高中英语写作课题总结
高中英语写作课-Summary_Writing
高中英语写作课Summary Writing教学设计教材分析:“读写任务”是高考的重要题型,它要求学生通过阅读材料,获取信息并概括要点,在此基础上,写出自己的内容。
这就要求学生具备较强的概括水平。
虽然学生已经非常熟悉这种题型,但很多同学在概括文章要点时还存有一定的困难。
学情分析:高三的学生在英语语言知识和英语写作技能方面已经有了一定的基础,他们对如何写摘要都有一定的理解。
1.根据教育心里学的观点, 不同年龄阶段的学生具有自身特有的心理活动, 教学要根据学生的年龄特征以获取更好的效果. 高三的学生大多18、19岁,其个体思维的发展正处于初步成熟期,他们在学习行为上表现更主动。
在学习策略上,他们:1) 会积极探索适合自己的英语学习方法2) 会通过不同信息渠道获取所需信息3)遇到实际困难时,会有效地寻求协助2.高三(3)班是一个理科班,学生有重理轻文的倾向,在用英语实行交际时还存有一定的困难,局部学生可能在完成任务的过程中会遇到一些困难。
教学目标:1.[语言知识目标]写摘要的三个步骤:(1)阅读;(2)写作;(3)修改成文。
2.[技能和策略目标]阅读时找主题句和四个写摘要的微技能3.[水平、情感、态度目标]培养学生的书面表达水平;培养学生合作精神和竞争的意识。
设计理念:1.以探究式教学理论为依据,采取“任务型”教学模式(task—based model),让学生在教师的指导下,通过感知、体验、实践、参与、合作和竞争等方式, 实现任务目标,感受成功.2.渗透主体性合作式学习理念,发挥学生的主体性和教师的指导性作用,让学生在一个轻松、愉快、民主的气氛中获取英语知识和培养英语使用水平。
教学媒体:本节课采取了传统和现代相结合的教学手段,既使用了黑板和粉笔,又使用了电脑制作了多媒体课件。
教学方法设计:合作探究法:个人、2人或4人小组为单位,参与英语的各项交际活动。
教学过程设计及简要分析:Teaching Procedures:Step 1 Lead-in :Task 1: Students read and pick out the topic sentence.----finished by students aloneMaterial One: Reading —Topic sentencePassage 1A terrible earthquake broke out in Istanbul, the capital of Turkey, on the early morning of September 14, 2006, at 4 o’clock. As most people were still in deep sleep when the earthquake was happening, all the people were in a panic, which led to a disastrous result—about 200 people were killed in the earthquake, and many more were seriously injured, with hundreds of thousands homeless. The local government is organizing the rescue and the international aid has also come from many countries, including China.Which of the following is the topic sentence?1 A terrible earthquake broke out in Istanbul.2About 200 people were killed in the earthquake.3The international aid has also come from many countries, including China.4All the people were in a panic during the earthquake.Passage 2Years ago it was very difficult to travel from one place to another. The journeys were often long, tiring and dangerous. Today the picture has changed.. There are first-class ships and airplanes to take people where their dreams lie, whether within one’s country or abroad. Traveling has become safer, more enjoyable and above all, more economical. So we can say transportation has been improved a great deal.Which of the following is the topic sentence?5Years ago it was very difficult to travel from one place to another.6Today the picture has changed.7Transportation has been improved a great deal.8Traveling has become safer, more enjoyable and above all, more economical. Step 2 Instruction and DrillingTask 2: 1) Students reflect and summarize how to write a summary.----finished by students alone or in pairsPoint out four skills of summary writing.2) Students do some exercises.----finished by students first individually then in pairsMaterial Two: RewritingRewrite the following sentences ------- (each with one sentence).1. Kate looked at Paul and said angrily, “You put too much salt on your food.”_________________________________________________________________ ______2.She bought a lot of vegetables such as cabbage, carrots, cucumbers, tomatoes,potatoes and some eggs. She intended to invite all his friends for her birthday party at the weekend._________________________________________________________________ ______3.Nowadays more and more teenagers try to be more independent from theirparents and sometimes become very rebellious. They always want to wear long and strange hair style, which their parents complain about a lot. They also spend too much time on the Internet and playing computer games._________________________________________________________________ ______Step 3 ConsolidationTask 3: Students use the skills acquired from the above and fill in the blanks. Material 3 Summary1. Read the following passage and fill in the blanks.It must have been about two in the morning when I returned home. I tried to wake up my wife by ringing the doorbell, but she was fast asleep. So I got a ladder from the shed in the garden, put it against the wall, and began climbing towards the bedroom window. I was almost there when a sarcastic voice below said, “I don’t think the windows need cleaning at this time of the night.” I looked down and nearly fell off the ladder when I saw a policeman. I immediately regretted answering in the way I did, but I said, “I enjoy cleaning windows at night.”“So do I,” answered the policeman in the same tone. “Excuse my interrupting you. I hate to interrupt a man when he’s busy working, but would you mind coming with me to the station?”“Well, I’d prefer to stay here,” I said. “You see, I’ve forgotten my key.”“You what?” he called.