【活动教学法在初中英语口语教学中的应用研究8100字（论文）】

活动教学法在初中英语口语教学中的应用研究ContentsTOC\o"1-3"\h\uAbstract(Chinese) ⅠAbstract(English) ⅡChapter1Introduction 摘要英语是世界通用语言之一，许多非英语为母语的国家也用英语作为第二语言，中国就是其中之一，英语教育在中国教育史上也源远流长，然而学好英语对中国农村广大偏远地区的孩子来说需要付出千百倍的努力。但长期以来，在应试教育的影响下，基础教育更注重语言知识的灌输，忽视了语言技能的训练。导致学生十年寒窗苦读却说不出一口流利的英语。由此可知，学习英语的过程是一个付诸实践的过程而不单单只是学习理论。通过查阅资料和前人研究发现活动教学法恰好可以补足这块教育短板，通过活动进行英语口语教学，不仅能提高学生学习英语的兴趣，还能让学生们有更多机会开口说英语，甚至在说英语时也能像说普通话那样自信和流利。为了证明活动教学法是否能促进英语教学，本文以六盘水市十七中学九年级两个班作为实验对象，通过调查问卷，课堂观察英和对比实验，然后总结活动教学法在研究过程中是否有效，能否提高学生英语口语表达能力，能否增强学生开口说英语的自信心和口语表达能力。关键词：活动教学法；初中英语；口语教学KeyWords:Activity-basedApproach,JuniormiddleSchool,OralEnglishTeachingChapter1IntroductionThischapteristheobservationofthestudy.Therearefourpartsinthischapter,includingthebackgroundofthestudy,thesignificanceofthestudy,thedefinitionofcoreconceptsandthelayoutofthisthesis.Theyareintroducedindetailasfollows.1.1TheBackgroundoftheStudyAsoneoftheuniversallanguagesintheworld,Englishplaysanimportantroleintheexchangeofscience,technologyandcultureunderthetrendofworldmulti-polarizationandglobalization.Asadevelopingcountrywithalargepopulationintheworld,Chinashouldseizetheopportunityofglobalizationandimproveitsnationalstrength.EnglisheducationinChinahasalonghistory,anditisoneofthemaincoursesofcompulsoryeducationinChina.However,Chinese-styleeducationhaslongexisted“dumbEnglish”and“duck-filledEnglish”,whichshowsthatthereformoftraditionalEnglisheducationmethodsisimperative.TheActivity-basedApproachcancreateapleasantandrelaxinglanguagepracticeenvironmentforteachersandstudents,sothatstudentscangrowinexperience,cooperation,andcommunication.Itisusefulforstudents’oralexpression,cooperationandEnglishperformance.Manyexpertsandscholars,especiallyfront-lineteacherspaymuchattentiontotheapplicationofActivity-basedApproachinjuniormiddleschoolEnglishteaching,buttheeffectofjuniormiddleschooloralEnglishteachingisnotveryobvious.ForEnglishlearning,itisveryimportanttobeabletospeakEnglishfluentlyandtocommunicatewithforeignersinEnglish.Thepurposeoflanguageistocommunicate,whichisalsooneofthemostbasicandimportantfunctionsoflanguage.Therefore,studentswhodonotlearntousethelanguageandcannotuseitintherightclassroomopportunitieswilllosetheirmotivationtolearnthelanguage.Theneweducationreformadvocatesthedevelopmentofstudents’abilitytocommunicatewithlanguage,requiresstudentsto“doinlearning,learnindoing”,andfinallymasterthecommunicationfunctionoflanguage.TraditionalEnglishteachingmethodsaredifficulttoachievethisgoal.Inordertoenablestudentstoparticipatemoreactivelyintheclassroomactivities,withtheirknowledgeofEnglishtosolvepracticalproblems,teachersshouldcreatearelaxedandpleasantlearningenvironmentforstudentstoworktogether,sothatstudentscanhelpeachotherandprogresstogether.Atthesametime,letstudentslearntofacepracticalproblemswithapositiveattitudeandthinking,andmakeitaability,whichwillbenefitstudentsforlife.TheActivity-basedapproachofEnglishclassroommeetsthisrequirement,andtheteachingmodewithstudentsasthemainbodyandteachersastheleadingwillbemorebeneficialtothedevelopmentofstudents’subjectiveinitiativeandall-rounddevelopment.Englishactivityteachingprovidesstudentswitharelaxedandpleasantclassroomatmosphere,studentsaremorewillingtospeakEnglish,andintheprocessofmutualdiscussion,mutuallearning,thatis,harmoniousrelationsbetweenstudents,butalsoforagoodrelationshipbetweenteachersandstudentstoprovideaplatform.Inthewholeteachingprocess,theparticipationofactivitiescanstimulatestudents’enthusiasmforlearning,thusstimulatingstudents’innermotivationtolearn,teachersseizetheopportunitytoencourageandpraisestudents,cultivatestudents’habitsofspeakingupandthinkinghard,andcultivatehabitsintoaninterest.Aslongasthereisaninterestinlearning,studentswilltaketheinitiativetolearn,thepracticeoforalEnglishasahappythingtodo,ratherthanatask,learningefficiencywillnaturallyimprove.1.2ThePurposeoftheStudyThisstudyimplementstheActivity-basedApproachthroughactionresearch,aimingtoexploretheeffectoftheActivity-basedApproachontheoralEnglishteachingofjuniormiddleschool.Thespecificdiscussisasfollows:ExplorehowtousetheActivity-basedApproachasaguideandapplyittojuniormiddleschooloralEnglishteachingtoincreasetheinterestofjuniormiddleschoolstudentsinlearningoralEnglish,andtestwhetherthetheoryofActivity-basedApproachhasapositiveeffectontheorallearningofjuniormiddleschoolstudents.ExplorewhetherteachingmethodsbasedonActivity-basedApproachcanhelpcultivatestudents’confidenceinoralEnglish.InspectwhetheroralEnglishteachingbasedonthetheoryofActivity-basedApproachcanpromotethecomprehensionabilityofjuniormiddleschoolstudentsandtheimprovementofEnglishcomprehensivelevel.1.3TheSignificanceoftheStudyThe“EnglishCurriculumStandardforCompulsoryEducation(2011Edition)”REF_Ref31829\r\h[7]emphasizestheimportanceoflanguagepractice.Theteachershouldattachimportancetostudents’abilitytouselanguage.Atthesametime,italsoemphasizesthatinteaching,teachersshouldstartfromthepointofviewoflanguageuse,teachersshouldcreatediverseandpracticalactivitiesthatareinlinewithstudents’life.Theaimistomakestudentsfeelsuccessfulintheactivitydisplayandinternalizeknowledgeinlanguagepractice.ThisstudycanprovidethetheoreticalguidanceandpracticalsupportoftheActivity-basedApproachforthefirst-lineteachers,helpthefirst-lineteacherstobetterpracticetheActivity-basedApproach,andguidethestudentstolearnintheactivity.Englishasacommunicationtool,itmustbetestedandimprovedthroughpractice.Buttraditionalteachingmethodscannotcreatearichlanguageenvironment,andstudents’inputandoutputcannotbesatisfied.UsingActivity-basedApproachasateachingmethodofspokenEnglishcancreatearelaxedcommunicationenvironmentforstudentsandgivestudentsmoreopportunitiestospeakEnglish.TheActivity-basedApproachcanenablestudentstocommunicateinEnglishinarelaxedactivityandincreasetheopportunitiesforlanguagepractice.ThisstudywillimplementtheActivity-basedApproachintheoralEnglishteachingofjuniormiddleschool,whichisbeneficialtotheteachers’furtherunderstandingoftheActivity-basedApproachandenhancetheteacher’sattentiontotheoralEnglishteachinginjuniormiddleschool.1.4TheLayoutoftheStudyThestudyasawholeisdividedintofivechapters,andthedetailedstructuresareasfollows:Thefirstchapteristheintroduction,whichelaboratesthebackgroundofthestudy,thepurposeofthestudy,thesignificanceofthestudyandthelayoutofthestudy.Thesecondchapteristhesummaryofliteraturereview,whichmainlyreviewstheideologicaloriginofdomesticandforeignscholarsontheconceptofActivity-basedApproachandtheirunderstandingandkeydiscussionofActivity-basedApproach.ThethirdchapteristheresearchdesignofjuniormiddleschooloralEnglishteachingundertheguidanceofthetheoryofActivity-basedApproach.Thesystemexplainstheresearchsubject