最好的英语硕士论文答辩(绝对不后悔)

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Questionnaire
After one year’s experiment, the numbers of the students who enjoyed English reading class under the network environment were rising.
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Some problems of large class reading teaching.
Some practical suggestions of network-based English reading teaching will be made for primary English teachers according to the conclusion of the experiment.
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Post-Test
Table 4-1-2 A Comparison of the Scores in the Post-Test Experim ental 4156 92.4 100 73 36 Control 3969 88.2 100 68 80.0 3 % 0 17.8 1 % 3 2.2 % 0% 2 0 66.7 % 28.9 % 4.4 % 0% Total 8125 90.3 100 68 66 73.4 % 23.3 % 3.3 % 0%
School of Foreign Studies, South China Normal University Guangzhou 2012-3-29
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By Lin
The Outline of presentation
Why?
How? What?
Research
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Outline of my thesis
华南师范大学外文学院
2012届硕士学位论文答辩会
中国 广州 2012-3-29
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The Study of Network-based English Reading Teaching in Primary Schools
Meifang Supervised by Prof. He Guangkeng
The students of two classes were almost the same.
Grade B --Score between 85&75(No.&%)
Grade C --Score between 75&60(No.&%)
24.5%
2
4.4%
0%
2
0
4.4%
0%
4
0
4.4%
0%
Grade D 0 --Score below 60(No.&%)
26
8
21
Grade C --Score between 75 & 60 (No. & %)
Grade D --Score below 60 (No. & %)
1 0
3 0
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Classroom Observation
The students in the experimental class would have more chances to ask questions and have more time to do team-work, and their reading speed under the network environment were much faster than the control class.
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Research Design
Table3-1-2 Number of the Participants
Class Experimental Class Control Class gender Male Female Male Female Total number 24 21 23 22 90
Q3: Can the Network-based reading teaching improve the students’ English reading ability?
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Theories relating to the English reading teaching.
Karashen’s Input Hypothesis Krashen’s Affective Hypothesis
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Suggestions
1) Raising the students’ reading interest by the real situation. 2)Improving the literacy of both the teachers and the students. 3) Encouraging the students to use effective reading strategies and skills. 4) Designing different reading activities in network classroom can be helpful to control the students. 5) Exploring other network-based activities.
Questionnaire
The numbers of the students who enjoyed working in groups were rising.
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Questionnaire Table 4-1-2 A Comparison of the Scores in the Post-Test9来自Total 45 45
Reading Material Selection
Language
Reading Material Selection
Interest
Length
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Instruments
1. Tests
2. Questionnaire
3.Classroom observations
4. Interview
Data collection
Teaching Mode in Control Class
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Network-Based Reading Teaching Mode Step Step Step Step Step 1：Raising the situation on the net 2： Presentation of the tasks 3： Independent Reading 4： Online Assessment 5：Making reports in groups
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What?
Test
Questionnaire Classroom observations Interview
Research Questions
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Pre-Test
Table 4-1-1 A Comparison of the Scores in the Pre-Test Experim Control Total Class Type ental
1. 2. 3. 4. 5.
Introduction Literature Review Research Design
Data Analysis and Discussion
Major Findings and Implications
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Research Orientation:
Why did I choose the theme for my study?
Class Type
Total score Mean Highest score Lowest score Grade A --Score above 85 (include 85, No. & %) Grade B --Score between 85 & 75 (No.& %)
The proficiency of the students in Experimental Class was better than Control Class.
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A questionnaire was distributed to 45 students in
experimental class; 90 students in Experiment Class and Control Class were required to complete the pretest in order to investigate whether both classes were equivalent in previous reading. A classroom observation and teachers’ interview were designed to get the data of the following aspects, such as the students’ learning attitude and reading interest under the network environment. Finally, after the experiment, the post-test and post12 experiment questionnaires were carried out.
The network-based reading could improve the students’ vocabulary.
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Questionnaire
Table 4-1-2 A Comparison of the Scores in the Post-Test