AcknowledgmentWord格式.docx

AcknowledgmentWord格式.docx

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4.Correctionworkdesign

5.Controlandtargetgroups

6.Projectimplementation

7.Projectevaluation

8.Projectfindingsanddiscussion

Problemidentification:

FirstIidentifyaproblembasedonmyteachingexperienee.Thatis:

AlthoughIspendalotoftimecorrectingmystudents'

errorsintheirwriting,someofthemalwaysseemtomakethemagain.

Iexaminedmyproblemscientificallytoseewhetheritisresearchable」discussedandagreedtheproblemwiththetutor.Atthesametime,Iworkedoutthetimetableofmyproject.

SecondIusedseveralmethodsofproblemanalysistoanalyzetheproblem.Theyaretheanalyticmethod,causeanalysis,interviewandbrainstorming.Throughtheproblemanalysis,IcametoknowthatsomeofmystudentstendingtomakethesameerrorsthatI'

dcorrectedbeforeismainlyduetomyineffectiveerror-correctiontechniques.Ihavemadeupmymindtosolvetheproblem.

1.Projectobjective:

Toreducelearners'

errorsinwriting

2.Projecthypothesis:

Itishypothesizedthatlearners'

errorsinwritingcanbereducedbyvariederror-correctiontechniques.

3.Projectrationale

1）Teachercheckaftercorrectionneeded.

Whathappensiftheteacherfeelsamistakeshouldbecorrected,butifthestudentwhomadeamistakecannotcorrectit.andifatthesametimenootherstudentseemstobeabletocorrectthemistake.Inthatcaseteachercorrectionseemstobetheonlypossiblewayout.ItisessentialthatweunderstandthatteachercorrectiondoesNOTmeanthattheteacherimmediatelygivesthecorrectanswer.Onthecontrary,theteacherwillfirstgiveachancetostillcomeupwiththecorrectanswer.Onceagain,whenthecorrectanswerisfound,oriftheteacherhaseventuallygiventhecorrectanswer,itisimportantthatthestudentwhomadethemistakeorifnecessary,theclassasa

wholerepeatsthecorrectform.

2）ThetreatmentofMistakes

Itisnotateacher'

sdutytocorrectmistakeswhichthechildrencancorrectthemselves.Iftheteacherconsidersanexercisetobecarelesshemayhanditbacktothechildtobecorrectedbythechildhimself;

orhemayaskanotherchildintheclasstocorrectit,asademonstrationthattheworkisnotthebestthatcanbedone

4.Correctionworkdesign

Idesignedanadequateamountofactivitiestotestthehypothesis.Iferrorcorrectionexercisesarebetterdesigned,thenthelearners'

errorsinwritingwillbereducedaccordingly.

Inmyproject,Idecidetoimprovemyerror-correctiontechniqueinthreeways:

Iwouldfirstmakemoredetailedandinsightfulcorrectionsofthestudents'

errors,andthenaskthemtorewritetheirwork,incorporatingthecorrections;

nextIwouldaskstudentstochecktheirworkinpairsorgroups;

andlastly,Iwouldpickupsometypicalerrorsfromthestudents'

writingwork,carryoutanderror-analysisanddesignrelevantremedialexercises.

Ihavedesignedthreeactivities

Tobetriedoutinthreeweeks.

Week1：

Activity1

Followup.

Purpose:

Tocorrectstudent'

serrorsintheirwriting.

Instruction:

studentslistentotheteacher'

sexplanationscarefullyandthenfinishthewritingindividually.

Forstudent:

youaregoingtolookatyourwritingwhichyouhavefinishedlasttime.Lookatthepapercarefullyandfindthereasonsofyourerrorsinyourwriting.Thenrewritethem.

Week2:

Activity2

Toreducestuden'

tserrorsintheirwriting.

Studentslookattheirwritingwhichhasalreadybeencorrectedbytheteacher.Theteacherasksthemtofindoutthereasonsoftheirerrors.Andtheteacherpointouttheerrorsincommon.Dosomeremedialexercises.

youaregoingtolookatyourwritingwhichyouhavefinishedlasttime.Lookatthepapercarefullyandfindthereasonsofyourerrorsinyourwriting.Finallyreadthepassageloudly.

Week3:

Activity3:

Forusewithmodeltextpaper.

Topracticewritingandcorrectingerrors.

Instructions:

Studentschecktheirwritinginthemodeltestpaper,Firstindividually,thecheckinpairs.

youaregoingtocheckthewritingworkinyourmodeltestpapers.Firstyoucheckbyyourselves,thencheckinpairs.Youcancorrecttheerrorsinpencil.Thenyou'

llbeaskedtowriteyouranswerontheblackboard.

