初中英语书面表达初探结题报告
《英语书面表达训练方法探讨》小课题研究结题报告
《英语书面表达训练方法探讨》小课题研究结题报告余鲛一、课题研究的构思中学英语教学大纲中明确指出:“写是书面表达和传递信息的交际能力。
培养初步写的能力,是英语教学的目的之一。
”高考英语书面表达的分值在整个考卷中占有极大比重，占了25分的分值，写作不过关，第二卷很难获得高分，然而相当一部分学生的写作基础很薄弱，或者平时完成作文作业的时候，表达得很好，但考试时却写不出好的文章，很多学生在考试中写作都达不到及格分。
有些学生还产生了畏难情绪。
学期之初，确立了《英语书面表达训练方法探讨》这一研究课题，立足于发现学生在书面表达方面存在的问题，分析其成因，探索有效的训练方法来提高书面表达能力，增强他们的写作信心。
二、课题研究的实施（一）理论上的指导借助《英语写作手册》和《高中英语写作指导》等书籍，对学生进行相对比较系统的写作训练指导。
还要求学生购买英语周报和辅导报等报纸，阅读其中的对高考作文题的解读的文章与高考满分作文及《三维设计》每三个复习模块前的优秀范文及分析。
（二）理论的实施第一阶段（1）．在平时的复习过程中加强学生运用词汇造句。
（2）. 在平时的听写后让学生翻译简短的语句（3）. 在平时的知识点和句型的讲解中让学生用不同的句型转化相同意思的语句。
4）在讲解练习时注重句子的结构划分第二阶段：1按本制定的课题研究方案的要求开展研究；2紧扣高考考查方式，精选题材各异的书面表达题强化训练学生；3加强写作指导，培养写作技巧；4、研究和实验写作训练的方式和有效性；5、加强实例分析和指导；6、评选优秀作品与学生分享；7、归纳总结实验情况和结果。
三、课题研究的总结与反思本学期即将结束，回顾本学期在写作方面的训练有：从基本知识和技能出发，理论和技巧相结合，循序渐进，使学生在掌握词汇的同时学会运用词汇写成句，懂得句子的构成基本规律，段落中句子的连贯和转折，组段成文和一般常用的文体要求等方面均有所获。
但使学生基本能够进行限时作文的训练目标的达成度不太高。
实践探索与研究：初中英语阅读教学结题报告
实践探索与研究：初中英语阅读教学结题报告一、项目背景随着全球化的加速，英语在国际交流中的地位日益重要。
作为我国的基础教育阶段，初中阶段英语教学的目标是培养学生的英语素养，提高他们的英语应用能力。
英语阅读作为英语教学的重要组成部分，对于培养学生的语言技能、拓展视野、提高文化素养具有重要的作用。
然而，当前我国初中英语阅读教学存在一些问题，如教学方法单一、学生阅读兴趣不高、阅读能力不足等。
本项目旨在通过实践探索与研究，提出改进初中英语阅读教学的方法和策略。
二、研究目标1. 分析当前初中英语阅读教学的现状和存在的问题。
2. 探索有效的初中英语阅读教学方法和策略。
3. 验证所提出的教学方法和策略的有效性。
三、研究方法本项目采用文献研究法、实证研究法和案例分析法进行研究。
1. 文献研究法：通过查阅国内外相关研究文献，了解当前初中英语阅读教学的现状、存在的问题以及已有的研究成果。
2. 实证研究法：设计实验，对所提出的教学方法和策略进行验证，通过数据分析和评估，验证其有效性。
3. 案例分析法：选取一些成功的初中英语阅读教学实践案例，分析其成功的原因，为改进教学提供参考。
四、研究内容1. 分析当前初中英语阅读教学的现状和存在的问题，包括教学方法、学生阅读兴趣和阅读能力等方面。
2. 探索有效的初中英语阅读教学方法和策略，包括教学设计、教学评价等方面。
3. 验证所提出的教学方法和策略的有效性，通过实验数据和案例分析，评估其效果。
五、研究进度安排1. 第一阶段（1-3个月）：进行文献研究，了解当前初中英语阅读教学的现状和存在的问题。
2. 第二阶段（4-6个月）：探索有效的初中英语阅读教学方法和策略。
3. 第三阶段（7-9个月）：进行实证研究和案例分析，验证所提出的教学方法和策略的有效性。
4. 第四阶段（10-12个月）：撰写结题报告，总结研究成果。
六、预期成果通过本项目的实践探索与研究，预期可以达到以下成果：1. 明确当前初中英语阅读教学的现状和存在的问题。
初中英语分层作业结题报告范文
初中英语分层作业结题报告范文As a middle school student, I have had the opportunity to engage in differentiated English homework assignments throughout my academic journey. These tailored tasks have not only challenged me academically but have also provided me with a deeper understanding of the English language and its nuances. In this report, I will reflect on my experience with these differentiated assignments and share the insights I have gained.One of the key benefits of differentiated English homework has been the ability to cater to my individual learning needs. Rather than a one-size-fits-all approach, these assignments have been carefully designed to address my strengths, weaknesses, and learning preferences. This personalized approach has allowed me to focus on areas where I need the most support, while also providing opportunities to excel in my areas of strength.For example, in one of my assignments, I was tasked with writing a persuasive essay on the importance of environmental conservation. Initially, I struggled with organizing my thoughts and crafting acohesive argument. However, my teacher recognized this challenge and provided me with a structured outline to guide my writing process. This scaffolding technique not only helped me to overcome my organizational hurdles but also gave me the confidence to express my ideas more effectively.In contrast, another assignment required me to analyze a complex literary text and identify the underlying themes and symbolism. As a strong reader, I was able to delve deeper into the nuances of the text and provide a nuanced analysis. My teacher recognized this strength and encouraged me to explore the text further, challenging me to uncover even more layers of meaning.Through these differentiated assignments, I have also developed a greater appreciation for the diversity of English language skills and the importance of adaptability. I have witnessed firsthand how my classmates have tackled the same assignments in unique ways, drawing upon their individual strengths and overcoming their unique challenges. This realization has fostered a sense of empathy and understanding within our classroom community, as we support one another in our learning journeys.Moreover, the differentiated approach has helped me to cultivate important life skills, such as time management, organization, and self-reflection. Each assignment has come with its own set ofdeadlines and requirements, forcing me to plan my time effectively and prioritize my tasks. Additionally, the feedback provided by my teacher has encouraged me to reflect on my own learning process, identifying areas for improvement and developing strategies to overcome obstacles.One particularly memorable experience was a differentiated project that required me to create a multimedia presentation on a historical figure of my choice. While some of my classmates opted for more traditional approaches, such as PowerPoint slides, I decided to experiment with a video format. This decision challenged me to develop new technical skills, such as video editing and storytelling, while also allowing me to showcase my creativity and personal interests.Throughout the process, my teacher provided guidance and support, offering feedback on the content and structure of my presentation. This collaborative approach not only helped me to refine my final product but also fostered a sense of ownership and pride in my work. Presenting my project to the class was a particularly rewarding experience, as I received positive feedback and encouragement from my peers.In conclusion, my experience with differentiated English homework assignments has been transformative. These tailored tasks have notonly helped me to improve my English language skills but have also equipped me with valuable life skills and a deeper appreciation for the diversity of learning styles. As I continue my academic journey, I am grateful for the opportunity to engage in these personalized learning experiences and look forward to the challenges and opportunities that lie ahead.。
初中英语书面表达教学策略的实践研究（五篇范文）
初中英语书面表达教学策略的实践研究（五篇范文）第一篇：初中英语书面表达教学策略的实践研究初中英语书面表达教学策略的实践研究【摘要】英语作为初中教育中一门重要学科，在学生全面发展中有着举足轻重的地位。
检测学生英语应用能力的一个重要途径就是书面表达，为提高学生英语书面表达能力，本次研究笔者基于自身多年教学经验的积累和总结，就初中英语书面表达教学策略的实践进行研究与分析。
【关键词】英语书面表达教学初中初中英语教学的主要目标为培养学生读写听说能力，其中书面表达能力作为一重要技能，是检测学生整体英语水平的一重要指标，必须要引起高度重视。
在日常教学过程中，教师必须要注重学生书面表达能力的培养，基于教材，结合学生自身实际情况和教育要求，采用有效且合理的教学策略实施教学，以此提高学生书面表达能力，继而进一步促进其全面发展。
1.丰富学生单词量，打好基础单词作为英语的基础，为构成句子以及文章的一个基本单位，学生自身所掌握的单词量直接影响着其书面表达水平，若其词汇量存在严重的不足，即便是学生已掌握表达技巧和写作技巧，依旧写不出优秀的句子以及文章。
针对这一情况，在初中英语书面表达教学中，教师首先要做的为丰富学生单词量，在根本上提升其书面表达能力。
在教学中，可采用构词法、分类法或者联想法帮助指导学生记忆、理解单词，组织学生晨读，且鼓励学生应充分利用课余时间记忆单词，有意识或者无意识帮助其记忆单词。
同时还可积极开展背单词活动，对于表现优异者予以相应的奖励，增强其学习动力，继而使学生更好地投入到英语单词学习中。
