英语调查问卷分析报告
高中生英语阅读课情况问卷调查分析报告
高中生英语阅读课情况问卷调查分析报告调查概况本次调查旨在了解高中生英语阅读课程的情况。
共收集到XXX份有效问卷，以下是对调查结果的分析和总结。
1. 参与人群分布情况根据调查结果，参与该调查的高中生主要分布于以下年级: XXX。
男生和女生的参与比例大致相等。
2. 课程设置2.1 阅读课程内容根据调查结果，高中生英语阅读课程的主要内容包括: 阅读理解、词汇研究、阅读技巧等。
其中，阅读理解被认为是最重要的内容。
2.2 教学方法调查显示，高中生英语阅读课程的教学方法主要有: 教师讲解、学生讨论、小组活动、阅读实践等。
大部分学生认为教师讲解和学生讨论是有效的教学方法，并希望加强小组活动和阅读实践的安排。
2.3 研究资源调查显示，高中生英语阅读课程使用的研究资源主要包括教科书、课外阅读材料和在线研究平台。
大部分学生认为课外阅读材料和在线研究平台对他们的英语阅读提升有积极影响。
3. 研究体验和挑战根据调查结果，高中生英语阅读课程的研究体验和挑战主要有以下几个方面:- 课程内容难度适中，但部分学生认为有些内容过于简单或过于难。
- 对于词汇的掌握和理解存在一定困难。
- 阅读时间紧张，很多学生觉得完成阅读任务的时间不够。
- 阅读材料与学生兴趣不符，部分学生希望能有更多与自己兴趣相关的阅读材料。
4. 建议和改进建议根据学生的反馈和意见，为了改善高中生英语阅读课程的研究体验，以下是一些建议和改进建议:- 提供更多练和示范，帮助学生更好地掌握阅读技巧。
- 加强词汇研究，提供更多记忆方法和技巧。
- 调整课程安排，给予学生更充足的阅读时间。
- 增加与学生兴趣相关的阅读材料，激发学生的阅读兴趣和动力。
5. 总结通过本次调查，我们了解到高中生英语阅读课程的内容设置和教学方法。
学生们普遍认为阅读理解是最重要的内容，教师讲解和学生讨论是有效的教学方法。
然而，词汇掌握、阅读时间压力和阅读材料选择等方面仍存在挑战。
我们根据学生的反馈提出了一些改进建议，希望能够改善学生的阅读体验和提升他们的阅读能力。
英语问卷调查报告
英语问卷调查报告英语问卷调查报告篇一：调查问卷英文版Attachment：Questionnaire of college students playing online gamesHello, dear friend! In order to understand the situation of college students playing online games, and the impact of online games on college students, would you like to spare a few minutes to answer the following questions in this questionnaire carefully and authentically! We will inform you that your answers will be kept strictly confidential! Thank you very much for your support and cooperation!1. Your personal information:Gender:Age :Grade :2. Which category your major belongs to?A、Economic managementB、ArtC、Science and engineeringD、Literature and lawE、Others3. Do you play network games?A、YesB、No4. How long time have you been playing network games?A、Never play network gameB、Just several monthsC、1 to 2 yearsD、More than 2 years5. How much is your frequency of playing online games?A、Almost every dayB、OftenC、OccasionallyD、Never6. What kinds of online games do you like? [Multiple choice]A、Casual games (Such as chess and card games、Sanguosha)B、Net battle games(Such as CF、DOTA)C、Massively multiplayer online RPG(Such as Westward Journey Online)D、Online flash mini-games(Such as Plants V.S. Zombies)E、Others7. What are the causes that make you play network games？ [Multiple choice]A、There is abundant spare time, play game to kill timeB、Friends and classmates are playing as well.C、Study pressure is too heavy, just relax yourself after class.D、Lacking of self-control ability.E、It is boring that surfing online only.F、Feeling lonely, then regard network games as spiritual sustenance.G、Others8. What`s the point that net games attract you? [Multiple choice]A、Screen pictures are make exquisitely.B、Feel the wonderful sense of acplishment when upgrade or triumph.C、Can make more friends through playing games.D、Friends and classmates are playing as well.E、Enjoy the great simulative experience from PK.F、Satisfied with role playing, such as be a head master in game.G、Make moneyH、Others9. When confronted with problems in learning or affection, would you prefer to play game to abreact?A、AlwaysB、SometimesC、Never10. How long is the average time that you play online games at one time?A、Never play net games.B、In 1 hour.C、1 to 2 hours.D、2 to 3 hours.E、More than 3 hours.11. Could you succeed to control the game time well in your plan?A、Always control well.B、Sometimes addictive, but can stop when it`s enough.C、Lose control yourself everytime play games.D、Have no sense of time when in games.E、Don`t play games.12. Do you talk much about playing games in normal times?A、OftenB、OccasionallyC、Never13. How much is your dependence on network games? Could you give up these games?A、Much addict in online games, it is impossible to quit.B、Although very difficult, but can make it because of strong self-control.C、It doesn`t matter, playing games just for fun.D、Do not play games.14. Will you stick to playing network games after having a job and getting married?A、No, you will put career and family first.B、Still play, but just play a little.C、Will not change, even play more.D、Others15. How is your loyalty to online games?A、Will always play a game you like, not easily change.B、Play game just for fun, will change it if feel bored or there is a better one.C、Go with the flow, you will play the popular game or a new one.D、Others16. Do you think online games influent your learning and living way?A、Yeah, influent a lot.B、Just a little.C、No.D、Do not care about it.17. What is your feeling after playing?A、Relaxed and happyB、Idle and void.C、The feeling that cannot express out.D、Have no feeling.E、Others18. Will you be upset and impatient, even lose temper, because of fail petition in games?A、OftenB、SometimesC、NeverD、Do not play games19. What is your attitude toward college students playing online games?A、SupportingB、OppositeC、Whatever20. What is the reason that makes you have the attitude above?A、Net games give me chances to relax by venting in virtual the pressure in real life.B、Online games can expand my horizons.C、Online games affect the living, learning, regret playing online games.D、Playing just for leisure, not too concern about it.E、Others.Thank you very much for your patience and sincere cooperation!英语问卷调查报告篇二：英语问卷调查分析报告阜南第一初级中学《在英语教学中实施学困生包保的研究与探讨》课题调查问卷分析报告一、调查的目的为了有效推动我校《在英语教学中实施学困生包保的研究与探讨》课题的深入开展，并为该课题的研究提供客观依据，特进行本次英语学习调查问卷。
小学英语情境教学问卷调查分析报告范文
小学英语情境教学问卷调查分析报告范文全文共6篇示例，供读者参考篇1My Report on the English Situational Teaching SurveyIntroductionHello, my name is Amy and I'm a student in Primary 5. Our English teacher, Miss Lee, recently conducted a survey about Situational Teaching in our English lessons. She wanted to find out what we students thought about learning English through different situations and activities. I'm going to share the results of the survey and my thoughts on it.The SurveyThe survey had 10 questions and all of us in Primary 4 to 6 had to answer it. The questions were about the different situations and activities Miss Lee uses to teach us English. Some examples are role-playing, games, singing songs, and watching videos. We had to rate how much we enjoyed each activity and if we felt it helped us learn English better.Survey ResultsHere are the main findings from the survey:Role-playing was the most popular activity, with 85% of students saying they really enjoyed it and found it very helpful for learning English.Games like bingo, charades and treasure hunts came a close second, with 80% of students giving them a thumbs up.Singing songs and watching videos were also quite popular, appreciated by around 70% of students.The least popular were reading dialogues from the textbook (only 30% liked it) and writing exercises (40% enjoyed them).An overwhelming 92% of students said they learned English better through situational activities compared to just reading from textbooks and doing worksheets.My Thoughts on the ResultsI definitely agree with the survey results! Role-playing is my absolute favorite way to learn English. It's really fun to pretend to be different characters and act out scenes. Like if we're learning about going to the supermarket, we get to role-play as shoppers and shopkeepers. This makes it so much easier to remember the new words and expressions.Games are great too because they make learning English an enjoyable challenge instead of hard work. For example, when we play English Bingo or Charades, we're practicing vocabulary and phrases without even realizing it. The competitiveness also motivates us to do better.Singing songs helps a lot with pronunciation and remembering lyrics is a cool way to learn new sentence structures. The videos are engaging and give real-life examples of how English conversations happen.I'm not a big fan of just reading dialogues because they can be quite boring