChinarecenttotheOpenDoorVocabularyisoneofelement,IfpeopleleavewecantexpressIfpeople’tt,writewell.ThesizethevocabularyofapersontoacertainthatEnglishlevelthisperson.指過報—2ProcessReport--2StudentLili

2:’sScoreContentInmyopinion,fourmainFirstly,studentsonlylaystressgrammarandSecondly,studentscanremembermeaningsituationalstudentsdontbetweenChinawesterncountries.Fourthly,studentstgrasptheofformation.theyinitall.ProblemstroublingforalongnowIwasdeterminedtoworksolutiontheIstartedoffbymakingantheInperiod,Iusefollowingmethods:analyticanalysis,dialoguesTheprojectobjectivetoenhancelearners’interestinoralpractice.

rationalerationalesmentioned:communicativespeaking

learners’rolesandresponsibilities,thetheofgood指過報—3ProcessReport--3LiuLili3:’sContentObjectivesthisresearchispayattentionsubjectsare45schoolzhuangziSchoolinCangzhou3.3MaterialstheGoForItfor9.PlanWeekUnitTopicActivityTopic

Functional

Time1DiscussPointtoTo

Ifyouincrease45’importance

stimulate

you’rethe

students’

teaching

interestyouwillmakevocabularyteach

Englishlevel2DiscussTheTodevelop-the

45’studentsonlyteacher

skillsgrasp

thisremembersituationalexample3Talkdevelop

two45’

theskillsofunderstan4theTalkTodevelopDiscussthe45’regularwordwouldtheformationdoword

remembervocabulary指過報—4

ProcessReport--4LiuLili4:implementation’sScoreContentthisresearchrecognizestudentsandtheofsubjectsareruralschoolstudentsSchoolinAndareontheGoForItfor9.Week1,Activity1,Discusstheimportancesandmistakesofvocabularyteachingobjective:totheimportanceandmistakesteachingStep1Leadin[T:(the;(theT:Weallknowifyoucan’remembertlisten..read.writewemust(discussthesameStep3Practice

Havethestudentsworkpairs,DiscussStep4Dividethegroups,groups.Homework:’treasonsWeek2,ActivityStudentsonlyrememberthesurfaceofthe’meanings.Ignoringthesituationalobjective:tostimulatethestudents’discusstheignoringthesituational.Step1inTeachertwoexamplestheblackboard.Step2Presentation1.IamveryIdrinksome2.TheIwaterthemStep3PracticethemtopracticetheconversationinDiscussthewater.Step4aDividethestudentsintogroups,natureofacertainword.Homework:LetfindthesimilarWeek3,ActivityLetstudentsculturedifferencesbetweenChinawesterncountry.Step1Leadinlikedogs?sitculture?Step2Presentation

teachergivesometheblackboard.1.Loveme,lovemydog.{愛屋及烏Everywesterncountries,peopledogsandistreatedaallclasspeoplewhoHomework:Letfindsimilarexamples.Week4,graspthewordformationobjective:toletgraspformationto…Step1LeadinT:madeofis?yourecognizeprefixStep2Presentationteacherisofroot,prefixandTheyareelementparts.Prefixispart.ispartformationmethodsEnglisharen’t,Theycombinationthatspecificmeaning.weshouldmeaningssignificance.Homework:Afterclassfindtwoformation.AnalysisresultsareGraph1and1.Graph1showstheofafterimplementationoftheproject.Andtable1showsstudents’preferencetoAfterfourweeks’research,Idesigned

TwothatpartlyonQuestionnaireresearch.now,ImoretheusefulnesstheIdesigned.Iespeciallytheproject57.6%itshowsthattheactivitiesenhance’

effective.ouristoenhancestudentsinterestindoingteaching,result(from44.5%to70.1%)isveryencouraging.Itthatthesolutionsisfruitfuleffective.指過報—5ProcessReport--5：Lili5:evaluation’sScoreContentAfterIthoughtandtheprojectwithIfindoutstudentsimportanceofwordmistakes,isimprovement.OnlyImakecontinuousmyImakefrequentlymentionedproblemsbesummarizedasthe

followingthree:Firstly,thetheoftraining:thestudentsmorepractice’tusewordformation.Thirdly,therelationshipbetweengrammar-orientedexam:mostofstudents“Iimprovemyspeakingpass.”Soimportance指過報—6ProcessReport--6StudentLili6:Final’sDate____________ScoreContentacommunicationtool.AndthepurposeforlearningEnglishinChinarecenttotheOpenDoorIneverydaycommunicationwasthemaingoalbecauseonedidn’tneedtolistenandinEnglish.nowrememberingvocabularyverystudentsonlythemselves,canin

