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1、 開放本科英語專業(yè)（教育方向）畢業(yè)論文 格式要求附錄 附錄一：中文封面頁 附錄二：英文封面頁 附錄三：致謝 附錄四：中文摘要 附錄五：英文摘要 附錄六：目錄 附錄七：教師指導(dǎo)記錄表 附錄八：開題報告 附錄一：中文封面頁 河北廣播電視大學(xué)開放教育本科 英語專業(yè)（教育方向）畢業(yè)論文 教學(xué)實(shí)踐設(shè)計 項(xiàng)目設(shè)計者 姓名: 學(xué)號: 學(xué)校: 提交日期：2010年06月08日 附錄二：英文封面頁 Practical Proj

2、ect Design English Major (education oriented) Investigator Name: Student No.: School: Submitted on Jun8th 2010 附錄三：致謝 Acknowledgement I really appreciate my tutor, whose help and patience made this project get off the ground and come to a close

3、 smoothly. I am also grateful to my colleagues who have spent their time on brainstorming and panel discussions with me. No amount of thanks will be adequate for my students without whose willing participation in the project implementation it would have remained on paper. Last but not the least;

4、thanks are given to my husband and my daughter who have shared with me my worries, frustrations, and hopefully my ultimate happiness in eventually finishing this project. 附錄四：中文摘要 摘 要 本文對解決大多數(shù)學(xué)生口語能力較差的研究課題，結(jié)合本人在英語教學(xué)中的實(shí)踐過程，給出了詳細(xì)的實(shí)驗(yàn)報告。本文的假設(shè)是：學(xué)生的口語能力將會通過相關(guān)的語言活動設(shè)計加以提高。專門設(shè)計的四個星期的課堂教學(xué)實(shí)踐

5、活動證實(shí)了這個假設(shè)。 在實(shí)驗(yàn)過程中使用了解析法、原因分析法、問卷調(diào)查法和頭腦風(fēng)暴等理論方法驗(yàn)證了這個假設(shè)。 關(guān)鍵詞：口語能力;各種語言教學(xué)活動;項(xiàng)目。 Abstract The present study presents a detailed report of a project implemented to solve the problem that some teachers use body language too less. It is hypothesized that can u

6、se body language actively and appriciately. This hypothesis is verified by a four-week practice of classroom teaching with the specially designed oral exercise activities. Among the methods of scientific investigation used are Analysis、、Questionnaire、Socratic dialogue method、Observation and so on.

7、 Key words: speaking competence; varied language activities; project. 附錄六：目錄 Contents Acknowledgment……………………………………………….……………… I Abstract (in Chinese)…………………………………………….……………. II Abstract (in English)……………………………..………….……………..….. III Contents……………………

8、………..…………………………………………. IV 1. Introduction……………………………………..……………………….….. 2. Problem…………………………………………………………………....… 3. Problem analysis……………………………………………………………. 3.1 Analytical method…………………………………………………....... 3.2 Cause analysis………………………………...………………….……. 3.3 Questionnaire survey…………

9、…………………...………………… 3.4 Brainstorming activation 4. Project objective…………………………………...………………………... 5. Project hypothesis…………………………………...……………………..... 6. Project rationale…………………………………...……………………..…. 7. Project design…………………………………...…………… 8. Project implementation………………………………….......

10、. 9. Data analysis…………………………………...…………..... 9.1 Students’ general impression of the project……………………… 9.2 Students’ voluntariness of doing oral tasks after class…………… 10. Project evaluation…………………………………...……… 11. Conclusion…………………………………...……………... References…………………………………...

11、………………… Appendix A…………………………………...……………….. 附錄七：教師指導(dǎo)記錄表 英語專業(yè)畢業(yè)設(shè)計教師指導(dǎo)記錄表 (由教師填寫) 中文題目_________________________________________________________ 英文題目_________________________________________________________ 學(xué)生 姓名 學(xué)號 方向 第一次指導(dǎo) 指導(dǎo)時間： 指導(dǎo)內(nèi)容：

12、 第二次指導(dǎo) 指導(dǎo)時間： 指導(dǎo)內(nèi)容： 第三次指導(dǎo) 指導(dǎo)時間： 指導(dǎo)內(nèi)容： 第四次指導(dǎo) 指導(dǎo)時間： 指導(dǎo)內(nèi)容： 學(xué)生簽名______________ 教師簽名________________ 附錄八：開題報告 英語專業(yè)（教育方向）畢業(yè)設(shè)計開題報告 學(xué)生姓名 學(xué)號 方向 指導(dǎo)教師 職稱 工作單位 畢業(yè)設(shè)計題目 通過有效方法提高學(xué)生的口語能力 一、選題的目的、意義和必要性： Purpose, meaning and necessity of the project