after a while. The writing exercises are ok but quite hard, especially if we have to write a lot.So overall, I really enjoy the interactive and hands-on nature of situational teaching. It makes English lessons way more fun and interesting compared to just doing textbook work. I feel like I learn better this way too because the situations stick in my mind much more than just reading something.Room for ImprovementAlthough most of us love situational teaching, the survey showed that some students still find it a bit difficult or embarrassing at times. A few said they get nervous acting outroles in front of others. Some also requested more technology like learning English through apps and online games.So I think Miss Lee could look into having more pair/group activities instead of just whole-class ones. That might make the shy students feel more comfortable. Using more digital tools could make lessons even more engaging too.But on the whole, the positive response to the survey proves that situational teaching is a big hit! I really hope Miss Lee and our other English teachers continue using lots of fun activities, games and role-plays to make learning English an awesome experience.ConclusionTo sum up, this survey has shown that us primary school students overwhelmingly prefer learning English through situations and interactive activities rather than just textbooks and worksheets. Methods like role-playing, games, songs and videos seem to be the most effective and enjoyable ways to pick up the language.While there's still some room for improvement, situational teaching is clearly the way to go for making English lessons engaging and helping us become more confident andcompetent English speakers. Thanks for reading my report! I'm off to prepare for an English TV news reporting role-play now. Goodbye!篇2Here's a sample 2000-word report analyzing a survey on situational English teaching in primary schools, written from a primary student's perspective:Title: Fun Ways to Learn English at SchoolIntroductionHi there! My name is Emma, and I'm a student in Year 5. Our teacher, Miss Wong, recently gave us a survey about how we like to learn English in class. She wanted to find out what kinds of activities we enjoy the most and which ones help us understand better. After we all filled out the survey, she shared the results with us. It was really interesting to see what my classmates thought! Here's what we found out:Survey ResultsMost of us said that we like it when English lessons are fun and interactive. The activities we enjoyed the most were:Role-playing/Acting out dialogues and stories (87%)Singing songs and chanting rhymes/raps (84%)Watching short video clips or movies (81%)Playing educational games (79%)A lot of us also said that we find it easier to learn new words and grammar when we can connect them to real-life situations. For example, over 70% of us felt that using props, realia (real objects), and pictures/flashcards helped us remember vocabulary better.On the other hand, some of the activities we didn't find as engaging were just reading from our textbooks (23% enjoyed this), doing written exercises from worksheets (31%), and listening to the teacher explain grammar rules (39%).AnalysisFrom the survey, it's clear that us kids really respond well to active, hands-on learning. When we get to do role-plays, sing songs, watch videos etc., it makes the lessons much more fun and memorable. I think it's because we're using English in a realistic way, just like how we'd use it in the real world. Instead of just reading about how to order food at a restaurant, we can actually act it out. That makes it easier for the language to stick in our minds.The use of props, pictures and real objects also seems to help a lot of us. I guess it's because we're visual learners, and having something concrete to look at helps connect the words to their meanings. Just reading vocabulary lists can be boring, but if we can see and touch the objects, it makes more sense.While we don't dislike reading, writing, and analyzing grammar completely, most of us find those solo activities a bit dry if that's all we're doing. From the results, it looks like we learn best when we can experience English through multi-sensory methods – speaking, listening, moving around, etc. That's probably why games, role-plays and songs ranked so highly.RecommendationsBased on the survey results, I think there are a few ways our teachers could make English lessons even more engaging:Have more conversational practice through role-plays, games and group activities. We could set up class "restaurants", "shops" etc. and take turns being customers and servers.Use more audio-visual materials like short video clips, songs/rhymes, and flashcard games. The songs seem to really help us remember vocab and grammar.Go on field trips or bring in guest speakers sometimes. It would be cool to practice our English with native speakers or in real-life environments like restaurants.Use more hands-on props and realia, especially for new vocabulary topics. Let us touch and play with the objects while learning the words.For grammar study, try to make it more interactive with games, dialogues and role-plays instead of just lecturing rules.Overall, the survey showed that when English is taught through engaging, multi-sensory activities, it really helps us learn better and have more fun!ConclusionWell, that's my report on our class survey results! I hope our teachers find the feedback useful. At the end of the day, we're just kids - and kids learn best when lessons are interactive, hands-on and enjoyable. With some fun new additions to our English programme, I'm sure we'll make great progress. Let me know if you have any other questions!篇3Situational English Teaching in Primary Schools: A Student's PerspectiveIntroductionLearning English as a second language can be a daunting task for many primary school students, especially when it comes to understanding and applying the language in real-life situations. Traditional teaching methods often focus on rote memorization of grammar rules and vocabulary, which can be dry and demotivating for young learners. Fortunately, many schools have embraced a more innovative approach called "situational English teaching," which aims to create immersive and engaging environments for students to practice English in contexts that mimic real-life scenarios.As a primary school student who has experienced both traditional and situational English teaching methods, I would like to share my insights and perspectives on this approach. In this report, I will explore the benefits and challenges of situational English teaching, as well as provide recommendations for further improvement.Benefits of Situational English TeachingIncreased Engagement and MotivationOne of the most significant advantages of situational English teaching is its篇4My Big Report on How We Learn English at SchoolIntroductionHi there! My name is Amy and I'm a 5th grader at Sunnydale Elementary. Our school has been trying out some new ways of teaching us English and they asked me and my classmates to let them know what we think by filling out a survey. Well, I really had a lot to say! English is one of my favorite subjects but learning it can be pretty confusing and frustrating sometimes. I decided to put together this big report to share my thoughts and the results from the survey.The Old Way of Learning EnglishUp until last year, we learned English pretty much just by listening to our teacher explain grammar rules and doing worksheets or activities from our textbooks. I have to admit, it was kind of boring! Just sitting at our desks going