“My key,” I shouted.Fortunately, the shouting woke up my wife who opened the window just as the policeman had started to climb towards me.Summary:On arriving home early in the morning, the writer failed to ______________________________ by ringing the doorbell. He tried to _________________________________, but was found by ___________________. Soon his shouting woke his wife.Task 4: Students write a summary alone with about 30 words .2. Write a summary with about 30 words.Advertising can be a service to customers. This is true when ads give reliable information about the goods advertised. Such information is needed if the customer is to make a wise choice when he buys something. It is useful because it can help the customer know more about the kinds of goods available in the shops.However, some ads are not very useful to the customers. Instead of helping the customer to satisfy his real needs, they set out to make him want unnecessary things by doing ads cleverly. They set out to make us believe what they advertise will make us cleverer, prettier, more handsome, if only we use it. For example, the voice on TV says, “By using our SKII, it makes your skin crystal” The screen shows a series of pictures in which a famous actress not only has her skin whitened but also has her pronounced wrinkles silkily smoothed. Some ladies with dark skin will be persuaded to choose that cosmetic(化妆品).Task 5: Check it in a group of four.Step 4 AssignmentWrite a summary on Page 186.Reflection(反思):本节课遵循循序渐进,螺旋式推动课堂教学的原则,对课题“Writing a summary”实行教学。
高中英语读写结合课题研究感悟与反思
高中英语读写结合课题研究感悟与反思English:In researching the integration of reading and writing in high school English, I've discovered that it's not just about mastering two skills separately but about how they complement and enhance each other. Reading provides the foundation for writing, exposing students to various styles, structures, and vocabularies that they can then apply in their own compositions. Conversely, writing helps students deepen their understanding of texts by engaging with them critically, analyzing themes, character development, and authorial intent. This symbiotic relationship fosters not only language proficiency but also critical thinking skills essential for academic and real-world success. However, effective integration requires careful planning and scaffolding, ensuring that reading activities lead organically to writing tasks and vice versa. Moreover, providing meaningful feedback throughout the process is crucial, guiding students to reflect on their writing and refine their comprehension strategies. Overall, this research has underscored the importance of a balanced approach to teaching reading and writing, emphasizing theirinterconnectedness and cultivating students' ability to navigate and communicate effectively in the English language.中文翻译:在研究高中英语读写结合的课题时,我发现这不仅仅是分别掌握两种技能,而是它们如何相辅相成、相互增强。
高中阶段英语研究学习课题综述
高中阶段英语研究学习课题综述简介本文旨在对高中阶段英语研究课题进行综述,为相关研究提供一个概览。
英语研究是高中阶段的重要学科之一,对学生的综合能力培养有着重要影响,因此有必要对该课题进行深入研究。
目标本综述的目标是总结高中阶段英语研究的主要课题,并分析其研究现状和未来发展趋势,为相关研究者提供参考和借鉴。
主要课题1. 词汇研究:英语词汇是英语研究的基础,对于高中阶段学生来说尤为重要。
该课题研究了词汇研究的方法、策略以及影响因素等,旨在提高学生的词汇水平和应用能力。
2. 语法研究:语法是英语研究中的重点和难点之一。
该课题关注语法研究的有效途径和教学策略,探讨如何帮助学生掌握英语语法规则,并能够正确运用于实际交流中。
3. 听力与口语:听力和口语是英语交流的重要技能,也是高中阶段英语研究的重点。
该课题研究了听力和口语训练的方法、技巧和评估方式,旨在提高学生的听说能力和交际能力。
4. 阅读与写作:阅读和写作是英语研究中培养学生语言表达和思维能力的重要手段。
该课题研究了阅读和写作教学的策略和评估方法,旨在提高学生的阅读理解和写作能力。
研究现状目前,高中阶段英语研究课题的研究已经取得了一定的进展。
相关研究者通过实证研究、案例分析等方法,提出了一些有效的教学策略和评估方法。
然而,仍然存在一些问题,如教学资源不足、研究动机不高等。
未来发展趋势未来,高中阶段英语研究课题的研究可以从以下几个方面进行深入探讨:进一步研究有效的课堂教学策略,提高学生的研究动机和兴趣;探索利用技术手段进行英语研究的创新方式;加强学校和家庭的合作,共同促进学生的英语研究。
结论高中阶段英语研究课题的研究对于提高学生的英语综合能力具有重要意义。
通过综述了解该课题的主要内容和现状,可以为相关研究者提供参考和借鉴。
未来的研究应该注重有效的教学策略和研究动机的培养,以促进学生在英语研究中取得更好的成果。
写作课题1中期报告
写作课题1中期报告写作课题1中期报告高中英语写作教学模式探究课题中期报告唐平兰(执笔)202*-05-14汕尾市林伟华中学英语科组承担《高中英语写作教学模式探究》课题,经过一年的研究工作和实践,已经取得了一定的成果,现汇报如下。
课题研究背景:英语写作教学最近几十年以来是高中英语教学的一个重要话题。
英语写作教学与口语教学,听力教学,阅读教学理论研究相比,英语写作教学的历史短暂得多。
二十世纪五十年代以前,这一方面的研究既陈旧又未形成科学的体系。
由于长期受语法教学翻译法的影响,学生只习惯于死记英语语法条目和单词,写作上机械地照搬翻译法。
在写作教学课堂上,注重结果和语法错误的纠正。
教学方法单一死板,缺乏灵活性和交际性。
对于句子练习,句型变化,为题风格中用词的准确性,语篇的衔接,英汉思维结构的异同,重视不够。
再加上语言输入不够,缺乏英语语言环境。
学习者无法摆脱汉语思维习惯的束缚。
新型写作教学方法研究自二十世纪七十年代起步后,基本上吸收了第一语言写作教学研究的方法和成果,但缺乏本学科的个性特点。
直至八十年代,我国英语教学引进吸收国外写作教学方法,第二语言写作教学的研究才初具规模,出现了大量可予以借鉴的英语写作教学模式和写作训练模式。
其中有三种较为流行的写作教学方法:成果教学法,对比修辞教学法和写作过程教学法。
近年来,国内外对任务型教学法的研究方兴未艾,以任务为中心的语言教学思路(TheTask-orientedApproach)是近20年来语言交际教学思路(CommunicativeApproach)的一种发展形态,它把语言运用的基本理念转化为具有时间意义的课堂教学方式。
因此,把英语写作教学与听、说、读相结合的教学模式的探究具划时代意义。
课题组成员介绍:唐平兰:中教高级材料收集人(组长)马万红:中教二级活动记录人,材料收集人卢丽梅:中教二级查找资料刘建华:中教高级查找资料胡琳娜:中教一级查找资料郭惠静:中教一级查找资料黄辉霞:中教一级查找资料陈娜红:中教一级查找资料刘涛兰:中教二级查找资料罗瑞玲:中教高级查找资料缪春泽:中教一级查找资料陈夏敏:中教二级查找资料郭荣鸽:中教一级查找资料课题研究目标:实验总体目标:(一)、让学生在听,说,读,写相结合的学习过程中习得语言,掌握知识,方法和技能。
新课程标准下高中英语阅读与写作有效教学策略探究课题中期报告
新课程标准下高中英语阅读与写作有效教学策略探究课题中期报告在第二阶段的第一部分,我们进行了问卷调查,以了解学生在英语阅读和写作方面的策略使用情况。
我们设计了调查问卷并选定了样本进行调查,收集了有效数据进行分析。
2.设计前期测试训练题。
在第二阶段的第一部分,我们还设计了前期测试训练题,并进行了测试(前测)。
这有助于我们了解学生在英语阅读和写作方面的基础水平,为后续的策略训练计划设计提供基础。
3.进行策略训练设计。
在第三阶段,我们结合前期的数据分析和教学实际,分阶段、分类别、分专题、分课时设计了策略训练计划。
这包括策略训练课堂教学和策略训练练,旨在帮助学生提高英语阅读和写作的策略使用能力。
4.整理研究资料,进行分析、提炼,形成研究论文。
在后期阶段,我们对研究资料进行了整理、分析和提炼,最终形成了研究论文。
我们还采用了多种形式,如示范课、讲座和研讨会等,推广了我们的研究成果,促进了高中英语教学改革的发展。
总之,我们在课题研究过程中,按照研究方案和计划,分工合作,开展了一系列的工作,包括问卷调查、前期测试训练、策略训练设计等,最终形成了研究论文,并推广了研究成果。
During the break。
our research XXX on "Teaching English Reading and Writing in Middle School" by reviewing literature。
consulting relevant websites。
and combining the needs of the research group and the actual n of students。
The nnaire consistedof 25 ns。
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including the current reading level of students。
reading difficulties。
英语总结材料作文模板高中
