英语课堂教学行为研究项目设计-英语本科论.doc

附件3中央广播电视大学英语专业本科（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： 郭环霞 学 号： 1362001208863 级 别： 2012级 分 校： 临夏分校 指导教师： 付晓燕 完成时间： 2014年12月15日 附件4甘肃电大开放教育 2012 级（春、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： 临夏分校 班级代号： 姓名郭环霞性别女年龄24学号1362001208857教学班1年级学前班工作单位积石山县银川乡龙光小学工作性质在职教师工龄2职务教师项目计划设计时间30天指导教师付晓燕一、 选题How to Improve Middle School Students Reading Ability 二、 选题的目的、意义和必要性1. 选题的目的：为了提高学生的英语能力和整体英语水平。2. 选题的意义：学生在学习了英语基础知识之后，要进一步学习英语，提高学习英语的兴趣，提高英语能力具有十分关键的作用，它为学生在日后更深的进行英语学习打开了大门，是学生整体英语水平提高的关键。3. 选题的必要性：现阶段英语已经成为学生在校学习的必修课，在考试中英语的比分也占大多数。但有些学生对英语不感兴趣，甚至厌烦学英语，考试当然考的很差。所以我认为在英语学习中提高学生的能力十分有必要，这也是学生积累英语词句，提高英语成绩的最好学习方法，也为学生整体英语水平的提高奠定了坚实的基础。三、 主要研究方法 在论文写作中，我主要运用了三种分析问题的方法：1. 分析法：这个方法又称“自然谈话分析”，就是通过仔细分析所述问题，发现问题并深入问题本质，以此来研究教师如何提高学生的能力。 2. 原因分析法：这个方法就是从教学过程有关的直接因素，如教师、学生、班额、教学设备等方面逐一查找原因，分析问题的根本所在。3. 问卷法：这个方法就是教师在网上下载现成的问卷，将有些问题适当做些调整，一般设计10个左右的问题，然后请学生完成问卷调查。这个方法的作用就是想看看有多少学生期望提高自己的能力，又有多少学生对英语不感兴趣。四、 设计过程在论文写作中，我设计了为期四周，每周两个教学活动的教学设计。1. 教学活动设计原则：通过教学活动的学习，能够帮助更多的学生喜欢学英语，对英语产生兴趣，提高英语能力，为更好的学习英语打下坚定的基础。2. 教学活动设计思路：通过每周的教学活动，希望能让更多的学生对英语产生兴趣。在课堂教学中，慢慢提高学生自主学习的兴趣，掌握英语的方法和技巧，培养他们的英语能力，使学生养成良好的阅读习惯。在以后的英语学习中，可以帮助他们提高英语成绩和英语综合水平。五、 研究结果通过为期四周，每周两个教学活动的教学设计，学生们慢慢地对英语产生了浓厚的兴趣，一些英语学困生对学习英语也有了兴趣。他们在英语课堂上积极思考，勇于回答教师提出的问题，与教师相互配合，最终取得了良好的教学效果。在教学中，学生们也基本学会了英语的技巧和方法，逐渐培养了他们阅读英语词句和短文的能力，养成了良好的习惯，达到了教师预期的效果。附件4甘肃电大开放教育 2012 级（春）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： 临夏分校 班级代号： 姓名 郭环霞 学号 1362001208857 指导教师指导意见第一次 时间、内容、评分2014年10月9日该学员能够根据自己的教学实践，发现学生在英语学习方面存在的困难，进而提出通过提高学生在英语的兴趣和技巧的方式来提高学生能力。此问题在英语教学中比较常见。问题表述正确并制订了时间计划表。建议第一阶段评为5分。学生签字_教师签字_付晓燕_第二次 时间、内容、评分2014年11月10日该学员采用了三种分析方法对所发现的问题进行了比较客观的分析，在此基础上，确定了自己的设计目标、假设，开始了具体的方案设计。建议第二阶段评为5分。学生签字_教师签字_付晓燕_第三次 时间、内容、评分2014年12月10日该学员在项目设计部分能够考虑学生在英语学习过程的心理因素和方法技巧，设计了大量的教学活动。活动比较丰富，活动目标比较具体，具有可操作性。实施过程提供了四周细化的教案和教学日记，并且录制了课堂活动的录音带。总之，实施过程真实可靠。建议第三、四阶段评为12+13分。学生签字_教师签字_付晓燕_第四次 时间、内容、评分2014年12月18日该学员能够就项目的主要方面通过问题的形式进行比较客观、真实的评价，并按照要求撰写了项目报告，毕业论文经过与指导教师五次讨论修改，最终形成了结构规范、语言通顺的报告。建议第五、六阶段评为5+20分。学生签字_教师签字_付晓燕_指导教师总评语该学员能够从教学实践出发，提出问题并确立了项目的假设和目标，即通过提高学生的兴趣和技巧来培养他们的英语能力。她能够采用多种分析方法，特别是设计了科学合理的调查问卷，对问题进行客观深入的分析。从分析结果中找出原因并确立策略，设计了四周的教学活动。活动的设计能够充分考虑到学生的兴趣和心理特征，阅读活动充分调动了学生的积极性和主动性。项目的实施能够贯彻设计的基本原则，步骤细致，目标明确。最后她对项目报告进行了综合评价并完成了项目报告的撰写。项目报告符合要求，格式规范，并提供了支持力较强的附件材料。初评成绩60设计过程成绩40报告成绩20指导教师签字付晓燕时间2014年12月18日答辩成绩综合成绩答辩组成员签名 年 月 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。 Project Title:How to Improve Primary School Students Leaning InterestInvestigator Guo HuanxiaLinxia BranchGansu Radio and TV UniversityAbstractInterest is the best teacher, can bring about learning motivation for students, and can effectively enhance their learning desire, Inspire students learning initiative and enthusiasm, so is the primary school English Teaching, To improve students interest in learning significance. In English education, have a direct impact on the students interest in learning the language skills and English level. Therefore, teachers should enhance the students interest in learning English in primary school English teaching as the focus, Can effectively improve the students English ability. First discusses how to create a good learning atmosphere, and to explore the game teaching method. Effect of scene teaching method to improve students interest in learningKey words: leaning interest, primary school English, English abilityMain headings of the project report1. Introduce Myself2. Question3. The Question Analysis 3.1 The Analytic Method 3.2 Cause Analysis3.3 Questionnaire 4. Design of Teaching 5. Project Evaluation6. ConclusionReferencesAppendix A QuestionnaireAppendix B The teaching notesAppendix C DiariesAppendix D Tape for classroom teachingI. Introduce MyselfMy name is Guo Huan xia. I will graduate from The Open University of China in July, 2015. I majored in Education of English when I was in college. I spent most of my time learning English, and Ive learned a lot of knowledge from my major. Luckily, my dream came true in August, 2012. Ive been a primary school teacher. From then on, I work for Man Lu School in Lin Xia as an English teacher. This semester I teach the students who are at Grade six. My