简笔画与小学英语教学.docx

简笔画与小学英语教学.docx

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简笔画与小学英语教学

简笔画与小学英语教学

项目设计者

温英兰

广州电大

提交日期:

2006年10月30日

课程名称:

论文项目设计

TheStickFiguresand

EnglishTeachingatPrimarySchool

Investigator

WenYinglan

GuangzhouRadio＆TVUniversity

Submittedon30Oct2006

Infulfillmentofthecourse

PracticalProjectDesign

内容提要

主要观点和内容:

本文详细地阐述了作为一个小学英语教师,我是如何针对学生们在学习英语的过程中觉得英语很陌生很难理解，难以记忆，从而对英语不感兴趣的现象，运用所学过的《英语教学法》知识对此现象进行分析研究。

在研究的过程我发现使用简笔画能帮助学生熟记单词、辨析相近事物的异同，帮助学生进行句型操练、帮助学生进行课文的学习。

四周的课堂教学实践证实了我的上述假设，对培养学生们学习英语的兴趣是有帮助的，同时也使同学们的英语成绩得到了很大的提高。

研究方法：

在众多的科学研究方法中，我使用了原因分析法，问卷调查法和讨论法来指导论证所提出的假设，并设计了一些具体的教学活动，如：

通过画简笔画来学习动物的单词,通过观察并画出相似事物的简笔画来区分他们,运用简笔画来进行句型的操练和课文对话的呈现与操练.

关键词：

简笔画兴趣直观有效

Abstract

Itpresentsadetailedreportontheprojectimplementedtosolvetheproblemthatsomeofmypupilsdon’tlikeEnglish.TheyfeelEnglishisdifficulttounderstand.ItisthehypothesisthatusingStickFigureswillimprovethissituation.It’sveryusefultoteachEnglishbyStickFigures.IfoundtherearefourfunctionsofStickFigures:

Firstitcanhelpthepupilsrememberthewords.Second,itcanhelpthepupilscomparethesimilarthings.Third,itcanhelpthepupilspracticethesentencepattern..Fourth,itcanhelpthepupilslearnthedialogue

Thishypothesisisverifiedbyafour-weekclassroomteachingofthenewwords,sentencepatternsandtext.

Amongthemethodsofscientificinvestigationusedarecauseanalysis,questionnaireandbrainstorming,andIhavedesignedsomeactivities,forexample:

tolearnthewordsofanimalwordsbydrawingthemout;toobservetheStickFigurestocomparethesimilarthings;topracticethesentencepatternsanddialoguesbyStickfigures.

ItisthefirstattempttohelpthepupilstolearnEnglisheasier.Therefore,italsoisimportantformetrytofindoutthewayofteachingEnglish.

Keyword:

StickFiguresinterestingintuitionalefficiency

Acknowledgment

MydeepestgratitudegoesfirstandforemosttoProfessorMsLiuXiaoyun,mysupervisor,forherconstantencouragementandguidance.Shehaswalkedmethroughallthestagesofthewritingofthisthesis.Withoutherconsistentandilluminatinginstruction,thisthesiscouldnothavereacheditspresentform.

IamalsogreatlyindebtedtotheprofessorsandteachersattheDepartmentofEnglishwhohaveinstructedandhelpedmealotinthepastthreeyears.

Lastmythankswouldgotomybelovedfamilyfortheirlovingconsiderationsandgreatconfidenceinmeallthroughtheseyears.Ialsoowemysinceregratitudetomyfriendsandmyfellowclassmateswhogavemetheirhelpandtimeinlisteningtomeandhelpingmeworkoutmyproblemsduringthedifficultcourseofthethesis.

