广播电视大学英语本科专业综合教学实践论文.doc

中央广播电视大学“人才培养模式改革和开放教育试点“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：_刘彩丽_学 号：_20071620060593_ 级 别：_2007秋_ 分 校：_庆阳电大_ 指导教师：_李宁琴_ 完成时间：_20096 5_甘肃电大开放教育 2007 级（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： 庆阳电大 班级代号：071060020 姓名刘彩丽性别女年龄25学号20071620060593教学班1班 2班年级七年级 八年级工作单位镇原县太平初级中学工作性质教师工龄五年职务职工项目计划设计时间91125指导教师李宁琴一、 选题通过精心设计的角色扮演练习，提高角色活动中学生的学习兴趣二、 选题的目的、意义和必要性增强学生的口语学习兴趣，提高学生的口语表达能力，为他们的英语口语学习奠定良好的基础 三、 主要研究方法原因分析法 分析法 问卷调查法四、 设计过程首先，通过英语对学生学习的重要性以及学生在英语学习过程中所面临的一些困惑，通过对现状的分析 、调查和研究等。运用分析法、问卷调查法、原因分析法找出问题所在的原因。再次，通过具体方案的实施解决问题，最终完成整个过程。五、 研究结果通过12周时间的调查研究，学生的口语能力已有很大的进步。无论是在课堂上的积极表现，还是每节课所布置的教学任务，他们都能积极的保质保量的完成。 并且他们积极参与口语教学活动的能力很强，因此学生普遍学习兴趣增强，课堂学习效率大大提高，为以后的英语学习奠定了良好的教学效果。甘肃电大开放教育 2007 级（秋）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： 庆阳电大 班级代号： 071060020 姓名 刘彩丽 学号 20071620060593 指导教师指导意见第一次 时间、内容、评分9月1日9月8日 项目启动。给学生介绍“课堂教学行为研究”的特点、原则和方法，学员对自己的教学作全面的检查反思。指导学员从教学资源，教学时间，解决问题所需时间方面进行可行性分析，最终选定项目设计的研究方向。学员设计项目时间表。4分。学生签字_刘彩丽_教师签字_李宁琴 第二次 时间、内容、评分9月9日9月23 问题分析阶段。学生汇报所发现问题，指导教师帮助其确定研究方向并设计研究方案。与多位学员用大脑风暴法为刘彩丽同学查找问题的主要原因。在此基础上提出项目目的和假设。并作了多次修改。完善和修订项目设计时间表。7分 学生签字_刘彩丽_教师签字_李宁琴_第三次 时间、内容、评分9月24日10月30日 项目设计及实施阶段。学员阐述角色扮演的优点及组织过程中的注意事项。设计为时3周的六次教学活动。同时，指导学员设置目标班和控制班。监控学员在目标班的项目实施情况。学员以教学日志的形式记录课堂上观察到的学生反馈。设计，修订项目实施后的调查问卷。43分学生签字_刘彩丽_教师签字_李宁琴_第四次 时间、内容、评分12月1日12月5 项目评估及项目报告阶段。发放，收集，整理项目实施后的调查问卷。对采集到的数据尤其是目标班和控制班的不同数据进行对比分析。验证项目目的和假设。从十个方面客观真实地评估本次教学实践。总结项目设计全过程。整理并修改项目报告。26分学生签字_刘彩丽_教师签字_李宁琴_指导教师总评语刘彩丽同学的项目设计选题结合自己的课堂教学实践，真正解决了本人在教学实践中遇到的实实在在的问题。教学实践的设计体现了过程性原则。整个项目经过了项目启动、问题分析、方案设计、项目实施、项目评估和研究报告六个阶段。这次项目设计针对其课堂教学中确确实实反映出的问题。方案的设计采用了合作教学法，符合交际法原则。实施阶段在指导教师的严格监控进行，历时三周完成。研究的每一个阶段都有书面材料。对学项目设计作了客观，中肯的评估。研究报告的撰写立足自己的研究，研究报告符合论文的写作规范，语句通顺。评为67分。初评成绩67设计过程成绩45报告成绩22指导教师签字李宁琴 时间2010年12月15日答辩成绩63综合成绩65答辩组成员签名 朱效灵 王晓灵 李宁琴 2010年12月15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同意答辩组意见负责人签字_齐文博_(系公章) 2010年12月15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。甘肃电大开放教育 2007 级（秋）英语专业（本科）英语课堂教学行为研究项目设计答辩记录表分校： 庆阳电大 班级代号： 071060020 姓名 刘彩丽 学号：20071620060593 答辩主持人朱效灵答辩小组成员朱效灵 王晓灵 李宁琴 秘 书王建林答辩日期2010年12月12日学生自述情况：学员在规定时间内用较流利的英语作了自述。自述涵盖了项目设计的选题，所采用的问题分析方法、教学方法、数据收集方式、最终形成的结论以及对今后教学的进一步展望。从中可以了解到学员本次项目设计的真实性，也可以看出学员对项目设计这种研究方法已基本掌握。答辩教师提问学生回答情况1. 在论文项目设计这本教材中共提到了几种问题分析方法？ 分别是什么？请说出它们的中文名称。六种方法及中文名称的回答完全正确。2. 在你的项目设计中，你选用了哪几种问题分析方法？哪种是最有效的？学员在项目设计中共选用了分析法，原因分析法，问卷调查法，大脑风暴法四种方法。学员认为问卷调查法是最有效的。3. 你是如何评估这次项目设计的？学员从十个方面对这次项目设计做了全面、细致的评估。回答正确。表达清楚。4.5.6.答辩小组意见及成绩评定刘彩丽同学按照教学实践的要求完成了这次项目设计。通过本次实践活动，既解决了问题，提高了教学水平，也在一定程度上养成了学生的合作学习习惯。在实践过程中对项目设计这一科学方法已基本掌握，为今后的教学教研活动打下了基础。答辩时语音语调自然，自述要点突出，回答问题正确，层次清晰，表达清楚。评为65分成绩 65分 签字：朱效灵 王晓灵 李宁琴 2010年 12 月 15 日Project Title:Improving Learners Interest in Role Work through Well-Designed Role Work ExercisesInvestigatorLiu CailiGansu TV UniversitySubmitted on 12th June 2010In fulfillment of the coursePractical Project DesignAcknowledgmentThis project is supported by my supervisor Miss. Li, because of her support and patience, this project can get accomplished successfully. I am mostly grateful to my supervisor.Besides my supervisor, I should be greatly grateful to my colleagues of Yang Li, Deng Hen and Zhang Xiao rong who had spent their long time on brainstorming and panel discussions with me. No amount of thanks will be adequate for my students, without their active participation, it would have remained on paper.Finally, great thanks is expressed to my family and my husband who had shared my frustrations and success, then hope my ultimate happiness when fishing this project eventually AbstractIn this research, we present a detailed report of the project implemented to foster students communicative competence by means of practice. Based on the theory that practice makes perfect, a twelve-week program was adopted, through questionnaires analysis, data were collected and discussed that shows that practice really makes students make fast progresses in the Oral English. However, the program seems to be useless to certain students. Further research is needed for my measures to improve the learners Oral English ability.The methods of scientific investigation used in this study are analytic method, cause analysis, questionnaire survey and brainstorming.Key words: practice