5.Controlandtargetgroup

Isetupcontrolandtargetgroups.Theimplementationoftheprojecttakesthreeweeks.Ineachweekbothgroupsarerequiredtowriteseveralshortcompositioninaccordancewiththerequirementsofthebook.Howeverforthetargetgroup,theabovethreesuggestederror-correctiontechniqueswillbeemployedinturnstoassesstheircompositions,whileeverythingremainsthesamewiththecontrolgroup.AfterthatbothgroupsareaskedtodoawritingtaskagainandIthencomparethestudentsperformance.Theresultsinthetargetgroupmakefewererrorsthanthecontrolgroup.Thiswillshowwhetherthestudents'

errorsinwritingcanbereducedbyvariederrors-correctiontechniques

6.Projectimplementation

Mystudentsarethird-yearstudents.Theyarefacinggraduation.Ittookthreeweeksformetoimplementmyproject.ForeachweekIamscheduledtodothese:

6.1Teachingnotes

6.2Students'

handouts:

Mystudentshandoutsinclude:

1）Writingexercises2）Homework

6.3Diary-keeping:

Students'

responsesandmyownobservation.

Ihavealsoboughtfourfoldersinfourdifferentcolorsforfilekeepingpurposes.

Iwanttoknowifthehypothesishasbeenprovedbythethreeweekuseofvariederror-correctiontechniqueswiththetargetgroup.Thatis,ifmystudentserrorsinwritingreducedornot.Ihavetwosourcesofdatathathelpmetofinditout.Allthedetailsofmyprojectimplementationwerecarefullymaintained.Theyaredatacollectionsubmittedaspartofmyprojectreportpack.

1）ThepreviousinterviewIdidwithmystudentsforthecauseanalysisofmyinitialproblem.

FromtheinterviewIknowthatIshouldgivemorepracticeandemphasizing.Ishouldspeakloudlyandwritedowntheimportantpointsontheblackboard.Ipaymoreattentiontothiskindofproblem.Andfindthatthestudentscangowithmeeasily.Fromthepost-rialinterview,thestudentssaytheyarequitesatisfiedwithwhatIhavedoneforthem.

2）Thecomparisonofthefinalwritingworkandexercisesbetweenthecontrolandthetargetgroup.Thetargetgroupismuchbetterthanthecontrolgroup.Theymadefewermistakesthanthecontrolgroup.Theyalsomadefewermistakesthanbefore.Thecomparisonbetweenthefirstmodeltestpaperandthesecondmodeltestpaper.Thefirstscorerateis47.8%.thesecondscorerate73.6%.Thelastcomparisonmaybecomparedafterthegraduationpaper.Ithinkitwillbemoreforceful.Let'

slookandsee.

FromtheaboveanalysisIdrawaconclusionlearners'

errorsinwritingcanbereduced.

7.Projectevaluation

7.1Theproblem

Istheproblemaresearchableone?

Yes.Ifgivemetheresources,thetimeandtheexpertiseIhave,Icanlaunchaprojecttosolvetheproblem.

7.2Themethodsusedinproblemanalysis

Arethemethodsusedtoanalyzetheproblemacceptable,suitabletoitandproperlyapplied?

Yes.Iusedtheanalyticmethod,causeanalysis,interviewandbrainstorming.Theseareallacceptablemethodssuitabletomyproblem.Ialsousedthemproperly.

7.3Theprojectobjective

Istheprojectobjectiverealistic?

Yes.Sinceitisresearchable.Itisrealistic.Itcanbeachieved.Myprojectobjective-toreducelearners'

errorsinwriting---isrealistic.

7.4Theprojecthypothesis

Istheprojecthypothesisprovable?

Yes.Myhypothesis-learners'

errorsinwritingcanbereducedbyvariederror-correctiontechniques-sprovable.Ihavefoundthatmystudents'

errorsinwritinghasindeedbeenreducedafterIusedvariederror-correctiontechniques.

7.5Theprojectrationale

Doestheprojecthaveasoundbasis?

Yes.Myprojectwasbasedonthetheoreticalassumptionswhicharevalidandsound.

7.6Theprojectdesign

Ihavedefinedmyprojectobjectiveandhypothesis.

Ihavestatedmyprojectrationale.

Ihaveworkedoutthedetailsforprojectimplementing

Ihavealsoplannedthestagesandtimetablefortheprojectimplementation.

7.7Thestagesanddetailsofprojectimplementation.Thestagesarenecessaryandcomplete.Theimplementationdetailsareproperlymaintained.

Inmycase,Iamassessedonthefollowingitems.

Week1

Teachingnotes

Students'

handout

Diary-keeping

Week2

Teachingnotes

StudentShandout

Week3

Teachingnotes

StudentShandout

7.8Themethodsusedinprojectimplementation.

Inwhatwayhastheprojectbeenimplemented?

Inmycase,Ifirstsetupcontrolandtargetgroupsandusedtheclassroomteaching.

7.9Theme