,theresearchpurpose,theresearchmethodandtheresearchprocess.Thefourthchapterisdatapresentationandanalysis,throughtheteachingexperimentbeforeandafterthedatapresentationandanalysis,theuseofexperimentaldataanalysisActivity-basedApproachtheoryappliedtotheeffectivenessoforalEnglishteachinginjuniormiddleschool.Thefifthchapteristheconclusion,suggestionsandprospects.Chapter2LiteratureReviewInthischapter,itmainlyelaboratestherelatedresearchofActivity-basedApproachandoralEnglishteaching,includingtheoverseasresearchanddomesticresearch.TheresearchfocusesontherelationshipbetweenactivityteachingandoralEnglishpromotion.Therefore,itisnecessarytounderstandthecoredefinitionofActivity-basedApproachandoralEnglish.2.1TheCoreConceptTheActivity-basedApproachisbasedonclassroomactivitiestocreateanenvironmentforstudentstolearnEnglish.Duringtheteachingprocess,accordingtothedegreeandcharacteristicsofstudents’physicalandmentaldevelopment,studentscanlearnknowledgethroughparticipatinginactivitiesandspeakEnglish.(YuWensen,2010:332)REF_Ref29886\r\h[8]AccordingtoLinXinshi’spointofview,Activity-basedApproachreferstothedesignofstudent-basedactivitieswithguidance,creativity,practicalityandoperabilityintheteachingprocess.Itsbasiccharacteristicistoletstudentstaketheinitiativetoparticipate,activelyexplore,seriouslythink,andstrengthenpractice.Itsmaingoalistodevelopstudents’comprehensiveabilityinanall-roundway.(LinXinshi,2008)REF_Ref30232\r\h[9]ThemostimportantfoundationofActivity-basedApproachisactivity.Expressingemotions,motivationalbehavior,andevenphysiologicalchangesareallmanifestationsofthereadinessoftheaction.IntheEnglish-speakingcountries,peoplewidelyandcommonlyusethesamespokenlanguage,whichisoralEnglish.(DengYanchang,1989)REF_Ref30327\r\h[10]Itplaystheroleofacarrierforpeopletocommunicatewitheachother.Itstransmissionmediumissound..Bydefault,soundisaformofspokenEnglish.InourEnglishteachingprocess,wheneverthelanguageconceptofEnglishismentioned,theformofexpressionthatisgenerallythoughtofissound,whichischaracterizedbyrichandcolorfulmeaningsandobviousscenes.Theemotionalandthoughtexpressionsofthepartiesaremorespecificandusemiddlefrequency,fewsyllablesinthevocabulary,simplevocabularywithlessstrictrequirementsfromagrammaticalpointofview.SpokenEnglishinthisstudyreferstotheoralEnglishlanguageusedbyEnglishteachersandstudentsinthejuniormiddleschoolEnglishlearningstage,whichisdifferentfromwrittenlanguage.Itisabilaterallanguageactivitybetweenteachersandstudentsusingsoundasaformofexpressionandcommunication,emphasizingtheproblemsfacedbystudentsinlanguageexpressionintheprocessofdailyEnglishcommunication.2.2OverseasResearchActivity-basedApproachhasaverylonghistory.DuringtheEuropeanRenaissance,theActivity-basedApproachhadalreadyappeared.AgroupofhumanisteducatorsrepresentedbyVictorino,RabelaisandMontaignefirstexpressedsomeviewsontheActivity-basedApproach.Theyopposecompulsoryteachingandpurebooklearning.Itisproposedthatchildren’spersonalityshouldberespectedandchildrenshouldbetreatedaschildren.AsoneofthegreatesteducatorsinthemodernWest,Rousseaufirstexpoundedthebasicideasofactivityteachingcomprehensively.Hisbasiceducationpropositionistomakeeducationconformtochildren’snaturaldevelopmentandmaintainchildren’snaturalness.Hedeeplycriticizedthefeudalismeducationthatrestrainedchildren’snatureandopposedchildren’sfreeactivities