英语总结材料作文模板高中"英文,"In my opinion, a good English summary should include the main points of the material, be well-organized, and use clear and concise language. When summarizing, it's important to focus on the most important information and leave out any unnecessary details. Additionally, a good summary should be structured in a way that makes it easyfor the reader to follow and understand.For example, when summarizing a novel, I would first introduce the main characters and setting, then briefly outline the plot, and finally touch on the major themes or messages of the book. This structure helps the reader to get a clear understanding of the story without getting lost in too many details."中文,"在我看来,一个好的英语总结应该包括材料的主要观点,组织得当,并使用清晰简洁的语言。
总结时,重点是要专注于最重要的信息,省略掉任何不必要的细节。
此外,一个好的总结应该以一种易于读者跟随和理解的方式进行结构化。
高中学生研究性课题报告范文英语
高中学生研究性课题报告范文英语Title: A Research Report on High School Students' Research TopicsAbstract:This research report aims to investigate the effectiveness and benefits of research-based learning for high school students. The study involved a group of high school students who were tasked with selecting, conducting, and presenting a research project on a topic of their choice. Through surveys, interviews, and observations, the researchers examined the impact of this research experience on the students' academic performance, critical thinking skills, and motivation towards learning. The findings of the study suggest that research-based learning can have a positive effect on high school students by enhancing their research skills, promoting a deeper understanding of the subject matter, and fostering a sense of curiosity and intellectual curiosity.Introduction:Research-based learning has become increasingly popular in high schools as educators recognize the benefits of engaging students in authentic, inquiry-based learning experiences. Byallowing students to explore topics of interest and investigate questions that they are curious about, research-based learning can help develop critical thinking skills, problem-solving abilities, and a sense of autonomy and independence in learning. In this report, we examine the impact of research-based learning on high school students through a study conducted at a local high school.Methodology:The study involved a group of 50 high school students who were enrolled in a research-based learning program. The students were given the freedom to choose a research topic of their choice and were provided with guidance and resources to help them conduct their research. Over the course of the semester, the students worked on their research projects, conducted experiments, collected data, and analyzed their findings. At the end of the semester, the students presented their research projects to their peers and teachers.To gather data for the study, the researchers administered surveys to the students before and after the research project to assess their attitudes towards research-based learning and their perceived benefits of the experience. In addition, the researchers conducted interviews with a subset of students to gain a deeperunderstanding of the impact of research-based learning on their academic performance and motivation.Results:The results of the study showed that the majority of students had a positive attitude towards research-based learning and found the experience to be valuable and rewarding. Many students reported that conducting their own research project allowed them to deepen their understanding of the subject matter and develop critical thinking and problem-solving skills. In addition, students expressed a sense of satisfaction and accomplishment from completing their research projects and presenting their findings to their peers.Furthermore, the interviews revealed that students felt more motivated and engaged in their learning as a result of the research experience. Many students reported that the research project challenged them to think creatively and independently, and that they felt a sense of ownership and pride in their work. Overall, the findings of the study suggest that research-based learning can have a positive impact on high school students by enhancing their research skills, promoting a deeper understanding of the subject matter, and fostering a sense of curiosity and intellectual curiosity.Conclusion:In conclusion, research-based learning can be a powerful tool for engaging high school students in meaningful learning experiences and fostering a sense of inquiry and curiosity. By allowing students to conduct their own research projects, educators can help students develop critical thinking skills, problem-solving abilities, and a sense of autonomy and independence in learning. As evidenced by the findings of this study, research-based learning can have a positive impact on high school students by enhancing their research skills, promoting a deeper understanding of the subject matter, and fostering a sense of curiosity and intellectual curiosity. Further research is needed to explore the long-term effects of research-based learning on high school students and to identify best practices for implementing research-based learning in high schools.。
高中综合素质评价研究性课题报告英语作文