除此之外，在单词学习和背诵中，可要求学生给出和其有关的反义词、同义词以及词形相近的单词，最大程度复现词汇，围绕该词写出其不同词性或者形式，并组成句子，借助于这种方法丰富学生单词量，为组句打好基础，进一步训练其比较能力、发散性思维、归纳能力等，为提高学生书面表达能力打好基础。
2.合理且灵活地应用教材初中英语的教学离不开英语教材，充分应用教材中有用内容实施教学，训练学生书面表达能力，在读写听说各环节中均予以写作训练。
初中英语课题结题报告
初中英语课题结题报告1. 引言该课题旨在研究初中英语研究的效果及相关因素。
通过调查和分析，我们希望能够提供一些启示和建议，以改善初中英语课程的教学质量。
2. 背景初中英语教学是培养学生英语综合运用能力的关键阶段。
然而，现有的教学模式和方法是否能够有效提高学生的研究效果，还存在一些争议。
因此，有必要对初中英语课程进行研究和探讨。
3. 研究目的本研究的主要目的是评估现有的初中英语教学模式，分析其对学生研究效果的影响因素，并提出相应的改进建议。
4. 研究方法为了实现以上目的，我们采用了以下研究方法：- 设计问卷调查：收集学生、教师和家长的意见和反馈，了解他们对初中英语课程的看法。
- 执行实地观察：观察学生研究环境、教师教学方式和研究资源的现状。
- 进行数据分析：对收集的数据进行统计和分析，得出研究结果。
5. 研究结果通过对研究方法的实施和数据的分析，我们得出以下结论：- 目前的研究环境和资源丰富度对于初中英语研究效果的影响较大。
- 教师的教学方法和态度对学生的研究积极性和兴趣产生重要影响。
- 学生研究态度和自学能力是影响研究效果的关键因素之一。
6. 改进建议基于以上结论，我们提出以下改进建议以提高初中英语课程的教学效果：- 提供更多的研究资源，如使用多媒体教材、提供在线研究平台等，以提高学生的研究积极性。
- 培养教师的教学方法与沟通能力，以激发学生的研究兴趣。
- 加强学生的研究动机和自学能力培养，以提高研究效果。
7. 结论通过本研究，我们认识到初中英语课程中存在一些问题和挑战。
然而，通过改进教学模式和方法，加强学生的研究动机和能力培养，我们有信心能够提高初中英语课程的教学质量，促进学生的英语研究效果。
以上就是本次初中英语课题结题报告的全部内容。
谢谢。
初中英语读写结合的课题研究结题报告
初中英语读写结合的课题研究结题报告全文共6篇示例，供读者参考篇1My English Reading and Writing ProjectHi everyone! My name is Emma and I'm a 5th grader at Oakwood Elementary School. For my end of year project, I decided to work on improving my English reading and writing abilities. English is really important but it can be kind of tricky, especially the writing part. So I came up with a special project to make it more fun and help me get better at both skills. Here's what I did!First, I picked out some really cool English books to read. I love fantasy novels, so I chose two books from the Harry Potter series - Harry Potter and the Sorcerer's Stone and Harry Potter and the Chamber of Secrets. I had seen the movies already but had never read the books before. I was really excited because the books are a lot longer than other ones I've read in English. Over a couple of months, I read both books, going slowly and using a dictionary to look up words I didn't know.Reading the Harry Potter books was an amazing experience! The stories are so creative and imaginative. I loved escaping into the magical world of Hogwarts and going on adventures with Harry, Ron and Hermione. But it was challenging too - there was a lot of new vocabulary related to magic, spells, potions and mystical creatures. Words like "broomstick," "cauldron," "incantation" and "mandrake" were totally new to me. By the time I finished the second book, I felt like I had learned hundreds of new English words!In addition to looking up word definitions, I also started a vocabulary journal. Anytime I came across an interesting new word, I wrote it down along with the definition, a sample sentence using the word, and any related words or phrases. My vocabulary journal ended up being 42 pages long! Having it really helped me remember and start using the new words I was learning.But I didn't want to just work on my reading comprehension and vocabulary. I also wanted to practice my writing skills. So for the writing part of my project, I decided to write my very own fantasy story related to the Harry Potter books. My story is called "The Seventh Wand" and it's about a young witch who discovers a powerful lost wand that once belonged to Merlin himself!Writing my story was both fun and hard work. First, I had to plan out the whole plot from start to finish. Then I worked on developing the characters - the main character Sophia, her two best friends Luke and Maya, the villainous dark wizard Valerian who wants to steal the wand, and many others. After that came describing the magical settings like the Ministry of Magic headquarters, Merlin's ancient tomb, and other fantastical places.The hardest part was making sure my writing flowed well, my sentences were grammatically correct, and that I used lots of descriptive language and vocabulary words related to magic and fantasy. I must have gone through at least ten drafts of my story, with my parents and teachers providing feedback to help me improve. It took me three months in total to complete my 12 chapter, 150 page book!When I finally had my story printed and bound into a real book, I felt such an amazing sense of pride and accomplishment. Not only had I read through two challenging novels, learned hundreds of new vocabulary words and their definitions, but I had also planned and written my very own original fantasy tale using proper English grammar and lots of vivid descriptive writing. It was hard work but also so much fun.Reading the Harry Potter books allowed me to absorb all kinds of magical words and phrases that I could then use in my own fiction writing. And the process of planning, drafting and revising my story helped reinforce concepts of plot, character development, setting descriptions and general writing skills.This project was such a rewarding experience that combined improving my reading comprehension and vocabulary with extensive writing practice. Seeing my name printed on the cover of my very own book was a dream come true. I'm so proud of my effort and excited to continue reading novels and writing creative stories as I move on to middle school. Maybe I'll be the next J.K. Rowling!Thank you to my teachers and parents for their guidance and support every step of the way. I can't wait for my next big English reading and writing adventure!篇2My English Reading and Writing ProjectHi everyone! My name is Emily and I'm a 5th grader at Oakwood Elementary School. For my end of year project, I did a big research study on how to help middle school kids get betterat reading and writing in English. It was a ton of work but I learned so much! Let me tell you all about it.First, I had to decide what exactly my question was that I wanted to answer. After talking to my teacher Mr. Martinez, I decided I wanted to find out if combining reading practice with writing practice would help middle schoolers improve their English skills more than just doing reading or篇3My Big Research Project on Reading and Writing English TogetherHello friends! My name is Emily and I'm a 5th grader. For my big end-of-year project, I decided to research how to best teach reading and writing together for English language learners in middle school. Learning to read and write well in English is so important, but it can be really hard too. I wanted to find out what teachers and researchers say are the best ways to make it easier for students.First, I read a lot of books and articles from experts about teaching reading and writing together instead of separate. All the sources I read said it is much better to integrate the skills. Reading and writing use a lot of the same brain