.Headvocatedtheliberationofpersonality,notonlyemphasizedthateducationshouldfollowthenaturalnatureofchildren,advocatedchildren’sautonomy,openness,andcreativeactivities,butalsopromotedautonomouslearningandemphasizedtheeducationalsignificanceofbehavioralconsequences.Rousseaubelievesthatactivitiesarethebasicprinciplesandmethodsofeducationandteaching(Rousseau,1978)REF_Ref30513\r\h[11].AmericaneducatorDeweytakeschildrenasthecenterandconformstochildren’sheart.Hebelievesthatwhenteachinginactivities,theideaof“learningbydoing”isthekeytothematurityofactivityteaching(Dewey,1990)REF_Ref30569\r\h[12].TheactivitycurriculumproposedbyDeweyhastwocoremeanings,namely“learningbydoing”and“child-centered”.Hebelievesthateducationhasnopurpose.Thepurposeofteachingistoenablestudentstolearntothinkindependentlyandbecreative,teachingmethodsshouldalsobeadaptedtolocalconditionsandadapttostudentdevelopment,andthelearningprocessmustbecarriedoutinactivities,throughrepeatedexercisesinactivities.Andfinallylearnedknowledge.Hebelievesthatifstudentswanttotrulygainknowledge,theymustactivelyexperience,tryandreforminactivities,andmustdoit,becauseeveryone’sexperiencecomesfromdoingit.Dewey’seducationalphilosophyisthemostrepresentativeoftheactivitypedagogyinmoderntimes.Teachersallowstudentstoperformactivitiesinrealsituations,developtheirthinkinginactivities,cultivatecreativity,andatthesametimestimulatestudents’interestinEnglish(Dewey,1990)REF_Ref30569\r\h[12].TheSwisspsychologistPiagetproposedthattheguidingideologyoftheActivity-basedApproachshouldpayattentiontotheinitiativeofchildrenincognitiveactivities.Thepremiseisthatthenaturalandspontaneousprocessofchildren’sintellectualdevelopmentmustbefollowed(Piaget,2001:68)REF_Ref30027\r\h[13].Itsfundamentalpurposeistocultivateintelligenceratherthanaccumulatememory.Liesincultivatingknowledgeexplorersratherthancultivatingscholars.Thecentralissueistoestablishtheconnectionbetweenthesubjectknowledgestructureandthechildren’spsychologicalstructure.Handleandimplementteachingfromastructuralpointofview.Particularattentionshouldbepaidtochildren’scognitiveimbalances,therebystimulatingtheirinterestandneedsinlearning.BritishEnglishteachingexpertJeremyHarmercameupwithatheorynamedBalancedActivityMethodinhisbook“ThePracticeofEnglishTeaching”in1983.HebelievesthattheActivity-basedApproachincludesnon-communicativeactivitiesandcommunicativeactivities.HepointedoutthatActivity-basedApproachisabridgebetweennon-communicativeactivitiesandcommunicativeactivities,andbelievesthattheclassroomwithActivity-basedApproachastheteachingmethodshouldhavethefollowingteachingprocedures:presentationofnewlanguage(Presentation),practice(Practice),communicationapplication(Production)(HarmerJ,1983:38)REF_Ref30771\r\h[6].Thisisthe“3pprogram”.Teachersmustensurethatstudentsparticipateinavarietyofactivities,thepurposeofwhichistoachieveabalancebetweenlearningandacquisition,andabalancebetweenlanguageinputandlanguageoutput.Thisbalanceisachievedthroughactivities.Lazaratonbelievesthatourcommonclassroomactivitiesincludeclassroomdiscussions,speech,roleplay,dialogueexercises,oraldiaryandotheraccuracy-basedactivities.