研究性学习在高中英语语法教学中的应用研究 [5]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-08-29编辑:lgg点击率:9690
论文字数:38745论文编号:org201708251437126765语种:英语 English地区:中国价格:$ 66
关键词:英语语法论文英语语法教学学习兴趣自主学习能力
摘要:本文是英语语法论文,本文所述的研究性学习在英语语法教学中的应用为教师在语法教学上提供了参考,但受各种因素的影响,本研究仍存在一些不足之处,希望更多的教师对研究性学习提出有价值的建议,使研究性学习得到更好的运用。
p;know whether students’ interest in learning grammar have some changes after the experiment. The researcher took independent samples t-test to analyze the results from the experimental class and control class.Table 4.2 lists the detailed data of three dimensions. Q1 to Q4 shows that students in EC were not significantly different from students in CC on the value of learning grammar score (t (78)=.00, -.47, .48, 1.17, P>0.05). From Q5 to Q9, it is easily found that students in EC were not significantly different from students in CC on the emotions of students to grammar learning score (t (78)= -.63, .91, 1.76, .56, .11, P>0.05). Q10 to Q15 indicates that students in EC were not significantly different from students in CC on the students’ behavior tendency to grammar learning score (t (78)= -1.31, -.13, .00, -1.55, -.41, -.24, P>0.05). Therefore, it can be concluded that students’ interest in grammar learning have no significant difference between experimental class and control class before the experiment.
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Conclusion
This chapter is the concluding part for the whole research, which includes the main findings after the experiment, the pedagogical implications, limitations and suggestions for further study. This empirical study adopted tests, questionnaires and interview instruments to verify the effectiveness of application of research-based learning to English grammar teaching in senior high school. Some findings were shown as follows. Firstly, the application of research-based learning to English grammar teaching could motivate students’ learning interest. The teacher endeavored to design diversified teaching situations to encourage students to inquire questions with their companions. The questionnaire survey showed that students made great changes on attitude to grammar learning. They would like to acquire knowledge by actively inquiring questions. When provided a relaxing learning atmosphere, students were eager for expressing their ideas and opinions because they did not need to worry about criticisms from the teacher. Secondly, the research-based learning to English grammar teaching strengthened students’ autonomous learning ability. The key point of research-based learning was to realize the transformation of learning pattern. In particular, learning no longer focused on classroom, but included initiative exploration before and after class. The teacher always gave an extended question to students in the experimental class to &n
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