pathways, sopracticing them together reinforces the same abilities. It's like doing exercise that works out your whole body instead of just your arms or just your legs.The experts also said that reading and writing are really connected processes in the real world. When we read something good, it makes us want to write. And when we write, we have to go back and read over what we wrote. They called this "the symbiotic relationship" between reading and writing. Pretty fancy words, but it makes sense!One study I read followed two groups of English learners. One group had separate reading and writing classes. The other group had one class that combined reading and writing instruction together. At the end of the year, the integrated group performed much better on tests of reading comprehension and writing ability. The researchers said integrated instruction saves time and is more effective.But how exactly do teachers integrate reading and writing? I found some great examples and strategies that teachers can use:Reading-Writing NotebookStudents keep a special notebook to practice writing about what they read. After reading a passage or book, they write aresponse, reaction, or summary entry in their notebooks. The teacher provides feedback on their writing, which helps improve reading comprehension too.Text Annotation & ModelingWhen students annotate or mark up a text by underlining, highlighting, adding notes etc., they engage more deeply by writing while reading. Teachers can model this process by doing a "think-aloud" where they narrate their thought process annotating a text. Students then apply those strategies themselves.Comparing TextsAfter reading two texts on the same topic, students write an analysis comparing and contrasting the key points and perspectives. This builds critical thinking abilities for both reading and writing.Creative Text-Inspired WritingReading interesting texts can inspire creative writing too. After reading a fiction story, students could write an alternative ending or a new scene from a different character's viewpoint. This makes reading more engaging and motivates writing practice.There are many other strategies too, like summarizing texts in writing, keeping double-entry reading-writing journals, or doing research projects that integrate reading sources and written analysis and essays.I also found that using technology tools can really help with integrated reading-writing instruction. For example:E-readers and tablets allow students to annotate texts digitally and have all materials togetherOnline journals and blogs are writing spaces where students can respond to readingCollaborative writing tools enable students to give each other feedback after reading draftsMultimedia compositions combining texts, images, videos etc. are engaging projectsAfter looking at all the research, I'm convinced that integrating reading and writing is tremendously valuable for English learners. It helps build interdependent skills in a more natural, motivating way compared to teaching them separately. Students get practice constantly going back and forth between reading and writing, just like they will in the real world.While it requires more planning for teachers, the integrated reading-writing approach is more efficient at developingwell-rounded literacy abilities. Students become stronger readers and writers by constantly using the skills together and transferring strategies between them. It makes so much sense to me!For my project presentation, I'm going to share some examples of integrated reading-writing lessons and argue why our school should adopt this approach, at least for English classes. Reading and writing abilities are just too important not to use the most effective instructional methods possible.Well, that's my big research report! I had a great time investigating this topic and now I really understand why reading and writing are often "two sides of the same coin." Practice one and you're naturally getting better at the other too. I hope teachers everywhere can learn about the benefits of integrating reading and writing so all students can become strong communicators. Thank you for reading my report! Let me know if you have any other questions.篇4My English Reading and Writing Research ProjectIntroductionFor my middle school English research project this year, I decided to explore how reading and writing skills are connected and how working on one can help improve the other. As an English learner, I've found that reading and writing practice go hand-in-hand. By doing this project, I wanted to understand that relationship better and find some good strategies for improving both skills together.Literature ReviewTo begin my research, I read some articles and books about the reading-writing connection for language learners. I found out that there is a strong link between the two skills. When you read, you are exposed to correct grammar, sentence structures, vocabulary, etc. Then when you write, you practice applying those things you've learned from reading.According to Walter Olsen's book "The Reading/Writing Connection", reading can make you a better writer by increasing your understanding of how the language works and exposing you to different writing styles. And writing can improve your reading skills by giving you practice using context clues, making inferences, and thinking critically about texts.Some of the benefits of combining reading and writing practice include:Expanded vocabulary from reading texts and then using new words in writingBetter understanding of grammar rules by seeing them used in textsExposure to different genres, writing styles and techniques to apply in your own writingUsing reading to get ideas and inspirations for writing topics and themesPracticing comprehension skills useful for both reading and writing like making inferences, identifying main ideas, etc.Based on my literature review, I identified some strategies I wanted to try for integrating reading and writing:Reading texts and then summarizing or responding to them in writingKeeping a vocabulary journal of new words from reading and using them in writingAnalyzing writing styles/techniques in texts and then trying to apply themReading for research and using that to write reports, essays, stories, etc.Free writing inspired by ideas/themes from texts I've readMy Research ProcessFor my actual research project, I spent about 2 months putting those reading-writing integration strategies into practice.I read a mix of fiction stories, non-fiction articles, and other