through the books page by page. We did get chances to practice speaking English with our classmates sometimes, but it always felt reallyawkward and unnatural. Like we were just reciting from a script instead of actually using the language to communicate.About half the kids in my class, including me, come from homes where our parents don't really speak much English. So we didn't get a whole lot of English practice outside of school either. By the time I got to 4th grade, even though we had been studying English for years, I still didn't feel very confident using it.I could get decent grades on tests about vocabulary and grammar, but I had a really hard time understanding English movies or books, or just basic conversations.The New Situational Teaching MethodThat's when our school decided to try this new "situational" method for teaching English. Instead of just lectures and textbook exercises, our teachers started creating more realistic scenarios and activities to get us practicing English in a more natural way.For example, one week our classroom was turned into a little restaurant. Some kids were the servers, some were the cooks, some were the customers. We had to use English to take orders, call out the food from the kitchen, pay the bill, and interact just like you would at a real restaurant. Another time, we had a little store set up and half the class were the shopkeepers sellingdifferent items while the other students were the customers coming in to shop, make purchases, and have English conversations.We even went on some field trips around town and had to use our English to ask directions, make requests at places like cafes or shops, and discuss what we were seeing and doing. One of my favorite activities was putting on a short play entirely in English for our parents and the other classes at school.What We Thought About Situational TeachingOur teachers had us all fill out a survey to get our feedback on this new situational approach compared to how we learned English before. I thought the survey questions were really on point and managed to cover all the key things I wanted to give my opinion on.First, we were asked whether the new teaching method helped improve our overall English ability like speaking, listening, writing etc. An overwhelming 87% of students, including me, said we felt our English got much better across all areas compared to just doing textbook work. Putting the language into real practice and not just doing grammar drills made such a big difference!We were also asked if the new method was more enjoyable and engaging than our previous English classes. A massive 94% of us said it was way more fun and interesting! Speaking for myself, I actually looked forward to English class and didn't dread it like I used to. The activities were exciting, kept us on our toes, and made learning English feel like a fun challenge rather than a boring chore.Another key question was whether the new situational method made us feel more motivated and confident to use English, even outside of class. 79% of us, myself included, said we did feel way more motivated to practice and confident trying to use English in the real world after doing all those realistic practice activities at school. I know I personally started feeling way less shy about trying to strike up English conversations when I was out and about.The survey also asked about whether we felt the situational teaching was more effective at preparing us for tests, speaking with foreigners, watching English movies, reading English books etc. An impressive 92% of students agreed it gave us way better real-world skills that transfer over to all those English language domains compared to just textbook learning. I know I went from struggling to follow even simple English videos to now beingable to comprehend most stuff for kids my age without too much trouble.Concluding ThoughtsTo wrap up my report, I want to say that overall, our class massively prefers and benefits way more from this new situational way of learning English. Getting immersed in real篇5Here's a 2000-word sample analysis report written from a primary school student's perspective on the topic of "Situational English Language Teaching Survey and Analysis Report":Situational English Language Teaching Survey and Analysis ReportIntroductionEnglish is one of the most important languages in the world. It's spoken by people from different countries and cultures, and it's really helpful for communicating with others. In our school, we learn English through situational teaching methods, which means our teachers try to create real-life situations in the classroom to help us understand and use English better.Our class recently conducted a survey to find out how effective these situational teaching methods are in helping us learn English. We wanted to know what kinds of activities and techniques our classmates find most helpful, and what areas could be improved. In this report, I'll share the results of our survey and provide an analysis of what we've learned.Survey MethodologyWe created a simple questionnaire with ten questions about our experiences with situational English language teaching. The questions covered topics like:Types of situational activities we do in class (role-playing, games, etc.)How helpful we find these activities for learning vocabulary, grammar, and conversation skillsWhether we feel more confident speaking English after participating in situational activitiesWhat we like or dislike about situational teaching methodsSuggestions for improving or adding new situational activitiesWe handed out the questionnaires to all 30 students in our class, and 28 of them completed and returned the survey.Survey ResultsHere are some of the key findings from our survey:The most popular situational activities were role-playing scenarios (89% of students found them helpful), vocabulary games (86%), and conversation simulations (82%).Students felt that situational activities were most effective for improving their speaking skills (93% said they helped "a lot" or "somewhat") and vocabulary acquisition (86%).However, only 68% of students felt that situational activities helped them improve their grammar skills, which was the lowest rating among the language areas we asked about.Overall, 82% of students said they felt more confident speaking English after participating in situational activities.The things students liked most about situational teaching were that it made learning fun (96%), helped them practice real-life conversations (89%), and made it easier to remember new words and phrases (86%).Some of the dislikes or areas for improvement included: not having enough opportunities to practice (21%), feeling shy or nervous in front of classmates (18%), and finding some activities too difficult or confusing (11%).Analysis and RecommendationsBased on the survey results, it's clear that situational teaching methods are generally well-received and effective for helping us learn English, particularly when it comes to improving our speaking skills and vocabulary. The interactive and real-life nature of these activities makes learning more engaging and memorable, which is reflected in the high ratings for boosting confidence and making learning fun.However, the results also suggest that there's room for improvement, especially when it comes to teaching grammar concepts through situational methods. While role-playing and conversation simulations are great for practicing fluency and vocabulary, they may not provide enough explicit instruction or structured practice for mastering complex grammar rules.To address this, our teachers could consider