13、目的：為了激發(fā)學(xué)生的口語興趣及提高學(xué)生的口語能力。 意義：通過實(shí)施本項(xiàng)目，學(xué)生的口語興趣得到了較大的激發(fā)，口語水平得到了很大的提高。 必要性：為學(xué)生的口語交際和語言運(yùn)用能力打下良好的基礎(chǔ)，以面對當(dāng)今社會的發(fā)展趨勢。 二、研究的重點(diǎn)與過程設(shè)計 Focal points and project process design 分析現(xiàn)狀，找出問題，確立題目，調(diào)查分析問題之所在，尋找解決途徑。結(jié)合教學(xué)實(shí)際進(jìn)行方案的實(shí)施。 三、研究方法 Research methodology 原因分析法，問卷調(diào)查法，頭腦風(fēng)暴法。 四、預(yù)期結(jié)果 Desired results 通過這個項(xiàng)目的實(shí)施

14、，絕大多數(shù)學(xué)生的口語水平得到了較大的提高。我本人也通過這個項(xiàng)目的實(shí)施找出了一些實(shí)用的教學(xué)方法。 指導(dǎo)教師審定意見 Tutor’s comments 簽名：_____________ ___ 年___月____日 通過有效方法提高學(xué)生的口語能力 1. Introduction It’s necessary for us to speak Engl

15、ish, because English is an international language today. And it is used by more and more people in the world. So everyone who communicates with others freely in English is very important. But my students don’t like speaking English. It’s very important for us to speak English, confidence is very im

16、portant, I‘d like to encourage my students to open mouth .so I thought the problem is worthy researching. 2. Problem The problem I have in my teaching is that most of my students do not like speaking English I assign them to do after class. 3. Problem analysis In my teaching, the problem id

17、entified was really a serious problem. My preliminary research confirmed that there were three main reasons that accounted for students’ reluctance to do the oral assignments out of class. Firstly, some students did not feel interested in practicing oral English alone after class. They thought th

18、ey could not communicate without partners. Secondly, some students had some difficulties in doing oral practice, so they hoped that they could do it after class under more concrete direction of the teacher. Thirdly, most students felt overloaded because of heavier homework assignments. The Problem

19、 had been troubling me for a long time and now I was determined to find a solution to the problem. In my study, I used four methods of analysis. 3.1 The analytic method Though careful analysis, I was led to a series of questions: For instance, I found a majority of my students do not like doing th

20、is assignment, and I wanted to know why it should be the case, and whether they thought it important and necessary to practice oral English or not? If they thought it important and necessary, the problem was actually caused by me, not by my students. Problem the oral work I assigned my students to d

21、o was poorly organized. 3.2 Cause analysis In this situation, I asked myself a series of questions and tried to provide some answers to them. Why did most of my students not do oral practice I assigned them to do after class? In order to know more about this issue, I designed a cause exploration

22、procedure like this. Questions Answers Is it because they do not like oral English？ Maybe. Is it because the oral tasks are poorly designed? Maybe. Is it because they are not motivated? Possibly yes. Is it because my instructions are not clear? Maybe. Is it

23、because they do not like to practice oral tasks alone? Maybe. Is it because they have lots of other things to do? Yes. Is it because they do not think oral tasks are important and necessary? Maybe. Is it because they have some difficulties unsolved by them? Yes. 3.3 Questionnaire survey

24、 I made a pilot investigation in this respect to know more about the situation. For this purpose, I designed a research procedure like the follows. One day, I gave them two oral tasks-----Recite Unit 4 and form groups voluntarily to make a new dialogue. The title was “Asking A Way”. The next day,

25、 I got the following feedback: Only seven students recited the lesson. Only one group of three students made a new dialogue. The rest did not do the oral tasks. Then I asked them two questions. One was why some students had done the oral tasks. The students’ responses: First, those who had made

26、 new dialogue said they enjoyed speaking English and they also liked to practice oral English with partners. Second, they thought a huge amount of written homework given by the teachers of different subjects must be handed in the next day. And all the teachers would check it carefully, while the En