texts at my English level. After each reading, I did a short writing assignment connected to it.For example, after reading a science article, I wrote a summary and response paragraph. After finishing a novel, I kept a character journal writing from different characters' perspectives. When I enjoyed an author's descriptive writing style, I practiced imitating it with my own descriptions.I made sure to choose high-interest reading materials on topics I enjoyed, which helped motivate me to do the writing assignments. I also got feedback from my English teacher along the way.Findings and ResultsThrough this reading-writing project, I was able to see clear improvements in both my English reading comprehension and writing abilities over the 2-month period.My reading skills improved because:I expanded my vocabulary from reading texts above my level and using new words in writingI got better at making inferences, finding main ideas, and analyzing texts when I had to write readings responsesI became more interested in reading since I connected it to my writing practiceMy writing skills improved because:My grammar, spelling and sentence structure got better from reading moreI learned new writing techniques and styles from the texts I readHaving reading as inspiration made my writing more interesting and creativeGetting practice summarizing, analyzing, and responding to texts in writing helped build skillsOverall, I felt my reading and writing reinforced each other through this project. The more I read, the more ideas and skills I had to put into my writing assignments. And the more I wrote, the more I understood and analyzed what I was reading.Some of my best work samples where I feel I successfully combined reading and writing:A short fiction story I wrote using a mix of descriptive writing styles I learned from readingsAn analytical essay examining themes and character development in a novel I readA personal narrative I wrote inspired by an interestingnon-fiction article I had readNew vocabulary words I learned from readings and used correctly in a variety of written contextsConclusionMy research confirmed that integrating reading and writing practice is an effective way for English learners to improve both skills simultaneously. The reading exposed me to proper language use, writing styles, vocabulary, and cultural knowledge. The writing practice helped me apply and retain what I was learning from the readings.Some key takeaways:Choose high-interest reading materials to stay motivatedUse a mix of fiction and non-fiction texts with a range of genres/stylesAfter reading, try different writing assignments like summaries, analyses, personal responses, stories, etc.Keep a vocabulary journal of new words from readings to use in writingLook for examples of good writing techniques in texts to apply in your writingRead for research/inspiration and then write reports, essays, stories etc. on those topicsCombining reading and writing allowed me to make notable progress in a relatively short period of time. I plan to continue using this integrated practice method as I continue developing my English skills. I'd recommend this reading-writing approach to any language learners looking to improve both areas in a more efficient and motivated way.篇5My Reading and Writing ProjectHi there! My name is Emma and I'm a 5th grader. For my end of year project, I decided to research how to help middle school kids get better at reading and writing in English at the same time.I worked really hard on it and want to share what I learned!First, I read a lot of studies and articles about teaching reading and writing together instead of separately. The research shows that integrating reading and writing instruction is much more effective than keeping them apart. When students read high-quality texts and then write about what they read, it helps improve their skills in both areas.Reading and writing go together like peanut butter and jelly! Good readers tend to be good writers because they understand how authors use language effectively. And writing about texts forces students to really understand and analyze what they've read on a deeper level. So reading improves writing, and writing improves reading comprehension.For my project, I focused especially on middle school because that's such an important transition time between elementary and high school. In middle school, the texts get a lot more complex and challenging. Students need strong reading skills to comprehend all the new vocabulary and concepts. Butthey also have to write more analytical essays and research papers, which requires advanced writing abilities.If middle schoolers struggle with reading OR writing, it makes it way harder for them to master the other skill too. So I think it's really important for teachers to combine reading and writing lessons during these years. It can help close gaps and prepare kids for the more rigorous work in high school.Here are some of the best strategies I found for integrating reading and writing in middle school English classes:Read-AroundsFor this activity, the class reads a short text together, taking turns reading aloud. After every few paragraphs, they stop and write a short response analyzing what they've read so far. Reading out loud holds students accountable and helps them focus. The writing portion ensures comprehension and critical thinking about the text.Literature CirclesStudents are divided into small groups to read the same novel, play, or collection of stories. As they read, they take notes and have discussions analyzing different elements like characters, themes, writing style etc. Periodically they write essays, poems,or creative pieces connecting to what they've read. The discussions build comprehension while the writing strengthens analysis.Research ProjectsStudents select a topic, read multiple sources, take notes, and write an informational research paper or argumentative essay citing evidence from the texts they read. This integrates research, reading different text types, note-taking, and formal writing all in one assignment.Double-Entry JournalsAs students read an assigned text, they keep a journal. On one side, they record quotes or key passages from the reading. On the other side, they write their personal responses analyzing, questioning, or making connections to those quotes. It promotes close reading and substantiating ideas with evidence from the text.Those are just some of the many ways teachers can blend reading and writing skills in one cohesive process