《Writing Work Organization and Teaching Methods.doc》由会员分享，可在线阅读，更多相关《Writing Work Organization and Teaching Methods.doc（26页珍藏版）》请在三一办公上搜索。
1、 写作的良好组织及教法的改进与学生的兴趣 Writing Work Organization and Teaching Methods & LearnersInterestA cknowledgmentI really appreciate my tutou Wang Yuan , whose help and patience made this project get off the ground and come to a close smoothly .I am also grateful to my colleagues Zheng Weiyang , Wang Na and Liu
2、 Song for their time spent 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 least ,thanks are given to my husband and my daughter , w
3、ho have shared with me my worries , frustrations ,and hopefully my ultimate happiness in eventually finishing this project .摘要 本文对解决大多数学生课后写作不感兴趣或不写的研究课题 ，结合本人在英语教学中的实践过程 ，给出了详细的实验报告 。本文的假设是 ：通过有效组织写作任务 ，改进教学方法 ，提高学生的写作兴趣 。专门设计的四个星期的课堂教学实践活动证实了这个假设 。 在实验过程中使用了分析法 ，结果分析法 ，问卷调查 ，头脑风暴等理论方法验证了这个假设。关键词 ：
4、写作 ， 兴趣 ， 方法 ，技巧Abstract The present study presents a detailed report of a project implemented to solve the problem that most of my students do not like doing the writing practice I assign them to do after class .It is hypothesized that learners interest in writing practice after class will be great
5、ly increased by better organization and teaching methods. This hypothesis is verified by a fourweek practice of classroom teaching with the specially designed writing exercise activities .Among the methods of scientific investigation used are analytic methods , cause analysis , questionnaire survey
6、and brainstorming activity .Key words : writing interest methods techniqueContentsTitle ( in Chinese )Title ( in English )AcknowledgmentAbstract ( in Chinese )Abstract ( in English) 1 Introduction 2 Problem 3 Problem analysis3 .1 Analytical methods3 .2 Cause analysis3 .3 Brainstorming 4 . Project 5
7、. Project hypothesis 6.Project-rationale . 6.1Get with the students6.2Get well ready for teaching6.3Great a relaxed and pleased study environment6.4Flexible and diversified teaching in the class7 . Project design 8 . Control and target group 9 . Project implementation 10 . Data analysis 11 . Project
8、 evaluation 12 . Conclusion References Appendix A teaching notes Appendix B diaries Appendix C a questionnaire Appendix D a teaching plan Appendix E an internship report1.IntroductionI have been teaching the students who are in the their first year of a senior high school .In my teaching I have foun
9、d there are some problems.Now Ill finish my study in Henan TV University. I hope I can solve the problems that have troubled me for some time through the action research so that I can apply my knowledge and theory into practice,which I learned from Henan TV University.2.ProblemThe problem I have in
10、my teaching is that most of the students do not like doing the writing practise I assigned them to do after class.3.Problem analysisIn my teaching ,the problem identified was actually a serious probem. .I think there are three main reasons that accounted for studentsreluctance to do the writing assi
11、gnments after class. Firstly,some students didnt feel interesting in practising writing work after class , They didnt want to do it .Secondly, some students had some trouble in writing, so they hoped that they could do it after class under the direction of the teacher, Thirdly,most students felt ove
12、rloaded because of a heavier homework assignments.The problem had been troubling to find a solution to the problem, In my study , I used four methods of analysis.3.1.Analysis methodThough careful analysis , I was led to a lot of questions: for example, I found a majority of my students do not like d
13、oing this assignments,and I want to know why it should be the case ,and whether they thought it important and necessary to practise writing in Englisj or not ?If they thought it importang and necessary, the problem was actually caused by myself, not by my students. Probably the writing task I assign
14、ed my students to do was poorly organized.3.2.Cause analysisIn this situation,I asked myself many questions and tried to provide some answers for them. Why did most of my students not do writing task I assigned them to do after class? In order to know more about this issue, I assigned a cause explor