27、glish teacher might spend a little time checking the oral task, so they had to finish written homework first and sometimes they had no time to do the oral tasks. Third, they felt it very difficult to recite such long lessons. Fourth, they felt tired of practicing dialogues without partners, while

28、they could not find partners. Since most of students did not do the oral practice I asked them to do after class, I designed a questionnaire (See Appendix A) to find out why it should be so. I intended to get more detailed, more exact opinions from all the students through the questionnaire. A

29、nd I tried to make it as scientific and effective as possible. At first I asked four students who were of different English levels to try out the questionnaire. Then I modified some of the items. After that I gave one of my students and gave them fifteen minutes to finish it. All of them, thirty-sev

30、en students, returned their questionnaires which were left anonymous. When all these data came in, I made some statistical evaluation. The results showed that over 70% of the students thought regularly practicing oral English after school could improve their English speaking and that about 63%

31、 of them thought oral practice was very necessary of oral practice. But they might run up against difficulties that they could not overcome, so they lost their confidence and interest. 3.4 Brainstorming activation When I was engaged in the problem analysis, I consulted my thesis supervisor

32、 Miss Liu Jin and often talked to my classmates 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. 4. Project objective My resea

33、rch objective is to enhance my students’ interest in doing oral practice after class. 5 .Project hypothesis It is hypothesized that learners’ interest in oral practice after class is increased by better organization. 6. Project rationale (1)The importance of language activities to lan

34、guage learners. Language is a tool that we communicate with others and express ideas. We can learn the language from the books. The tapes and the recorder, the main purpose for us is to communicate, not just for only know, read and write, to give more chance and time to practice to learn is v

35、ery important. As a Denmark linguist said: learning foreign language is just like swimming in rive, learners must practice in water frequently, not just put only a few drops of water on their body, Similarly, language learners should also put themselves into varied language activities, such as list

36、ening and speaking, thus they can require lots of useful language components and have more opportunities to imitate what others to say and how to say. Of course, learners should also practice more; they can practice by themselves or with partners. ( 2)The demand of new English curriculum. New Engl

37、ish curriculum calls for English teachers must abandon some old and useless traditional teaching ideas. The center of classroom should be students not the teacher. So, in order to improve my students’ oral ability. I should try my best to design varied activities in class. As we all know , middle sc

38、hool students are so active that they are eager for learning language by taking part in all kinds activities , not just sit and listen to teachers silently all the times , they can’t stand the passive receiving .while , they would like to learn the language in language activities . （3）As a teacher，

39、to improve the students’ oral English is very necessary. The teachers will use their minds to think lots of useful activities for the students to learn language, Such as pinwork, act the play, group works, and speech contest and so on. It is very useful for the students to learn, Make the students

40、speak fluently, have lots of words to say and cooperate with others well is very successful for a kind of useful teaching method. Teacher can design varied language activities to improve students’ oral ability, such as let students listen to tapes or radios or watch TV to imitate correct pronunc

41、iation and intonation. Asking students to chat with friends in English in their free time; Encouraging students to make daily report every day; providing some proper topics with related pictures and tips for students to talk freely and confidently; organizing students to debate on some specific issu

42、es. 7. Project design I designed varied language activities (cover four weeks of teaching) to test the hypothesis. If more language activities are better designed then learners’ oral ability will be improved accordingly. In my project design, I make up my mind to improve my teaching ways,

43、for example, I would leave more time for students to practice conversations with each other instead of speaking by myself, and then I would use some colorful teaching materials to interest students to concentrate on English lesson. Such as beautiful flashcards lovely pictures, Such as beautiful flas

44、hcards, lovely pictures, and so on. At last I would take into some more helpful things to help my student imitate, Such as Watching English movies and listening English songs, these activities are reported as following. Week 1 Activity 1 Seeing the doctor This activity is based as in junior En

45、glish for China, Go for it, Unit2 What’s the matter? Purpose: to practice using target language in seeing the doctor Instructions: Students worked in groups. They made new dialogues by themselves after class. Then they acted out their dialogues in class. Procedure: I taught the text of Unit2 The

46、n I provided the students a lot of related material, which I classified into cards and pictures. And I also provided some related topics and model dialogues for their reference. Next I allowed them to rehearse their dialogues for four days. At last I arranged a whole class for them to perform. When

47、they were performing in class, three students and I gave the actors or actresses marks through discussions. Marks were given following three standards: Firstly, their pronunciations and intonation. Secondly, their mistakes in dialogues. Thirdly, their level of performances. After performance, I aske