incorporating more grammar-focused activities or mini-lessons within situational scenarios. For example, they could highlight specific grammar points during role-plays and provide feedback andcorrections. They could also create situational games or tasks that require us to use particular grammar structures accurately.Another area for improvement is providing more opportunities for individual practice and ensuring that activities are appropriately challenging without being too difficult or confusing. Some students felt shy or nervous performing in front of classmates, so teachers could consider breaking us into smaller groups or pairs more often, or providing low-stakes opportunities to practice before presenting to the whole class.Overall, though, the survey results indicate that situational teaching methods are an effective and popular way to learn English in our class. By continuing to use these interactive and engaging activities, while also addressing areas for improvement like grammar instruction and individual practice opportunities, our teachers can help us become even more confident and proficient English speakers.ConclusionLearning a new language can be challenging, but situational teaching methods make the process more fun and relatable. Through this survey, we've gained valuable insights into what works well and what could be improved in our situational English lessons.By incorporating more grammar-focused activities, providing more individual practice opportunities, and ensuring that activities are appropriately challenging, our teachers can continue to enhance our learning experience and help us become even better English communicators.I'm grateful to have had the opportunity to conduct this survey and share our findings. It's been a great learning experience for me, and I hope our recommendations will be helpful in shaping the future of situational English teaching in our class and school.篇6A Big Look at How We Learn English in Fun WaysIntroductionHi everyone! My name is Emma and I'm a 5th grader at Oakwood Elementary School. For our class project this year, we did a big survey about how we learn English through fun activities and real-life situations instead of just from textbooks. Our teacher says this is called "situational" or "contextual" learning. We asked other students, teachers, and even some parents about what they think are the best ways to practice English in a natural way. Here's what we found out!Survey MethodsFirst, we made a survey with 10 questions to ask people's opinions on things like role-playing, games, show&tell, field trips, and other interactive English activities. We asked multiple choice, rating scale, and open-ended questions. For example:"How much did you enjoy the restaurant role-play activity?"(Rating scale from 1-5 smiling faces)"What was your favorite kind of situational learning activity and why?"(Open-ended response)We had 125 student surveyors who went around during lunch, recess, and after school to get responses from:375 students (from grades 1-5)32 teachers67 parentsWe put everything into a spreadsheet to analyze the data. It took a while but it was cool to see all the numbers and figures!Key FindingsAlmost everyone agreed that contextual, engaging activities are much more fun than just doing bookwork and drills. They make learning English feel realistic and useful, not just lessons. The top 3 favorite activities were:Field trips & community interactions (like restaurantrole-plays)Show&tell presentationsGames (board/card games, online games, etc.)Tied for 4th were drama/role-playing and creative projects like poster making. Least favorite was just having conversations without a clear context. Here's a breakdown of how much students said they enjoyed each activity type:Field trips/community visits: 89% loved itShow&tell: 81% loved itGames: 77% loved itDrama/role-play: 69% loved itCreative projects: 69% loved itOpen conversations: 43% loved itI put together some graphs that really show how much we all liked the contextual stuff. Check them out below! There are pie charts for overall feelings and bar graphs comparing how students, teachers, and parents rated each activity.In the comments, people explained why contextual learning is awesome. A few examples:"I loved the restaurant activity because it felt like actually ordering food, not just saying phrases from a book.""Field trips make the English so much more meaningful when you can use it right then and there.""The creativity in games and projects sparks way more interest than just memorizing.""It's so powerful for students to present and get thatreal-world practice in a supportive way."Some suggested even more ideas like job shadowing, mock debates, simulated business meetings, and culturalactivities/festivals.ConclusionOverall, the survey results proved that contextual, engaging, and interactive methods are a huge hit for learning English.Getting out of the classroom, roleplaying, creating projects, and any activities that feel relevant and lifelike make students way more motivated and interested. The feedback showed we crave authentic opportunities to use English in a natural way, not just from a textbook.I hope teachers keep using these awesome hands-on techniques. Situational learning makes English feel so much more alive and useful. It's the best way for kids like me to build confidence and skills we'll actually use when communicating and being global citizens. English opens up so many doors, so we've got to practice it in realistic situations that show its real power. That's the key takeaway from our school community's big survey! Let's get situational!。
调查问卷 分析 英语作文
调查问卷分析英语作文英文回答：Considering the ethical implications and potential biases inherent in using the survey as a research method,it is imperative to conduct a thorough analysis of the survey instrument to ensure its validity, reliability, and ethical soundness. The following analysis will examine the survey design, sampling technique, potential sources of bias, and ethical considerations associated with the survey.Survey Design:The survey design plays a crucial role in determiningthe quality of the data collected. Key aspects to consider include the clarity of the questions, the response format, and the length of the survey. Ambiguous or leadingquestions can introduce bias, while a poorly structured response format can limit the accuracy of the responses. Additionally, an overly long survey may result inrespondent fatigue and reduced data quality.Sampling Technique:The sampling technique determines the representativeness of the sample and the generalizability of the findings. Random sampling methods, such as simple random sampling or stratified random sampling, aim to ensure that each member of the population has an equal chance of being selected. Non-probability sampling methods, such as convenience sampling or snowball sampling, may introduce bias and limit the generalizability of the results.Potential Sources of Bias:Several factors can introduce bias into survey data. Selection bias occurs when the sample is not representative of the population under study. Response bias can arise when respondents provide inaccurate or dishonest answers due to social desirability, acquiescence bias, or other factors. Measurement bias can result from errors in the questionwording or response options.Ethical Considerations:Ethical considerations are paramount when conducting a survey. Informed consent must be obtained from all participants, ensuring they are aware of the purpose of the survey and their rights as participants. Confidentiality and privacy must be respected, and the data collected should not be used for purposes other than those stated in the consent form.中文回答：问卷设计：问卷设计的好坏直接影响收集到的数据的质量。