differentcasesaccordingtoculture.insomemystudentsareatrememberEnglishwordsnotthemselvesinEnglish.Inmyopinion,thereweremainreasonsthataccountedstudents’Firstly,studentsonlylayon,grammarstructure,Secondly,studentsbutthey’ttthem..Fourthly,studentsdidn’ttheisusefultotheynotitall.ProblemstroublingforalongnowIwasdeterminedtoworksolutiontheIstartedoffbymakingantheanalyticMyProblem’t,whileothersdo?Whoarethesomethatdon’t?Andwhoaretheothersthatdo?Moreover,“mystudents”isincontrastwithcolleaguesstudents”.Thispromptedmetomadeachainofreflections:Whataboutsomeofmycolleagues’Isitthetheyaren’tinterestedoralpractice?If,ontheotherproblemisactuallycausedbymyself,bymyProbablytrainingIstudentspoorlyIdidtheCauseAnalysisonboth“teacher’sside”and“students’side”.Ianalysisedfourmainreasonsofnotin

Teacher’sside–thatisfirstreason:Some’tortodaycanremembertomorrowtheyforget.Ifirstinthereason:studentsto,buttheydidn’tknow:“l(fā)owstudents”lackedconfidence,whoareweakatthetraditionalIdidn’tencouragethesestudentscanEnglish,canmakethey:Somestudentsdidn’ttheteachingusefultosotheynotinit.Ididn’ttellthestudentsthattherelationshipbetweenoralgrammarYoucan’tlearngrammarruleswelljustbylistening,understanding,orbyrememberingteacherteaches.Iforalsentencesthekeygrammarafteryou’veungrammars,willmasterthesemuchbetter.thiswillgiveyoubigyourgrammar-orientedThestudentsside,Students’ttheword.students’ttheThirdlytpayattentiontoletter’ruleofcombinationandpronunciation.Fourthlyoffermoreencouragementthe“l(fā)owstudents”withlowmarksonthe“grammarexams”togrowconfidence;trytodesignsomeoral

tostudents’abilityonthe“grammarexam”.survey:Idistributedbeforeconductingtherequiredthattheyfinishit20minutes.Allthem,22returnedleftanonymous.Whenallthesecamein,Istatisticalevaluation.result100%studentsthoughtthewasthatabout80.5%ofpracticewastheirfuturethatthestudentstheimportanceandoralaslevelisthestudents’,sotheylosttheirconfidenceandinterest.Aftermakingtheaboveanalysis,I’vegottheresultthatinadequateteachingdesignismainlyresponsibleforstudents’lackofinterestwords.inmyfutureteaching,Itrytoimprovemythroughitemsimprovethestudents’pronunciation,jectobjectiveisinquiringwords.bebywell-designedwork.Communicativeinspeaking

Since1960’s,CommunicativeLanguageTeaching(CLT)today’steaching,CLTistoToourEnglishteachingtheofgrammarstructuresandbutonmoreofcompetence.“ThePPPprocedureforcriticismthelastfewyears,especiallyasamodelforteachertraineestofollow.”(Harmer,2003)Theprocedureoforallessonteachingitemscanthreeknownthemodel.model,shouldfirstbethestudentsmeaningfulmaketheywhatitmeans;thenstudentsonfollowingareopportunitytowiththethroughthatgiveandThatisspeaking(1981)speakingtypes:communicationbeginninglanguagestudents,Littlewoodthatitisalsolearner-centeredness“encouonagreaterdegreefortheirownnotonlybycontributingcourseoractivitydesign…,butalsobycontinuinglearningoutsideclass,atself-accessfacilities.”Whatislanguage?thattheartSowhenyouarelearning

English,youareperson,whoislearningbyit;youawhoisworkingbyitandyouawholivesinit.MakeEnglishpartyourdailythesameeatingorbrushingyourEnglishwillyouteachyouroletheteacherIwillletstudentsknowthatasateacherspeakingclassroom,’mjust–whogivesyouknowledge,Ione.JeremyHarmersays,“WithintheclassroomteacherrolemaychangefromonetoorstageofanactivityIfwefluentatmakingthesechangesoureffectivenessasisenhanced.”(Harmer,2003)SoteacherisplayingdifferentrolesatdifferentInmodel,Iactdemonstrator.AttheIamexpectedaconductoraAtproductionstagewhenstudent-directed,Iplaytherolestimulatorlearner-centeredteaching,“thatisteachingwhichmakesthelearners’andexperiencetheeducationalss.(Harmer,So“If(theteacher)isindeedwise,mind.”(Gibran,1991)role“Lessonplanningisanartofcombininganumberofdifferentelementsacoherentsothatalessonstudentsrecognize,workwithin,reactto…”(Harmer,Asforteachers,notoptional,itessentialforItisamattertheteacherplanfollowsof

flexibility,learnability,and&Cheng,Thatmeansaredifferenttypesordertokeepstudents’interestinlearningwithandnevermonotonous;toadoptdifferentandratherthantoaslavetoonemethodology.planbeLanguagerecyclingreinforcement,stepsshouldbewithObjectivesthisresearchisinquiringsubjectsare45schoolSchoolintheGoForItfor9.PlanWeekUnitTopicActivityTopic