15、ation procedure like this:Questions and Answers1 Is it because they do not like writing English? Maybe.2 Is it because the writing task are poorly designed? Maybe.3 Is it they are not motivative? Possible yes.4 Is it because my instruction are not clear？Maybe.5 Is it because they do like to do pract
16、ise writing tasks alone? Maybe.6.Is it because they have lots of other things to do ? Yes.7 Is it bevause they do not think writing tasks are important and necessary?Maybe.8 Is it because they have some difficulties unsolved by themselves?Yes.9 Is it because I enable students to pass exams that dema
17、nd writing skills? Yes.10 Is it because I estimate my students too high? Yes.3.3Brainstorming activationWhen I was engaged in the problem analysis, I consulted my thesis supervisor WangYang and often talked to my classmates about all the problems I met .They gave me a lot of advice and help so that
18、I thought about more deeply and carefully.After a lengthy problem analysis ,I made up my mind to launch a project to overcome the problem.4.Project objectiveMy research objective is to enhance my students interest in doing writing practise after calss,5.Project hypothesisIt is hypothsized that learn
19、ers interest in their writing practice after class is increased by better organization.6.Project rationale 6.1 Get on well with students Teaching and studying in a pair of contradiction. How to get on well with students and teachers is very import to complete the teaching purpose. The teenagers ment
20、al state characteristics tell us, the students of this age like being close to teachers. If they have good will to a certain teaching, they are interested in this teachers lesson and will spend lots of time and energy studying this lesson (subject). Of course, as a result, they will get good grades.
21、 This kind of phenomenon may be what everyone often says “Love me, Love my dog”. Whereas, if they dont like a certain teacher, because of psychology of aversion, they dont wish to learn or dont study this teachers lesson. We often see this kind of phenomenon. So, the teachers must get along well wit
22、h students, under the students interest, loving, change of morale, concern the students everywhere, take good care of them, respect them, help students at the right moment: Let you become not only a worthy of students eyes. Of course, this doesnt mean that the teachers cant criticize their weakness,
23、 can ignore. But the same of purpose of criticism and commendatory is for taking good care of them. As a result, critical ways is more important than criticism itself. Let them do not harm the sense of pride, let them feel animadversion from the heart is a sincere love, is for helping them. Like thi
24、s, there is harmonious, mutually agreeable relation of teachers and pupils, students have interest to proceed studying. In order to get on well with students, I often stay at school instead of going home, take part in all kinds of sports with them, for example, play basketball, play tennis, play gam
25、es and so on. When having a rest, I talk about all kinds of titles about life, about studying, about motions, and so on, with them. From it, I know lots of thing about them in their hearts. They long for having English and more. Little by little, they long for having English class and seeing me. Of
26、course, they can have class more carefully. 6.2 Get well ready for teaching If the teachers want to give a successful English class, to get well ready for teaching is very important. How to get well ready for teaching?At first, teachers must look through the textbook as much as possible and understa
27、nd the textbook. When I really understand it, I can find out the mainly and important knowledge and make it in an order. Then, what I need do is to think over how to give out this lesson, of course, I must still consider students situation. For example, how is knowledge and base what they have had?
