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1、精品文档中央播送电视大学“人才培养模式改革和开放教育试点英语专业本科教育方向集中实践环节英语课堂教学行为研究工程设计鉴定表姓 名：_张菊红_学 号： 281级 别： 08级春 _分 校：_武威分校_指导教师：_田迎春_完成时间：甘肃电大开放教育 08 级春英语专业本科英语课堂教学行为研究工程设计报告分校： 武威分校 班级代号：281 姓名张菊红性别女年龄30学号081100181教学班 英语本科年级08工作单位凉州区双城镇南安中学工作性质教育教学工龄3职务教师工程方案设计时间14周指导教师田迎春一、 选题How to Improve Students Reading Ability More
2、Effectively二、 选题的目的、意义和必要性Its well-known that most of students dont like reading. They think it is very difficult and boring to do reading activities. Therefore, we have to improve the students reading abilities. Its a difficulty for every English teacher how to improve the students reading abilitie
3、s.三、 主要研究方法1.The analytic methodause analysis rainstorming四、 设计过程1.Find out the problem2. Problem analysis3.Project design4. Project implementation5. Project evaluation6.Project report五、 研究结果The project implementation has proved my hypothesis to be right. The students interests are improved. All of
4、them start to love learning English step by step. They also make more progress in the ability of reading.甘肃电大开放教育 08 级春英语专业本科英语课堂教学行为研究工程设计教师指导记录与成绩评定表分校： 武威分校 班级代号：081100102 姓名 张菊红 学号 281 指导教师指导意见第一次 时间、内容、评分2021年3月2日，工程启动阶段。指导学生确定工程设计的选题。学生能够结合教学实际提出问题，问题比拟典型，适合开展工程研究。中学生签字 张菊红 教师签字 田迎春 第二次 时间、内容、
5、评分2021年3月18日，问题分析阶段。学生能够针对问题，运多种科学的方法分析问题，问题分析较透彻。良学生签字 张菊红 教师签字 田迎春 第三次 时间、内容、评分2021年4月30日，方案设计、工程实施阶段。在教师的指导下，能够提出问题的假说，根据假说设计验证方案，并进行实施，实施过程完整，支撑材料比拟丰富。中学生签字 张菊红 教师签字 田迎春 第四次 时间、内容、评分2021年5月25日工程评估、工程报告阶段。能根据所收集的材料、数据对工程的实施过程及结果进行评估。能按照要求撰写工程报告，环节完整，语言表达较准确，格式符合要求。中学生签字 张菊红 教师签字 田迎春 指导教师总评语该生能够紧密
6、联系教学实际提出问题，能够运用多种科学的方法分析问题，分析比拟透彻，目标假设合理正确，方案设计较详细，有一定的针对性、可操作性。工程实施过程完整，工程评估较客观，报告符合要求，语言表达比拟准确，格式正确。初评成绩71设计过程成绩47报告成绩24指导教师签字田迎春时间辩论成绩73综合成绩72辩论组成员签名梁忠 贺正全 田迎春 2021 年 06 月 02 日 分校集中实践环节教学指导小组意见成绩评定审阅核准意见同意负责人签字_梁忠_(系公章)2021年 06 月 02 日省校集中实践环节教学领导小组意见成绩评定审阅核准意见：负责人签字_(系公章)年 月 日说明：1.辩论小组应填写评价意见，小组成
7、员均应签名盖章。辩论小组不应少于3人。 2.由分校自行复制。甘肃电大开放教育 08 级春英语专业本科英语课堂教学行为研究工程设计辩论记录表分校： 武威分校 班级代号： 081100102 姓名 张菊红 学号 281 辩论主持人梁忠辩论小组成员梁忠、贺正全、田迎春秘 书徐永生辩论日期学生自述情况：My project title is “How to Improve Students Reading Ability More Effectively . As everyone knows, the classroom teaching is one of the most important w
8、ays that the students learn English. As far as the English teaching in the middle schools is concerned, teachers have to arouse the students interests so that they may learn better. There are many ways to arouse the students interests and help them to learn better, reading teaching is one of them.In
9、 my research, I used the analytic method, cause analysis, questionnaire, and brainstorming activation. I also formulated a specific research objective and a research hypothesis. After implementing my four-week project, they were very happy when I asked my students to do the reading tasks. All of the
10、m started to love learning English step by step. They also make more progress in the ability of reading .辩论教师提问学生答复情况1.What scientific methods are used to analyse your problem?1.The analytic methodause analysis rainstorming2.How do you organize students in Lesson 26?I can use group work, pair work,
11、personal work to organize the students.3.What are the possible solutions to arouse students interest in the reading teaching?1.To change the teachers role2. To make the relation between teachers and students cooperative3.To create the comfortable and pleasant atmosphere4.To supply some interesting p
12、ractices5.To allow the students to ask some questions about the text freely.4.What problems still exist when your project has been finished?1. Students dont still think that reading is much more important. 2. Students dont still devote themselves to reading completely.3.Students dont still spend too
13、 much time on reading.4. Students dont still pay attention to using reading in their true lives.5.6.辩论小组意见及成绩评定成绩 签字：梁忠、贺正全、田迎春 2021年 06月 02日说明：此表由分校自行复制Project Title:How to Improve Students Reading Ability More Effectively InvestigatorZhang JuhongGansu Radio & Television UniversityWuwei BranchSubmi
14、tted on 28th May 2021In Fulfillment of the CoursePractical Project Design AcknowledgmentI am mostly grateful to my supervisor Ms.Tian without whose support and patience this project would not even have got off the ground.I am also grateful to my colleagues Dong Chonglin , Zeng Xianwei ,Yang Yuxiu fo
15、r their time spent on brainstorming and visiting my class and panel discussions with me.No amount of thanks will be adequate for my students without whose willing participation in the project implementation would have remained on paper.Last but not least, big thanks go my family who have shared with