hobby is sing song, In the English class and music class, I often teach students some English song, and we have a good time. Unluckily, most of students are dislike leaning English in the classroom; they always think English is very hard and bored. So how to improve their leaning interest has become a problem which should be solved as soon as possible. . QuestionMy problem is how to improve primary school students leaning interest . . The Question Analysis1. The Analytic MethodMy problem is that some of my students dont like leaning English . They are always not willing to communicate with others, the class is also not well to participate in activities designed by the teacher. They feel that English class is boring, do not want to interact with you guys .The phrase “some of” made me think of the other side of the issue: some of my other students seem to be interested in leaning English .and they hope they can leaning more. This made me think of these: Why some dont. While others do? Who are the some that dont? Who are the some that do ? The students are very interested in English and are very good at English listening, reading, speaking and writing. So they can express their opinions and communicate with the teacher freely, they like doing learning English song, other countrys culture and more, while others arent interested in English and are poor in the English vocabulary .they cant understand teachers meaning ,they dare to speak English in the class ,sometimes others Sometimes when the other students will laugh at them when they say something wrong, So theyd rather not say . so They felt very nervous when the teacher ask him to read or join the group work in class. Moreover, “my students” is in contrast with “my colleagues students”. This prompted me to make a chain of reflections: What about some of my colleagues students? Is it also the case that they dont like learning something about English , on the other hand, all of my colleagues students are be interested in leaning English . so I think my problem is actually caused by myself, not by my students. Perhaps my explanation is not clearly or my lesson lack pictures and song. Important is that I neglected the poor students, so the design of the activities is too difficult. And they cant accept it. 2. Cause Analysis I considered my problem from the teachers side and the students side.The teachers side:* I speak English very quickly and sometimes I not more patient to speak carefully. * I rarely designed teaching activities/games in my class.* Sometimes I not do some pictures and cards . * I really tell some simple story but teach books content ,so my students fell very bored.*I am always spoken hard words and they cant understand.* I usually for poor students lack of concern and encouragement.* Most of the time for class just for academic achievement and teaching task. And do not take into account the students interest in learning.The students side:* Some students English basic are very poor ,so they dared to say English . *The most difficult thing for students is how to communicate with others in English .* Some students and they parents think English is not our countrys language. its less important than Chinese .so they neednt to leaned it .* Some students have no patient to recite vocabulary and main sentences after class.*In our school ,majority students come from countryside ,they are parents rarely study in the school ,so my students never touch English except class .And they lack a environment to speak English .*The spoon-feeding let they not free time to think by themselves. The classroom size and management:* The class size of over 70 students may have some negative effect; * The classroom was perhaps getting too noisy;* Many teaching activities in the classroom failed to involve the participation of every student.