rather than separating them. No matter which strategy, the basic idea is:Students read a high-quality text or textsThey analyze the reading through discussion and writingTheir writing is based on evidence and ideas from what they readBy tightly combining reading and writing, students can practice both skills simultaneously and in a more meaningful, engaging way. The reading informs and improves their writing, while analyzing the text deeply through writing enhances their reading comprehension.From my research, it's clear that integrating reading and writing for middle school English should be a top priority. It sets students up with the crucial literacy abilities they'll need for high school, college, careers, and pretty much everything else! Without a solid foundation in reading AND writing, all the other subjects become much harder too.So there you have it - that's my big research project on the importance of teaching reading and writing together, especially in those crucial middle school years. I hope teachers everywhere can use some of the strategies I篇6Combining Reading and Writing in English ClassMy name is Emma and I'm in 5th grade. For my research project this year, I looked at how reading and writing can be taught together in English classes for middle school students. Reading and writing go together like peanut butter and jelly!IntroductionLearning to read and write in English is really important, but it can be hard too. Some kids struggle more with reading, while others have a tougher time with writing. My research shows that combining reading and writing instruction can help improve both skills.When you read something, you learn new vocabulary, sentence structures, and writing styles. Then when you write, you practice using those new words and grammar rules. Reading gives you examples to learn from, while writing lets you apply what you've learned. It's a winning combination!Body Paragraph 1: Benefits of Combined Reading/WritingThere are lots of benefits to teaching reading and writing together in English class:• It reinforces skills from both areas as you use what you learn in one for the other. The reading supports the writing, and the writing supports the reading.• It makes lessons more engaging by combining different activities instead of just reading or writing alone.• It provides more context and relevance by connecting the skills together around a common theme, book, or writing assignment.• It improves overall literacy by working on multiple components of communication at once.Supporting Details:In a study of 8th graders, students who did reading and writing activities combined around the same books scored 25% higher on a final English assessment compared to peers who learned the skills separately. The combination helped the skills reinforce each other.Body Paragraph 2: Sample Combined LessonsHere are some examples of how reading and writing can be combined effectively in the classroom:• Read a n ovel or short story as a class. Then have students write their own creative stories using similar characters, settings, or plot elements.• Analyze the writing style and techniques an author uses in a sample essay or article. Then have students apply those techniques to their own persuasive or expository writing.• Read biographical texts about historical figures or scientists. Then have students write first-person journal entries from that person's perspective.• Study poetry from different authors and time periods. Then have students write and share their own free verse or structured poems.Supporting Details:My teacher had our class read the book Holes by Louis Sachar. Afterwards, we worked on writing desert survival guides using descriptive language like the author's vivid settings. It was fun putting together what we learned from the reading into our own writing.Body Paragraph 3: Challenges and Solutions• Finding appropriate reading mate rials that link well to a writing assignment or skill. The reading should serve as a useful model or foundation for the writing tasks.• Managing different student levels, with some struggling more with reading versus writing. The teacher has to give individualized support while teaching both skills in combination.However, there are some good solutions to these challenges:• Using high-interest stories, articles, or novels that relate to the writing assignments. This helps engage students in both the reading and subsequent writing.• Having students work sometimes in small groups based on their skill levels, with different reading and writing assignments tailored to each group.• Allowing flexibility and choice in writing assignments. Provide several options for responding to the reading so it meets students where they are.Supporting Details:As an example, my teacher had our class read severalhigh-interest articles about video game design and development. Then we had a choice to write an opinion paper persuading families to play more video games or to write instructions for designing our own educational game. The video game theme made it way more engaging!ConclusionIn conclusion, my research clearly shows the benefits of combining reading and writing instruction in middle school English classes. The skills reinforce and build on each other through combined lessons. While there are some challenges in implementation, solutions like engaging materials, differentiation, and choice in assignments go a long way.As a young learner, I've experienced firsthand how much more interesting and effective English class becomes when reading and writing are integrated. I'm able to directly apply the skills and examples from what I read into my own writing. It's a powerful combination that I believe should be used more in all English classrooms!。
《初中英语写作能力培养的策略与研究》结题报告
《初中英语写作能力培养的策略与研究》结题报告九年级英语组一、问题的提出英语书面表达是评价学生综合运用语言能力的重要手段，是英语学习的重点，也是难点。
《英语课程标准》对初中各阶段英语写作提出了明确而具体的要求，但在初中英语教学实践中，我发现不少学生对英语写作怀有惧怕心理，“谈写色变”，不写、怕写、应付写的现象比较普遍，严重影响了英语写作水平的提高。
如何消除学生惧怕英语写作的心理，如何激发学生英语写作的兴趣，如何科学指导学生英语写作，这不仅是一个现实问题，而且是英语教师共同关注，想方设法破解的难题。
为此，我们进行了深入的思考和探究，认为只有潜心研究，分析原因，寻求破解难题的有效方法，才能提高学生的英语写作水平，达到英语新课标中的写作要求。
二、研究对象、方法与步骤1．九年级学生2．研究方法：调查研究，案例分析，撰写研修日记等3．研究步骤（二）研究过程及步骤第一阶段准备阶段（2017年2月-2017年3月）1．组建课题组，制定课题方案及实施计划。
2．召开课题组会议，学习讨论研究方案，明确研究思路，落实研究任务。
3．调查英语写作水平的现状及分析。
4．选择课题，申请立项，搜集资料，完成开题报告。
◆阶段成果：形成课题方案第二阶段实施阶段（2017年3月-2017年5月），分为初期、中期和后期a.实施初期（2017年3月）1.完成本组英语教师英语书面表达写作的现状调查（座谈交流）。
2．书面表达课堂教学课件。
3.分阶段训练培养学生写作能力教学设计交流。
4.书面表达好的学生在班级进行写作经验交流。
b.实施中期（2013年412月），主要完成以下任务：1.采用提高学生书面语表达能力的教学模式，落实写作训练。
（1）上一节书面表达兴趣指导课。
（2）运用简单的5种基本句型（s+v; s+v+o; s+v+o+o; s+v+p; s+v+o+c）进行讲解及操练。