(Lazaraton,2001:103)REF_Ref30820\r\h[5]KathleenM.Bailey(2006)REF_Ref30921\r\h[14]proposedthreestrategiesfortheActivity-basedApproach.First,teachersmustfindtopicsthatstudentsareinterestedin.Second,teachersmustgivestudentsopportunitiestoexpresstheirideas.Then,teachersmustarrangestudentseatsreasonablysothatstudentscancommunicatewitheveryclassmateasmuchaspossible.Allinall,theaboveforeignscholarshaveputforwardtheirownopinionsonthenatureofActivity-basedApproachandoralEnglishteaching.TheActivity-basedApproachhasvariousformsofactivities,andtherearedifferentteachingactivitiesindifferentteachingstages.Theresearchconclusionsoftheabovescholarsprovideasolidtheoreticalbasisforthispaper.2.3DomesticResearchEnterthetopic“Activity-basedApproachandEnglish”onCNKI,theauthorcanretrieve90relateddocuments,includingmasteranddoctoralpapersandjournalpapers.TheresearchscopeofActivity-basedApproachisverywide,mainlyinthefollowingaspects:listeningteaching,speakingteaching,readingteaching,writingteachingandgrammarteaching.Itrangesfromelementaryschoolstocollegesanduniversities,andthetimespanisfrom2001to2020.Itcanbeseenthattheresearchscopeisverywideandtheresearchtimespanisverylarge.ItcanbeseentheimportanceofActivity-basedApproachinEnglishteaching.Figure2.1ResearchonActivity-basedApproachFigure2.2TheresearchtrendofActivity-basedApproachinoralEnglishHowever,theresearchonActivity-basedApproachismostlyconcentratedinthejuniormiddleschoolstage,andthereisstillrelativelylittleresearchonoralEnglishinjuniormiddleschool,whichhasopenedupnewresearchobjectsforthisresearch.ThediscussionofActivity-basedApproachbyChinesescholarscanbetracedbacktothe1820sand1930s.Suchas“Lifeeducation”proposedbyTaoXingzhiand“Liveeducation”proposedbyChenHeqin.Withthecontinuousincreaseineducationreform,domesticscholarsaredoingmoreandmoreresearchesonactivityteaching,andtheyalsoprovidesupportforlaterresearchers.Ithaslearnedfromvaluableexperience.Sincethe1990s,theMinistryofEducationofChinahasofficiallyadoptedtheActivity-basedApproachasacommonteachingmethodinEnglishteachingandhasbeenformallyimplementedinthenine-yearcompulsoryeducation,whichhaspromotedthefurtherdevelopmentofactivityteaching.Inparticular,foreignlanguageprofessorsinChinahavesummarizedalargenumberofdomesticandforeignteachingexperiences,startingfromdomesticactualnationalconditions,anddevelopedateachingmodelthatisinlinewithdomesticteaching.ProfessorWangCairenproposedadualactivity-basedapproachonthebasisofHarmer’sbalancedactivitymethod.Asisknowntoall,teachersandstudentsarethetwoindispensablesubjectsofforeignlanguageteaching.(WangCairen,1996)REF_Ref31026\r\h[15]Dualpurposeofteaching.Foreignlanguageteachingshouldaimatbeingabletouseforeignlanguagestocommunicatewithothersandimprovethebasicqualitiesoflearners.IntheprocessofteachingEnglish,studentsneedtoexpressthemselvesinarelcontext,sothatthesetwopurposesarecomplementarytoeachother.(2)Dualteachingsubjects.Inclass,teachersshoulduseteachingcontentthatmatchesthestudents’abilities,andatthesametime,theyshouldnotletstudentsbetheabsolutecenter.(3)Duallanguageattributes.Thatistosay,languageneedstorelyonsoundasamaterialcarrier,andatthesametimeitisatoolofthebrain’sthinkingconcepts.Itisnotonlytocultivatestudents’practicalability,butalsotoletstudentslearntothinkindependently.(4)Dualinputchannels.LearningEnglishistransmittedthroughtheexternalenvironmentandtheknowledgepossessedbyoneself.Thedifferencesintheexistingknowledgereservesofstudentscannotbeignored.Teachersmustlearntostimulatestudents’learningability,cultivatestudents’interestinlearning,andletstudentsfindwaystolearnactively.