论文定稿.docx

论文定稿.docx

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论文定稿

ProjectTitle:

EnhancingStudents’Interests

InLearningEnglishVocabularyinClass

Investigator

Menghongxia

NortheastNormalUniversity

SubmittedonApr.14th2014

Infulfillmentofthecourse

PracticalProjectDesign

Acknowledgment

IammostlygratefultomysupervisorMr.LiuChang,withoutwhosesupportandpatiencethisprojectwouldnotevenhavegotofftheground.

IamalsogratefultomycolleaguesHezuobang,ZhangYa’an,ChangHongfortheirtimespentonbrainstormingandpaneldiscussionswithme.

Noamountofthankswillbeadequateformystudentswithoutwhosewillingparticipationintheprojectimplementationitwouldhaveremainedonpaper.

Lastbutnottheleast,bigthanksformyhusbandandmysonwhogavesharedwithmemyworries,frustrationsandhopefullymyultimatehappinessineventuallyfinishingthisproject.

Abstract

ThepresentstudypresentsadetailedreportofaprojectimplementedtosolvetheproblemthatsomeofmystudentsdidnotlearnEnglishvocabularywellinclassthoughIhavespentalotoftime.ItishypothesizedthatstudentswilllearnEnglishvocabularymuchbetterthroughimprovedteachingdesign.

Methodologically,fourmethodsused,andtheyareanalyticmethod,Causeanalysis,questionnairesurvey,andbrainstormingactivation.

Keywords:

vocabulary;problem;teachingdesign

MainHeadingsoftheProjectReport

1.Introduction.

2.SummaryofthePreliminaryResearch

2.1Problem

2.2Problemanalysis

2.3Projectobjective

2.4Projecthypothesis

2.5Possiblesolutions

3.Full-ScaledImplementationoftheSolutions

3.1Makeupgroups

3.2Askthemtoperform

3.3Checktheirreadingandwritingwork

3.4Reducetheirpressure

4.ProjectDesign

5.ProblemsUnsolved

6.Conclusion

References:

Appendix:

A.Thetimetableoftheproject

B.Teachingnotes

C.Diaries

D.Writingexercises

E.Students’handouts

F.Tapeforclassroomteaching

1.Introduction

IhavebeenteachingthestudentswhoareintheirfirstyearofQingqiMiddleSchool.InmyteachingI’vefoundtherearesomeproblems.NowI’llfinishmystudyinNortheastNormalUniversity.IhopeIcansolvetheproblemsthathavetroubledmeforsometimethroughtheactionresearchsothatIcanapplymyknowledgeandtheoryintopractice,whichIlearnedfromNortheastNormalUniversity.

2.SummaryofthePreliminaryResearch

ThispartofmystudywasconductedMar.2nd2014---Apr.14th2014.

2.1Problem

TheproblemIhaveinmyteachingisthatIhavespentmuchtimeteachingmystudentstolearnEnglishwordsinclassbutsomeofthemhaven’tdoneitwell.

2.2Problemanalysis

Inmyteaching,theproblemindentifiedwasaseriousproblem.Mypreliminaryresearchconfirmedthatthereweretwomainreasonsaccountedforstudents’reluctancetolearnEnglishwordswell.

FirstlyIhaven’tspentmuchtimeinhelpingstudentsrememberEnglishvocabulary.SecondlythatIhaven’taskedthestudentstoreviewthelearnedwordsormakeupsentenceswiththenewEnglishwordsafterclass.

2.2.1Analyticmethod

Iwasledtoaseriesofquestions.Forinstance,Ifoundamajorityofmystudentscan’tstudythenewEnglishwordswellandIwantedtoknowwhyitshouldbethecase,andwhethertheythoughtitimportantandnecessarytolearnEnglishwordswellornot.Iftheythoughtitisimportantandnecessary.Theproblemwasactuallycausedbyme,notbymystudents;probablyIdidn’tmakeagooddesignonvocabularydesign.

2.2.2Causeanalysis

Inthissituation,Iaskedmyselfaseriesquestionsandtriedtoprovideanswerstothem.

WhydidsomeofmystudentsnotlearnthenewEnglishwordswell?

Inordertoknowmoreaboutthisissue，Idesignedacauseexplorationprocedurelikethis.

QuestionsAnswers

◇IsitbecauseEnglishisnotimportant?

Maybe

◇Isitbecausetheydon’tlikeEnglishclass?

Possiblyyes

◇Isitbecausethetasksarepoorlydesigned?

Maybe

◇Isitbecausetheyaremotivated?

Possiblyyes

◇Isitbecausemyinstructionsarenotclear?

Maybe

◇Isitbecausetheydonotlikethetasksalone?

Maybe

◇Isitbecausetheyhavelotsofthingstodo?

Possiblyyes

◇Isitbecausetheydonotthinkthetasksare

importantandnecessary?

Maybe

◇Isitbecausetheyhavesomedifficulties

Unsolvedbythem?

Yes

2.2.3Questionnairesurvey

Imadeapilotinvestigationinthisrespecttoknowmoreaboutthesituation.Forthispurpose,Idesignedaresearchprocedurelikethefollows.Oneday,Igavethemtwotasks----MakingsentenceswithgivenwordsandFillintheblankswiththesuitableformsofgivenwords.Thenextday,Igotthefollowingfeedback:

Onlytwenty-fivestudentsmadesentences.

Onlytwenty-ninestudentsfilledblankswiththesuitableforms.

Therestdidn’tdothetasks.