TableofContents

Page

1.Introduction…………………………………………….…7

2.ProblemandProblemAnalysis…………………………..7

3.ProjectObjective………………………………………….9

4.Projecthypothesis…….…………………………….….....9

5.Projectrationale…………………………………………..10

6.Projectdescription………………………………………..11

7.Projectdesign……………………………………………..11

8.Projectimplementation…………………………………..14

9.ProjectEvaluation………………………………………..17

10.DataAnalysis…………………………………………….17

11.Conclusion………………………………………………..20

Bibliography…………………………………………………22

AppendixAtheQuestionnaireforProblemAnalysis….…23

AppendixBthePost-trialQuestionnaire…………………..24

Teachingnotes………………………………………………..25

1Introduction

AsaprimaryteacherofEnglish,inmyteachingexperience,Ifoundmostofmypupilsweren’tinterestedinEnglish.TheythoughtChinesewaseasierthanEnglish.ItwasverydifficulttolearnEnglishwell.Theycan’tunderstandtheEnglishlanguage.However,Chineseisourmotherlanguage,theyuseiteveryday,andfeelfamiliarwiththeChineselanguage.BecausetheyseldomuseEnglish,theyfeelEnglishisverystrangeandhardtolearn.

Amongallthemethods,IthinkStickFigureisthemostsimpleandeasiestmethod.InthisprojectIwouldliketotrytousesomeactivitiestohelpthepupilstolearnandunderstandEnglishwell.IwilltalkaboutfourfunctionsofStickFigures.Firstitcanhelpthepupilsrememberthewords.Second,itcanhelpthepupilscomparethesimilarthings.Third,itcanhelpthepupilspracticethesentencepattern..Fourth,itcanhelpthepupilslearnthedialogue

2.Problemandproblemanalysis

2.1problems

Someofmypupilsdon’tlikelearningEnglish;theythinkit’sverydifficulttolearnEnglishwell.HowcanIuseStickFigurestohelpthemlearnEnglish?

2.2Problemanalysis

BeforeIbegantodesignmynewteachingplan.IwouldliketofindoutwhysomeofmypupilsfeltthatitwasdifficulttolearnEnglishwell.FinallyItriedtofindouttheanswerfromthefollowingrespects:

theenvironment;thepatriarchy;thepupils;theteachers.

1）Theenvironmentside

Englishistheirsecondlanguage.Theyseldomuseit.SothepupilsfeelEnglishisstrange.TheyspeakEnglishonlyinEnglishclass.AllthepeoplearoundthemareChinese.TheyhavenoopportunitytopracticespeakingEnglish.

2）Thepatriarchy’sside

Mostofmypupils’parentsarefarmers.Theyarenotwelleducated.Andtheydon’tknowEnglish.IntheirmindtheythinkChineseisthemostimportant.Theydon’tcaretheirsonordaughter’sEnglishstudy.Thefactistheycan’t，becausetheydon’tknowEnglishatall.

3）Thepupils’side

ThepupilsIhavebeenteachingareintheirthirdyearatprimaryschool.Theyareonlyeightyearsold.It’sverydifficultforthemtolearnaforeignlanguagewithoutagoodlearningenvironment.TheyaretooyoungtounderstandEnglish.

4）Theteacher’sside.

Andmostoftheteachersteachtwotofourclasses.Theyhavemuchworktodo.Theyhavenotimetodesignagoodteachingplan.TheyteachEnglishinanoldway.ItmadethepupilsfeelEnglishisverydrabness.

2.21Causeanalysis

Inthiscase,Iaskedmyselfaseriesofquestionsandtriedtoprovidesomeanswerstothem.WhenIdidcauseanalysis,wekeptaskingwhy-questionsandbecause-questions.ForexampleIaskedmyself:

Whydosomeofmypupilsdon’tlikelearningEnglish?

QuestionsAnswers

IsitbecausetheyseldomuseEnglish?

Maybe

IsitbecausethepeoplearoundthemareChinese,theyhave

nochancetospeakEnglish?

Perhaps

IsitbecausetheyfeelEnglishisdifficulttounderstand?

Yes

IsitbecausetheythinkEnglishisdrabness?