Functional

Time1DiscussPointtoTo

Ifyouincrease45’importance

stimulate

you’rethe

students’

teachinginterestvocabular

yteach

Englishlevel2DiscussThestudentsonlyteacher

Todevelop-theskillsgrasp

45’thisremembersituationalexample3Talkdevelop

two45’

theskillsofunderstan4theTalkTodevelopDiscussthe45’regularwordwouldtheformationdoword

remembervocabularythisresearchistorecognizethegraspthesubjectsare45schoolSchoolinthetheIt9.

Ioutin.andarereportedasWeek1,ActivityDiscusstheteachingobjective:stimulatethestudents’discussexamplesaboutignoringthesituational.Step1Leadinteachersays)(thestudentsT:Weallknowifyoucan’remember’tlisten.speak.read.writewell.wemust(AskotherstudentssameStep3PracticeHavethestudentsworkpairs,DiscussStep4GroupworkDividethegroups,Students’nameStudentsnameWritelistsStudyEnglishteacherquestionsWatchTVyoucan’remembervocabularycan’readtheWeek2,ActivityStudentsonlyrememberthesurfaceofthe’

meanings.Ignoringthesituationalobjective:stimulatethestudents’cessinTeachertwoexamplestheblackboard.Step2Presentation1.IIwantdrinksome2.TheIwaterthemStep3PracticethemtopracticetheconversationinpairsDiscusstheStep4aDividethestudentsintogroups,natureofacertainword.Homework:Letfindthesimilar1.IIwantdrinksome2.TheIwaterthemHomework:FindwordthatChinaandwesternobjective:stimulatethestudents’discussexamplesaboutignoringthesituational.Step1LeadTlikeWhatsitculture?Step2Presentationteachergivesometheblackboard.1.Loveme,lovemydog.{愛屋及烏Everywesterncountry,dogs’andis

treatedaallclasspeoplewhoHomework:Letfindsimilarexamples.Week4,graspthewordformationobjective:toletgraspformationtoStep1LeadinT:madeofis?yourecognizeprefixStep2Presentationteacherisofroot,prefixandTheyareelementparts.Prefixmostpart.SuffixformationEnglisharenisolated,Theycombinationthatspecificmeaning.weshouldmeaningssignificance.Homework:ashortwhatyoudoifyouwereateacher.AnalysisAtthewasdonetotheinformationresultsofAftermakinganalysisthebetweentheresultsthetwoIoralworkincreasedbywork.theresultsareGraph1and1.

Graph1showstheofafterimplementationoftheproject.Andtable1showsstudents’preferencetooralAfterfourweeks’research,IdesignedQuestionnaireTwothatwaspartlyonbeforeresearch.ByImoreawaketheusefulnessoftheIdesigned.Iespeciallyoftheprojectto57.6%afteritshowsthattheactivitiestoenhancestudents’interestinpracticewereGraph1showsisadrasticin’interestremembervocabularyofthesubjectswhorankthemselvesscale“Likeand“Likealot”amountwas44.5%theoftheproject.graphshowsofdecreased.YetInotbetoothere29.8%ofstudentschoosingthenumberthanQuestionnaireitsuggeststhatImakefurtherthefutureTableshowsofinterest7060504030

57.638.537.829.8

系1系22010

6

12.5

9.8

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LikelotLikeJustverymuch：系列一：questionare1系列二：questionare2Table1:StudentspreferencetomethodsdealingwiththerememberMethodssituationremember

students10

Percentage32therememberthewordformationtoremember

825%1475%ofourresearchisgraspmethodtoremembersucharesultto75%)isencouraging.Ittheofthesolutionsisfruitfuleffective.AfterIthoughtandtheprojectwithIfoundoutthatalthoughstudentsaremoreinoralnow,thereisstillmuchthatfurtherimprovement.OnlywhenImakecontinuousreflectioncanImakemostfrequentlymentionedproblemscanbeasfollowingthree:

Firstly,thethepronunciationthestudentsmorepracticepronunciation.theeffectiveofkeytext:Imypracticethemselvesfreelythepatternsthetext.Thirdly,therelationshiporalandgrammar-orientedexam:mostofmystudentssay“Iimprovemyspeakingabilityandpassorientedexams.”I’dlike“Howtocrackthetraditionalexambyspeakingpractice.Ifso,examandabilityofspeakingimprovedsametime.ConclusionistheprojectIfromDec,2009toMar,2010,whichaimedtoenhancemystudents’interestindoingoralIcantosaythatproblemSotheconclusionoftheprojectisthatlearners’interestinoralpracticebeincreasedoralwork.Well-designedoralworkca