(5)Dualoutputenvironment.Includinginternalenvironmentandexternalenvironment.Theformerreferstotheknowledgebasethatstudentsusuallyaccumulate,andthelatterreferstotheenvironmentinwhichforeignlanguagesareusedtocommunicate.Theoutputshouldpayattentiontothestagesoflearning,anddifferentlearningstagesshouldhavedifferentlearningrequirements.Teachingactivitiesshouldbecarefullypreparedsothatstudentscangainsomething.(6)Dualcommunicationlevels.Thecommunicationinteachingshouldbethesameasusual,withcontentaswellasemotion.Intheteachingprocess,teachersmustpayattentiontothementalstateandpersonalityofthestudents,torespecteachother,andmaketheclassroomatmospheremoreintegrated.(ZhaoQi,2001:13)REF_Ref31170\r\h[16]Thedual-Activity-basedApproachbelievesthatEnglishteachingshouldfocusonthefivestepsofintroduction,initiation,input,processingandoutput.Theintroductionmeanstheintroductionofnewcontentonthepremiseofreviewingtheoldknowledge.Thenewknowledgehereisnotfullypresented,andshouldbelefttoSpaceforstudentstothink.Initiationisaftertheintroduction,teachersaskquestionsoruseactivitiestoactivatestudents’thinking,andpresentnewcontentthroughdiscussion(WangCairen,1996:26)REF_Ref31026\r\h[15].Theinputincludestheinputoftextbookknowledgeandotherknowledge.Processingistohelpstudentsreviewandmemorizethecontentofthetextbookafterthestudentsunderstandthecontentoftheknowledge.Thislinktriestocreatemeaningfulsituationstoencouragestudentstoparticipateandcultivatestudents’comprehensivelanguageability.Outputisthelastlink,guidingstudentstousetheknowledgetheyhavelearnedtoimprovetheirpracticallanguageskills.Tosumup,bothforeignanddomesticscholarshaveproposedthatpeopleneedtopayattentiontothelanguageteachingofstudents’needs,andunderstandthecommunicationlanguageinformationtheycanunderstandandthewaytheyuselanguage.Itisworthyoftheteachers’attention.Inadditiontolettingstudentslearnknowledge,theymustalsocultivatetheircomprehensivequalities.Chapter3ResearchDesignThischapteristheresearchdesignofjuniormiddleschooloralEnglishteachingundertheguidanceofthetheoryofActivity-basedApproach.Thesystemexplainstheresearchsubject,theresearchpurpose,theresearchmethodandtheresearchprocess.InordertotesttheeffectofActivity-basedApproachinoralEnglishteachinginjuniormiddleschool,thestudyselectedtwocontrolclassesand100studentsinthethirdgradeofNo.17middleschoolinLiupanshui,andconductedathree-monthexperimentalresearch.Amongthem,thecontrolclassusestheoriginalteachingmethodtoteach,andtheexperimentalclassadoptstheActivity-basedApproach.Thisstudycollectsandanalyzestheexperimentaldataofthesetwoexperimentalsubjectsthroughquestionnaires,tests,etc.,whichlaysthefoundationfortheanalysisanddiscussionoftheexperimentalresults.3.1ResearchSubjectTheauthor’sschoolisanordinarymiddleschoolinLiupanshui,whichismainlybasedonthechildrenofmigrantworkers.TheoveralllearninglevelofthestudentsispoorandtheiroralEnglishabilityisweak.Thetwoclasses(Class903andClass908)taughtbytheauthorareusedasresearchobjects.Thetwoclassesareparallelclasses,andtheaverageEnglishscoreofthefinalexamisbasicallythesame.Theclass903adoptstheActivity-basedApproachtoteachstudentsoralEnglish,andtheclass908willadoptthetraditionalteachingmethodtoteachstudentsoralEnglish,andotherteachingfactorsremainthesame.3.2ResearchPurposeThissectionimplementstheActivity-basedApproachthroughactionresearch,focusonexploringhowthetheActivity-basedApproachcanhelpimprovetheefficiencyoforalEnglishteachinginjuniormiddleschool.Thespecificdiscussionisasfollows:DoestheActivity-basedApproachhelpstimulatestudents’interestinoralEnglishlearning?