（3）以说促写，写作方法的指导与训练（四步法）。
2.优化作文批阅，注重自批和互批，扬长避短，吸取精华。
初中英语写作教学研究结题报告
初中英语写作教学研究结题报告
引言
本研究旨在探讨初中英语写作教学的有效方法，以提高学生的
写作水平。
通过对现有文献的综合分析和实证研究，我们希望能够
找到一种简单而有效的教学策略。
研究方法
本研究采用了混合研究方法，包括文献综述和实证研究。
首先，我们对已有的文献进行了全面的综述，以了解目前初中英语写作教
学的现状和存在的问题。
然后，在实际教学中，我们设计了一套针
对初中生的写作教学方案，并进行了实证研究。
实证研究结果
通过实证研究，我们发现采用以下简单策略可以有效提高初中
生的写作水平：
1. 提供写作模板：给学生一个写作的框架和范例，使他们更容
易理解和掌握写作的结构和技巧。
2. 写作练：设置定期的写作练，让学生不断反复练，逐渐提高写作的流畅性和表达能力。
3. 互相评价：让学生互相批改和评价彼此的作文，以促进他们的写作交流和研究。
结论
综上所述，我们的研究表明，在初中英语写作教学中，采用写作模板、定期练和互相评价等简单策略可以有效提高学生的写作水平。
这些策略可以帮助学生更好地掌握写作技巧和结构，培养他们的写作能力。
我们建议教师在教学实践中尝试这些策略，并根据学生的实际情况进行调整和改进。
参考文献
请根据需要添加参考文献。
初中英语读写结合课题结题报告范文
初中英语读写结合课题结题报告范文The integration of reading and writing in middle school English lessons has been a topic of increasing interest and importance in recent years. As educators strive to provide students with a well-rounded and effective language learning experience, the synergistic relationship between these two fundamental language skills has become a focal point of curriculum development and instructional practices. This report aims to explore the key aspects of this integration, its benefits, and the strategies employed to enhance the overall learning outcomes for middle school English students.One of the primary rationales for integrating reading and writing in middle school English lessons is the recognition that these skills are inherently intertwined. Effective writing often relies on a robust foundation of reading comprehension, as students draw upon their understanding of language structures, vocabulary, and textual features to craft their own compositions. Conversely, the act of writing can deepen a student's engagement with and comprehension of the texts they read, as they grapple with the nuances of language and the construction of meaning.By intentionally incorporating both reading and writing activities into the middle school English curriculum, educators can foster a more holistic and meaningful learning experience for students. This approach allows learners to develop a deeper appreciation for the interconnectedness of these language skills, as they navigate the processes of interpreting, analyzing, and producing written texts.Moreover, the integration of reading and writing can have a profound impact on the development of critical thinking and problem-solving skills. As students engage in activities that require them to read, analyze, and then respond through their own written work, they are challenged to think critically, make connections, and articulate their ideas in a clear and coherent manner. This, in turn, can lead to improved academic performance, enhanced communication abilities, and a stronger foundation for future learning and success.One effective strategy for integrating reading and writing in middle school English lessons is the use of text-based writing assignments. In this approach, students are tasked with reading a specific text, such as a literary work, a historical document, or a scientific article, and then producing a written response that demonstrates their understanding and analysis of the material. This could take the form of a literary analysis, a persuasive essay, or a research-based report,depending on the learning objectives and the complexity of the text.By grounding the writing process in the close reading and examination of a text, students are able to develop their skills in both areas simultaneously. They must not only comprehend the content and structure of the text but also effectively communicate their insights and interpretations through their own written work. This approach encourages students to engage actively with the reading material, to think critically about its implications and significance, and to express their ideas in a clear and well-organized manner.Another strategy that has proven effective in integrating reading and writing in middle school English lessons is the use of collaborative learning activities. In these activities, students work together in small groups or pairs to read a text, discuss its key ideas, and then collaboratively produce a written response or a joint project. This approach fosters a sense of shared responsibility and encourages students to learn from one another, drawing upon their individual strengths and perspectives to create a cohesive and well-developed written work.The benefits of this collaborative approach are manifold. Not only does it promote active engagement with the reading material, but it also develops students' communication and teamwork skills, as they learn to listen to and build upon each other's ideas. Additionally, theprocess of collaborative writing can help students to refine their own writing skills, as they receive feedback and guidance from their peers and work together to revise and refine their written work.In addition to text-based writing assignments and collaborative learning activities, middle school English teachers have also explored the use of digital tools and technologies to further integrate reading and writing. For example, the incorporation of online reading platforms, e-books, and digital annotation tools can allow students to engage with texts in a more interactive and dynamic manner, while also providing opportunities for them to respond through written reflections, analyses, or creative compositions.Furthermore, the use of digital writing platforms, such as blogs, wikis, or collaborative writing software, can enable students to share their written work with a wider audience, receive feedback, and engage in peer-to-peer review and revision processes. This not only enhances the relevance and authenticity of the writing experience but also fosters a sense of ownership and investment in the writing process.The integration of reading and writing in middle school English lessons has also been shown to have a positive impact on student motivation and engagement. By creating meaningful connections between these two language skills, and by providing students with opportunities to apply their learning in authentic and meaningfulcontexts, educators can help to cultivate a greater sense of purpose and investment in the learning process.Moreover, the integration of reading and writing can help to address the diverse learning needs and preferences of middle school students. By offering a range of instructional approaches and learning activities, teachers can cater to the unique strengths, interests, and learning styles of their students, ensuring that all learners have the opportunity to develop their language skills in a manner that is engaging and effective.In conclusion, the integration of reading and writing in middle school English lessons is a crucial component of a well-rounded and effective language learning experience. By fostering the synergistic relationship between these two fundamental skills, educators can help students to develop a deeper understanding of language, enhance their critical thinking and communication abilities, and prepare them for success in their academic and professional pursuits. Through the implementation of strategies such as text-based writing assignments, collaborative learning activities, and the integration of digital tools, middle school English teachers can continue to refine and enhance the integration of reading and writing, ultimately leading to improved learning outcomes and a more engaging and meaningful learning experience for their students.。