Maybe

Isitbecausetheyaren’tinterestedinEnglish?

Maybe

Isitbecausetheyarenotmotivated?

Perhaps

IsitbecausetheyarelazytoreviewEnglish?

Maybe

Isitbecausemyteachingmethodistoohumdrum,Ican’t

attackthem.Perhaps

WhyStickFigurescanhelppupilslearnEnglish?

Isitbecauseitcanmotivatethepupilslearninginteresting?

Yes

Isitbecauseitiseasytolearn?

Yes

Isitbecauseitisimage,itcanchangethedifficulttoeasy?

Maybe

Isitbecauseitcanhelpthepupilstoremember?

Isitbecausemostofthepupilslikedrawing?

Maybe

Isitbecauseitiseconomicfastandeasytouse?

Yes

Isitbecauseeasytocomparetoosimilarthing?

Maybe

Isitbecauseeasytomakealearningenvironment?

Maybe

2.2.2Questionnaire

Todiscoverthecausesaboutthequestionsraisedabove,Idesignedaquestionnairecarefullyformystudents.AttheendofSeptember2006,Idistributedthequestionnairestoeachofmystudentsandletthemfillintheworksheetintenminutes.Afterthinkingcarefully,theyfinishedthequestionnairesandhandedthemin,IcollectedallthesedataandinputthemintocomputerandIevaluatedtheresultsbythegraphthroughthesoftware.Theresultsshowedthatabout50%ofthestudentslikedlearningEnglish,30%ofthestudentslikedlearningEnglishverymuch,andover60%ofthemthoughtlearningEnglishwasveryimportantandnecessary.Over45%ofthestudentsthoughtEnglishisstrangeanddifficulttounderstand.ThereforeIthoughtthestudentswereclearabouttheimportanceandnecessityofstudyingEnglish,buttheylackinterest,andtheyneedascientificmethodoflearning.

2.2.3Brainstormingaction

WhenIwasengagedintheproblem,IconsultedmycolleagueMissXieandMissZenwhotalkedabouttheproblemIhavemet.Theygavemealotofadviceandhelp,sothatIponderedontheproblemmoredeeplyandcarefully.Afteraproblemanalysisoflongtime,Ibegantolaunchtheprojecttosolvetheproblem.

3.Projectobjective

MyresearchobjectiveistoteachEnglishbyStickFigurestomakemypupilsinterestedinlearningEnglishsothattheycanlearnEnglishbetter,andfeelthatlearningEnglishisveryfun.

4.Projecthypothesis

Thestudents’interestinlearningEnglishwillupswingandthepupilswilllearnEnglisheasier,whenIteachEnglishbyStickFigures,theywillbemoreinterestedinstudyingEnglish,theirEnglishlevelwillbeimproved.

5.Projectrationale

5.1TheroleoftheEnglishlanguage

Englishisoursecondlanguage,UnlikeChinese,wecannotspeakanduseiteveryday.ThepeoplearoundusareChinese;wehavenoopportunitytopracticeEnglish.AndtherearesomanydifferencesbetweenEnglishandChinese.SomostofthestudentsfeelthatEnglishisdifficultandtheyhavenointerestinlearningEnglish.AndtheyhavenowilltolearnEnglish.

5.2TheroleofStickFigures

StickfigureisoneoftheavailabilitymethodsofEnglishteaching.It’simagery,livelyandintuitional.Itisn’tlimitedbytimeandspace.Itcanprovideanunfeignedenvironmentforthelanguagelearning.Itcanmotivatethepupils’interestandparticipation.Itcanswapthepupilsthinking.Theobviousearmarkis“simple”.Butit’snotreally“simple”,it’smiraculous.Itcancatchthething’sessencewithseveralfiguresandsendimportantmessagetothepupils.

5.3Theroleofthestudents

InEnglishstudy,thestudentsplayanimportantrole.SoIwouldlikethest