28、Which ways are fit for them? What knowledge cant they understand? Imagine what will happen in the class, and how to solve it, and so on. After thinking textbook and students situation, I should prepare for tools what I need during the course. Last, I write out each statements of every class on the b
29、ook. 6.3 Great a relaxed and pleased study environment Traditional teaching mode and methods, the teachers always instills to students, the students have to be forced to accept knowledge negatively and passively. They dont feel relaxed and pleased, they only fell tired and boring, as the result, the
30、y arent interested in English. At last, this leads to divide into two administrative levels; the teaching quantity is not gook. How classroom environment is, influences to arouse students study interest seriously. The students should create relaxed and pleased study environment for students. For att
31、ainting the aim, the teachers fill with hot liver, get into the classroom whole-heartedly. The students can have smiling on the face and kind eyes as well as good spirit. While, the teachers should have pure, unadulterated, tunnel and fluent spoken English, norm and beautiful writing, reasonable des
32、ign on the Bb and so on. For the sake of traditional teaching that downplay impression to people, the teachers, the teachers fuse teaching in joy, action combination, combine studying and practice, teachers and students match. Before class, the teachers can tell a joke or a byword with English that
33、students can understand roughly according to content of course. Or students show their English conversation practices for three minutes, give freedom lectures, talk freely and sing an English song together. All the activities can arouse students interest and get ready for completing teaching. An Eng
34、lish proverb says, “A good beginning is half dome”. To lead into the new lesson must pay attention to the art. According to the content of course, you can establish a suspense to attract students, can also put a question that person think deeply to hold students, can begin through some object and sh
35、ows. During teaching, cant only read the textbook loudly. You must be good at using persons and things in the classroom. The language always connects with the scene. No scene, no language. When there is scene, students have deep impression to language. Learning is so interesting, students can grasp
36、language well. The teachers explain the details in terse and lively language. And, to change to explain for asking questions, students who are not an on-looker have a large number of time to take part in studying and practices, practice when studying, study while practicing. Only like this, students
37、 feel interested in it. Pay attention to making students feel happy after success. Different administrative level students can go to practice different level language materials. Like this, each student can feel successful with the achievement. From it, students have more interest, the enthusiasm is
38、doubly. Once students make a mistake, the teachers neednt be angry and scold them, pay attention to correcting this mistake ingeniously, protecting students self respect. A class is the whole work of an art, there is not only a good beginning but also a good ending. According to different circumstan
39、ce, the teachers can stay a puzzling question, broadcast text record once and let students sum up main contents or sing a song etc. In a word, let students feel relaxed, pleased and interested in a lesson all the time.6.4 Flexible and diversified teaching in the class A single teaching method is dry
40、 and dull. Through that is a good method, if thats often used, it will lose good results. For arousing students interest, keep and consolidate the interest, the teachers must assiduously study teaching material carefully, design different methods of teaching according to the contents. For example: 6
41、.4.1. Lead the competition mechanism to come in the English classroom teaching, open the exhibition contest, transfer study interest. 6.4.2. Help to remember with the formula, increase the enthusiasm of learning English. 6.4.3. Let students create teaching aid, stir up to study the English interest.
42、 6.4.4. Weave the short play themselves, transfer study positive. 6.4.5. Move the students interest, stir up them to want to study knowledge. 6.4.6. Take measures suited to local conditions, induct to study the English interest. 6.5 Combine theory with practice Classroom instruction for forty minute
43、s is the most important. The teachers should concentrate their energy and catch the teaching quantity of 35 minutes. But students want to study English well and they only spend several English lessons is not enough. So we should also develop extracurricular teaching activities, but this kind of acti
44、vity shouldnt go on classroom teaching, shouldnt also have no organization and discipline. According to different class, different level, different fondness of all students, the teachers may organize them properly. For example, train the backbone for the purpose, organize English game, have a concer
45、t and lecture competition, spell the words, hold composition contests, hearing competes, etc in a class, the same grade or the whole school. The purpose is for making beautiful and colorful life for students and strengthening knowledge studying environment, develop students interest. The purpose of
46、all kinds of activities is for enlivening students lesson outside life, strengthen lesson inside studied, create English atmosphere, develop students interest to study English, combine classroom with extracurricular. 7. Project designMy hypothesis is that learners interest in studying is increased b
47、y better organization and teaching methods. Moreover, my new assignment activities should have a real information value so that students have a real purpose to communicate. In my project, I decided to organize the writing as follows: First I would choose the materials which is related to the student
48、s life ,so the students felt something to write. Second some materials which the students are interested in should be chosen,like this ,they would want to write something. Third the materials should comform to the studentsability. In this case,the students would have confidence in writing.I have designed four activities to be tried out in four weeks .Week1:Activity1