实践探索与研究：初中英语阅读教学结题报告
实践探索与研究：初中英语阅读教学结题报告研究背景初中英语阅读教学一直是教师们关注的焦点。
在教学过程中，许多教师发现学生在阅读理解方面存在一些困难，如词汇量不足、阅读速度慢、理解能力差等。
因此，本次研究旨在探索有效的初中英语阅读教学策略，提高学生的阅读能力。
研究目的本研究的主要目的是通过实践探索，寻找适合初中英语阅读教学的简单策略，避免法律复杂性，并独立做出决策，不依赖用户的帮助。
我们希望通过这些策略提高学生的阅读理解能力，培养他们的词汇量和阅读速度。
研究方法本次研究采用实践探索的方法，以初中英语阅读教学为主要研究对象。
我们将设计并实施简单的教学策略，如词汇扩展活动、阅读速度训练和理解能力提升等。
这些策略将与传统的教学方法进行比较，评估其对学生阅读能力的影响。
研究结果经过实践探索，我们发现采用简单策略的初中英语阅读教学对学生的阅读能力有积极影响。
学生在词汇量、阅读速度和理解能力方面都有显著提高。
与传统教学相比，这些简单策略更容易被学生接受，并且能够激发他们的研究兴趣。
结论在初中英语阅读教学中，采用简单策略是一种有效的方法。
通过词汇扩展活动、阅读速度训练和理解能力提升等策略，可以提高学生的阅读能力和研究效果。
这些策略易于实施，不涉及复杂的法律问题，并且能够独立进行决策，无需依赖用户的帮助。
展望尽管本次研究取得了一些积极的结果，但仍然存在一些局限性。
未来的研究可以进一步探索其他有效的初中英语阅读教学策略，以满足学生不同的研究需求。
此外，研究还可以考虑如何将这些策略应用到实际教学中，并评估其长期效果。
参考文献(请根据需要添加参考文献)。
中学英语课题研究结题报告
中学英语课题研究结题报告现代外语教学理念已不再把教材看作是教学的金科玉律，而把它看作是一种教学资源。
因此，教师必须摈弃“教书”的传统观念，树立“灵活的利用教材进行教学”的理念，创造性地使用教材。
如根据我校学生实际，即大部分学生的英语底子不错的情况，对教材进行认真的分析，扎扎实实的加以使用。
并适当的进行拓宽，重过程，重落实。
一、课题背景及界定新课改的实施,给我国现阶段的英语教学带来了许多新的变化。
而初高中英语教学的衔接就是其中一个非常突出的方面。
那么现阶段初高中英语教学衔接的现状到底如何,这是每一个英语教师都很关心的问题。
新课程背景下,如何根据语言学习规律,实施合理有效的英语教学,使学生养成良好的英语学习习惯,培养学生的英语运用能力,使各类学生顺利过渡到高中英语学习上来,为今后的学习打下坚实的基础。
这都是亟待解决的问题。
高一的一部分学生适应高中英语教学比较慢。
他们觉得中考成绩挺好，初中英语基础还不错，但高中的考试成绩却很不理想，对此感到困惑不解，严重挫伤了这部分学生的学习积极性，制约了他们的发展。
找出初高中英语教学中所存在的衔接问题，以帮助学生尽快进入高中英语学习状态。
形成一套高效的，实用的，适合高中学生特点的教学策略。
衔接，就是从初中英语到高中英语的平稳过渡。
因为初中英语的教学内容相对较少，语法项目比较少，再加上总的课程数量少，所以学生每天能花在英语学习上的时间就比较充分，加之，中考英语的难度有限，所以一部分学生通过大量的做题，初三阶段的突击，成绩可能会比较高，这让他们误以为英语很好学，自己的英语水平还不错。
高中英语的容量很大，语法项目很多，另外高中科目较多，所以能分配到英语方面的时间就相对少的多了，如果按照初中阶段的方法去学习，肯定效率低，成绩不理想。
所以本课题的目的就是找到衔接过程中学生出现的主要问题，找出其规律，给学生以相应的指导，使他们对英语学科充满兴趣，同时又能提高他们的学习成绩。
二、理论依据及意义《英语课程标准》的颁布实施及新课改的逐步推A进，给广大英语教师提出了更新、更高的要求。
初中英语课题结题简报
初中英语课题结题简报Our English project this semester has been an exciting journey into the world of literature. We explored various genres, from classic novels to contemporary short stories, enriching our understanding of narrative techniques and character development.Throughout the project, we honed our critical thinking skills by analyzing themes and motifs within the texts. We learned to appreciate the subtle nuances of language and the power of storytelling to convey complex ideas and emotions.One of the highlights was our group presentations, where we took turns explaining the cultural and historical context of the works we studied. This not only deepened our comprehension but also fostered a sense of collaboration and teamwork.We also engaged in creative writing exercises, allowing us to put our newfound knowledge into practice. Crafting our own stories and poems was a rewarding experience that helped us to see the world through the eyes of a writer.The project culminated in a final exhibition, where we showcased our learning through visual displays, interactive activities, and performances. It was a testament to our hard work and the diverse talents of our class.Reflecting on this project, it's clear that it has not only improved our English language skills but also broadened our horizons. We've become more empathetic, open-minded, and articulate, ready to take on the next chapter of our educational journey.As we conclude this project, we carry with us a love for the English language and a curiosity to explore more of its vast literary landscape. We look forward to applying the skills and insights gained to our future studies and personal growth.。
农村中学生英语书面表达能力的方法和对策研究结题报告
提高农村中学生英语书面表达能力的方法和对策研究课题结题报告镇平玉都初中裴雪杰赵文璞一、问题的提出：近些年，农村中学的英语教学普遍存在着一种现象，书面表达能力较差，英语成绩急剧下降。
而我们玉都初中属于农村中学，生源程度参差不齐，学生知识面窄，学习动力不足，又加上英语学习是零起点，学生有畏难情绪。
要想在短时间内使学生听、说、读、写有很大的提高，确实是一件艰巨的任务。
学生对英语书面表达，总是觉着无话可说、无事可写。
老师们在书面表达的重要性上也认识不足，方法也不灵活，基本上是老师给学生灌输什么，学生就表达什么，缺乏积极的再加工和再创造，死记硬背的都是脱离生活、脱离实际的片段。
书面表达成绩一直提高不了，直接影响到学生的英语成绩，影响到不能顺利地升入高中继续学习。
英语成了学生、家长、老师心中的疼。
不下功夫解决这一问题，直接影响到学生的综合素质。
于是我们动手进行此课题的研，希望系统研究农村中学普通学生的认知规律及对英语书面表达的联系。
研究在素质教育前提下，在不增加学生负担的基础上，探索英语书面表达的新方法和新途径。
培养学生用英语思维进行写作的能力，防止英语成绩的两极分化。
从而激发学生的写作热情，鼓起学生学习英语的风帆，使学生“乘风破浪”适应这多元的、开放的、竞争激烈的新世纪。
进而为其它学校做借鉴，全方位地、深层次的推动我县英语教与学日上日高，渐入佳境。
二、研究方法及过程：(一) 研究方法根据课题研究的内容、对象和目标等因素，确定本课题采用实验研究法和调查比较法两种方法。
、实验对象：根据学校的情况和研究的内容，此课题的实验对象是义务教育初中阶段的学生。
从七年级的八个班中随机抽取了三个班作为实验对象，又抽取了三个班作为对照班，跟踪实验三年。
、测试方法：①工具：调查问卷和测试卷。
②步骤：以教学班为单位，用团体测试的方式，对实验班和对照班同时进行问卷和测试，测试后，把学生成绩进行统计、分析，然后归档，以便研究时进行比较对照。
完整word版,初中英语书面表达有效训练策略的研究结题报告
初中英语书面表达有效训练策略的研究小课题研究结题报告新福园中学杨晓宏主持人：杨晓宏试验教师：赵艳丽陈琴冶少东一．课题研究的背景和意义1、概念界定：本课题主要研究如何有效地进行初中英语书面表达教学。
以国家九年制义务教育英语课程标准为指导，根据语言学习规律，按照过程写作法的观点，实施合理有效的英语写作教学，使各类学生获得最佳的语言能力和提高英语写作水平。
本课题的核心概念就是提高学生提高书面表达能力的训练策略。
英语书面表达是学生根据自己的领悟和生活体验运用英语进行写作的过程。
这一过程涉及多方面的知识、技能和能力。
英语写作要求写作者必须掌握大量英语词汇，通晓英语组词成句、连句成篇的各种技巧，熟练驾驭这一门语言。
在英语写作过程中，作者必须充分调动思维能力、生活积累、语言知识、写作技巧等多方面的储备，再用英语进行恰当的表达。
写作的全过程，是素材——思维——文章的过程，英语写作就是用英语进行的这种生产过程。
其实质就是根据现行人教版初中英语教材Go for it的编排特点设置系统的、有效的写作教学指导方法和策略。
通过实验教学，促进教师掌握有效的写作教学方法，帮助学生获得系统的写作训练，内化其写作技能和方法，真正提高学生的写作水平。
2、理论依据：加强写作教学的策略研究是当前中学英语课改的要求之一。
《新课程应用标准》对英语教学目标培养提出了明确要求：培养初中学生英语写作能力是新课程改革的主要任务之一，是初中英语课程目标之一。
即在学习英语知识的基础上，培养学生实际语言操作能力即说和写的能力，能就生活中的人和事发表个人的观点和看法，努力培养学生实践能力，使语言知识能力转化为语言运用能力，能将所学知识指导我们的生活，学习。
运用语言进行交际是语言学习的最终目的。
能否顺利地将所学语言知识转化为语言能力进行交际不仅是检测我们教学的重要依据，同时也是学生能否顺利实现终身发展的关键因素。
所以该课题的研究不仅具有客观的重要意义，而且对学生长远发二、课题研究的意义3.课题的理论意义和实践意义课题的理论意义:《新课程应用标准》对英语教学目标培养提出了明确要求：培养初中学生英语写作能力是新课程改革的主要任务之一，是初中英语课程目标之一。
“加强阶段化训练提高初中英语书面表达能力”结题报告
“加强阶段化训练提高初中英语书面表达能力”结题报告一、为什么要进行“加强阶段化训练提高初中英语书面表达能力”的研究随着我国素质教育的发展和改革开放进程的加快，特别是我国加入世贸组织以后形势的发展，对初中英语提出了更高的要求，即在重视听、说、读、写的同时，更加重视写作能力的培养。
英语写作是初中英语教学中的一个重要组成部分，它贯穿英语教学的全过程，始终伴随教材中对话、课文及词汇、语法等英语材料和语言知识的教学而展开，并围绕着学生听、说、读、写能力的培养而运行其中。
但在目前的教学中，往往把写作看作是应付考试的一种应急手段，放在次要的地位；加上训练写作花时间、效果不明显，学生怕写、老师怕改，因此写作常常被放在九年级阶段才针对性训练以应付中考。
这样学生就错过了英语语言思维逐渐形成、发展、培养的良好时机，造成学生学习了几年英语却在中考中连80个词左右的英语短文都写得错漏百出。
正因为教师教学过程中忽视书面表达训练，再加上教材自身的特点，导致目前出现了一种学生能听、会说，但书面表达能力相对较弱的现象。
这就违背了《英语课程标准》的要求，也将影响学生的升学考试成绩。