英语调查问卷分析报告
英语调查问卷分析报告为了进一步了解学生在英语阅读理解题型解题过程中存在的问题,现针对我校高二级的部分学生进行问卷调查:1. 你的英语学习水平属于()A 优秀B 中等C 一般D 较差2. 你在考试中阅读理解部分的得分()A 较高B 中等C 一般D 较差3.你认为阅读理解部分的难度()A 较高B 一般 C简单4. 你是如何完成阅读文章后的习题()理解文章的基础上AB 运用阅读技巧C 随便猜测5.你对阅读技巧的了解()A 了解并能熟练运用B 基本了解,不知道如何运用C 完全不知道6.你认为英语阅读理解部分最大的困难是()A 词汇量不够B 语篇理解力不够C 阅读技巧7. 你认为阅读技巧中理解能力()A 很重要B 不太重要C 重要8. 你认为如何才能获得阅读技巧()A 多练习B 请教别人自己总结C9 你认为阅读理解能力和英语学习的关系()A 很密切B 有联系C 没什么联系10. 你对英语阅读理解部分的教学有什么建议? 调查问卷分析报告一调查背景本次调查旨在对同学们阅读理解题型解题能力做一个摸底性调查然后分析所得结果并得出结论。
二调查目的通过对同学们目前阅读理解题型解题能力的大致了解,为以后阅读课堂的教学提供设计方向和思路,从而帮助同学们有效地提高阅读理解解题能力。
三调查方法调查问卷四调查过程本次问卷调查的发放对象为我所带两个理科教学班的全部学生,共发放9 5份问卷,收回95份,有效数量95份。
五数据汇总1 认为自己英语学习水平优秀的9% ,中等的13% ,一般的25% ,较差的53%2 考试中阅读理解得分较高的3% ,中等的7% ,一般的20% ,较差的70%3 认为阅读理解难度较高的83% ,一般17% ,简单的0%4 完成文章后习题建立在理解基础上的22% ,运用阅读技巧的13% ,随便猜测的65%5 阅读技巧了解并能熟练运用的4% ,基本了解,但不知道如何运用的63% ,完全不知道的33%6 认为最大难度是词汇量的73% ,理解不够的12% ,技巧不够的15%7 认为阅读能力很重要的75% ,重要的20% ,不重要的5%8 认为阅读技巧的获得要通过多练习的58% ,请教别人的26% ,自己总结的16%9 认为阅读理解能力和英语学习的关系很密切的62% ,有联系的21% ,没什么联系的17%10 教学建议集中在多讲解技巧方面六结论1 大部分学生学习兴趣低下是因为词汇量积累过于薄弱,几乎读不有的同学问题也看不懂。
英语问卷调查分析
英语问卷调查分析篇一：英语问卷调查分析The Biggest Challenge of the University LifeThis paper is missioned to study the biggest challenge of the university life. As we all know, universitylife is a most worthwhile period in a young persons’ life. Students are faced with a lot of opportunities and challenges during this time.In university, a student begins to form his or her ideas about life in general. Attending classes and studying in library provide them with access to valuable information, adding to their knowledge base. Campus life can also be rich and colorful. Most universities offer a variety of extracurricular activities such as sports events, contests, and other social gatherings. So a student can not only develop his intellectual abilities, he also develops social skills and lifelong friendships through the varied experiences of university life.However, when they really participate in these activities, they will also encounter all kinds of setbacks and challenges, such as not adapting to the environment, lack of skills and confidences. These challenges may have an important influence on persons’ life and mental, even the values. So in order to know what the biggest challenge is and how todeal with them for college students, T-Dream group makes an investigation about “the Biggest Challengeof the University Life” and study the results of this survey.1. Methodology and procedureThis paper uses the form of the questionnaire. In this questionnaire, we design ten questions.A total of 19 individuals participate in the survey. They are all from postgraduate. After stating these questionnaires, we use excel to make charts in orderto make our investigation more clearly and vividly. Through the statistics, we can get our conclusions. Then we analysis the results and have our remendations.2. Presentation and resultsIn this part, we will give nine charts. Each chart represents the result to the corresponding question. Then we will give some explanations to these charts.Among this investigation, there are 10 girls and 9 boys. All of them are from Wuhan University of Science and Technology.Chart 1As we can see from chart 1, almost 40% of the participants think that their college life is colorful, fulfilling and satisfied. But it also has 40% hold the opinion that they a re busy but they don’t know what they are busy for. Only one person thinks that it hasnothing to do all day, and addicted to the Internet. The rest of the two men have no feeling and their college life is quite plain.Chart 2The question is about what the students do in their spare time. Nearly 40% of the participants surf the Internet or play the puter games. About 30% will do some sports. And the others are reading in the library or self-study in the classroom.Chart 3This question is to find what is the biggest challenge the students ever faced.Most people still think study is the biggest challenge. Nearly 30% believe social life is the the biggest challenge. And the other two think that their biggest problem is economic issue. The last three say theirproblem is employment enviroment.Chart 4From chart 4, we can see that most of the participants treat the pressure as a sort of motivation to them, but also some others feel it burden. This may demonstrate that most college students can do right to the pressure they bear, but some may need more psychological relief.Chart 5As we can see from chart 5, there are 3 out of 19 participants choose to surf the internet when under stress and challenge, and the same number choosing study and shopping. Besides, almost half of them choose doing some sports to relax. According these statistics we can draw that mostof college students have their own ways to relax when under stress and challenges.Chart 6This question is about how the college students cope with the challenges they faced. From the result we can see all of the participants believe that they have overe the challenges they faced before. Most of them choose to face their challenges head-on and grow bigger than they are, while one third of them choose to ask for help. Whatever the ways are, they overe the challenge they faced.Chart 7Having bee post graduate for two months, all of us may have a new underst(来自: 小龙文档网:英语问卷调查分析)anding of the post graduate life. In the survey, 63.16% of students believe that there is a little difference between the present post graduate life and the one he had expected. Only 5.26% of participants believe totally same. So the post graduate life will be a challenge for us.Chart 8Nowadays the employment environment is being worse and worse, more and more students may feel stressed and shamed when they find jobs. Through this statistics, 73.68% of the participants feel a little stressed.Only 15.79% never thought about it. We may concludethat for the poor employment almost students will feel a little stressed.Chart 9This question is to find whether students have a goal for their future life when they finish the post graduate study. Through this statistics, only 15.79%of participants have a very detailed plan. They know which job they will choose when they graduate. However, 84.21% have thought about it. But their goal is not clear. They also feel a little lost. So they will make their goal clear in the next two or three postgraduate life.3. ConclusionThrough this study, we conclude most graduate students believe that the present post graduate life isdifferent from the one they ever expected, which is a challenge they must be faced firstly. For a majorityof students, study is the most obvious difference and bees harder and more篇二：英语问卷调查分析报告阜南第一初级中学《在英语教学中实施学困生包保的研究与探讨》课题调查问卷分析报告一、调查的目的为了有效推动我校《在英语教学中实施学困生包保的研究与探讨》课题的深入开展，并为该课题的研究提供客观依据，特进行本次英语学习调查问卷。
英语课题第二次问卷调查分析报告范文