高中综合素质评价研究性课题报告英语作文Research Report on High School Comprehensive Quality Evaluation Research TopicI. IntroductionWith the reform of China's education system, the comprehensive quality evaluation has become an important part of high school education. The purpose of this research is to explore the impact of comprehensive quality evaluation on high school students and provide suggestions for improvement.II. Literature ReviewPrevious studies have shown that comprehensive quality evaluation can motivate students to develop better study habits, enhance their problem-solving skills, and improve their overall academic performance. However, some studies also suggest that the current evaluation system may put too much emphasis on grades, leading to increased pressure on students.III. Research DesignThis study adopts a mixed-methods approach, combining quantitative surveys and qualitative interviews. The participants are high school students from different grades, teachers, andparents. The surveys focus on students' attitudes towards comprehensive quality evaluation, while the interviews aim to collect in-depth insights.IV. Findings1. The majority of students believe that comprehensive quality evaluation is beneficial for their personal growth and development.2. Many students express concerns about the pressure and stress caused by the current evaluation system.3. Teachers and parents play a crucial role in supporting students through the comprehensive quality evaluation process.V. DiscussionThe findings of this research suggest that while comprehensive quality evaluation has many benefits, there is a need to better balance the emphasis on grades and overall development. Schools should provide more resources and support for students to cope with the pressure of evaluation.VI. ConclusionIn conclusion, comprehensive quality evaluation is an essential part of high school education, but improvements canbe made to ensure a more balanced and supportive system. By listening to students' feedback and involving teachers and parents in the process, we can create a more effective evaluation system that promotes student growth and success.。
高中英语写作课题结题报告范文
高中英语写作课题结题报告范文The high school English writing course has been a valuable and enriching experience for me. Throughout the semester, I have had the opportunity to explore various writing styles, hone my skills, and gain a deeper understanding of the art of written expression. This final report serves as a reflection on my journey and the key takeaways from the course.One of the primary objectives of the English writing course was to develop our ability to craft well-structured and coherent essays. From the outset, we were introduced to the fundamental elements of essay writing, such as the importance of a strong thesis statement, the use of supporting evidence, and the effective organization of ideas. Through a series of exercises and feedback from our instructor, I have learned to approach essay writing with a more deliberate and strategic mindset.Particularly enlightening was the focus on different essay formats, including the persuasive, expository, and narrative styles. Each genre presented its own unique challenges and required a distinctapproach. For instance, in crafting a persuasive essay, I learned the significance of anticipating and addressing counterarguments, while in the expository format, I honed my ability to explain complex ideas in a clear and concise manner. The narrative essays, on the other hand, allowed me to explore the power of storytelling and the art of conveying personal experiences in a compelling way.Another crucial aspect of the course was the emphasis on developing a strong writing voice. We were encouraged to experiment with various stylistic techniques, such as the use of figurative language, rhetorical devices, and distinctive sentence structures. This exploration of voice not only enhanced the quality of my writing but also helped me to find my unique authorial persona, which I can now carry forward in my future academic and professional endeavors.The writing workshops were particularly valuable in this regard. During these sessions, we had the opportunity to share our work with our peers and receive constructive feedback. This collaborative environment fostered a sense of community and encouraged us to engage in thoughtful discussions about each other's writing. By listening to the perspectives of my classmates and offering my own insights, I gained a deeper understanding of the nuances of effective communication and the power of revision.One of the most transformative experiences for me was the researchpaper assignment. This project challenged us to delve into a topic of our choice, conduct thorough research, and synthesize our findings into a comprehensive and well-supported argument. The process of navigating academic sources, evaluating the credibility of information, and crafting a cohesive narrative was both daunting and rewarding. Through this experience, I developed a greater appreciation for the rigor and attention to detail required in academic writing.Beyond the specific writing assignments, the course also