16、 me my worries, frustrations, and my ultimate happiness in eventually finishing this project.AbstractAs everyone knows, the classroom teaching is one of the most important ways that the students learn English. As far as the English teaching in the middle schools is concerned, teachers have to arouse
17、 the students interests so that they can learn better. There are many ways to arouse the students interests and help them to learn better, reading teaching is one of them. The article presents a detailed report of a project implemented to solve the problem that most of my students are interested in
18、reading. I have adopted various teachings, such as group work、pair work、personal work、role play、retell the text and discussion in class.This hypothesis is verified by a four-week practice of well-organized English class. Among the methods of scientific investigation used are the analytic method, cau
19、se analysis and brainstorming activation.Key words:Reading, Design, Interest, Ability.Main Headings of the Project Report1. Introduction2. Summary of the Preliminary Research2.1 Problem2.2 Project objective 2.3 Problem analysis2.4 Project hypothesis2.5 Project rationale3. Reading Teaching Design4. C
20、ontrol and Target Groups5.Project Implementation6.Data Analysis7.Project EvaluationReferencesAppendixesA. Questionnaire on Reading PracticeB. The Timetable of the ProjectC. Teaching NotesD. Teaching DiariesE. Students HandoutsF. Audio-Recording1. IntroductionI am an English teacher in Nanan middle s
21、chool in Wuwei. This middle school is located in a small town Shuangcheng and all my students are peasants children. When the students were in primary school, they mainly studied Chinese and Maths. So they had less chance to know more about other knowledge. It was almost the first time for them to t
22、ouch English when they got into middle school. Most of them thought it is very difficult and boring for them to learn English well. So they dont like it and dont like reading better. Now my students are in their third year of studying English. They still dont like reading and cant realize the import
23、ance of English reading. In the past years, I have also paid more attention to arousing their interests in English and spent much too long time on reading teaching. But the effect is still very poor. The most difficult thing is how to improve their reading ability. Just I have such an opportunity to
24、 do the project. In order to make more effective I should adopt various communicative ways in different steps of reading teaching. I hope I can solve it better that how to improve students reading ability through the action research so that I can apply my knowledge and theory into practice, which I
25、learned from Gansu TV University.2. Summary of the Preliminary ResearchThis part of my study was conducted during March1,2021-May27, 2021.2.1 ProblemThe problem is based on my teaching experience. That is: Most of my students do not like reading teaching because they think it is difficult and boring
26、.2.2 Project objective How to improve students reading ability more effectively.2.3 Problem analysisA. The analytic methodThere are more than 50 students in my class, and I cant give each student the opportunity to practice their reading ability. Therefore, its in common that the students can not ge
27、t high marks in reading exercises in exams, but the others can be done well. The problem made me thinks the other side of the issue: some of my students do well in reading. But most of other students are poor in reading practice, this situation make me think of these.Why some students do well in rea
28、ding practice, while others dont?Who are the some that do well in reading practice? And who are the others that dont do well in reading practice.Moreover, my students are in contrast with my colleagues students. This inspired me to make a chain of refractions what about my colleagues students? Is it
29、 also the causes that are poor in reading practice? If on the other hand all of my colleagues students like reading practice, then my problem is actually caused by myself, not by students. Probably that the style of reading practice. I asked my students to do was poorly designed and the form was inf
30、lexible.So after problem analysis, I have reached this conclusion. The problem that my students dont like to do reading practice. So I designed the objective to research how to solve the problem.B. Cause analysisI think that it will be much better to use cause analysis to analyze my problem. In this