英语课题第二次问卷调查分析报告范文全文共3篇示例，供读者参考篇1English Class Topic Second Questionnaire Survey Analysis ReportIntroductionIn order to better understand the preferences and needs of students in our English class, a second questionnaire survey was conducted. The survey was aimed at gathering feedback on various aspects of the English class, including teaching methods, materials, and activities. The results of the survey will help us make improvements to the class and provide a better learning experience for the students.MethodologyThe questionnaire was distributed to all students in the English class, and a total of 100 responses were received. The questions covered a range of topics, including the students' preferred learning style, their satisfaction with the current teaching methods, and their suggestions for improvement.Results1. Learning StyleWhen asked about their preferred learning style, the majority of students (60%) indicated that they prefer a combination of visual, auditory, and kinesthetic learning. 20% of students prefer visual learning, 10% prefer auditory learning, and 10% prefer kinesthetic learning.2. Teaching MethodsOverall, students are satisfied with the current teaching methods used in the English class. 80% of students rated the teaching methods as good or excellent, while 20% rated them as fair. However, some students expressed a desire for more interactive and engaging activities in class.3. MaterialsMost students (70%) are satisfied with the materials used in the English class, including textbooks, worksheets, and online resources. However, 30% of students expressed a desire for more diverse and interesting materials to aid their learning.4. ActivitiesThe majority of students (75%) enjoy the activities conducted in the English class, such as group discussions, role plays, and language games. However, 25% of students suggested introducing more real-life scenarios and practical activities to help them apply their English skills in everyday situations.ConclusionOverall, the results of the second questionnaire survey indicate that students are generally satisfied with the current English class but have some suggestions for improvement. Moving forward, we will focus on incorporating more interactive and engaging activities, providing diverse materials, and integrating real-life scenarios into the lessons. By implementing these changes, we aim to enhance the learning experience for the students and help them achieve better results in their English studies. Thank you to all students who participated in the survey and provided valuable feedback.篇2Analysis Report of the Second Questionnaire Survey on English ClassesIntroductionThis report presents the analysis of the second questionnaire survey conducted on English classes in our school. The survey aimed to gather feedback from students on their experiences and opinions regarding the English classes they are currently taking. The survey covered various aspects of the English learning process, including the teaching methods used, the materials used, and the overall satisfaction with the courses.MethodologyThe survey was conducted using an online questionnaire distributed to all students enrolled in English classes in our school. A total of 300 students participated in the survey, which represents a response rate of 85%. The questionnaire consistedof multiple-choice questions, rating scales, and open-ended questions to gather both quantitative and qualitative data.Findings1. Teaching Methods: The survey found that the majority of students (60%) prefer a combination of traditional teaching methods and modern technology in English classes. However, 25% of students expressed a preference for more interactive and experiential learning activities.2. Materials Used: When asked about the materials used in English classes, 45% of students found the textbooks to be helpful, while 35% preferred online resources such as videos, podcasts, and interactive games. Only 20% of students felt that the materials were not engaging or relevant to their learning.3. Class Size: The survey revealed that 70% of students are satisfied with the class size, with most students indicating that smaller classes allow for more individualized attention from teachers. However, 30% of students expressed a desire for larger classes to promote more group discussions and interactions.4. Teacher Effectiveness: Students rated the effectiveness of their English teachers on a scale of 1 to 5, with 1 being the lowest and 5 being the highest. The average rating was 4, indicating that students perceive their teachers as knowledgeable, approachable, and engaging in the classroom.5. Overall Satisfaction: When asked about their overall satisfaction with English classes, 80% of students reported being satisfied or very satisfied with the courses they are currently taking. However, 20% of students expressed concerns about the pace of learning, the assessment methods used, and the lack of opportunities for practice outside of the classroom.RecommendationsBased on the findings of the survey, the following recommendations are proposed to enhance the quality of English classes in our school:1. Incorporate a variety of teaching methods to cater to different learning styles and preferences.2. Utilize a mix of traditional and modern materials to make the learning experience more engaging and relevant.3. Provide opportunities for more interactive and experiential learning activities to enhance student engagement and motivation.4. Consider the preferences of students when assigning class sizes to create a balanced learning environment.5. Encourage teachers to continue their professional development and training to improve their effectiveness in the classroom.6. Address student concerns about the pace of learning, assessment methods, and practice opportunities to ensure a more holistic and comprehensive English learning experience.ConclusionOverall, the findings of the second questionnaire survey provide valuable insights into the strengths and areas for improvement in English classes in our school. By implementing the recommendations outlined in this report, we can enhance the quality of English education and better meet the needs and expectations of our students. Thank you to all the students who participated in the survey and provided valuable feedback for this analysis.篇3Second Questionnaire Survey Analysis Report on English Class TopicIntroductionThe purpose of this report is to present the findings and analysis of the second questionnaire survey conducted on the topic of English class. The survey was carried out to gather insights from students regarding their opinions and feedback on various aspects of the English class, including teaching methods, materials, and overall learning experiences.MethodologyThe second questionnaire survey was administered to a sample of 100 students from different grade levels. The surveyconsisted of multiple-choice questions, rating scales, andopen-ended questions. The data was collected and analyzed using statistical techniques and qualitative analysis.Findings and AnalysisThe findings of the survey revealed several key insights into students' perceptions of the English class. The majority of students reported that they found the English class to be engaging and interesting. They appreciated the use of multimedia resources, such as videos and interactive activities, in the lessons. However, some students also expressed a desire for more opportunities to practice speaking and writing in English.In terms of teaching methods, most students preferred a combination of traditional and modern approaches. They valued the use of textbooks and worksheets for grammar and vocabulary practice, as well as group discussions androle-playing activities for improving communication skills. However, some students felt that there was an over-reliance on the textbook and suggested more creative and interactive teaching methods.When it came to learning materials, students were generally satisfied with the quality of the textbooks and online resources used in the English class. They found the materials to be relevantand helpful in improving their language skills. However, some students also suggested incorporating more authentic andreal-life materials, such as newspapers and articles, to make the learning experience more practical and engaging.Overall, the survey findings indicated that students had a positive outlook on the English class and appreciated the efforts of the teachers to make the lessons engaging and interactive. However, there were also areas for improvement, such as providing more opportunities for speaking and writing practice, using a variety of teaching methods, and incorporating more authentic materials into the curriculum.ConclusionIn conclusion, the second questionnaire survey provided valuable insights into students' perceptions of the English class. The findings highlighted the strengths and weaknesses of the current teaching methods, materials, and overall learning experiences. Based on the feedback received, recommendations can be made to enhance the English class and improve the quality of education provided to students. It is important to continue gathering feedback from students and implementing changes to create a more effective and engaging learning environment in the English class.。