ThenIaskedthemtwoquestions.Onewaswhysomestudentshaddonethetasks.Thestudents’responses:

ThosewhohaddonethetaskssaidtheyenjoyedmakingsentencesinEnglishandfillingblankswiththesuitableformsofthegivenwords.

Theotherquestionwaswhysomeofstudentshadn’tdonethetasks.Someofthestudentswhohadrecitedthetaskssaidbecausetheydidn’tknowthedrillsandhowtousethesuitableformsofagivenword.

Second,theythoughtahugeamountofotherhomeworkgivenbytheteachersofdifferentsubjectsmustbehandedinthenextday.Andalltheteacherswouldcheckitcarefully,whiletheEnglishteachermightspendalittletimecheckingthetasks,sotheyhadtofinishotherhomeworkfirstandsometimestheyhadnotimetodothetasks.

SincesomeofmystudentsdidnotdothetasksIaskedtodoinclass,Idesignedaquestionnairetofindoutwhyitshouldbeso.Iintendedtogetmoredetailed,moreexactopinionsfromallthestudentsthroughthequestionnaire.AndItriedtomakeitasscientificandeffectiveaspossible.AtfirstIaskedfourstudentswhowereofdifferentEnglishlevelstotryoutthequestionnaire.ThenImodifiedsomeoftheitems.AfterthatIgaveoneofmyquestionnairestomystudentsandgavethemfifteenminutestofinishit.Allofthem,forty-fourstudents,returnedtheirquestionnaireswhichwereleftanonymous.

Whenallthesedatacamein,Imadesomestatisticalevaluation.Theresultsshowedthatover70%ofthestudentsthoughtmakingsentencesandfillingintheblankswithsuitableformsofthegivenwordsafterclasscouldimprovetheirEnglishlevelandthatabout63%ofthenthoughtthetaskswereverynecessaryfortheirfuture,ThereforeIthoughtthestudentswereclearabouttheimportanceandnecessityofthetasks.Buttheymightrunupagainstdifficultiesthattheycouldnotovercome,sotheylosttheirconfidenceandinterest.

2.2.4Brainstormingactivation

WhenIwasengagedintheproblemanalysis,IconsultedmythesissupervisorMr.LiuChangandoftentalkedtomycolleaguesaboutalltheproblemsImet.TheygavemealotofadviceandhelpsothatIponderedtheproblemmoredeeplyandcarefully.

Afteralengthyproblemanalysis,Ideterminedtolaunchaprojecttoovercomethisproblem.

2.3Projectobjective

Myresearchobjectiveistoenhancemystudents’interestinlearningEnglishwordsbetterinclass.

2.4Projecthypothesis

Itishypothesizedthatstudents’interestinlearningEnglishwordsinclassisincreasedbybetterorganization.

2.5Possiblesolutions

Withthesereasonsinmind,Ihavecorrespondinglyprovidedsomepossiblesolutionswhichareasfollows.

2.5.1Helpmystudentstomakeuptengroups

2.5.2Letthemreadthewordsloudlyafterthemodels.

2.5.3Letthemreadthetextloudlyafterthemodelsseveraltimesandrealizetheusingofthewordsinthesentences.

2.5.4Givethemsomewordstomakesentencesregularly.

2.5.5Checksomeofthemcarefullyregularly

2.5.6Lookonthetasksassomeofwrittenhomework.

3.Full-ScaledImplementationoftheSolutions

ThispartofmystudywasconductedduringMar2nd2014--Apr14th2014.

3.1Makeupgroups

InordertoguaranteethatsomeofthestudentswouldbehighlyinvolvedintolearningthenewEnglishwords,Idecidedtomakeupgroups.Throughtheinvestigations,Ifoundthereweretwomainproblemsforthemtolearnthenewwordsbythemselvesafterclass.OnewasthefamilymembersofmoststudentsdidnotknoworhardlyknewEnglish.whenthestudentsmetdifficultiesorhadproblems,theycouldn’tgetanyhelp.Andtheymademistakesinthepracticetheycouldn’tbecorrectedintime.Theotherwastheythoughttherewaslittlepleasuretolearnthenewwords.Throughtheanalysis,Iwouldliketogivespeakingthepurposeoftheknowledgeoflearningnewwords,soitwasthemosteffectivethatIshouldcreatechanceforthemtolearnthenewwordsafterclass.Iwasalsoconsciousthatthestudentswereall13or14yearsoldandtheywereallEnglishlearningbeginners,sotheyhadstrongmutualdependence.Iftheyweretaughttoreadthedrillsfluently,andcouldreadthenewwords,theywouldwanttomakesentencesandfillinblankswiththecorrectformofthegivenwords.Thenaskthemtocorrecttheexercisesinpairsoringroups,notonlytheproblemsabovecouldbesolved,butalsotheycouldachievethepurposeoflearningnewwords.Moreover,Icouldcultivatetheirspiritofcooperationandhelpeachother.

Inmyclasstherewere44students,soIdividedtheminto11groups.WhenIdidthework,Ifollowedthreeprinciples:

3.1.1Membersofeachgroupsittogetherintheclassroom.Theycoldselectfreelyanyspacetimetoreadthetextandmakesentencewiththegivingwordsorfillintheblackswiththesuitableformsofgivenwordstogether.

3.1.2EachgroupwascomposedofthestudentsofdifferentEnglishlevelssothatgoodstudentscouldhelpthosewhosehadlaggedbehind.

3.1.3Eachgr