* As a teacher I should be on the naughty students a little harder.The teaching equipment:My school is in poor condition and cant afford modern equipment to my teaching. I just used some pictures and cards that be made by myself. And Class size is too large for many activities cant hold. Besides, In my school, many English teacher are not English major, sometimes, they teach worry words or sentences for students.3. QuestionnaireWhen all these data collected, I made some statistical evaluation. The results showed: about 90% students like English, they expect to improve their English study. And they would like to expand knowledge in their spare time. They hope leaning more English song and other countrys culture .From question3,16，we can known students like relax and interest class .And 90% students not a good condition to study English .From Questions11， we can get the information that the most difficult thing for students is to find proper words in expression. From these Questions I realized I should try to improve the quality of myself . Design the good classroom link for each class can take care of every student To help students to overcome difficulties in learning English, let them build up confidence in learning.Design of TeachingActivity 1Instructions: Students study some words about direction. And introduce they home , school and so on. This activity is based on in primary school English Book 6, Lesson 1“how can I go there? ” Purpose: to learn and introduce some place. And they must listen and read these words: south, east, west, and northProcedures:Step One：Greetings*Hello, excuse me.*Hello*how can I get to hospital?*you can go straight and turn left in a school .you can see it.Step Two：Revision1. Revise the places. First the students say the places. Then show a map to revise the places.2. Asking the way: How can I get to the？First the teacher asks the students. Then the students ask and answer in pairs.3.The teacher asks: How can I get to the science museum? The students answer. Then the teacher says, there is a science show in the museum. Lets go and have a look.Step Three: Teach “north，south，east，west”1. Show the magnets. Look！They are magnets. What letters can you see on the magnets? The students answer “N, S”. Ask them the reason.2. Show “N , S” on the screen, Tell them “N” is the first letter of “north”, teach “north”. “S” is the first letter of “south”. Teach “south”. Tell them attention to the phonic of “ th ”.3. Show compass. Tell them: Compass is one of the Four Inventions of China. We are very proud of Four Inventions. Were very proud of China. Ask the students to find out the other two letters “W, E”. 4. Show the letters and the meaning on the screen. Show the words “east”, “west” on the screen, too. Teach the words “west, east”.5. Pointing. Point to the directions.Step4: practiceTeacher show a map about his hometown on the blackboard. And students use new words and sentences practice with her/ his partner.Step Five： Talk about the cities location of China.1. Show a map of China. Get the students to look at the directions on the map. Tell them on a map, north is up, south is down, west is left, east is right.2. Ask: Where is Hainan? Show the answer on the screen. Hainan is in the south of China.3. The students talk about the location of other cities in pairs.Step Six: Asking the wayAsk: How can I get to the ? Then the students ask and answer in pairs.Activity 2 Instructions: Students review the pattern and words of describing their pen pal. They read passage about pen pal and answer the questions. This activity is based on in primary school English Book 6, Lesson 2 “I have a pen pal .” Purpose: to learn and introduce your pen pal.Procedures:Step1: Warm uplets chantKey like sleeping bears like fightingmonkey like climbingbird like flying The zoo is never boring Free talkWatching TV /reading books /I like.Step 2: teach wordsRiding a bike My hobby is reading a bike. (Ride a bike ) I like riding a bike .DivingI like riding a bike ,but whats Lin Lin s hobby?Lin Lin s hobby is diving ,she likes diving .playing the violin Look .whats she doing ?She is playing violin.She likes playing the violin.making kites My mothers hobby is making kites.Step 3:practiceTeacher writer some sentences on the Bb and students use the new words fill the blank.Shes hobby is _( play the violin)My sister is _( make kites)Lin Juan like _(ride a bike)Step 4: consolidation and