English, training course, target groupMain Heading of the Project Report1. Introduction2. Present problems3. Problem analysis4. Project objective5. Project hypothesis6. Project rationale7. Project design8. Control and target group9. Project implementation10. Data analysis11. Project evaluation12. ConclusionReferences:Appendixes (A-D)Appendix A：The timetable of the projectAppendix B：The questionnaire one for problem analysisAppendix C：The questionnaire two for problem analysisAppendix D：DiariesAppendix E：Teaching notesAppendix F：Students name lists Appendix G：Students homeworkAppendix H：Teaching CD1. IntroductionAs the saying goes, “Practice makes perfect”. I am engaging in teaching junior Grade Two students. In my teaching process, I found that most of students dont like learning English, and their oral English is not well. They wouldnt like to play role in the work. The main causes is because there lack of well-designed role work exercises in our daily teaching activity, especially most of them werent interest in activity at all. Even that they didnt want to participate in the activity. So they cant learn words and sentences efficiently or speak English smoothly and accurately. What the teacher is to do in class is to well-designed role work exercises.Based on some approaches that I have learned from “English Language Teaching Methodology” and considered my students characteristics, in order to make my students have a deep interest to learning English, I try to adopt the role play in class, improving learners interest in Role work and helping them speaking English correctly2. ProblemSome of my students are not interested in oral English activity. 3. Problem analysisI think that teaching which meets to learners needs can facilitate students learning. It is necessary to investigate the reasons why students cant express their mind well by English. Thus interviews were held and questionnaires were issued. The results are shown as follow: a. It is reported that those poor learners, due to lacking of vocabularies, cannot make complete sentences in English or express fluent sentences. When starting to talking, they cant speak what they want to express with ease, thus the listeners understand difficultly, and lead to some obstacles of communication.b. Some students reflect that they are worried about making mistakes, for fear that pronouncing incorrectly, so they dare not speak in English. Beyond that, they always feel frustrated in talking with others, the main cause is that some students are lack of self-confidence, for example, they feel shy to open their gold mouth and speak English. If so, they will lose confidence of learning English and get worse and worse.c. The methods that teachers put to use in the learning are inefficient and lacking of variety.4. Project objectiveThe aim of this project is to motivate the students interest in oral lesson through role playing and to foster students communicative competence.5. Project hypothesisIt is hypothesized that learners interest in role work is greatly increasing by well-designed role work exercises.6. Project rationaleWith deepening and gradual promotion of the course of experimental work, a new round of curriculum reform will increasingly generate prominent impact on basic education. Especially in recent years, with the deepening of reform of secondary education in the English classroom, it is particularly important to achieve Fun teaching, happy learning in the teaching. American educator Bloom said: “students with positive emotional should learn easier and more quickly than those who lack feelings of pleasure or interest, or than those who felt anxiety and fear learning materials. Through the teaching practice, I think the main task in English teaching of secondary school should pay attention to the interest of students. Psychology tells us that the main psychological factors of students enthusiasm are motivation and interest, which are the driving force to promote student success, as the so-called Interest is half the success. When beginning to learn English, students have generally keen interest. Students are full of curiosity to this new thing not the same as the mother language, just as a child