48、d all of the students to elect excellent actors, actress, writers and directors. For students: The students had to work in groups. They could act doctors, patients or other different roles. Each role had to say at least five sentences and each group had to write down their play or dialogue and han

49、d it in . Week2 Activity2 talk about future plans This activity is based as in Junior English for China, Go for it, Unit3 Purpose to: practice target language ----Talk about vacations Instructions: At first I got the individual students to say their vacation after class. Then I got the studen

50、ts to act out the play in groups. Procedure: When I finished teaching, I asked the students to tell the vacation after class. The next day I asked some students to tell vacation in class, and then I gave some necessary advice. Then the students worked in groups after class. One of them played the p

51、art of a narrator. The others played Lucy, Jim, Kate, Bruce and Tom. At last I asked three groups to give their performance in front of the class. Week3 Activity3 transportation This activity is based as in Junior English for China, Go for it, Unit4 How do you get to school? Purpose: to practice

52、the target language Instructions: Students worked in groups’ .they made new conversation by themselves after class. Then they acted out their conversation in class. Procedure: In class I taught the conversation. Then I taught them how to retell a story. I led them to find out the main words and se

53、ntences. I told them that they must retell something about how you get to school. The students could use the new words and new patterns of the text and they could also use their own words. I led the students retell the text in class. Then I told every student to retell in front of me during the br

54、eak instead of reciting the original text. After that I gave him/her a mark. Week4 Activity4 Can you come to my party? This activity is based as in Junior English for China, Go for it Unit 5, the same as activity 3 8. Project implementation: My students are Grade eight. They are lovely. It too

55、k four weeks for me to implement my project. For each week I can scheduled to do these: l Teaching notes: to see Appendix C l Teaching diaries：to see Appendix D l Teaching cards and pictures.: to see Appendix G l Questionnaire survey: to see Appendix B l Students’ name lists: to see Appendix

56、F l Audio tapes of students’ performance: to see Appendix H I want to know if the hypothesis has been improved by the four weeks using well-designed activities in class. All the details of my project implementation were carefully maintained. They are due to collection submitted as part of my proj

57、ect report pack. The previous interview I did with my students for the cause analysis of my initial problem. From the interview I know that I should give more practice in class. I should say less and the students say more. After the trial, the students said they are quite satisfied with what I had

58、done for them. Classroom observations I took in my diary. My students become more active than before. They are willing to speak in English in class or in real-life. They feel that speaking English is very interesting. The comparison of the final result between the control and the target group. The

59、 target group is much better than the control group. Most of the students in target group have confidence to lean English. 9. Data Analysis

60、 After four weeks’ action research, I designed Questionnaire Two. The second questionnaire was partly based on Questionnaire One in the preliminary research so that comparisons could be made to see the improvement. In designing this new questionnaire, I also used feedback informa

61、tion from my solutions to the problems discussed so that their effectiveness could be reflected by the results. Compared with the first questionnaire, the second one had its own features, for by now I was more conscious of the usefulness of the oral practice management I suggested. I especially hope

62、d to know what my students had gained and which methods they follow. 9.1 Students’ general impression of the project The project here conscious of three aspects: degree of interest, practicality and satisfaction. After comparing the results of the two questionnaires, I found out that generally sp

63、eaking there has been significant improvement after the implementation. The results of the two questionnaires are pressured in Graph1 and Table 1. Interest: Gragh1 shows that there is a drastic improvement in this regard. Most of the subjects who rank themselves in scale “Like and Like

64、 very much” amount to 72.1% while the percentage was only 48.5% before the implementation. The graph also shows no one dislikes oral practice after the implementation. As the objective of our research is to enhance my students’ interest and effect in doing oral practice after class, such a result is

65、 very encouraging. It proves that our implementation of the solution is fruitful and effective. Yet I should not be too optimistic, since there is still 37.8% of the student choosing 3. Though the number is much smaller than that in Questionnaire One. This implies that I should find out some other r

66、easons to account for this fact, and try to solve the problem more thoroughly, as can be seen from the following analysis. Practicality: Comparison between the results of the two questionnaires shows that 100% of the students think the oral tasks I asked them to do after class now are more practical than before. And through practicing the oral tasks, they have much improvement in the following aspects. Firstly, 83.3% of them said they had learned some methods of retelling texts. S