基于以上因素的综合考虑，并结合我校发展的实际，面对时代要求，我们提出了《加强阶段化训练提高初中英语书面表达能力》的研究课题，激发学生学习英语的兴趣，使学生更加注重写作方面的锻炼，从而让学生能贴近实际生活，达到善写和爱写的目的，并能提高英语成绩。
二、课题研究的目标和内容1、课题提出的目标通过阶段化的训练，使课文中的词语和句型变成学生的英语技能，并能转化成交际性的运用，将知识转化为能力，达到书面表达的目的。
2、课题研究的内容⑴学生书面表达存在的问题在中考英语科的考试中，书面表达仍是不少学生最薄弱的环节，相当一部分学生提笔无话可写或一写就错，严重影响了初中英语素质教育的发展。
因此，我们有必要认真分析学生在书面表达中存在的一些普遍性问题，帮助他们提高这方面的能力。
初中英语语法应用研究结题报告
初中英语语法应用研究结题报告1. 研究背景初中英语语法是学生研究英语的基础，语法应用能力对于学生的英语研究和日常交流至关重要。
然而，目前对于初中英语语法应用的研究还相对有限，尚未形成系统的研究框架和方法。
2. 研究目的本研究旨在深入探讨初中英语语法应用的现状和存在的问题，分析学生在语法应用中常见的错误类型和原因，并提出相应的教学策略，以提升学生的语法应用能力。
3. 研究方法本研究采用了问卷调查和语法测试相结合的方法进行数据收集和分析。
首先，我们设计了一份针对初中生的英语语法应用调查问卷，通过分析问卷结果，我们得到了学生在语法应用中的常见问题和困惑。
然后，我们根据问卷调查的结果，设计了一套语法测试，以评估学生的语法应用水平。
最后，我们对问卷调查结果和语法测试结果进行综合分析，得出结论和教学策略。
4. 研究结果通过对问卷调查结果和语法测试结果的分析，我们发现初中生在语法应用中存在以下问题：- 对基本的语法规则理解不透彻，导致语法错误频发；- 缺乏灵活运用语法知识的能力，准确性和流利度不高；- 对于特定语法现象的掌握程度有差异，如时态、语态等。
5. 总结与建议基于以上研究结果，我们提出以下教学建议：- 强化基本语法规则的教学，注重对学生的语法概念理解和应用能力的培养；- 设计多样化的语法练，培养学生的灵活运用语法知识的能力；- 针对不同的语法现象，采取针对性的教学措施，帮助学生更好地掌握并运用；- 提供实际语境下的语法练和应用活动，加强学生的语法应用实践能力。
6. 结语本研究对初中英语语法应用进行了深入研究，得出了学生在语法应用中存在的问题，并提出了相应的教学建议。
希望研究结果能对初中英语语法教学提供一定的参考和指导，促进学生语法应用能力的提升。
《关于初中生英语语法学习的研究》课题结题报告
《关于初中生英语语法学习的研究》课题结题报告1. 引言随着全球化时代的到来，英语在国际交流中的地位日益重要。
作为我国基础教育的有机组成部分，初中英语教育肩负着培养青少年英语素养的重要任务。
在初中英语学习中，语法是构建语言大厦的基石，对于提高学生的英语运用能力具有不可忽视的作用。
本课题旨在通过对初中生英语语法学习的研究，探索有效的教学策略和方法，提高学生的英语语法水平，为全面提升初中英语教学质量提供理论支持和实践指导。
2. 研究目的（1）分析当前初中生英语语法学习的现状，揭示存在的问题和不足。
（2）探究影响初中生英语语法学习的主要因素，为教学改革提供依据。
（3）基于实证研究，提出针对性的英语语法教学策略和建议，提高教学质量。
3. 研究方法本研究采用文献法、问卷调查法、实证研究法和案例分析法等多种研究方法。
（1）文献法：通过查阅国内外有关英语语法教学的理论和实践研究，为本研究提供理论依据。
（2）问卷调查法：设计问卷，对初中生的英语语法学习现状进行调查，收集大量的第一手数据。
（3）实证研究法：选取若干所学校进行实证研究，观察和记录初中生在英语语法学习中的表现，分析其学习效果。
（4）案例分析法：挑选具有代表性的英语语法教学案例，分析其成功经验和不足之处。
4. 研究结果与分析（1）现状分析：通过问卷调查和实证研究，发现当前初中生英语语法学习存在以下问题：语法知识掌握不牢固、实践应用能力不足、学习兴趣不高、教学方法单一等。
（2）影响因素：通过文献综述和实证研究，认为以下因素影响初中生英语语法学习：教师素养、学生个体差异、教学资源、教学评价等。
（3）教学策略和建议：针对现状和影响因素，提出以下教学策略和建议：创新教学方法、提高教师素养、注重个体差异、优化教学资源、完善教学评价等。
5. 结论本研究通过对初中生英语语法学习的研究，揭示了当前教学中存在的问题和不足，分析了影响因素，并提出了针对性的教学策略和建议。
希望能为初中英语语法教学改革提供理论支持和实践指导，提高学生的英语语法水平，从而提升整体的英语素养。
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初中英语书面表达初探结题报告武陟县龙源一中许迎新王利平闫桂青千菊芳柴利平一、研究背景初中英语教学中，尤其是农村英语教学中，存在着一些问题：1、教材和师资的影响现行教材的词汇量大，对农村初中学生来说，有较大的学习困难。
虽然学生们在小学阶段就开始学英语，但受师资缺乏的影响（一些村和教学点小，没有专职的英语教师），他们基础知识很薄弱，升到初一后，英语“瘸腿”很厉害，又随着英语难度的加大、词汇量的扩大，相当多的学生对英语学习产生畏惧、厌恶等心理，以致对英语学习渐渐失去了兴趣。
2、写作训练少在农村初中阶段，教师的教学往往侧重于对听、说、读的训练，很少注重对学生进行书面表达能力的训练。
长此以往，学生就失去写作的机会，写作能力就会受到严重的制约，同时也限制了学生的发散思维。
3、环境影响大，学习习惯差农村中学的课内、课外师生之间、学生之间会话基本不用英语，加上家长的文化水平普遍很低，学校的电化教学开展不起来，学生缺乏学习英语的良好环境。
学生没有养成科学的英语学习习惯，学习上不主动，缺乏积极性和自信心，对学习马虎应付，敷衍了事，得过且过。
写作教学是初中英语教学的一个重要组成部分，它应贯穿整个英语教学的全过程，然而在现实教学中，由于新教材的内容较多，让教师们常常感到课堂时间紧张，无法抽出一定时间对学生进行有针对性的写作指导，很多教师往往把写作教学看作是应付考试的一种应急手段，放在次要的位置，只有到了初三阶段才开始比较重视写作的训练，加上写作训练教学费时费力，又收效甚微，因此教师对写作训练的指导及批改的积极性都不高，这方面的研究也相对滞后，英语写作一直都是初中英语教学里面的一个薄弱环节。
基础教育阶段英语课程的目标是以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础，培养学生综合语言运用能力。
新课程标准基础阶段规定了英语课程的若干任务，“使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力”中，写的技能尤其重要，英语写作能反映学生的英语水平，也能培养学生初步运用英语进行交际的能力。
初中结束时，写作应达到以下水平：能根据写作要求收集准备素材，独立起草短文、短信等，并在教师指导下进行修改，能使用常见连接词表示顺序和逻辑关系，能简单描述事物或事件，能根据所给图示或表格写出简单的段落或操作说明。
因此英语写作教学在初中英语教学中是很重要的环节。
然而在实际写作过程中，由于不重视平时的语言积累，学生语言知识贫乏，普遍缺乏语言写作兴趣与信心，很多学生写作时感到无从下笔，甚至望而生畏，消极应付，初中英语写作往往是以“书面表达”的形式来考查学生的，而近年来，初中英语试卷中“书面表达”的完成情况一直都是最差的，甚至有相当一部分学生采取完全放弃的态度，一分未得。
有些学生即使能下得了笔，也仅仅是对简单词句的堆砌，错漏百出，难成篇章。
主要存在着以下几方面的问题：第一，汉语影响，中文构思，在英语写作中，很多学生都用中文构思，再翻译成英语，于是常常出现中文式的英语，使得整篇文章读起来难有流畅的感觉。
第二，审题不当，缺乏内容的完整性，此问题主要体现在材料作文之中。
第三，缺乏整体构思，结构混乱。
很少学生懂得在写作之前应该做好整篇的构思，定好主题，而不是想到哪写到哪，导致文章布局错乱，缺乏前后呼应。
第四，语篇衔接能力差。
大部分人不懂得运用恰当的连词和过渡词使文章更加的连贯，流畅。
第五，词汇贫乏，搭配不当。
单词拼写错误，错用，乱用单词是学生英语习作中一个常见的问题，由于对词性与词的用法不了解，常造成搭配不当等错误。
第六，句型误用，语法不正确这样，英语作为农村学校的一个弱势学科，尽管学校在课时安排上给予了很大倾斜，但也绝无什么优势可言。
相反，有很大一批学生对学习英语失去了兴趣。
因此，学生词汇量积累不够，拼写错误百出，汉语式英语等现象十分严重，而且随着年级升高写作零分现象越来越普遍。
针对这种情况，我和我们学校的老师们选择了初中英语写作训练及评价课题进行探索研究，以求从英语写作训练和评价方面取得英语教学的突破，改变英语教学现状，促进整体教学水平的全面提高。
二、课题研究的目的新课程标准指出：培养学生的英语口、笔头交际能力是整个初中阶段英语教学的目的之一。
其中“写”又是较高层次的信息系统，它要求学生具有较高的书面语言表达能力。
但目前初中英语教学的写作相对滞后，学生的写作水平提高甚微，有的学生不知该写什么，有的学生不知该怎样写。
不少学生写的是“中文式英语”，先想好中国话怎么说，然后翻译成英文，满篇的英文单词，却是中文习惯，让外国人看不懂，中国人不明白。
学生感到作文难，一是“货源不足”又“不懂经营”，即：词汇贫乏，不会句型，不懂语法，如何去写？二是“底气不足，缩手缩脚”，越怕写不好，越不敢写，越不想写，就越不会写，形成了“听到写作学生心烦，见到习作教师不愿”的现象。
通过试验提高学生学习英语的兴趣和语言运用能力，解决学生写作过程中如何去写和怎样去写的问题。
三、研究步骤1. 准备阶段（2010.3-2010.10）：a. 成立课题研究小组；b. 制定课题研究方案；c. 确定试验班、对比班；d. 对参与试验的英语教师进行培训与指导。
2.研究阶段（2010.11-2011.12）：初级阶段根据试验方案利用多种手段培养学生在英语写作方面的兴趣，同时积累大量的词汇，能用简单的英语与同学交流。
中级阶段通过学生不断的小组练习，能口头作文，从而提高书面表达应试成绩。
试验末期通过自评、互评建立学生写作档案，提高写作能力。
3. 总结阶段（2012.1 -2012.4）：收集试验研究的有关资料，整理试验研究成果，撰写试验总结报告。
四．研究过程如何才能写好英语作文，怎样才能提高学生写作能力呢？为解决此问题，我首先在初三班级进行了调查。
1、中下等学生写作中存在的问题及解决办法（1）.存在的问题例文（1）My HometownMy hometown is a small countryside town⑧. I didn’t①go back to my hometown since 1992.So I don’t know what’s population④⑥in it. There has⑦some hills, a river, and some fields. When I was young, I very liked⑧to climb the hill near my home. Sometimes I climbed the hill with my classmate②When we arrived at the hill top⑧, we always had race ④, because all wanted to know who was first⑥. I also remember when we went to school, we had to pass river⑧. Sometimes we didn’t crossed①the bridge and swimed①.the water. In holiday we could catch the small fish④in the river. How a good time I had! ⑨I like my hometown more than the city which⑤I live, but people here⑩are very poor. when the children only finish junior middle school, parent②force them to leave school, and go to cities to find work. And that make③the hometown poorer and poorer.I think I’ll come back ⑩my hometown to build⑧it more and more beautiful after finishing university这篇作文约150字，行文尚属连贯通顺，叙述的事情比较清楚，运用了现在时，过去时，完成时，将来时，写的句子都较长，含有不少主从复合句，但存在大大小小的错误近20处。
①时态运用不当：（正）haven’t gone, didn’t cross, swim②名词不注意单复数及意义：（正）classmates , parents③主谓语不一致：（正）that makes④冠词漏用或使用不当：（正）the population, had a race, a small fish⑤定语从句关系代词使用不当：（正）the city where I live⑥宾语从句语序不当：（正）what the population is, who the first was⑦误用习惯表达法：（正）there are⑧生硬按汉语表述：（正）town, liked very much, the top of the hill , cross the river, make it more beautiful⑨感叹句错误：（正）what a good time we had!⑩低级错误（笔误）：（正）people there, come back to在调查中，我们发现，除了以上错误，还存在以下问题：①单词拼写错误如destory(destroy), belive (believe)等。
（所举例子括号中为正确表达）易混淆的词，如：parent(present),father(farther)②词语搭配不当或用词不准确如：look the book(read the book),look the film(see the film),prefer to seeing the film(prefer to see the film)③缺少句子成分A.缺少主语：如“从西安到上海乘火车大约要18个小时。
”误：From Xi’an to Shanghai by train is about 18 hours’journey.正：It’s about 18 hours’journey from Xi’an to shanghai.B.缺少谓语: 如“你每天早上做早操吗？”误：Do you morning exercises every morning?正：Do you do morning exercises every morning?C.缺少形式宾语: 如“我认为这样做是我的责任。
”误：I feel my duty to do so.正：I feel it my duty to do so.D.缺少表语: 如“他的志愿是想成为科学家。