research研究报告撰写指导(编辑修改稿)

research研究报告撰写指导(编辑修改稿)内容摘要：

rawing lots.（ 1） Throughout the project, the Experimental Group will receive special designed brief drawing instruction, while the control group goes on with its routine instruction. （ 2） 被试部分应交代清楚被试的选择方式，是否有控制组，研究中各小组如何操作。 有必要的话，可以详细介绍两个小组的具体情况，可控变量是否一致，以增加研究的信度。 （ 1） 介绍研究组和控制组的选择方式。 （ 2） 介绍两个小组各自要接受的教学方式。 该部分如果能把两个班级参与研究前的动机表现和学习成绩介绍一下会更好。 Procedure This project lasted two months from March to May. 该部分只介绍了研究起止时间。 就研究过程而言，根据研究的不同要求，有时可以介绍一下课堂操作程序。 以往研究中，有的同学把 8 周的具体教学研究内容列表展示，也是比较可取的一种方式。 Principles to follow a. Accord the students‟ interest and practicability with the contents of the teaching materials and the age of the students. b. Adapt the brief drawings to student‟s range of knowledge. c. Create a good teacherstudent relationship, motivate and encourage them without forcing. d. Provide a „stressfree‟ and „learnercentered‟ environment. 视研究的课题，本部分可有可无。 但是，这里所介绍的几个原则，使动机的研究更具理论的指导，也与所采取的措施相配套。 10 Techniques for Data Collection During this research two techniques were adopted, namely questionnaire and test.（ 1） To gather information for the design of the research and to test whether the research is effective, two questionnaires will be issued, one at the beginning of the research and the other at the end.（ 2） Two tests will be included (one as the pretest, the other as the post test for parison) to test the coefficiency between motivation and school recording.（ 3） 该部分应该介绍清楚研究中收集数据以及分析数据将要采用的手段，并介绍各手段将如何使用。 (1)介绍采用的两种手段。 （ 2） 介绍两次问卷调查的执行时间和目的。 （ 3） 介绍采用测试手段的目的。 实验前后两次测试作为对比，有利于分析实验的效果。 视情况，可以适当介绍以下问卷的设计，包含什么样的内容。 8. Project Implementation 该部分要具体，真正展示出项目实施的具体过程。 让阅读报告者能够清楚如何操作。 Demonstrate the pronunciation essentials by brief drawings The students always feel dull and difficult when they first learn the phoic symbols. （ 1） This time, I gave students some example of antithesis, and let them realize the characteristic of the pronunciations. （ 2） （ 1） 对自己的所做有一定的论证，这是可取的。 （ 2） 介绍研究中的操作。 Example 1: Use a pair of profiles on blackboard to demonstrate the shape of the mouth when rpouncing [m] and [n]. From the profiles the students can see clearly how [m] and [n] is produced, which saves much effort on the part of the teacher to explain. Example 2: Many students sound [v] as [w]. A pair of profiles on blackboard will help them distinguish between [v] and [w]. 11 该部分清楚地展示了简笔画的使用。 Use brief drawings to teach vocabulary For the students of the first year, the biggest problem is vocabulary. Teaching vocabulary with brief drawings can motivate students and make them learn English with interest. 对每一项的操作都做理论的论证。 Use brief drawings to present vocabulary Example 1: When teaching “ mouse” and “elephant”, I drew on the blackboard the outline of the two animals like the following Then I pointed to the drawings and asked them what they are. In this way, I presented “mouse” and “elephant”, without drawing upon English explanation or Chinese translation. And this helps students acquire the vocabulary learning strategy of imaging. Example 2: For words like “fat” and “thin”, it is also very convenient to use sketches. First, I asked the students to draw in their paper the images of a fat man and a thin man. Then I selected one of the best drawings from the students to present on the blackboard. Then we talked fat thin 12 about the images of the two men. The student said that in the word “fat” is the letter “a”, which like a man with big belly, while there is the letter “i” in the middle of the word “thin”, which looks like a slim person. The wonderful idea of this student attracted others greatly. All the students smiled and memorized the words in a relaxed atmosphere. 这里研究同样展示了研究中所采用的具体的例子，并且对操作过程进行了简要的描述。 Use brief drawings in vocabulary revision To revise the words about colors, a game was designed with brief drawings. In class, the students were divided into 2 groups, a boy group and a girl group, each group telling the teacher the things they want. The students were asked first to draw what they want in colors and then present them to the class. One of them was asked to report according to the pictures like the following: I like a red apple / a yellow pear / a white egg / a brown cake / a green ruler / a blue book / a black pen / an orange pencilbox … 能根据图片设计活动。 活动中能注意学生合作意识的培养，学生动手能力的培养，符合学生的年龄特点，有利于激发学生的参与意识，从而培养学生的学习动机。 Use brief drawings to help distinguish concepts Students in the junior middle school often confuse meanings of some words， for example prepositions of place. With the brief drawings, the meaning will be easy to express. 对操作进行必要的论证。 Example 1: When prepositions “in”, “on”, “under” and “by” were taught, brief drawings were applied. The following drawing clearly demonstrated the concept of each preposition. 13 Example 2: For another example, the students。