英语课题调查问卷分析报告
英语课题调查问卷分析报告1. 引言本报告旨在对一份英语课题调查问卷进行分析，从而了解受访者对英语学习的态度、习惯和需求。
问卷调查是一种常用的收集数据的方法，通过分析问卷结果可以获取相关信息并作出相应决策。
本报告将对问卷结果进行整理和分析，以期为相关决策提供参考依据。
2. 调查问卷概述本次调查问卷共有五个部分，分别涵盖受访者的个人信息、英语学习情况、学习方式、学习困难以及学习需求。
问卷采用多项选择题和开放性问题，使得受访者可以全面表达自己的看法和意见。
共有300名受访者参与了本次调查，其中70%的受访者为大学生，20%为职场人士，10%为其他群体。
在受访者的英语水平方面，有40%的人自认为英语水平较好，50%较一般，10%较差。
3. 调查结果分析3.1 受访者的英语学习情况根据问卷结果显示，60%的受访者每天会花费一小时学习英语，20%的人每周学习英语的时间超过5小时，其他20%的人则学习时间较少。
这表明大部分受访者对英语学习投入了一定的时间和精力。
3.2 受访者的学习方式在学习方式方面，50%的受访者表示他们更喜欢通过在线学习平台进行学习，30%的人更倾向于通过参加英语培训班来提高英语水平，还有20%的人喜欢使用手机应用进行学习。
这些数据显示出在线学习平台在英语学习中扮演了重要角色。
3.3 受访者的学习困难在问卷的学习困难部分，受访者被要求选择其在英语学习过程中所遇到的困难。
根据结果分析，50%的受访者认为听力是最具挑战性的部分，40%的人提到了口语，10%的人则认为写作是最困难的方面。
这些结果可以作为英语学习教育机构制定教学方案时的参考。
3.4 受访者的学习需求在学习需求方面，问卷结果显示，60%的受访者希望能够提高自己的听力和口语能力，30%的人需要提高写作能力，10%的人则希望提升阅读能力。
这些结果对于英语学习教材和培训班的开发具有指导意义。
4. 结论与建议根据对调查问卷结果的分析，我们可以得出以下结论和建议：•大部分受访者对英语学习投入了时间和精力，表明他们对英语学习有一定的重视程度。
英语问卷调查报告
英语问卷调查报告英语问卷调查报告引言：近年来，随着全球化的推进和科技的进步，英语已经成为全球通用的语言之一。
在这个背景下，我们进行了一项英语问卷调查，旨在了解人们对英语的认识、使用和学习情况，以及英语对个人和社会的影响。
本文将对调查结果进行分析和总结。
一、英语的地位和重要性根据我们的调查结果显示，绝大多数受访者认为英语在全球范围内具有重要地位。
有78%的受访者认为英语是一种国际语言，可以帮助人们在全球范围内进行交流和合作。
此外，受访者普遍认为掌握英语能够提高个人就业竞争力，有助于拓宽职业发展的机会。
二、英语的学习方式和难点调查结果显示，大部分受访者通过学校教育或自主学习的方式学习英语。
其中，学校教育被认为是最主要的学习途径，占比达到65%。
此外，网络学习和参加英语培训班也是常见的学习方式。
关于英语学习的难点，调查显示，听力和口语被认为是最具挑战性的部分。
有近60%的受访者表示在听力理解和口语表达方面遇到了困难。
这可能与英语的语音和语调变化较大有关，需要更多的实践和交流才能提高。
三、英语的应用领域和需求调查结果显示，英语的应用领域非常广泛。
除了在学校教育和工作中使用外，英语还在旅游、科技、商务等领域发挥着重要作用。
有超过70%的受访者表示英语对他们的日常生活有一定的影响，比如在旅行中与外国人交流、阅读英文文献等。
在英语需求方面，调查显示，有超过80%的受访者表示希望提高自己的英语水平。
他们认为英语不仅是一种语言技能，更是一种全球竞争力的体现。
此外，近70%的受访者表示他们希望有更多的英语学习资源和机会，以满足日益增长的学习需求。
四、英语对个人和社会的影响英语的普及和使用对个人和社会产生了深远的影响。
调查结果显示，近80%的受访者认为英语对个人发展有积极影响。
他们认为掌握英语可以提高自信心、拓宽视野、增强跨文化交流能力。
此外，英语的普及也促进了国际交流和合作，有利于推动全球化进程。
然而，调查也显示出一些问题和挑战。
英语现状调查问卷分析报告
英语现状调查问卷分析报告随着举世化的加速推行，英语作为国际通用语言的重要性日益增加。
为了了解目前英语在我国的普及程度以及存在的问题，我们设计了一份英语现状调查问卷，并对问卷结果进行了分析和总结。
问卷调查共发放100份，回收有效问卷85份，有效回收率为85%。
调查对象为我国各个年龄段、不同职业和教育背景的人士。
从调查结果看，英语在我国的普及程度较高。
超过80%的受访者表示精通基本的英语沟通能力，其中40%的受访者能够进行平时会话，20%的受访者能够进行简易的商务沟通。
这表明我国的英语教育取得了一定的效果，平凡民众的英语水平整体较高。
然而，调查也发现存在一些问题。
起首，近30%的受访者表示在听说方面仍存在困难，特殊是在面对外籍人士时。
这可能是因为目前英语教育更重视的是知识传授，而缺乏实际语言运用的机缘。
其次，调查发现约60%的受访者认为自己的写作能力较差。
这表明英语写作能力的培育依旧是一个亟待解决的问题。
另外，有一部分受访者反映英语词汇量有限，不足以应对复杂的英语沟通。
这与我们国内许多同砚只关注单词记忆和语法进修，而轻忽了实际运用能力的培育有关。
针对这些问题，我们建议实行以下措施来提高英语水平。
起首，学校和教育机构应该重视提供实际语言运用的机缘，如举办英语角、组织真实场景的英语演练等。
其次，应更加重视培育同砚的写作能力，如逐步增加写作任务并加强写作指导。
此外，同砚应更加重视扩大词汇量，可以通过英语阅读、听力以及跟外教的沟通来提升。
总之，英语在我国的普及程度较高，但在实际运用、写作能力以及词汇量等方面仍存在问题。
为了更好地适应举世化时代的进步需求，我们需要进一步关注英语教育的改革，提高同砚的实际运用能力和综合素养，让英语真正成为我们的有效工具。
英语调查问卷分析报告
英语调查问卷分析报告一、调查目的：长期以来，我校作为一所农村小学，学校英语教学缺乏对学生的英语学习兴趣进行系统指导。
个别教师虽然比较注重这方面，但是没有合作伙伴，力量有限，仅仅凭个人喜好关注某一方面。
因此，大量的学生处在放任自流的状态，学生学习英语的良好习惯差，不能有效地进行。
在平时的学习中表现出语言表达能力差，不能顺利地表达自己的意见，词汇量少，语言呆板；怕学英语，常常愁眉不展；自主学习难以落实；学习方法单调。
《英语课程标准》特别强调学生要能用所学的英语做事情，在做事情的过程中发展语言能力、思维能力以及交流与合作的能力。
语言学习要从语法讲解中和单词的死记硬背中解脱出来，要通过创设良好的语言环境和提供大量的语言实践的机会，使学生通过自己的体验、感知、实践、参与和交流，形成语感；在教师的引导下，通过观察、发现和归纳等方式，掌握语言的规律，形成有效的学习策略，通过交流与合作发展交流与合作的能力。
由此可见，要改变我校学生的英语学习习惯，加强对全体学生学习兴趣的探索是一条必经之路。
为了更好提高学生学习英语的兴趣，培养其良好的学习习惯。
我们对本校120名不同阶段的学生进行了一次问卷调查。
我们认真的设计问卷调查内容，及时对小学生进行问卷调查，试图通过这次问卷调查，了解学生的学习习惯，摸清学生的学习现状，发现他们的优势和存在的问题，以及学生的需求和希望，竭力帮助他们。
二、现状三个年级121个学生具体情况如下.1、42学生比较喜欢英语，63学生很喜欢英语,6个学生不喜欢英语.由此可见,大多数学生喜欢英语.2、认为学习英语最困难的是听录音的学生有29个人；认为学习英语最困难的是背单词的学生有34个人；认为学习英语最困难的是学对话的学生有58个人。
由此可见,学生对话学习困难大.3、认为学习英语最容易的是听录音的学生有42个人；认为学习英语最容易的是背单词的学生有42个人；认为学习英语最容易的是学对话的学生有37个人。
英语兴趣调查问卷分析报告
初中英语口语表达兴趣调查问卷分析报告（开题）承办这次区英语兴趣课题后，我首先想到的是：我所从教的农村中学的学生在学英语时存在的最大障碍——张不开嘴。
因此，要想激发学生的兴趣，要从口语出发，我想通过我的课题《初中英语情景会话活动设计多样性研究》攻克口语难的问题。
《英语新课程标准》明确提出：在义务教育阶段，英语课程的目标是激发和培养学生的学习兴趣，帮助学生树立信心，养成良好的学习习惯，发展自主学习的能力，形成有效的学习策略......对此，我们课题组于九月份开学初对七八年级学生及新初一的六年级学生进行了问卷调查。
一、调查的目的为了进一步准确把握当前农村初中学生英语口语表达兴趣的现状，加强针对性研究，有效推动我校《初中英语情景会话活动设计多样性研究》课题的深入开展，并为该课题的研究提供客观依据，以期探索情景会话的多种设计方式，从而提高农村初中学生的口语能力。
二、调查的对象及内容对象：六年级（一）、七年级（三）、八年级（五）班学生。
内容：主要从英语教师、学生、英语语言学习环境等多方面设计，内容包括学生学习英语的兴趣；口语表达的自信，学习英语的目的；学生学习英语时对课堂的看法及建议等方面，并针对不同阶段学生英语水平不一的特点，设计了不同的问卷题目。
（详见《六、七、八年级英语学习兴趣调查问卷》）三、调查的结果通过本次对学生的问卷调查，我发现随着年级增高学生对英语学习的兴趣会逐年级递减，而且男生比女生更容易失去兴趣。
大部分学生学英语的动力来自考学需要、或家长老师意志，只有25.9%的学生出于个人兴趣爱好学习英语。
不管是哪个年级的学生能够做到每节课都敢于回答问题的学生很少，普遍反映怕出错，这就犯了学习语言的大忌——不敢出错。
进入初中阶段，随着词汇量的增大，很多学生对词汇掌握不住，听不懂老师的话，也影响了说英语。
课堂上老师灌输的东西很多，学生展示的机会较少，对话操练单一无趣。
课下也没有说英语的氛围，几乎没有人用英语交流，也不知道使用哪些打招呼用语。
小学生英语学习情况调查问卷及调查分析报告
小学生英语学习情况调查问卷亲爱的同学们：你们好为了进一步提高同学们的英语水平和教师的教课水平,占用同学们一点宝贵的时间,来帮助完成这份问卷调查,本问卷采取无记名的方式,还望同学们认真填写,谢谢大家的合作1、你对英语感兴趣吗A.特别感兴趣B. 比较感兴趣C.不太感兴趣D.一点也不感兴趣2、你在学习英语时遇到的最大困难是A. 读单词B. 读句子C. 背单词D. 写单词E. 没有3、你每天都朗读英语吗A. 是的B. 有时朗读C. 不朗读4、你能认真进行英语书写吗A. 能B.有时能C.不能够5、在家里家长能辅导你学英语吗A.能B.不能6、在学英语中,你遇到的主要困难是什么A.听力B. 口语C.写作D.阅读E.语法7、你讨厌背英文单词吗A. 不讨厌B. 背不出,很讨厌C.还可以8、上英语课时,你会忘记带英语书吗A.不会B. 有时候会忘C.经常忘9、在学习中,你以什么方式记忆最有效A.活学活用B.死记硬背C.只看不写D.只写不看E.多听录音F.边读边写G.其他方式10、现在你学习英语感觉A.容易B.难C.不想学问卷到此结束,再次感谢同学们的积极配合小学英语学习情况调查分析报告这次调查的对象是小学三、四年级学生,共有学生64人,调查了64人,有效62份.从调查所得的数据看,我校小学三、四年级英语教学呈现以下特点：1、一部分学生养成了良好的英语学习习惯.学习任何一门学科,都离不开学生积极主动地学习,离不开良好的学习习惯.从调查的结果看,在小学英语学习上,学生已经具备了学好英语的基本要素.调查数据如下：从以上数据可以看出,能够坚持每天都朗读英语的有20人,占30%.从抽样调查看,全班同学大多数都能认真书写英语,这是学习英语的重要态度.大部分学生都能时刻记着把英语教材和其他教材一起带到学校,这也是英语学习的重要态度.2、英语学习出现了良好的发展势头.正因为有了良好的学习习惯,全校学生现在对英语学习感觉很有兴趣,在学习英语上出现了良好的发展势头：有40.7%的人表示目前学习英语没有困难,26%的人认为背单词有一定的难度要知道,现在的学生对背英语单词最感到头疼.从数据看,只有4个学生讨厌学习英语,绝大多数都很乐意学习英语.正是如此,66.7%的学生感觉学习英语很容易.在“你喜欢什么样的英语课”的调查中,20%的同学喜欢“老师多讲解”,60%的同学希望“多做点课堂活动”.这也提醒我们的教师,要“把地道的英语课堂还给学生”.通过调查问卷显示的问题,找出自己的不足,如培养学生学习兴趣与严格管理相结合,喜欢英语,更要重视英语.自己在这方面需要下功夫.课堂活动单一,没有调动起学生的积极性；没有关注到全体学生,有的学生成绩在班里还可以,但心理上对英语有排斥心理,教师没有发现这些同学的心理变化,未能积极与这些同学进行沟通,这些都是需要以后改进的地方.学生问卷调查分析本次小学生英语学习情况的调查问卷,主要是为有针对性地加强小学英语教学,提高小学英语教学的有效性,有针对性地帮助学生解决小学英语学习中的困难,专门设计此调查问卷,根据调查的结果反馈如下：1、学生对英语喜爱的都是英语学习上较优秀的学生,学困生都不太喜欢本学科.2、多数学生都不太愿意用英语和别人进行交流,并且家长经常辅导的也很少.3、学生在学习英语的过程中,学习兴趣发生了变化.不少学生都是由开始的很感兴趣到最后的不感兴趣,学生对英语的学习意愿也随之降低.4、多数学生不能做到主动预习或复习英语.大部分学生对自己学习小学英语的兴趣和效果不满意以上反馈的信息充分暴露出了学生在英语学习中存在的问题,我们要根据以上问题有针对性的帮助学生解决小学英语学习中存在的问题.。
英语调查问卷分析报告
英语调查问卷分析报告1. 引言本报告基于一项关于英语学习的调查问卷的数据分析，并通过对结果的细致分析和讨论，提供了有关当前英语学习状况的见解。
调查采用了多种问题形式，包括选择题和开放式问题，以便了解被调查者的英语学习经验、需求和挑战。
在本报告中，我们将分析并总结调查的结果，并提出一些建议，以帮助促进英语学习的发展。
2. 调查对象的背景信息在该调查中，我们共收集了来自不同年龄段、教育背景和职业的250份有效问卷。
参与者主要集中在18岁到45岁之间，其中40%的参与者是学生，30%是职场人士，25%是教师，5%是其他职业。
调查对象的背景信息对于我们分析调查结果至关重要，因为这将使我们能够更好地理解不同群体之间的差异和相似之处。
3. 英语学习现状分析3.1. 学习动机调查问卷中的问题之一是关于英语学习的动机。
结果显示，60%的参与者表示英语是他们提高职业竞争力的主要动机，30%的人则将兴趣和个人发展视为学习英语的原因，而仅有10%的人认为学习英语是迎接旅行或移民的需要。
3.2. 学习方式在关于英语学习方式的问题中，调查结果显示，40%的参与者选择在学校参加英语课程，25%的人倾向于利用在线教育平台，20%的人选择自学，而15%的人采用混合学习方式，即同时在学校和在线平台学习。
3.3. 学习挑战调查问卷中还包括了针对英语学习挑战的问题。
结果表明，参与者最大的挑战是缺乏时间（45%）和缺乏学习动力（35%）。
其他学习挑战包括缺乏学习资源（15%）和困难的语法和发音（5%）。
4. 提升英语学习的建议根据调查结果，我们提出以下几点建议，以帮助促进英语学习的发展：4.1. 提高学习动机考虑到60%的参与者注重英语学习对职业竞争力的影响，我们建议学校和教育机构加强与行业和企业的合作，为学生提供与现实工作环境相关的英语学习材料和资源。
此外，鼓励学生参加与英语相关的实践活动，如模拟面试、职业英语培训等，以提高学习动机。
英语问卷调查报告范文
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大学生英语口语问卷调查分析报告
大学生英语口语问卷调查分析报告1. 引言本文旨在通过对大学生英语口语问卷调查的分析，探讨大学生的英语口语水平、学习态度和口语学习方法的现状，进而提出相应的改进措施。
问卷调查共涵盖了大学生英语口语能力的各个方面，如词汇量、语法运用、流利度等。
通过问卷调查和分析，我们能更加了解大学生的英语口语学习现状，为提高大学生英语口语水平提供参考和指导。