extension 1. Whats your hobby? My hobby is _2. What does she doing?She likes _.Step 5: complete the excise bookActivity 3Instructions: Students review the pattern and words of describing the food. They read passage about food and answer the questions. This activity is based on in primary school English Book 6, Lesson 3 “Whats your favorite sport?” Purpose: to learn and introduce your favorite sport.Procedures:Step 1: warm-upThe teacher asks students to read the passage and find the answer. Then review the words about sport based on the passage. In addition, they need to describe their favorite sport to your partner, for example, ping pang/ basketball/ football/tennis.Step 2: review In class the teacher helps students review the following dialogue: A - Whats your favorite sport? -My favorite sport is football. B - Whats your favorite sport? - My favorite sport is basketball Step 3: practiceThe teacher introduces a new pattern: what would you like play ping pang? and four abject to make general comments, which are ping pang/ basketball/ football/tennis.Step 4:consolidation and extensionStudents finish the exercise on page18 by using the above four words. Whats your favorite sport? My favorite sport is _ . Whats your favorite sport? My favorite sport is _.Whats your favorite sport? My favorite sport is _ .Whats your favorite sport? My favorite sport is _. Step 5: Group workThe teacher asks students to work in groups. In each group everyone should introduce your favorite sport by using above the words. The others will raise questions: Whats your favorite sport? The student will answer questions by using words like: ping pang/ basketball/ football/tennis.Step 6: The teacher circulates and monitors students work. Activity 4Instructions: Students review the pattern and words of this unit. They read passage about feel and answer the questions. This activity is based on in primary school English Book 6, Lesson 4“how do you feel ?” Purpose: to learn and introduce they feel.Procedures:Step1 : Warm-up (1) GameTeacher show some pictures and ask students what can you see in the picture, And ask there how does they? Then spell the words that they leaned in this unit .If she /he spell error .she /he will sing a English song for ours. (2) Practice: T; Today, you look so sad, how do you feel? S:I lose my English book .I feel sad.Step2Read passage and complete the questions.Students read the passage by themselves and then teacher check their job.T: I whats wrong with dad?*Oh, he feels bad.T: how does he feel?S: He feels headache.T: Why lily very angry?S: Because she cant find her toy.T: what does lilys mother feel?S: she feels worried.(2) Students read the passage again ,and recite nice sentence.Step3: PracticeTeacher speak Chinese and students say words in English ,whos speak right and quickly whos win.Students make face, and they partner guess his feel. Step4: Homework: 1)copy words and do excise.。 2) Summary：What have you learned today? Activity 5This activity is based on in primary school English Book 6, Lesson 5“how tall are you?” Purpose: To master the new words and sentences: taller/stronger/older/ younger /shorter/thinner.How tall are you? Who is taller in our class?Procedures:Step 1.Introduction and learningLearn the word “taller”T: I see. You are taller than other class students. This term we should learn Book 2.And today we should learn Lesson Fiv1.(Blackboard handwriting: Lesson First, then “taller”)T: Read after me. “taller”(Ss read. Repeat in groups, some individuals, whole class.)T: Can you say a sentence with “taller”?S3:she is taller than me.S4:Im taller than you.(If someone says, “I m taller than you. ”,the teacher can use it to lead to the new word.)Learn “shorter”T:Lihua is shorter than me. really?(Ss: Yes.)T:OK.First look at our class ,who s shorter than you?(Blackboard writing: shorter)Teacher shows the pronunciation. Then ask Ss to repeat. One by one. In groups. Whole class. Write the word in the air.Learn “younger and older”T:We want to our become more younger and taller .What shall we do? Please discuss in groups and say like this “whos younger than ”.(Divide the Ss into t