最好的英语硕士论文答辩PPT

华南师范大学外文学院

2012届硕士学位论文答辩会

中国广州2012-3-291ByLinMeifangSupervisedbyProf.HeGuangkengSchoolofForeignStudies,SouthChinaNormalUniversityGuangzhou2012-3-29

TheStudyofNetwork-basedEnglishReadingTeaching

inPrimarySchools

2TheOutlineofpresentation

Why?

How?

What?

Research3Outline

ofmythesisIntroduction

LiteratureReviewResearchDesignDataAnalysisandDiscussionMajorFindingsandImplications4WhydidIchoosethethemeformystudy?

Someproblemsoflargeclassreadingteaching.Somepracticalsuggestionsofnetwork-basedEnglishreadingteachingwillbemadeforprimaryEnglishteachersaccordingtotheconclusionoftheexperiment.Research

Orientation:5Q1:DoestheNetwork-basedreadingteachingaffectthestudents’learningattitude?

ResearchQuestions

Q2:CantheNetwork-basedreadingteachingraisethestudents’learninginterest?

Q3:CantheNetwork-basedreadingteachingimprovethestudents’Englishreadingability?

6The

NationalEnglishCurriculumStandardsCooperative

LearningTheory

ConstructiveLearning

TheoryKrashen’sAffective

Hypothesis

Karashen’sInputHypothesis

TheoriesrelatingtotheEnglishreadingteaching.

7How?

ParticipantsInstruments

DataCollectionResearchDesign8

ResearchDesignTable3-1-2NumberoftheParticipants9ReadingMaterialSelection

ReadingMaterialSelectionInterestLanguageLength104.Interview

3.Classroomobservations2.Questionnaire

1.TestsInstruments

11

DatacollectionAquestionnairewasdistributedto45studentsinexperimentalclass;90studentsinExperimentClassandControlClasswererequiredtocompletethepre-testinordertoinvestigatewhetherbothclasseswereequivalentinpreviousreading.

Aclassroomobservationandteachers’interviewweredesignedtogetthedataofthefollowingaspects,suchasthestudents’learningattitudeandreadinginterestunderthenetworkenvironment.Finally,aftertheexperiment,thepost-testandpost-experimentquestionnaireswerecarriedout.12TeachingModeinControlClass13

Network-BasedReadingTeachingModeStep1：RaisingthesituationonthenetStep2：

PresentationofthetasksStep3：

IndependentReadingStep4：

OnlineAssessmentStep5：Makingreportsingroups14What?

TestQuestionnaire

Classroom

observationsResearchQuestionsInterview

15

Pre-TestTable4-1-1AComparisonoftheScoresinthePre-TestThestudentsoftwoclasseswerealmostthesame.

16

Post-Test

TheproficiencyofthestudentsinExperimentalClasswasbetterthanControlClass.

Table4-1-2AComparisonoftheScoresinthePost-Test17

ClassroomObservationThestudentsintheexperimentalclasswouldhavemorechancestoaskquestionsandhavemoretimetodoteam-work,andtheirreadingspeedunderthenetworkenvironmentweremuchfasterthanthecontrolclass.

18

QuestionnaireAfteroneyear’sexperiment,thenumbersofthestudentswhoenjoyedEnglishreadingclassunderthenetworkenvironmentwererising.

19QuestionnaireThenumbersofthestudentswhoenjoyedworkingingroupswererising.

20QuestionnaireTable4-1-2AComparisonoftheScoresinthePost-TestThenetwork-basedreadingcouldimprovethestudents’vocabulary.21Table4-1-2AComparisonoftheScoresinthePost-TestThestudentsdidmuchmorereadingafterschoolaftertheexperiment.

Questionnaire

22Conclusion:

Therewasatendencyofsharpincreaseintheirreadingperformance,thestudents’Englishabilitywasimproved.Andwiththeexperimentprogressing,studentsshowedmoreinterestinnetwork-basedreadingclass.Conclusion231)Raisingthestudents’readinginterestbytherealsituation.2)Improvingtheliteracyofboththeteachersandthestudents.3)Encouragingthestudentstouseeffectivereadingstrategiesandskills.4)Designingdifferentreadingactivitiesinnetworkclassroomcanbehelpfultocontrolthestudents.5)Exploringothernetwork-based