2. 调查方法本次问卷调查采用了随机抽样的方法，共有100名大学生参与。
问卷设计包括了开放式问题和单选题，主要涵盖了以下几个方面：英语学习时间、口语学习频率、学习动机、学习环境、学习方法等。
调查时间为两个星期，数据收集后进行统计和分析。
3. 调查结果3.1 英语学习时间调查结果显示，大多数的大学生每天学习英语的时间为1-2小时，占比达到80%。
仅有少部分学生每天学习英语的时间超过2小时。
这意味着大学生普遍意识到英语学习的重要性，并愿意花时间进行学习。
3.2 口语学习频率大部分受访者表示，他们每周有几次机会与外国人用英语进行口语交流，其中学生们在课堂上进行口语练习的机会最多，占比达到60%。
然而，在日常生活中与外国人进行口语交流的机会较为有限，占比仅为30%。
这表明大学生在课堂上对英语口语的学习更积极，但在实际生活中缺乏机会进行实践。
3.3 学习动机调查中，大部分大学生表示他们学习英语口语的主要动机是提高自己的英语能力，这一因素占据了60%的比例。
另外，约30%的学生表示他们学习英语口语是为了追求更好的职业发展。
这表明大学生对英语口语学习有着积极的态度和动力。
3.4 学习环境调查结果显示，在学习环境方面，大多数学生更喜欢在宿舍或图书馆进行英语口语学习，占比达到70%。
相比之下，只有少部分学生选择在实验室或教室学习。
这可能与学生认为宿舍和图书馆是相对安静和舒适的学习环境有关。
3.5 学习方法调查结果显示，大部分学生在英语口语学习中采用了多种学习方法。
其中，听力训练和口语练习是最常用的学习方法。
英语调查问卷分析及总结
英语调查问卷分析及总结(2014-04-18 13:28:58)转载▼标签：分类：13-14小课题调研报告365英语调查问卷分析及总结一．关于学生学习英语的兴趣从数据中看出，英语组教师在激发学生学习英语兴趣方面整体较好，但是我们仍需要在调动绝大多数学生学习英语兴趣方面努力。
二．学生学习英语的时间英语组老师老师要求家长督促孩子能每天学习英语30分钟包括写作业的时间，从数据上看，大部分学生的学习时间达标，这其中96%的学生都是英语基础好的学生；在每天学习英语时间低于20分钟的学生里有92%都是英语学习水平低的学生。
三．读英语的频率老师要求学生能每天听读20分钟，但是从数据上看，能做到的学生很少，所以在听读方面还需要家长督促与配合，而老师需要加大听读的检查工作。
四．英语作业量普遍家长认为英语作业量比较适中的，但在作业的灵活性及实效性方面我们老师还需不断改进。
五．家长对英语学习的侧重点家长普遍看中英语的听说读，认为对于小学阶段的学生来说，听说读的重要性大于写。
而对于本身书写基础较差的孩子，家长认为应加强写的部分。
六．谁来辅导学生英语尽管大多数学生的英语由家长辅导，但我们从问卷中发现，普遍家长也谈到自己在辅导孩子方面力不从心，能力有限。
七．英语辅导班及教材报班情况从学生的报班情况看出，平时在课堂上表现活跃，词汇量大的孩子，家长为其选择的是如新东方，佳音，阿斯顿，英孚等机构的课程；课堂上能大胆发言，学习能力强，语感好的大部分孩子在外报班的时间都在一年以上。
家长能给孩子辅导，未报班，且孩子英语学习水平较高的孩子占9%；反之，未报班的孩子中，有91%是词汇量少且英语水平低的孩子；在报班的孩子中，有70%是英语基础较好的孩子。
八. 英语学习中，您希望老师着重培养孩子的哪一方面？a.希望老师多提供孩子口语交际的机会b．培养学生的英语学习兴趣、树立学生英语学习自信九、在辅导孩子学习英语时，您遇到最棘手的问题是什么？a自身英语水平有限，无法辅导孩子学习英语b．孩子学得快、忘得快，单词反复记忆总记不准十、家长会上，您希望了解到什么？a. 家长如何在家中配合老师辅导孩子英语b．介绍有效的英语学习方法c．学生在校整体的学习情况，对于出现的问题如何提高、解决十一、针对英语教学有何意见/建议？a. 每周增加英语课课时，提高英语学习效率b．培养学生的英语学习兴趣、树立学生英语学习自信c.多注重听说方面的训练，开设英语听读课十二、针对英语作业，您有何意见/建议？90%的家长都认为英语作业量适中，同时也希望多布置一些听、说方面的作业十三、您希望学校开展何种有关英语的活动？a.开设英语角或英语广播站，创造更好的英语口语练习氛围b.举办“英语节”如“万圣节” “感恩节”c．举办英语歌曲比赛、演讲比赛、排练英语话剧d．提供与外国小朋友沟通交流的机会英语组2014年4月分享：。
英语作业调查问卷分析报告
英语作业调查问卷分析报告简介本报告旨在对所设计的英语作业调查问卷进行分析，以了解学生对于英语作业的态度、习惯以及对教学效果的评价，为教师改进教学方法和作业布置提供参考。
方法设计问卷在设计问卷时，考虑了以下几个方面的内容：1.作业量：包括每周的作业数量和时间分配情况。
2.作业类型：如课后习题、作文、听写等。
3.作业目的：考察作业布置的主要目的，如巩固知识、培养学习兴趣等。
4.作业意义：考察学生对作业的看法和态度。
5.作业反馈：考察学生是否得到及时的作业反馈以及反馈的质量。
调查对象本次调查对象为100名来自不同年级的学生，涵盖了初中和高中阶段。
数据收集和分析通过在线调查平台，我们成功收集到了100份有效问卷回复。
对于每个问题，我们进行了以下分析：1.分析每周作业量和时间分配情况：通过对回答的数据进行统计，我们得到如下结果：–75%的学生表示每周英语作业量合理，不会过多影响其他学科学习；–20%的学生认为作业量过大，会占用过多的学习时间；–5%的学生认为作业量过少，不够充实。
2.分析作业类型和目的：–45%的学生认为课后习题是最常见的作业类型；–30%的学生较多地接触作文类作业；–15%的学生经常进行听写作业；–10%的学生进行其他类型的作业。
关于作业目的，收集到的数据显示：–50%的学生认为作业的主要目的是巩固学过的知识；–30%的学生认为作业的目的是培养学习的兴趣；–15%的学生认为作业的目的是提高英语能力；–5%的学生认为作业的目的是增加学习的压力。
3.分析学生对作业意义的看法：–60%的学生认为作业有助于提高英语学习效果，能够加深对知识点的理解；–20%的学生认为作业只是为了应付教师，对学习没有帮助；–10%的学生认为作业既有助于学习，也增加了学习负担；–10%的学生认为作业没有任何意义，对学习没有帮助。
4.分析学生对作业反馈的满意度：–45%的学生表示作业反馈及时，并且给出了具体的建议；–30%的学生认为作业反馈仅仅是老师简单批改一下，没有给出具体指导；–15%的学生认为作业反馈不够及时，影响了及时调整学习策略；–10%的学生表示没有得到过作业反馈。
英语问卷调查报告.
英语问卷调查报告.英语问卷调查报告引言：近年来，随着全球化的进程，英语作为一种国际通用语言，越来越受到人们的重视。
为了了解人们对英语的态度和使用情况，我们进行了一项英语问卷调查。
本报告将对调查结果进行总结和分析。
一、背景信息调查：在开始正式的问卷调查前，我们首先了解了参与者的背景信息。
调查对象主要是来自不同年龄、教育背景和职业的人群。
通过这一环节，我们可以更好地理解参与者对英语的认知和使用情况。
结果显示，参与者中有60%的人在学校接受过英语教育，20%的人在工作中需要使用英语，而剩下的20%的人对英语没有实际需求。
这一结果表明，英语在教育和职业领域的重要性得到了广泛认可，但仍有一部分人对其价值持怀疑态度。
二、英语学习动机调查：为了了解参与者学习英语的动机，我们设计了一些问题。
结果显示，参与者中有80%的人学习英语是为了提升自己的职业竞争力，10%的人学习英语是为了能够更好地了解和欣赏英语文化，另外10%的人学习英语是因为被迫要求。
这一结果反映了英语学习的多样性和灵活性。
不同人有不同的学习目标，但职业需求仍然是主要的推动力。
同时，也有一部分人通过学习英语来拓宽自己的视野和增加文化交流的机会。
三、英语使用频率调查：为了了解参与者的英语使用情况，我们询问了他们平时使用英语的频率和方式。
结果显示，有30%的人每天都使用英语，50%的人每周使用英语，剩下的20%的人很少或几乎不使用英语。
这一结果表明，英语在日常生活中的使用频率相对较低。
尽管如此，仍有一部分人每天都使用英语，这可能与他们的职业和学习需求密切相关。
另外，还有一部分人虽然不常使用英语，但他们对英语的学习和了解依然持续进行。
四、英语学习难点调查：为了了解参与者在学习英语过程中遇到的困难和障碍，我们询问了他们最大的学习难点。
结果显示，参与者中有60%的人认为语法是他们学习英语的最大难点，20%的人认为发音和听力是挑战，还有20%的人认为词汇量的积累是困扰他们的问题。
初中英语小组合作学习问卷调查报告分析
初中英语小组合作学习问卷调查报告分析初中英语小组合作学习问卷调查报告分析一、问卷调查展现1.问卷调查的目的随着课堂教学改革的深入推进，转变教师教学方式和学生学习方式，实现“有效教学”是课堂教学改革的大势所趋。
小组合作学习是一种行之有效的新型学习方式。
本次调查的目的是通过调查学生小组合作学习的方式学习英语，摸索一些行之有效的教学方法，发觉一些小组合作学习中存在的问题，以便更好地在英语课堂中实施小组合作学习。
提高英语教学质量，培养学生学习的主动性，和学生团结合作的能力。
2.研究对象和方法本次调查以富县初级中学2021级学生作为研究对象，采纳问卷，和学生座谈，及听课的方式进行。
在本年级以班为单位，随机发放100份调查表，问卷回收后，有效率为100%。
之后，和相关老师，及部分学生进行座谈，探讨交流，并深入课堂进行听课验证。
3.调查的内容本次调查共设计了13个问题，要紧包括五个方面的内容：a, 是否喜爱英语课堂上的小组合作学习方式；b,小组合作学习是否让更多的学生参与到教学活动中；c,如何通过小组合作学习完成学习任务；d,小组合作学习中讨论的问题如何解决。
d,小组合作学习的成效如何。
（详见问卷调查表）二、问卷调查的结果和分析通过对问卷调查表的分析，以及师生座谈，深入课堂进行听课，能够感受到小组合作学习的方式已深入师生教和学的实践中。
学生对小组合作学习的作用和意义有充分认识；教师通过小组合作学习方式，方便设计出更好，更受欢迎的课，更充分地表达教师的主导作用。
本次调查研究展现小组合作学习的方式有以下特点：1.有81%的学生喜爱合作学习的方式，13% 的学生认为一样，6%的学生不喜爱。
喜爱的学生相对英语程度较好，合作学习能够表达学生的主体作用，有更多展现的机会；认为一样的学生通常个性内向或学习被动的小孩；不喜爱的学生一样程度较差，无法溶于小组活动中。
2.有96%的学生认为通过合作学习方式，自己比传统教学时更多地参与到教学活动中；有4%的学生认为变化不大。
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英语调查问卷分析报告
一、调查目的：
长期以来，我校作为一所农村小学，学校英语教学缺乏对学生的英语学习兴趣进行系统指导。
个别教师虽然比较注重这方面，但是没有合作伙伴，力量有限，仅仅凭个人喜好关注某一方面。
因此，大量的学生处在放任自流的状态，学生学习英语的良好习惯差，不能有效地进行。
在平时的学习中表现出语言表达能力差，不能顺利地表达自己的意见，词汇量少，语言呆板；怕学英语，常常愁眉不展；自主学习难以落实；学习方法单调。
《英语课程标准》特别强调学生要能用所学的英语做事情，在做事情的过程中发展语言能力、思维能力以及交流与合作的能力。
语言学习要从语法讲解中和单词的死记硬背中解脱出来，要通过创设良好的语言环境和提供大量的语言实践的机会，使学生通过自己的体验、感知、实践、参与和交流，形成语感；在教师的引导下，通过观察、发现和归纳等方式，掌握语言的规律，形成有效的学习策略，通过交流与合作发展交流与合作的能力。
由此可见，要改变我校学生的英语学习习惯，加强对全体学生学习兴趣的探索是一条必经之路。
为了更好提高学生学习英语的兴趣，培养其良好的学习习惯。
我们对本校120名不同阶段的学生进行了一次问卷调查。
我们认真的设计问卷调查内容，及时对小学生进行问卷调查，试图通过这次问卷调查，了解学生的学习习惯，摸清学生的学习现状，发现他们的优势和存在的问题，以及学生的需求和希望，
竭力帮助他们。
二、现状
三个年级121个学生具体情况如下.
1、42学生比较喜欢英语，63学生很喜欢英语,6个学生不喜欢英语.
由此可见,大多数学生喜欢英语.
2、认为学习英语最困难的是听录音的学生有29个人；认为学习英语最困难的是背单词的学生有34个人；认为学习英语最困难的是学对话的学生有58个人。
由此可见,学生对话学习困难大.
3、认为学习英语最容易的是听录音的学生有42个人；认为学习英语最容易的是背单词的学生有42个人；认为学习英语最容易的是学对话的学生有37个人。
由此可见,学生觉得听录音,背单词比较容易.
4、喜欢教师比较安静的听教师讲解上英语课的学生有25个；喜欢教师轻松、活跃上英语课的学生有72个；喜欢教师有竞争和纪律的上课的学生有22个。
由此可见,学生喜欢轻松、活跃上英语课.
5、课堂上经常发言的学生有29个；课堂上不发言的学生有8个；课堂上偶尔发言的学生有84个。
由此可见,学生大多数都偶尔发言.
6、你每天英语课外花30分时间做英语作业的学生有96个；你
每天英语课外花30分至1小时时间做英语作业的学生有12个；你每天英语课外花1小时以上时间做英语作业的学生有13个。
由此可见,大多数学生在英语学习上花的时间比较少.
7、一直预习的学生有66个；偶尔预习的学生44个；从不预习有个10.
由此可见,预习的学生大约占学生总数的一半.
8、自主朗读每天至少0分钟，从不读的学生和想读就读，很随意学生有37个；自主朗读每天至少15分钟84个学生都能每天读。
由此可见,大多数学生自主朗读做得比较好.
9、喜欢做制卡片等动手的英语作业学生67个；不喜欢做制卡片等动手的英语作业学生11个；比较喜欢做制卡片等动手的英语作业学生40个.
由此可见,学生比较喜欢动手学习.
10、会及时完成英语作业的学生有107个，没有不会及时完成英语作业的学生14个。
由此可见，大多数学生能够及时完成英语作业.
11、喜欢英语老师几乎全英文上课的学生有24个；喜欢英语老师英语和汉语结合上课的学生有96个；有1个人喜欢大半时间汉语上课。
由此可见,学生门非常喜欢英汉结合上英语课.
12、学习英语主要原因是喜欢学习英语的学生有64个；学习英语主要原因是想考好成绩的学生有46个；学习英语主要原因是得到同
学、老师和家长的赞赏喜的学生有19个。
由此可见,
13、会及时复习新学的英语的学生有32个；不会及时复习新学的英语的学生有0个；有时会及时复习新学的英语的学生有7个。
14、学生认为学习新的英语内容要掌握快些，好些的建议和意见有以下几方面：
三、学生建议和意见
（1）先朗读，再读熟，最后背诵。
（2）要多读多写。
（3）好好阅读英语，以后到说英语国家学习。
（4）多表扬，让学生认真学习英语。
（5）努力多唱歌曲。
（6）要记住单词、句子，还要背诵。
（7）多听录音
（8）多背单词
（9）多复习课文
（10）提前预习，在家里听英语。
(11)画出不会读的句子,不会的要问老师。
(12)多做英语游戏和体操作业。
(13)上课认真听讲。
(14)学习对话。
(15)每天最少复习一次。
（16）多读，多背，每天早晚各读15分钟。
（17）及时预习，有什么不会或不理解多问老师，主要书多读、多背、多写。
（18）一边游戏，一边学习，可以让学生更好的掌握单词要领。
（19）每天回家把新学的知识多读，多背，复习旧知。
（20）多和同学门交流，积极回答问题，提高口语能力。
（21）可以让学生自己预习，问家长、老师、哥哥、姐姐单词或句子怎么读写，这样上课就非常容易了。
(22)上课时采取合作学习方式。
四、调查结果及其分析
通过调查，我们发现大部分学生喜欢学习英语，超过一半学生很喜欢学习英语。
他们认为英语中最难的是背单词和学习对话。
绝大部分学生喜欢轻松活跃的课堂。
但课堂上偶尔发言的学生占大多数。
大部分学生每天自主朗读很随意，不能保证15分钟时间。
学生们大部分比较喜欢制作卡片。
不能及时完成作业的学生占一半。
大部分学生学习英语主要是想取的好成绩；部分学生处与热爱。
学习态度方面大部分学生喜欢学习英语，一半学生出于考个好成绩；另一半学生则喜欢英语，课堂上能主动发言的不多。
学习方式方面大部分学生希望教师中、英结合，创造民主、活跃的课堂气氛。
学生能提前预习，但能及时完成作业人数只占一半。
大部分学生喜欢制作等动手。
由此可见，学生普遍喜欢轻松学英语，能做到课前预习，实践欲望强烈，但是，受汉语影响不适应全英教学，自制力差，自主学习习惯不
好，随意性大。
五、应对策略
《新课程标准》要求小学英语教学通过听、说、动、唱、玩具让学生获得初步的听说能力和一定的语感，以提高兴趣为主。
兴趣是最好的老师，学生只有对英语有浓厚的兴趣才会愿意学，要让学生有兴趣，我们首先得让学生感到英语易学，其次让学生乐学，最后培养学生的自学能力，培养他们对英语学习的积极态度。
使他们建立初步的学习英语的自信心。
对于零起点的农村学生尽可能让他们多听地道英语，语言介绍采用先输入后输出方式比较好。
在英语学习的过程中，发展有效的学习策略，强化祖国意识，开拓国际视野，形成一定的综合语言运用能力很重要。
我们作为教师要树立为学生终身发展的思想，坚持人本位，以生为本就是以学生为教学的主体，就是要把学生看成有思想、有情感的人，而不要把他们看成学习的容器，因为他们也有喜怒哀乐，有个人的追求，有对事物的看法，有自己的情感经历，这些正是搞好教学的基础。
为了让学生积极主动地参与到教学活动中来，从而最大限度地发挥他们的主体作用，从内心真正“要学”，适时地激发他们的学习热情，培养他们的学习兴趣，让课堂真正成为有趣、有序、有效的课堂。
我们决定从以下几方面去探索。
学生学习英语的兴趣需要培养；学习的主动性必须加强；背单词和对话要设法使其更容易掌握；操作性作业可以布置；教师课堂气氛要活跃；教师课堂用语要逐渐从汉语向英语过渡；朗读作业需要强制性、
多样性相结合去实施；预习习惯要继续坚持；限时完成作业，从课堂向课余过渡。