英语教育硕士论文答辩ppt

1渤海大学外语学院2011届硕士学位论文答辩会中国锦州2014-10-152ByZhaoYuanyuanSupervisedbyA.Prof.LuliSchoolofForeignStudies,BoHaiUniversity2014-10-15AStudyontheApplicationinCooperativeLearningtoEnglishReadingTeachinginSeniorHighSchool3TheOutlineofpresentationWhy?How?What?Research4Outlineofmythesis1.Introduction2.LiteratureReview3.Experimentdesignandprocedures4.TheAnalysisofresult5.Conclusion5WhydidIchoosethethemeformystudy?SomeproblemsofreadingteachingmethodinHighSchool.CooperativelearningmethodwillbeusefulforhighschoolEnglishteachersaccordingtotheconclusionoftheexperiment.ResearchOrientation:6Q1:CanCooperativeLearningimprovestudents’readingachievement?ResearchQuestionsQ2:Canstudents’motivationofreadingbeenhancedbyconductingtheCooperativelearningstrategy?7ThetheoryofCooperativeLearningHierarchyofNeedsTheoryConstructionisttheoryTheoriesofmotivationTheoriesrelatingtotheEnglishreadingteaching.8How?ParticipantsInstrumentsTeachingmodeResearchDesign9ResearchDesignClassGradenumberExperimentalClassThree48ControlClassThree48theParticipants102.Questionnaires1.Pre-testandPost-testInstrumentsPre-testandPost-restarereadingcomprehensionfrom2012and2013LiaoningCollegeEntranceExaminationpapers.Thetwotestpapersarealmostofthesamedifficult.11TimeTestSubjectPurpose2013.9Pre-test48Provebothclassesareatthesamereadinglevel2014.1Post-test48GetandanalyzethedataQuestionnaireIincludingthelearninginterests,motivationsandpersonalfeelingswasconductedforbothclasstwicebeforeandaftertheexperimentinordertocomparetheexperimentalresults.QuestionnaireIIwasdesignedonlyforexperimentalclasstofindoutthechangesofstudentsaftercooperativeexperiment.13DatacollectionTeachingModeinControlClassTeacherStudentsReadingmaterialsoutoftextbooksDirectcommunication14TeachingModeinexperimentalclassStep1：groupdivision(chooseonereporterineachgroupandchangethembyturns)Step2：pre-reading,whilereadingandpost-reading,tasksarefinishedbySsingroupsandshowedbyreporters.Step3:Monitorandevaluatethegroupwork.15What?TestQuestionnaireDataanalysisResearchQuestions16Table4.4:AnalysisofacademicachievementsinCCandECinpre-testandpost-testGroupNMeanStd.DeviationSE.MeanCCPre-testPost-test4869.70838.292421.196914870.87508.062591.16373ECPre-testPost-test4869.41678.624151.244794874.95838.302671.19839Test17Table4.5:AnalysisofthereadingachievementsofdifferentlevelsstudentsinEC&CCStudentsofdifferentlevel(scoresinpre-test)MeanScoreinControlclassMeanScoreinExperimentalclassPre-testPost-testPre-testPost-testExcellentstudents84.284.684.488.2Averagestudents72.4374.572.578.64Slowstudents62.762.7863.468.218QuestionnaireIComparisonbetweenCcandEcinreadinginterestsEcCcA:enjoyreadingB:likereadingC:sometimeslikereadingD:donotlike19QuestionnaireIComparisonbetweenCcandEcinreadingmotivationCcEcA:enjoyreadingB:likereadingC:sometimeslikereadingD:donotlike20QuestionnaireIComparisonbetweenCcandEcinsocialskillCcEcA:speakactivelyB:likespeakingC:sometimeslikespeakingD:donotlike21QuestionnaireIITable4.9:Analysisofstudents’interestinreadinginexperimentalclassThenumberofstudentsandpercentageQuestionsAlwaysOftenSometimesSeldomNA%NB%NC%ND%Question11837.452450.00612.50Question22858.321633.3348.33Question32041.662450.0048.33Question42143.752041.66612.5012.08Question52245.832143.75510.41QuestionnaireII22Table4.10:Analysisofstudents’motivationinexperimentalclassThenumberofstudentsandpercentageQuestionsAlwaysOftenSometimesSeldomNA%NB%NC%ND%Question62245.832143.75510.41Question72143.752041.66612.50Question81837.452450.00612.50Question92858.321633.3336.2512.08Question102041.662450.0048.3323QuestionnaireIITable4.10:Analysisofstudents’socialskillinexperimentalclassThenumberofstudentsandpercentageQuestionsAlwaysOftenSometimesSeldomNA%NB%NC%ND%Question111020.881531.252143.7524.16Question121633.332347.91714.5824.16Question131531.232960.4148.33Question142143.752041.66612.5012.08Question152545.831633.33510.4124Conclusion:CooperativeLearningstrategyisusefulinimprovingSs’sreadingachievementaswellasinenhancingSs’sreadingmotivationConclusion25LimitationsThenumberofthechosenstudentsisnotbigenough.Thetimeforthiscomplexexperimentisshort.Thequalityofquestionnairesneedtoberefinedandimproved.261Firstly,thisthesisisnotonlyaguidancetostudentsbutalsotheinstructiontoEnglishteachers.Itisverynecessaryforteacherstolearncooperativelearningskill,whichisthefoundationforteachers’teaching.2StudentsarenotveryfamiliarwithcooperativelearningmethodsotheycannotalwaysmakefulluseofCooperativeLearning,eventheskilledstudents.SoitisoneofthebiggestproblemsforresearcherstosolvehowteachersmaximizetheeffectofCooperativeLearning.Infact,nomatterwhatmethodweuse,weshouldtakethestudentsasthecore,andfocusmoreonstudents’needs.WecannothaveblindfaithinCooperativeLearning,fornoteachingapproachisperfect.Suggestions27Thankyouforyourattention!