安徽电大英语本科毕业论文-项目设计(精校版)

安徽电大英语本科毕业论文-项目设计(精校版)内容摘要：

experimental class and control class, which should be applied into teaching practice. The students in control class studied and finished assigned writing tasks individually to achieve goals. But in the experimental class the students worked hard in cooperative groups to achieve mon group goals. The purpose of cooperative learning groups is to make each member a stronger individual in his or her own writing. Traditional training of types of writing Basic writing abilities include the abilities to analyze the topic, to gather ideas, to anize ideas, and to revise articles. Traditional training of types of writing focuses on writing skills and the teacher usually use the following three methods to guide students39。 writing. Firstly, let students read the sample article again and again, because sample articles can show students what to write about and how to write. Secondly, students follow the examples then write their own articles after listening to or retelling a sample. Thirdly, the teacher analyzes in details the content and the structure of the position to be written, then lists the outlines and lets students try to plete a whole article according to these outlines. Possible solutions （ 1） Raise my students39。 interest in English writing. (For example, by guiding them to write letters to their penpals and keep English diaries.) （ 2） Adopt new teaching method here, that is, the Cooperative Learning Method (CL) and try to make my class as interesting as possible. 5 （ 3） Organize the classroom in a suitable way for cooperative learning. (4) Tell my students if they attach great importance to English writing and hold a positive attitude, they will soon make rapid progress. （ 5） Choose topics in real life for students to write about and demand them to write one or two positions every week. （ 6） Give corrections and encouragement in time. Don39。 t push them too much, any of their achievements should be affirmed. Classroom anization treatment This treatment lasted 4 weeks. During this period of time, learning tasks, the number of assignments and the teacher are all the same in experimental or target class and control class. However, the different teaching methods were employed in the two classes. Table 1 showed the major differences between the two different teaching methods. Table 1 Comparison of the Two Different Teaching Methods Methods Cooperative group writing Traditional approach Type of class Experimental class Control class Classroom anization Cooperative groups Individual Learning goal Common group goal Individual goal Cooperative skill training More cooperative skills training No cooperative training Role of teacher Facilitator, observer and helper A director, a transmitter Role of learners Center of classroom instructor A passive role Instruction procedure More interaction between learners Little or no interaction between learners The classroom anization in the experimental class was quite different from that in the control class. In the control class the students wrote their positions individually while the students in the experimental class did in cooperative groups. In the target class the whole class (55 participants) was divided into 11 heterogeneous groups and each group consisted of 5 students, with writing proficiency, sex and character of the students taken into account. When assigning students to groups, two 6 rules should be observed: (1) each group was posed of students whose writing proficiency ranged from low to average to high, usually including one highachiever, two or three averageachievers and one or two lowachievers. In other words, the members of a group should be heterogeneous so that each subject can get help and support from their peers and maximize each other’s contribution. And this kind of help is known as scaffolding in constructivism. (2) the average writing proficiency of all the groups is nearly the same. In each group there was a participant who worked as the leader of the group. The leaders’ main task was to ensure that group discussions were focused and productive and to make sure that each member in the group had equal participation. The members in each group acted as leader in turns. 3. FullScaled Implementation of the Solutions This part of study was conducted during 2020~ 2020 My students are senior three students, who are facing graduation. It took me four weeks to implement my project. For each week I am scheduled to do the following: (1) Teaching notes ( to see Appendix C ) (2) Students’ writing exercises and homework. (to see Appendix D ) (3) Diarykeeping: students’ responses and my own observation. (to see Appendix E) I want to know if the hypothesis has been proved by the four weeks’ activities with the target group, that is, whether my students’ positions improve or not. I have three sources of data that help me to find it out. All the details of my project implementation were carefully maintained. The methods to obtain the following results: From questionnaire surveys I did questionnaire survey on my students when I did my problem analysis. From the questionnaires I know that I should give them more help in writing especially train 7 them to master some basic writing abilities. After this project was implemented, I also did some questionnaire surveys, from the posttrial questionnaire ( to see Appendix F) I know my students are pleased with those writing activities I have done with them and they say they need more activities like those. From the observations on students’ performance I took in my diary More students began to participate in the activities in class and the classroom atmosphere was livelier than before. Many of them didn’t feel that writing was so difficult as before. They became confident again. Some students (who seemed to。