likes the strange world and want to immediately go around. But with the increase of learning content and learning difficulty, and gradually encountered some difficulties, such as words are not accurate to read, spelling is wrong to write, etc, they will have a fear of hardship and decreasing interest in learning, thus their academic performances are on the drop gradually.To live up English teaching and make students love learning, we should create a harmonious teacher-student relationship and relaxed, enjoyable learning environment and then have to adopt flexible teaching methods for students in doing , stimulate their interest in learning, let it take the initiative to learn, improve efficiency, and develop good study habits. Once, there was a psychological expert to survey students and teachers, he had done this: under what circumstances, students can learn best? The results of the survey are: When the students are interested what they have learned;When students are in the best physical and mental state;When the course content can be rendered using many forms;When students can apply their knowledge;When students can experience the joy of success;When students are full of confidence on their teachers.Role playing is in line with the above contents. In role playing work, almost all students get involved and have fun, also actively learn. In the current Junior high school English textbooks, there are many characters, small dialogues and stories, rich content, which provide a large number of role-playing materials, here the role playing refers to performances not only include the role play of textbooks contents, but also include the expansion of the story, re-understanding of the text the restructuring of the dialogues and so on. After learning vocabulary and sentence patterns, students should know how and when to use learned language, Role playing can provide complete context exercises, and the students can fully exert the vocabularies and sentence patterns learned, strengthening language learning, cultivating expression and communication ability.7. Project designI designed an adequate amount of activities to test hypothesis. My hypothesis is that when I make a well-designed role playing activity in my teaching, after four weeks training , whether my students interest will increase a lot or not.I prepared four times of role playing activity are reports as follows: Week 1 Activity 1:From: Go for it! English in junior 2 Unit 2 whats the mater?Purpose: to cultivate my students interest and think actively, and learn how and when use phases and sentences learned, and how to talk about the health and give the advice. Instructions: the teacher tells students the main task in this class, and then let them find their partners, make them listen carefully, and then talk about the topic with their partner according to the rules. Procedure:Step 1: acting groupingT: when someone has trouble in health, we want to know what happened, how to express? Point to a picture that is a boy, ask students: How many parts of the body can you name?S: head, mouth, hand, feet, face, eyes, nose, ear T: A student points to one part of his body, the partner tell what the part is in English. Then some students pretend his body to be in trouble and make motions, the others ask them what is the matter, then answer, stand up and begin acting.S: A：Oh, my head! B: what is the matter? A: I have a headache Step 2: play a gameT: close your books, listen the tape carefully and touch your nose or head or right ear and so on, there are groups, one performance, the other check which student do it correctly and quickly. Then exchange to act.Week 2Activity 2:From: Go for it! English junior 2 Unit 3 what are you doing for vocationPurpose: learn some new words and expressions; know how to talk about future plansInstructions: students discuss in groups and talk about places they would like to visit.Procedure: Step 1: demonstrationPut up the wall calendar.T: Im staying home on Saturday (pointing to next Saturday), what are you going to do?S: Im playing on Saturday.T: Ok. Today well learn how to talk about future plans. Students make some conversations using the information, For example: What are you doing for vacation? Im visiting my uncle.Step 2: pair workPractice in pairs, then performance in the front of the class voluntarily.Step 3: discussionOther students make some evaluation and ask their vacation dreams and share with all students together. Week 3 Activity3:From: The Oxford English 3B Unit8 Farmer TonyPurpose: improve students listen ability and interest, cultivate their imagine ability.Instructions: group working, some students read story emotionally, and the others make movement and the expression performance. Procedure: Step 1: make two groups, and then choose one from each group; they are playing the part of story while a student is reading it. The rest students applaud when the players do well, Step 2: Evaluation (1). A student begins to comment the performance on his own.(2) The teacher gives students some advice and his standpoint.Step 3: DiscussionFarmer Tony will never work after picking up a bird under the tree, then all the crops are dead, Tony was very sad. Designing and let students discuss the end of the story.T: What happened to Tony later?S A: He met an old man. The old man gave him some seeds. He worked very hard again. He had a lot of food. He was not hungry any more.S B: He was hungry and weak. One day a snake came. He was too weak to move. The snake was hungry, too .It bits him. At last Farmer Tony died.Week 4 Activity4From: Go for it! English junior 2 Unit 5 can you come to my party?Purpose: Learn to invite others and the answer way and cultivate students habit of courtesy. Learn the basic knowledge of interpersonal communication.Procedure:Step 1: Presentation1. Play the song: Happy birthday to youT: today its Meiteis birthday .She wants to invite you to her birthday party .Can you tell me what she should say?S: Can you come to my party?Call attention to the new words, Read together2. Ask the students to rehearse their dialogues in advance.Step 2: Practice1. Invite your friends to come to your party .Write down their answers.2. Other students select the best partners according to the standards given by the teacher.Step 3: Teaching proceduresT: How many people did you invite just now? What did they say?Ask one student to show his answer.Ask two students to act the conversation you just completed.For students: Students have to work in groups, they can act as different roles ,each of which has to say at least five sentences, in addition, each group has to write down their play or dialogue and hand it in.8. Control and target groupI set up control and target groups. It takes 4 weeks to implement the project. Each week, both groups are required to write several short compositions on the basis of requirements of the book. However, for the target group, speaking ability has to be adopted, while the other thing remains the same as what the control group does. After that, both groups are asked to do a speaking task again and then I compare the students performance. The results obtained from the comparison can demonstrate whether the students speaking ability can be improved by planned carefully class activity. 9. Project implementationI try my best to arouse my students interest to learn English in class. Firstly, I will design a role playing activity controlled through cued dialogues from the material in Junior English for China. Secondly, I will provide some related topics for them to prepare their own dialogues, and let the students act out their own dialogues. Thirdly, the students read a story at first, and then make new dialogues according to story line. at last, they will act out their own dialogues in groups. Divide the students into two groups. Ask the students to choose their own points of view and prepare related topics. Select the winning group through discussion. I spend two months on implementing my project. For each week my work are scheduled as follows:Students homework: to see Appendix GDiary-keeping: students response and my own observation. To see Appendix D Teaching notes: to see the following: Week 1Unit 2 whats the mater? Go for it! English in junior 2 Date: Monday, October 17, 2010 8:259:00 a.m. Class: 2Todays objectives: 1.Train students speaking ability. 2. Students learn to talk