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1、開放本科英語(yǔ)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(yè)附錄二：英文封面頁(yè)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(bào)告附錄一：中文封面頁(yè)河北廣播電視大學(xué)開放教育本科英語(yǔ)專業(yè)（教育方向）畢業(yè)論文教學(xué)實(shí)踐設(shè)計(jì)項(xiàng)目設(shè)計(jì)者姓名: 學(xué)號(hào): 學(xué)校: 提交日期：2010年06月08日附錄二：英文封面頁(yè) Practical Project DesignEnglish Major (education oriented)InvestigatorName: Student No.: School: Submitted on Jun8th 2010附錄三：
2、致謝AcknowledgementI really appreciate my tutor, whose help and patience made this project get off the ground and come to a close 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 w
3、ithout whose willing participation in the project implementation it would have remained on paper.Last but not the least; 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
4、 要本文對(duì)解決大多數(shù)學(xué)生口語(yǔ)能力較差的研究課題，結(jié)合本人在英語(yǔ)教學(xué)中的實(shí)踐過(guò)程，給出了詳細(xì)的實(shí)驗(yàn)報(bào)告。本文的假設(shè)是：學(xué)生的口語(yǔ)能力將會(huì)通過(guò)相關(guān)的語(yǔ)言活動(dòng)設(shè)計(jì)加以提高。專門設(shè)計(jì)的四個(gè)星期的課堂教學(xué)實(shí)踐活動(dòng)證實(shí)了這個(gè)假設(shè)。在實(shí)驗(yàn)過(guò)程中使用了解析法、原因分析法、問(wèn)卷調(diào)查法和頭腦風(fēng)暴等理論方法驗(yàn)證了這個(gè)假設(shè)。關(guān)鍵詞：口語(yǔ)能力;各種語(yǔ)言教學(xué)活動(dòng);項(xiàng)目。AbstractThe present study presents a detailed report of a project implemented to solve the problem that some teachers use body l
5、anguage too less. It is hypothesized that can use 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、Socr
6、atic dialogue method、Observation and so on.Key words: speaking competence; varied language activities; project.附錄六：目錄ContentsAcknowledgment.IAbstract (in Chinese).IIAbstract (in English).IIIContents.IV1. Introduction.2. Problem.3. Problem analysis.3.1 Analytical method.3.2 Cause analysis.3.3 Questio
7、nnaire survey.3.4 Brainstorming activation4. Project objective.5. Project hypothesis.6. Project rationale.7. Project design.8. Project implementation.9. Data analysis. 9.1 Students general impression of the project 9.2 Students voluntariness of doing oral tasks after class10. Project evaluation.11.
8、Conclusion.References.Appendix A.附錄七：教師指導(dǎo)記錄表 英語(yǔ)專業(yè)畢業(yè)設(shè)計(jì)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(hào)方向第一次指導(dǎo)指導(dǎo)時(shí)間：指導(dǎo)內(nèi)容：第二次指導(dǎo)指導(dǎo)時(shí)間：指導(dǎo)內(nèi)容：第三次指導(dǎo)指導(dǎo)時(shí)間：指導(dǎo)內(nèi)容：第四次指導(dǎo)指導(dǎo)時(shí)間：指導(dǎo)內(nèi)容：學(xué)生簽名_ 教師簽名_附錄八：開題報(bào)告 英語(yǔ)專業(yè)（教育方向）畢業(yè)設(shè)計(jì)開題報(bào)告學(xué)生姓名 學(xué)號(hào) 方向 指導(dǎo)教師職稱工作單位畢業(yè)設(shè)計(jì)題目通過(guò)有效方法提高學(xué)生的口語(yǔ)能力一、選題的目的、意義和必要性：Purpose, meaning and necessity of the project目的：為了激發(fā)學(xué)生的口語(yǔ)興
9、趣及提高學(xué)生的口語(yǔ)能力。意義：通過(guò)實(shí)施本項(xiàng)目，學(xué)生的口語(yǔ)興趣得到了較大的激發(fā)，口語(yǔ)水平得到了很大的提高。必要性：為學(xué)生的口語(yǔ)交際和語(yǔ)言運(yùn)用能力打下良好的基礎(chǔ)，以面對(duì)當(dāng)今社會(huì)的發(fā)展趨勢(shì)。二、研究的重點(diǎn)與過(guò)程設(shè)計(jì)Focal points and project process design分析現(xiàn)狀，找出問(wèn)題，確立題目，調(diào)查分析問(wèn)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(wèn)卷調(diào)查法，頭腦風(fēng)暴法。四、預(yù)期結(jié)果Desired results通過(guò)這個(gè)項(xiàng)目的實(shí)施，絕大多數(shù)學(xué)生的口語(yǔ)水平得到了較大的提高。我本人也通過(guò)這個(gè)項(xiàng)目的實(shí)施找出了
10、一些實(shí)用的教學(xué)方法。指導(dǎo)教師審定意見Tutors comments 簽名：_ _ 年_月_日通過(guò)有效方法提高學(xué)生的口語(yǔ)能力1. IntroductionIts necessary for us to speak English, 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
11、 my students dont like speaking English. Its very important for us to speak English, confidence is very important, Id 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 speak
12、ing English I assign them to do after class.3. Problem analysis In my teaching, the problem identified 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 stud
13、ents did not feel interested in practicing oral English alone after class. They thought they 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. Thi
14、rdly, most students felt overloaded because of heavier homework assignments. The Problem 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 methodThough careful analysis, I was led to a serie
15、s of questions: For instance, I found a majority of my students do not like doing this 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
16、 caused by me, not by my students. Problem the oral work I assigned my students to do was poorly organized.3.2 Cause analysisIn 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
17、class? In order to know more about this issue, I designed a cause exploration 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 instru
18、ctions are not clear? Maybe. Is it 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
19、 Questionnaire survey 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”.