emphasized the importance of developing critical thinking skills. We were encouraged to approach reading and writing with a more analytical mindset, constantly questioning assumptions, identifying underlying biases, and exploring multiple perspectives on a given issue. This critical lens has not only enhanced my writing but has also influenced my overall approach to learning and problem-solving.Perhaps one of the most valuable takeaways from this course has been the realization that writing is an iterative process, one that requires patience, perseverance, and a willingness to embrace feedback and revision. Through the numerous drafts and revisions I have undertaken, I have come to understand that the path to strong writing is not linear, but rather a journey of continuous refinement and growth.As I reflect on the progress I have made throughout the semester, I am filled with a sense of accomplishment and gratitude. The skills and insights I have gained will undoubtedly serve me well in my future academic and professional pursuits. Moreover, the confidence and self-awareness I have developed as a writer will enable me to approach any writing task with a renewed sense of purpose and enthusiasm.In conclusion, the high school English writing course has been a transformative experience that has not only improved my writing abilities but has also challenged me to think more critically, communicate more effectively, and embrace the iterative nature of the writing process. As I move forward, I am excited to continue honing my craft and exploring the endless possibilities of the written word.。
高二作文之高中英语课题研究报告
高中英语课题研究报告【篇一:《高中英语早读课管理策略的研究》课题结题报告】《高中英语早读课管理策略的研究》结题报告前言于2014年12月申报小课题“高中英语早读课管理策略的研究”,2015年1月5日举行了开题论证。
课题从申报、立项以来,得到了县进修学校和学校领导的关心和大力帮助,得到了课题组全体教师的支持。
我们在实际教学中,一方面学习理论,通过一些专业书籍对本课题进行了进一步的理解,并通过对我校课堂教学案例进行了一些参考和反思,另一方面结合我们组有特点的课例,对课题进行了深入的研究,制定了研究方案,并扎实有效地开展了课题研究工作,经过课题组成员近一年的研究和实践,积累了一定经验,获得了一些启示,引发了一些思考,现结题报告总结如下:一、问题的提出普通高中英语早读课是英语教学过程中的一个重要环节,是学生课内外学习英语的重要形式,英语早读课设计是教学设计必不可少的部分。
首先,对早读课的认识不明确。
在高中,不仅有的学生认为早读课不重要,不认真对待,而且有些教师也存在着一定的认识误区:认为早读是学生自己的事,与教师的关系不大,教师只是起巡视和监督的作用。
因此,早读课上就出现了各种各样的现象:写作业、抄笔记、打扫卫生、教师找学生谈话、处理班上的日常事务等等。
其次,早读课没有明确的目的性。
学生不知道早读课应该怎么安排,读什么内容、记忆哪些材料:哪些内容需要精读,哪些内容需要泛读。
这些方面教师缺乏准备和统一的指导,导致了早读课的盲目性、随意性和单一性。
最后,学生缺乏早读的积极性和主动性。
早读课就是读课文,这样的认识必然导致学生对早读课认识的偏差,因此学生丧失了对早读课的积极性和主动性。
有些学生在早读课上完全是被动的读,个别学生甚至和教师玩起来“猫捉老鼠的游戏”,教师在教室,学生被动的应付;教师不在教室,学生就不读书的现象。
体现着学习的过程,能有效地促进学生对教学三维目标的达成;对教师而言,早读课是检验课堂教学效果的手段,是有效调整和改善教学内容、教学方法的基本依据之一。
英语研究性课题报告:高中篇
英语研究性课题报告:高中篇1. 研究背景高中英语是中国学生的必修课程之一,对于学生的语言能力和综合素质的提高起着重要的作用。
然而,在实际教学中,我们发现学生在英语写作方面存在一些问题,包括词汇量不足、语法错误频繁等。
因此,本研究旨在探讨高中英语写作教学中的问题,并提出相应的解决策略。
2. 研究目的本研究的目的是分析高中英语写作教学中存在的问题,并提出可行的解决策略,以提高学生的写作水平和能力。
3. 研究方法本研究将采用以下方法进行数据收集和分析:3.1 调查问卷通过发放问卷调查的方式,收集高中学生对于英语写作教学的意见和建议,了解他们在写作过程中遇到的问题和困惑。
3.2 学生作文分析收集一定数量的高中学生作文,进行分析和评估,找出学生在写作中常犯的错误和需要改进的地方。
3.3 教师访谈与高中英语教师进行访谈,了解他们对于写作教学的看法和经验分享,探讨他们在教学中遇到的难题和解决方法。
4. 研究内容本研究将重点关注以下内容:4.1 学生写作问题分析通过对学生作文的分析,总结学生在写作中常见的问题,包括词汇使用不当、语法错误、结构混乱等。
4.2 教师教学策略研究通过与教师的访谈和研究文献,总结和分析教师在英语写作教学中采用的策略和方法,探讨其有效性和可行性。
4.3 解决策略探讨基于学生写作问题和教师教学策略的分析,提出相应的解决策略和建议,以帮助学生提高写作水平和能力。
5. 研究意义通过本研究,我们可以更好地了解高中英语写作教学中存在的问题和困境,并提出相应的解决策略,以促进学生的写作能力的提高。
同时,对于教师来说,本研究也可以为他们提供有益的教学参考和指导。
6. 预期结果本研究预计将得出以下结果:- 发现高中英语写作教学中的主要问题和困境;- 分析和总结教师在写作教学中的有效策略和方法;- 提出解决策略和建议,以提高学生的写作水平和能力。
7. 研究限制本研究的限制主要包括以下几点:- 样本数量有限,可能无法代表全部高中学生的情况;- 依赖学生的自我报告和教师的访谈,可能存在主观性和偏差。
高中英语词汇教学课题结项报告范文
高中英语词汇教学课题结项报告范文全文共3篇示例,供读者参考篇1Title: Project Completion Report on High School English Vocabulary Teaching1. IntroductionEnglish vocabulary teaching plays a crucial role in high school education as it lays the foundation for students' language development and acquisition. This project aimed to explore effective strategies and methods to enhance students' vocabulary learning and retention in the high school English classroom.2. Project Objectives- To investigate the current state of vocabulary teaching in high school English classrooms.- To design and implement innovative vocabulary teaching strategies.- To evaluate the effectiveness of the new vocabulary teaching methods in improving students' vocabulary acquisition and retention.3. Project Methodology- Conducted a literature review on vocabulary teaching theories and strategies.- Observed and analyzed vocabulary teaching practices in high school English classrooms.- Designed and implemented vocabulary teaching interventions, including using multimedia resources, collaborative learning activities, and vocabulary games.- Administered pre- and post-tests to measure students' vocabulary knowledge and retention.4. Project Findings- The traditional rote memorization method is still prevalent in high school English classrooms, limiting students' ability to learn and retain vocabulary effectively.- The use of multimedia resources, such as videos and interactive online activities, significantly increased students' engagement and motivation in vocabulary learning.- Collaborative learning activities fostered peer-to-peer interaction and vocabulary consolidation.