(2)DoestheActivity-basedApproachhelpcultivatestudents’self-confidenceinspokenEnglish?(3)WhethertheActivity-basedApproachisbeneficialtoimprovethestudents’oralEnglishability.?3.3ResearchMethodThisstudyusesquestionnairesurveymethodandobservationmethodtoobtaindata.Thisexperimentlastsforthreemonths,startinginSeptember2020andendinginDecember2020.Thetwoclassesthroughexperimentalteaching,namelytheexperimentalclassandthecontrolclass,areusedasexperimentalobjects.TheexperimentalclassadoptstheActivity-basedApproachfororalEnglishteaching,andthecontrolclasswilladoptthetraditionalteachingmethodtoteachstudentsoralEnglish,andotherteachingfactorsremainthesame.Finally,datacollectionandanalysisarecarriedouttoverifythattheuseofActivity-basedApproachfororalteachinghasasignificanteffectonimprovingtheoralEnglishabilityofjuniormiddleschoolstudents.Atthesametime,thisstudyinvited3Englishteacherswithmorethan10yearsofteachingexperiencefromNo.17MiddleSchoolinLiupanshuitoconductclassroomobservationsandfillintheclassroomobservationform.Chapter4DataCollectionandAnalysisThischapterisdatacollectionandanalysis,throughtheteachingexperimentbeforeandafterthedatapresentationandanalysis,theuseofexperimentaldataanalysisActivity-basedApproachtheoryappliedtotheeffectivenessoforalEnglishteachinginjuniormiddleschool.4.1ClassroomObservationandAnalysisbeforetheTeachingExperimentTable4.1Classroomobservationtable教师使用英语时间超过80%大约50%少于30%√活动LeadinFreetalkAnswerquestionsReadpassagePairworkPerformanceshow时间/分钟534874学生参与度LeadinFreetalkAnswerquestionsReadpassagePairworkPerformanceshow90%-100%70%-89%√√50%-69%√√√30%-49%√0%-29%活动时间控制LeadinFreetalkAnswerquestionsReadpassagePairworkPerformanceshow优良√√√√中√差√学生参与度评价LeadinFreetalkAnswerquestionsReadpassagePairworkPerformanceshow优良√√中√√√差√总评LeadinFreetalkAnswerquestionsReadpassagePairworkPerformanceshow单项分数706555756065总分65Fromthedatainthetable,itcanbeseenthatteachersusespokenEnglishanduseChinesetimeissimilar,teachersuselanguageirregularitieswillaffectstudents’languageinput,isnotconducivetopromotingstudents’languageexpression.Teachersusetraditionalteachingactivitiesfororalteaching,theformofactivitiesaresingleandboring,itisnotconducivetoimprovingstudents’interestinlearningEnglish.Teachersareunreasonableinthetimingofclassroomactivities,andgenerallylesstimeisscheduledforactivitiesthatcanexercisestudents’creativethinkingandspokenEnglish,whichresultsinstudentsnothavingtheopportunitytospeakEnglish.Overallclassroomteachingeffectingeneral,thethreeteachersscoreonly65points,thereisstillalotofroomforimprovement.4.2ClassroomObservationandAnalysisaftertheTeachingExperimentTable4.2Classroomobservationtable教师使用英语时间超过80%大约50%少于30%√活动GreetingchantFreetalkGuessinggameQuickresponsegameImitationshowPerformanceshow时间/分钟535876学生参与度GreetingchantFreetalkGuessinggameQuickresponsegameImitationshowPerformanceshow90%-100%√√√70%-89%√√√50%-69%30%-49%0%-29%活动时间控制GreetingchantFreetalkGuessinggameQuickresponsegameImitationshowPerformanceshow优√√√√√良√中差学生参与度评价GreetingchantFreetalkGuessinggameQuickresponsegameImitationshowPerformanceshow优√√√√√良√中差