最好的英语硕士论文答辩(绝对不后悔)

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Suggestions
1) Raising the students’ reading interest by the real situation. 2)Improving the literacy of both the teachers and the students. 3) Encouraging the students to use effective reading strategies and skills. 4) Designing different reading activities in network classroom can be helpful to control the students. 5) Exploring other network-based activities.
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Conclusion
Conclusion: There was a tendency of sharp increase in their reading performance, the students’ English ability was improved. And with the experiment progressing, students showed more interest in network-based reading class.
100
72 3 1 1 2 68.9 % 26.7 %
100
69 3 3 1 0 73.4 % 22.2 %
100
69 6 4 2 2 71.1%
24.5%
2
4.4%
0%
2
0
4.4%
0%
4
0Fra Baidu bibliotek
4.4%
0%
Grade D 0 --Score below 60(No.&%)
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Post-Test
Table 4-1-2 A Comparison of the Scores in the Post-Test Class Type Total score Experim ental 4156 Control 3969 Total 8125
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90.3
100 68 66
The proficiency of the students in Experimental Class was better than Control Class.
73.4 % 23.3 % 3.3 % 0%
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Grade C --Score between 75 & 60 (No. & %)
华南师范大学外文学院
2012届硕士学位论文答辩会
中国 广州 2012-3-29
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The Study of Network-based English Reading Teaching in Primary Schools
Meifang Supervised by Prof. He Guangkeng
Some problems of large class reading teaching.
Some practical suggestions of network-based English reading teaching will be made for primary English teachers according to the conclusion of the experiment.
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A questionnaire was distributed to 45 students in
experimental class; 90 students in Experiment Class and Control Class were required to complete the pretest in order to investigate whether both classes were equivalent in previous reading. A classroom observation and teachers’ interview were designed to get the data of the following aspects, such as the students’ learning attitude and reading interest under the network environment. Finally, after the experiment, the post-test and post12 experiment questionnaires were carried out.
Constructive Learning Theory
Cooperative Learning Theory The National English Curriculum Standards
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How?
Participants Instruments
Research Design
Data Collection
1
3 0
Grade D 0 --Score below 60 (No. & %)
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Classroom Observation
The students in the experimental class would have more chances to ask questions and have more time to do team-work, and their reading speed under the network environment were much faster than the control class.
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Questionnaire
After one year’s experiment, the numbers of the students who enjoyed English reading class under the network environment were rising.
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5
Research Questions Q1: Does the Network-based reading teaching affect the students’ learning attitude? Q2: Can the Network-based reading teaching raise the students’ learning interest ?
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Research Design
Table3-1-2 Number of the Participants
Class Experimental Class Control Class gender Male Female Male Female Total number 24 21 23 22 90
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What?
Test
Questionnaire Classroom observations Interview
Research Questions
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Pre-Test
Table 4-1-1 A Comparison of the Scores in the Pre-Test Experim Control Total Class Type ental
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Total 45 45
Reading Material Selection
Language
Reading Material Selection
Interest
Length
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Instruments
1. Tests
2. Questionnaire
3.Classroom observations
4. Interview
Data collection
Teaching Mode in Control Class
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Network-Based Reading Teaching Mode Step Step Step Step Step 1：Raising the situation on the net 2： Presentation of the tasks 3： Independent Reading 4： Online Assessment 5：Making reports in groups
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Limitations
The number of the chosen students is not big enough .
The present research did not treat other factors under the present conditions.
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Thank you for your attention!
The network-based reading could improve the students’ vocabulary.
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Questionnaire
Table 4-1-2 A Comparison of the Scores in the Post-Test
The students did much more reading after school after the experiment.
Total score Mean 3991 88.7 4014 89.2 8005 88.9
The students of two classes were almost the same.
Highest score
Lowest score Grade A --Score above 85(include 85, No.&%) Grade B --Score between 85&75(No.&%) Grade C --Score between 75&60(No.&%)
School of Foreign Studies, South China Normal University Guangzhou 2012-3-29
2
By Lin
The Outline of presentation
Why?
How? What?
Research
3
Outline of my thesis
Mean
Highest score Lowest score Grade A --Score above 85 (include 85, No. & %) Grade B --Score between 85 & 75 (No.& %)
92.4
100 73 36
88.2
100 68 80.0 3 % 0 17.8 1 % 3 2.2 % 0% 2 0 66.7 % 28.9 % 4.4 % 0%
1. 2. 3. 4. 5.
Introduction Literature Review Research Design
Data Analysis and Discussion
Major Findings and Implications
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Research Orientation:
Why did I choose the theme for my study?
Q3: Can the Network-based reading teaching improve the students’ English reading ability?
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Theories relating to the English reading teaching.
Karashen’s Input Hypothesis Krashen’s Affective Hypothesis
Questionnaire
The numbers of the students who enjoyed working in groups were rising.
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Questionnaire Table 4-1-2 A Comparison of the Scores in the Post-Test