- Vocabulary games, such as crossword puzzles and word search, proved to be effective in reinforcing vocabulary knowledge.5. Project Implications- Incorporating multimedia resources and interactive activities can make vocabulary teaching more engaging and effective for high school students.- Collaborative learning and group work should be encouraged to facilitate vocabulary retention and application.- Teachers should continue to explore and implement innovative vocabulary teaching methods to cater to diverse learning styles and needs.6. ConclusionIn conclusion, this project has shed light on the importance of effective vocabulary teaching in high school English classrooms. By incorporating innovative strategies and methods, teachers can enhance students' vocabulary acquisition and retention, ultimately improving their overall language proficiency. Further research and collaboration among educatorsare needed to continue improving vocabulary teaching practices in high schools.篇2Title: Final Report on High School English Vocabulary Teaching Project1. IntroductionThe High School English Vocabulary Teaching Project aims to improve students' vocabulary proficiency and enhance their overall English language skills. This report will provide an overview of the project's goals, methods, outcomes, and future recommendations.2. GoalsThe primary goal of the project was to increase students' vocabulary retention and usage in real-world contexts. Specific objectives included expanding students' vocabulary knowledge, improving their ability to infer word meanings from context, and enhancing their ability to use a variety of vocabulary in speaking and writing.3. MethodsTo achieve these goals, a variety of teaching methods and materials were utilized. These included vocabulary lists, flashcards, interactive games, group activities, and real-world applications. Additionally, students were encouraged to read extensively to encounter new vocabulary in context.4. OutcomesThe project has shown positive outcomes in terms of increased vocabulary retention and usage. Pre- and post-tests indicated a significant improvement in students' vocabulary knowledge. Students also demonstrated an increased ability to infer word meanings from context and incorporate a wider range of vocabulary into their spoken and written language.5. RecommendationsMoving forward, it is recommended that the project continue to focus on building students' vocabulary through a combination of strategies. This may include more interactive games, real-world applications, and opportunities for students to practice using vocabulary in context. Additionally, ongoing assessment and feedback will be important to monitor students' progress and address any areas of weakness.6. ConclusionOverall, the High School English Vocabulary Teaching Project has been successful in achieving its goals of improving students' vocabulary proficiency. By continuing to implement a variety of teaching methods and materials, students will be better equipped to succeed in their English language studies and beyond.篇3Title: Final Report on High School English Vocabulary Teaching ProjectIntroductionThis report aims to provide an overview of the High School English Vocabulary Teaching Project, including the goals, methods, results, and recommendations for future improvement.GoalsThe main goal of this project was to improve students' English vocabulary acquisition and retention through innovative and engaging teaching methods. By introducing new vocabulary words in context, using visual aids, and incorporating interactive activities, we hoped to foster a deeper understanding of the words and facilitate long-term memory retention.MethodsThroughout the project, we implemented a variety of teaching strategies to introduce, practice, and reinforce vocabulary. These strategies included:1. Contextual learning: Introducing new words in sentences or short passages to help students understand the meaning in context.2. Visual aids: Using images, videos, and real-life examples to help students visualize and remember vocabulary words.3. Interactive activities: Incorporating games, quizzes, and group activities to engage students and encourage active participation in learning.ResultsBased on assessments and student feedback, we found that the project was successful in improving students' English vocabulary skills. Students demonstrated an increased ability to recognize and use new vocabulary words in context, and their retention of the words improved over time. Additionally, students reported feeling more confident in their ability to communicate in English and enjoyed the interactive and engaging nature of the lessons.RecommendationsTo further enhance the effectiveness of the English vocabulary teaching, we recommend the following:1. Continued use of contextual learning and visual aids to reinforce new vocabulary words.2. Incorporating more opportunities for student practice and application of vocabulary in real-life situations.3. Implementing regular assessments to track students' progress and identify areas for improvement.4. Providing additional resources and support for struggling students to ensure all students are able to succeed in learning English vocabulary.ConclusionOverall, the High School English Vocabulary Teaching Project was a success in improving students' vocabulary acquisition and retention. By implementing innovative teaching strategies and engaging activities, students demonstrated improved proficiency and confidence in using English vocabulary. Moving forward, we will continue to refine our teaching methods and incorporate feedback from students to further enhance the learning experience.。