31、 situation, I asked myself a series of questions and tried to provide some answers to them. Why did most of my students not do reading work？ In order to know more about this issue, I designed a cause exploration Procedures like this: The teachers side The students side The task design The class size
32、 The classroom management Tentative conclusion 1).The teachers side-that is my -self.I wasnt enthusiastic myself.I failed to give instructions clearly.I failed to dig out students interest in doing this or doing that.2).the students side. Some students are not interested in English, so they dont lik
33、e reading, too. Some students are afraid of making mistakes and being laughed at by their partners. They have the idea of “losing face if they have mistakes. Some students are troubled for remembering new words and useful expressions, because of no strong will and desire.3).The task design The task
34、is poorly designed and the form was inflexible.4).The class size.There are more than 50 students in my class, so I cant give each student the opportunity to practice their reading ability.5).The classroom management. The classroom is perhaps getting too noisy. Students may not be properly grouped.6)
35、. Tentative conclusionIf I change my teaching method of the reading activities. My students will have great interest to do reading activities. If I present clearly to my students and they know how to do it. They will like to do it.C. BrainstormingWhen I was engaged in the problem analysis, I often t
36、alked to my colleagues about all the problems I met. They gave me a lot of advice and help so that I pondered the problem more deeply and carefully.After a lengthy problem analysis, I determined to launch a project to overcome this problem.2.4 Project hypothesis It is hypothesized that students will
37、 do reading activities by better-designed teaching, such as the group work、pair work、personal work、role play and discussion etc.2.5 Project rationaleAfter Ive read English Language Teaching Methodology (Part I and Part), I found its very helpful. The unit on speaking is particularly useful. After so
38、me reading and thinking, I have worked out four reasons on which my project will be based. They are-1) The role of reading in class and its purpose- First, reading serves as a tool in teaching all language skills. It can be integrated with the teaching of listening comprehension, oral presentation,
39、and writing skills. Second, reading may be a good in itself. Since reading is often required for passing a particular examination, from reading an simple article at an elementary level to composing essays at an advanced level. Third, reading has its practical value and can be used as stimulus in mot
40、ivating students to learn the language. For example, students may stories or famous books they like in English. If they have access to Internet, they may be able to communicate with the world because most of webs are in English.2) The role of the students- I would like the students to feel that lear
41、ning is a collaborative endeavour and not a competitive one. They should come to realize that they can learn from each other and help each other, especially in speaking as it is not a skill they can practice on their own.3) The role of the teacher-Students should realize that the teacher has many ro
42、les in the classroom, not just that of evaluator. I would like to demonstrate these different roles so that students realize when the teacher takes a major instructional role in class and when she takes only a minor helping role. I would like students to get used to being responsible for their own l
43、earning and not depend on the teacher all the time.4) The type of classroom tasks used- I think all of the above can be dealt with by designing and using appropriate tasks in the lesson. If students have to do information-gap tasks, which require them to gain information from their partner by means
44、of questioning and listening and to give information to their partner by listening and responding adequately to questions, then I feel they can be shown the value of communicating with their peers.3. Reading Teaching DesignOn the basis of the project rationale above, I need to design some reading ac
45、tivities that can prove my project hypothesis. (refer to Appendix C) In order to prove the hypothesis, I must fulfill one condition, that is reading activities must be better designed than the existing ones. The problem with the existing reading activities is that they have little information value, and that students have no real communicative purpose when doing them. So my new reading activities should have a real information gap, so that the students have a real purpose to communicate.I have designe