20、 The next day, 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 m
21、ade 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 E
22、nglish 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 the
23、y 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. And I trie
24、d 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-seven studen
25、ts, 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% of them though
26、t 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 Miss Liu Jin and often ta
27、lked 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 research objective is to enhance my s
28、tudents 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 language learners. Language is a tool that we communic
29、ate 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 very important.As a Denmark linguist said: learning foreign
30、 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 listening and speaking, thus they can require lots of useful lan
31、guage 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 English curriculum calls for English teachers must abandon some old
32、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 school students are so active that they are eager for learning lang
33、uage by taking part in all kinds activities , not just sit and listen to teachers silently all the times , they cant stand the passive receiving .while , they would like to learn the language in language activities .（3）As a teacher，to improve the students oral English is very necessary.The teachers
34、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 speak fluently, have lots of words to say and cooperate with others wel
35、l 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 pronunciation and intonation. Asking students to chat with friends in English in th
36、eir 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 issues.7. Project design I designed varied language activities (cover four weeks
37、 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, for example, I would leave more time for students to practice conversations with each ot
38、her 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 flashcards, lovely pictures, and so on. At last I would take into some more helpful things t
39、o 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 English for China, Go for it, Unit2 Whats the matter? Purpose: to practice using target language
40、in seeing the doctorInstructions: 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 Then I provided the students a lot of related material, which I classified into cards and pictures. And I
41、 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 they were performing in class, three students and I gave the actors or actresses marks through discuss
42、ions. Marks were given following three standards: Firstly, their pronunciations and intonation. Secondly, their mistakes in dialogues. Thirdly, their level of performances. After performance, I asked all of the students to elect excellent actors, actress, writers and directors. For students: The stu
43、dents 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 hand it in . Week2 Activity2 talk about future plansThis activity is based as in Junior English for China,
44、Go for it, Unit3Purpose to: practice target language -Talk about vacationsInstructions: At first I got the individual students to say their vacation after class. Then I got the students to act out the play in groups.Procedure: When I finished teaching, I asked the students to tell the vacation after
45、 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 part of a narrator. The others played Lucy, Jim, Kate, Bruce and Tom. At last I asked three groups to give their perform
46、ance in front of the class.Week3 Activity3 transportationThis activity is based as in Junior English for China, Go for it, Unit4 How do you get to school?Purpose: to practice the target languageInstructions: Students worked in groups .they made new conversation by themselves after class. Then they a
47、cted 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 sentences. I told them that they must retell something about how you get to school. The students could use the new words and new pat
48、terns 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 break instead of reciting the original text. After that I gave him/her a mark.Week4 Activity4 Can you come to my party? This activity
49、is based as in Junior English for China, Go for it Unit 5, the same as activity 38. Project implementation: My students are Grade eight. They are lovely. It took four weeks for me to implement my project. For each week I can scheduled to do these:l Teaching notes: to see Appendix Cl Teaching diaries
50、：to see Appendix Dl Teaching cards and pictures.: to see Appendix Gl Questionnaire survey: to see Appendix Bl Students name lists: to see Appendix Fl Audio tapes of students performance: to see Appendix HI want to know if the hypothesis has been improved by the four weeks using well-designed activit
51、ies in class. All the details of my project implementation were carefully maintained. They are due to collection submitted as part of my project 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 p
52、ractice 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 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-lif
53、e. They feel that speaking English is very interesting.The comparison of the final result between the control and the target group. The target group is much better than the control group. Most of the students in target group have confidence to lean English.9. Data Analysis After four weeks action re
54、search, 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 information from my solutions to the problems discussed
55、 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 hoped to know what my students had gained and which
56、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 speaking there has been significant improvement after t
57、he 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 very much” amount to 72.1% while the percentage was only 48.5% bef
58、ore 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 very encouraging. It proves that our implementation of the solution
59、 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 reasons to account for this fact, and try to solve the problem more t
60、horoughly, 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
通過(guò)有效方法提高學(xué)生的口語(yǔ)能力英語(yǔ)專業(yè)論文