高中英语课题研究报告范文四篇
高中英语课题研究报告范文四篇报告是一种公文格式,专指陈述调查本身或由调查得出的结论,反映工作中的基本情况、取得的经验教训、存在的问题以及今后工作设想等。
以下是小编为大家收集的高中英语课题研究报告范文四篇,仅供参考,欢迎大家阅读。
第一篇: 高中英语课题研究报告课题研究的背景:随着全球化意识的增强和国际社会的发展,英语已经成为人类工作和生活的中使用最广泛的语言。
英语阅读是我们获取信息的主要途径之一。
《英语课程标准》的内容指出:语言技能包括听、说、读、写四个方面的技能以及这四种技能的综合运用能力。
听和读是理解的技能,说和写是表达的技能;这四种技能在语言学习和交际中相辅相成、相互促进。
阅读教学作为高中英语教学的一个主要内容,阅读能力的培养更是被重视。
我校作为一所普通高中,学生入校时,英语成绩就很差,英语基础尤为薄弱。
当下的现状是学生的英语阅读速度慢、缺乏阅读技巧,阅读能力不容乐观,再加上学生对英语学习失去信心,85%的学生阅读能力停滞不前甚至是下降,难以达到新课标的要求。
因而,作为英语教育教学者,对本校高中英语阅读教学存在的问题和现状进行分析和探讨,找出相应的解决对策,寻找适合的教学方法,使阅读教学更有效,是当务之急。
课题研究的意义:在人类社会迅速发展的今天,无论是经济、政治全球化还是习近平提出的“一带一路”国家战略的实施,我们国家与世界各国的交流越来越密切,英语在人们工作生活中的重要性和必要性有目共睹。
针对我校学生的英语学习和英语阅读教学的现状,找出问题并探索和寻找有效的阅读教学方法,能够帮助学生通过阅读增加词汇量;能够逐步提高学生用英语获取信息、运用信息、处理信息、分析和解决问题的能力; 有利于学生获取新知识,提高学生的认知水平,丰富学生的知识和思想。
课题名称的界定和解读一.“英语阅读教学的有效性”的界定和解读1. 英语阅读教学,即老师在课堂上提供与教材相关的背景材料,激发学生对课题的兴趣,引导学生对英语教材中的选材进行阅读,运用阅读技能,获取信息和新知,正确的理解作者的意图,态度,观点及寓意,分析和解决问题。
英语课题结题报告范文doc
英语课题结题报告范文docXXX: Research and Practice of English Reading Teaching inr High SchoolExecutive Director: Qi Junfa。
XXX。
Bachelor's DegreeBusiness Director: Liu Peizhong。
Vice-Principal of XXX。
Bachelor's DegreeTeam XXX: XXX。
Qi Tongwei。
Xing Yan。
Zhang Jianxia。
Li Shuling。
Bi Wenxiu。
Wang XXX。
Lv XXXAbstract: XXX。
XXX' reading ability。
improving their reading level。
and XXX schools。
XXX practice it.Keywords: English Reading TeachingnThe syllabus of middle school English teaching points out that "reading is the XXX。
enrich language knowledge。
understand the social and cultural background of English-XXX。
Reading is also the main means for people to obtain n and knowledge." Currently。
"learning English is difficult。
learning English well is even more difficult." We believe that the key to learning English well lies in language sense。
高中英语课题研究报告范文汇总三篇
高中英语课题研究报告范文汇总三篇研究报告是对某一情况、某一事件、某一经历或某一问题,通过在实践中对其客观实际情况的调查了解而进行的分析研究。
以下是为大家整理的高中英语课题研究报告范文汇总三篇,欢迎品鉴!高中英语课题研究报告篇1 一、课题的研究背景:随着新课改的实施,民族地区落后的英语教学越来越跟不上形式。
(1)教学软硬件远远落后于发达地区。
(2)老师的教学理念和授课模式相对较为传统,需要根据新课标大刀阔斧进行改革。
(3)家庭教育理念和方法与学生的成长和学习日益脱节。
众多的问题导致教学质量不理想。
在此背景下,一线的老师只有想办法从自己做起,按国家教育部颁布的新标准课程改革的要求,去改变我们课堂教学中僵化,呆板的传统教学理念和模式。
传统课程过于注重知识的传授和知识的最终结论。
老师讲得过多,学生就是机械地学习,忙于听讲,忙于记笔记,课堂氛围沉闷。
教学互动很少,老师很大程度上忽略了学生的主观能动性,教学效果极差。
这样的教学模式与新课标的基本理念是背道而驰的。
实际上每个教师的课堂模式设计都各有千秋,致使教学效果差异也很大。
但肯定地说,如果我们通过对高中教师处理听说读写及语法板块的教学模式进行调查、研究、、比对、分析和总结,让更多的老师们了解多种多样的教学模式,并能够取长补短,灵活地根据实际情况选择较好的教学模式去调控自己的教学,那么教学效果一定会大有改观,这个调查研究就没有白做。
二、课题研究的目标与实际价值:新课程标准的基本理念要求课堂教学必须充分以学生为主体,让每个学生通过自己内心的体验和主动参与去学英语,使学生在课堂教学活动中获得更多的空间和时间。
通过此课题的调查和研究,我们一定能发现更多更好的符合新课程标准要求的.课堂教学模式。
我们的一线教师一定能找到对他们的教学工作有帮助的教学模式,从而共同提高水平和教学成绩。
最终目的是:(1)共同提高教师传授知识的能力和灵活调控课堂的策略,优化我们的授课模式;(2)形成教师乐教,学生乐学的课堂教学氛围。
高中英语课题研究报告范文(精选6篇)
高中英语课题研究报告范文(精选6篇)研究报告是对某一情况、某一事件、某一经历或某一问题,通过在实践中对其客观实际情况的调查了解而进行的分析研究。
从调查中了解到的所有信息和材料都是“去粗取精,去伪存真,由一而二,由外而内”,揭示本质,找出规律,总结经验,最后以书面形式陈述。
以下是为大家整理的高中英语课题研究报告范文(精选6篇),欢迎品鉴!高中英语课题研究报告篇1课题高中英语学困生的现状分析及转化策略研究课题研究的背景和意义素质教育的重要职能是培养多层次、全方位、社会主义现代会建设事业的人才,要使每位受教育者的潜能都能得到充分的开发和发展,这就要求基础教育必须面向每一位学生,为全体学生的身心素质和谐、全面发展提供均等、充分的机会和条件,这也要求全社会以至每一个家庭都要重视孩子的教育,尤其是重视英语教育。
当前,全国各地的英语教学水平有较大提高,学生学习英语的热忱、英语运用能力也有很大提高。
但是在高中英语教学过程中,由于长期以来被单纯应试教育的观念所困惑,一味地追求升学率,使高中英语学困生面大、面广的问题尤为突出,严重影响了学生的全面发展和综合素质的提高。
在高中英语教学中,普遍存在这样一个事实:每个学校、班级、学期,英语差生的数量往往比其他学科多些,两极分化的速度比其他学科快些,且年级越高,差生比例越大。
这种现象,在农村中学尤其明显。
这批学困生的转化问题,一直困扰着广大英语教师。
不少英语教师曾对此做过分析和探讨,希望找到症结所在。
但在更多的情况下却是大部分教师对英语学困生采取“冷处理”的办法,只要他们不扰乱课堂纪律,对他们各项未达标的作业等情况只是睁一只眼闭一只眼,甚至不闻不问,听之任之。
对那些个别扰乱课堂纪律的,则“请出”教室。
更有甚者,为了追求班级成绩在年级的排名地位,还动员成绩不好的学生在考试那几天请假。
这些做法极其不利于学生身心的发展,完全违背了素质教育的目标,“让全体学生得到全面发展”成了一句空话。
高中英语课题结题报告
篇一:英语课题结题报告“农村高中英语阅读教学有效性研究”课题结题报告课题报告执笔:周源时间:2010年12月一、课题研究的背景《农村高中英语阅读教学有效性研究》课题具有自身的研究优势,主要反映在它不脱离教学,目标指向教学质量的提高,教师在参与研究之前已经有所思考,参与课题后对阅读教学的有效性倾注了更多精力。
在各级行政领导以及学校校长们都在关注有效课堂建设、减轻学生负担、提高课堂效益的今天,本课题顺应了形势,并提前进行研究,得到了各级领导的支持。
阅读教学的有效性研究是研究英语语言教学的中心环节,它依赖与其他方面或者其他课型的研究成果和学生听说写的能力提高,同时也促进学生其他语言能力的提高。
与本课题相关的英语课堂教学以及阅读能力培养的研究在国内外的研究已经比较广泛而且深入,同时趋于成熟,但大部分都是建立在英语教学论、英语学习论基础上的教法与学法的研究,建立在教育学、心理学理论基础上的研究尚未到位。
农村住宿制高中学生英语语言学习与运用的条件和社会环境与城市学生相比较为薄弱,专门针对这一重要群体的课堂教学的有效性研究尚属空白。
专门针对农村高中,特别是英语教学基础薄弱地区农村高中英语阅读教学的有效性研究尚未开展。
本课题的研究应具有广泛的社会意义和现实意义。
二、课题研究的目标1、探索农村高中学生阅读能力提高的突破经验层面的更为有效的途径。
2、探索农村高中英语教学过程中,阅读教学所承载的获取信息、分析处理信息,高效思维、正确推理、准确归纳等理解能力,达到全员提高的有效途径。
3、探索农村高中面对学生英语能力基础相对薄弱而又面对与外界学生同平台竞争的压力,通过阅读教学辅助学生听、说、读、写等多维度能力提高的途径。
4、通过本课题的研究,以研促教,全面提高教学质量和教师业务素质。
三、课题研究的主要内容、原则和方法(一)课题研究的主要内容课题组围绕课题研究目标设计的主要专题为:1、农村高中学生英语学习的现实状况以及基础对学习能力提高影响的研究(负责人:李学如、王中山)2、情感因素(农村学生)对学习能力提高影响的研究(负责人:李学如、吴璇)3、课堂教学媒体与手段对农村高中英语学习能力影响的研究(负责人:李学如、周源)4、文化背景知识对农村高中生英语学习能力提高影响的研究(负责人:周源、夏厚德)5、农村高中英语阅读教学有效性具体操作研究。
英语研究性课题报告:高中篇
英语研究性课题报告:高中篇1. 研究背景在高中阶段,英语学习成为学生的重要课程之一。
然而,目前存在一些亟待解决的问题,例如学生在英语学习中遇到的困难以及提高英语学习效果的方法等。
因此,本研究旨在探讨高中生英语学习的现状和问题,并提出相应的解决策略。
2. 研究目的本研究的目的是分析高中生英语学习的现状和问题,找出影响学生学习英语的因素,并提出可行的解决策略,以提高高中生的英语学习效果。
3. 研究方法为了达到研究目的,我们采用以下研究方法:- 调查问卷:设计并发放给高中生,了解他们在英语学习中遇到的困难和需求。
- 文献综述:对相关的学术文献和研究进行归纳总结,了解已有研究成果和相关观点。
- 实地观察:观察高中英语教学现场,了解教师的教学方法和学生的学习状态。
- 数据分析:对问卷调查和观察数据进行统计分析,得出结论和解决策略。
4. 研究内容本研究将主要关注以下内容:- 高中生英语学习的现状:调查高中生对英语学习的态度、学习时间和学习方法等方面的情况。
- 高中生英语学习中的困难:分析高中生在听、说、读、写等方面遇到的难题和问题。
- 影响高中生英语学习的因素:探讨学校、家庭、教师和学生自身等因素对英语学习的影响。
- 提高高中生英语学习效果的策略:根据研究结果,提出针对性的学习策略和教学建议,以提高高中生的英语学习效果。
5. 研究意义本研究的意义在于:- 为高中生英语学习问题的解决提供参考:通过调查和分析,找出高中生英语学习中的问题和困难,并提出相应的解决策略,帮助学生提高学习效果。
- 为教师提供教学参考和指导:通过观察和分析教学现场,了解教师的教学方法和学生的学习状态,为教师提供教学参考和指导,提高教学质量。
- 为学校和家庭提供决策依据:通过对影响因素的研究,为学校和家庭提供相应的决策依据,促进英语学习环境的改善和学习资源的合理配置。
6. 研究计划本研究的计划如下:- 第一阶段:调查问卷设计和发放,收集高中生的学习情况和需求。
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高中英语写作课题总结精品文档高中英语写作课题总结丁彩云一、课题的目的与意义探寻高中英语写作中学生存在的主要问题,指导并帮助学生解决疑难,探究和学习各种写作题材、话题,并在不断实践中总结写作经验和熟悉经典句式,逐步提高写作水平和写作应试能力,最终能在高考等考试中写出高质量的作文。
二、过程实施准备阶段1.选题依据在听说读写四项语言技能中,写作的技能难度最大,需要动手动脑,如有条件和必要还要使用电脑。
写作是运用语言传递书面信息的手段,要求语言文字准确;要求文字通顺、结构严谨、格式正确、文体合适。
这就要求学生具有较强的思维能力和表达能力。
因此,加强学生对写作的研究,尤其是高考中基础写作应用文的写作,为其将来高考写作完成高质量的作文有很大帮助。
2. 课题选定综合目前新课程标准中对写作的基本要求,结合学生的学情、能力,选定本研究课题为《英语基础写作》。
实施阶段1 / 18精品文档1. 时间及地点安排按照学校教研处的部署安排,定于每周三下午第七节课在高一班教室进行本研学课程。
2.成立研究小组及组员具体分工选定本课题的共有11人,分别是高一班的王永浩、封玉婷、宋晓玲、苏永亮、赵一鸣、曹玲瑞、孙少俊;高一班的王晓红;高一班的苏建钰和高一班的张世巧。
通过第一节课开题课的讨论决定,成立一个研究小组。
具体分工如下:苏永亮为课题组组长,负责组织研学讨论;王永浩、封玉婷、宋晓玲负责记录讨论内容;赵一鸣、曹玲瑞、孙少俊、王晓红负责上网搜集查询研究性学习所需资料;苏建钰、张世巧负责问题的整理和反馈。
3. 研究的条件与方法文献资料研究,研究部分名篇中的经典名句;网上查询相关话题资料;整理、分析、讨论、归纳相关资料。
4. 课题研究的步骤第三周:讨论并完成开题报告第六周:英语写作基本技巧第七周:英语写作基本句型之开篇句型第九周:英语写作基本句型之过渡句型第十周:英语地点写作2 / 18精品文档第十二周:英语议论文对比观点题型写作第十三周:英语议论文对比观点题型写作第十四周:英语通知第十五周:英语书信及建议信写作第十六周:怎样写自传第十七周:怎样写发言稿第十八周:怎样写看图作文5. 对本课题研究后的基本认识长期以来,如何有效地进行英语写作教学一直困扰着广大英语教师。
“给出题目,提出要求,并让学生在课内或课外规定的时间内完成一篇作文,之后上交给教师批改”是传统英语写作教学的一种模式。
这样的训练模式,往往使大部分学生写作相当被动,缺乏积极主动性和写作的热情,这种旧的传统写作教学日益受到抨击。
在当今,英语基础教育改革倡导学生主动参与,乐于探究,勤于动手;培养学生处理收集信息,获取新知识,分析和解决问题以及交流与合作的能力。
新的教育理论倡导以学生为中心,要求教师引导学生积极主动地参与英语学习。
如何激发学生积极主动学习的积极性,引导高中学生自主学习英语,使学生由被动地接受转变为积极主动地学,最终成为独立自主的语言学习者,为其终生学习语言打下坚实的基础,是我们面临的一大课题。
3 / 18精品文档基于学生水平,要改变这种现象,提高学习的效率的根本出路在于强调英语的使用。
英语写作教学改革的目的就是要提高写作的教学效果,而提高写作教学效果表现在以下两个方面:促进学生主动学习,提高学生学习写作的兴趣和参与度,让各类学生都能亲身经历合作学习和知识建构的过程。
更新写作教学观念,优化写作教学过程,促进学生有效的学习。
成果交流内化阶段实施自主性学习方法,指导学生进行英语写作,创设情境,让学生积极开展讨论。
为了激发学生的动机,在输出前的输入中,教师应该鼓励学生积极开展小组讨论,表达见解,启发思维,鼓励学生寻求答案。
根据讨论结果,学生可以得出阅读文章的基本框架,继而推出写作文章的基本结构。
接着学生可以根据基本结构根据上述的基本结构写提纲,做摘要笔录。
同时,教师宜多设置情景,使学生产生一种表达的欲望。
这种情景必须贴近学生的生活实际和思想感情,使学生有话可写,有情可抒。
创设这样的问题情景可以借助于文字材料,图片,录象等等。
学分认定阶段根据学生平时课堂表现,完成任务的态度,以及课堂参与讨论的情况,并结合其出勤,平时考核成绩,最终决定4 / 18精品文档合格通过,并给与相应学分。
三、研究反思取得的成效研究性学习实践中发现,学生均能在积极,主动的情感支配下进行自评和互评,这一活动唤起了学生强烈的求知欲望,从而渐渐提高了他们的写作兴趣。
教师评价,应该有总结,一方面指出其成功处,另一方面指出其不足处,使学生有努力的方向。
对于基础较差的学生,需要教师对其面批面改,做到边启发,边批改,边解释。
这样学生更能集中注意力,老师也更能把问题讲清,说透,从而取得更好的效果,大面积提高了教学质量。
总之,此次以“英语写作”为课题展开的研究性学习取得了很大成功,从根本上提高了学生的写作能力,加强了学生的语言组织能力和表达能力,达到了开展课题研究的目的,圆满结束了此次的研学课题。
下一阶段的研学,以学生的写作基础为中心展开研讨,一定会有更加卓著的研学成果,为此,将进行不懈努力~存在的问题因课题研究类型多内容多而进度紧,致使写作训练时间及力度上难得以有效保证。
学生语言基础知识的薄弱,词汇量的不足,语法概念的不清及死套汉语思维方式,也影响了研学的成效。
5 / 18精品文档某些学生思想上重视不够,存在“懒惰”现象,不能够从主观上积极主动配合,有“应付”之嫌。
高中英语写作教学课题的实践研究中期小结内容摘要:英语对我国学生而言是一门外语,用其写作缺乏一定的真实语言环境,而信息技术为改善英语写作教学环境提供了一定帮助。
关键词:写作教学、信息技术、内容丰富、方便快捷一、课题的产生:传统的高中英语写作教学训练方法比较单调乏味,相对滞后,教师多注重写作结果,而忽视写作前的引导过程。
学生写作也多表现为信息处理凌乱,言之无物,所写句子有相当一部分不符合英语国家语言规范,表达不得体,少地道。
目前学生写作的最大弊端就是以母语的思维来写英语作文,在学生的作文中常出现中文式的英语句子。
同时,随着科技的进步,网络科技逐渐取代传统的通讯手段,电脑作为一种全新的通讯工具进入千家万户,信息沟通超越了时空的界限。
英语作为一门国际上通用的语言,将为地球村的人们广泛使用。
现在的在校高中生是二十一世纪社会的主体,运用规范、流畅的英文在国际范围内进行文化、科技交流是时代的要求,历史的必然。
为了跟上时代的步伐,国家的相关考试也顺应潮流,适时修改考试大纲,在新的《全日制英语教学大纲》中明确提出:“写作是书面表达和传递信息的交际6 / 18精品文档能力,培养初步的写作能力是英语教学的目的之一。
”我们学习英语,主要是学习与汉语不同的地方,这是我们学习的重点和难点。
如何利用网络技术让学生接触大量原汁原味的英语,减少母语的干扰,培养高中学生的英文写作能力,并适应时代的发展,笔者将依据这几年来在高中英语教学和第二轮课改中的具体实践,就“信息技术环境下高中英语写作教学课题的实践研究”作一小结,与同行们共同探讨。
二、信息技术环境下英语写作教学的优越性:我们处于信息社会,手指间鼠标的轻轻一击,就有大量的信息呈现在你的面前,网络环境下的英语写作教学存在以下三个优越性:1. 类型多样,内容全面网上资源包罗万象,有关政治、历史、文化、娱乐、体育、科技等多方面知识都可在网上获得详细的资料。
学生可直接进入英语国家的网站,阅读到大量地道的英语,通过广泛的阅读带动写作,由知识的输入到知识的输出,从多种角度激发学生写作的兴趣,从而减少母语对学生英语写作的干扰,突破学生词汇量的局限性,提高学生英语表达的条理性和连贯性。
2. 互动快捷,便于交流英语对我国学生而言是一门外语,用其写作缺乏一定7 / 18精品文档的真实语言环境,而信息技术为改善英语写作教学环境提供了一定帮助。
教师通过虚拟日常生活场景、通过远程技术与以英语为母语的人交流等方式,为学生英语写作创造良好的交际环境,将英语国家的社会、文化背景形象化、具体化,使学生自然习得语言。
学生的英语作文也因为承载了交流信息和情感而变得生动,英语成了活生生的语言,真正提高了学生英语交际的能力。
3. 方便快捷,材料鲜活教材中写作材料往往受到时间的局限,显得陈旧、过时,而网络的材料则因更新方便、快捷,可为学生提供最新、鲜活的写作资料。
如我在学习到the olympic games 时,就要求学生在网站中找到奥运会的背景知识和北京奥运的具体进程后,通过e-mail形式,给北京奥组委写一封信,提出自己的建议。
学生在获得动态的数据后,都跃跃欲试,写作不再是一项任务,写作的内容也不再显得枯燥、乏味,而显得生动、有内涵,真正领会到写作的乐趣。
三、信息技术环境下写作教学的基本策略及实施过程:我在信息技术环境下的写作教学实践中要注意运用任务驱动下的多层次、多维度的教学策略,突出思维参与,培养学生主动寻找信息、综合分析材料的能力。
通过网络技术,激活写作背景。
通过网络技术,可将图像、音响和文本的有机结合,8 / 18精品文档它有利于激活英语写作背景,促进学生认知图式的构建。
在起始阶段,可设计一些生动有趣的练习,让学生掌握一定的词汇用法、句型及语法项目后,逐步地进行写作训练,低起点,严要求,抓好学生写作基本功。
英语教学专家哈瑞斯说:“书面表达主要包括五个方面,其中首要内容是单词拼写,大小写,标点及句子结构。
”抓好学生的基本功,学生才有构建文章的砖块。
例如,在学习unit1 lessona volunteerteacher一课后,我要求学生以世博志愿者的身份,写一篇向外国友人介绍上海的文章。
我在屏幕上显示一些关于本城市的迷人画面,并播放一段介绍该市英文记录片,对可能用到的关键词汇和语法作一些必要的解释,让学生在不考虑母语的情况下观其形,闻其声,然后有所感而写,彻底改变了传统英语写作教学过程中母语介入过多的问题。
同时在制作幻灯片,cai课件时,注意根据学生的特点把图片中的细微环节放大,把课文对话出现的景物、人物设计在课件上,叫各组学生分别上机操作,把从图片中看到的、想到的直接输入电脑里,在有限的教学时间内创设良好的交际环境,大幅度增加学生语言实践机会和交流技能,有利于他们感受活生生的语言魅力。
此外教师还可利用信息技术为学生创设真实的语言环境,通过英文原版的文章、录像等材料的输入,让学生持续注意英语语言的表达特点与场景,产生“身临其9 / 18精品文档境”的感觉,在教师的引导下,学生在写作的过程中直接用英语思维的能力经常得到锻炼,因而更有效地提高其运用规范、地道的英语进行写作的能力。
利用网络搜索,重视阅读,培养写作灵感。
写是语言输出的最佳表现形式。
要想写出自然,优美,有较强可读性的文章就必须有足够的英语语言信息。
学外语而不懂其文化,等于只记住一连串无意义的符号,很难有效地加以运用,写作中势必会错误频频。