英语教育硕士论文答辩课件.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,2014-10-15,2,By,Zhao Yuanyuan,Supervised by,A,.,Prof.Luli,School of Foreign Studies,BoHai University,2014-10-15,A Study on the Application in,Cooperative Learning to English,Reading Teaching in Senior High,School,3,The Outline of presentation,Why?,How?,What?,Research,4,Outline,of my thesis,1.,Introduction,2.,Literature Review,3.,Experiment design and procedures,4.,The Analysis of result,5.,Conclusion,5,Why did I choose the theme for my study?,?,Some problems of reading teaching method in,High School.,?,Cooperative learning method will be useful for,high school English teachers according to the,conclusion of the experiment.,Research,Orientation:,6,Q1:,Can Cooperative Learning improve,students,reading achievement?,Research Questions,Q2:,Can students,motivation of reading,be enhanced by conducting the,Cooperative learning strategy?,7,The theory of Cooperative Learning,Hierarchy of Needs Theory,Constructionist theory,Theories of motivation,Theories relating to the English,reading teaching.,8,How?,Participants,Instruments,Teaching mode,Research,Design,9,Research Design,Class,Grade,number,Experimental,Class,Three,48,Control Class,Three,48,the Participants,10,2.Questionnaires,1.Pre-test and Post-test,Instruments,Pre-test and Post-rest are reading,comprehension from 2012 and 2013,Liaoning College Entrance Examination,papers.The two test papers are almost of,the same difficult.,11,Time,Test,Subject,Purpose,2013.9,Pre-test,48,Prove both classes are at the same reading,level,2014.1,Post-test,48,Get and analyze the data,Questionnaire I including the learning,interests,motivations and personal,feelings was conducted for both class,twice before and after the experiment in,order to compare the experimental results.,Questionnaire II was designed only for,experimental class to find out the,changes of students after cooperative,experiment.,13,Data collection,Teaching Mode in Control Class,Teacher,Students,Reading materials out of text books,Direct communication,14,Teaching Mode in experimental class,Step 1,：,group division(choose one reporter,in each group and change them by,turns),Step 2,：,pre-reading,while reading and,post-reading,tasks are,finished by Ss in groups and,showed by reporters.,Step 3:Monitor and evaluate the group,work.,15,What?,Test,Questionnaire,Data analysis,Research,Questions,16,Table 4.4:Analysis of academic achievements in CC and,EC in pre-test and post-test,Group,N,Mean,Std.,Deviation,SE.Mean,CC Pre-test,Post-test,48,69.7083,8.29242,1.19691,48,70.8750,8.06259,1.16373,EC Pre-test,Post-test,48,69.4167,8.62415,1.24479,48,74.9583,8.30267,1.19839,Test,17,Table 4.5:Analysis of the reading achievements of different,levels students in EC&CC,Students of,different,level(scores in,pre-test),Mean Score in,Control class,Mean Score in,Experimental class,Pre-test,Post-test,Pre-test,Post-test,Excellent,students,84.2,84.6,84.4,88.2,Average students,72.43,74.5,72.5,78.64,Slow students,62.7,62.78,63.4,68.2,18,Questionnaire I,Comparison between Cc and Ec in reading interests,Ec,Cc,A:enjoy reading B:like reading C:sometimes like reading D:do not like,19,Questionnaire I,Comparison between Cc and Ec in reading motivation,Cc,Ec,A:enjoy reading B:like reading C:sometimes like reading D:do not like,20,Questionnaire I,Comparison between Cc and Ec in social skill,Cc,Ec,A:speak actively B:like speaking C:sometimes like speaking D:do not like,21,Questionnaire II,Table 4.9:Analysis of students,interest in reading in experimental class,The number of,students and,percentage,Questions,Always,Often,Sometimes,Seldom,N,A%,N,B%,N,C%,N,D,%,Question1,18,37.45,24,50.00,6,12.5,0,Question2,28,58.32,16,33.33,4,8.33,Question3,20,41.66,24,50.00,4,8.33,Question4,21,43.75,20,41.66,6,12.5,0,1,2.08,Question5,22,45.83,21,43.75,5,10.4,1,Questionnaire II,22,Table 4.10:Analysis of students,motivation in experimental class,The number of,students,and,percentage,Questions,Always,Often,Sometim,es,Seldom,N,A,%,N,B,%,N,C,%,N,D%,Question6,22,45.8,3,21,43.7,5,5,10.4,1,Question7,21,43.7,5,20,41.6,6,6,12.5,0,Question8,18,37.4,5,24,50.0,0,6,12.5,0,Question9,28,58.3,2,16,33.3,3,3,6.25,1,2.08,Question10,20,41.6,6,24,50.0,0,4,8.33,23,Questionnaire II,Table 4.10:Analysis of students,social skill in experimental class,The number of,students,and percentage,Questions,Always,Often,Sometimes,Seldom,N,A%,N,B%,N,C%,N,D,%,Question11,10,20.8,8,15,31.2,5,21,43.7,5,2,4.16,Question12,16,33.3,3,23,47.9,1,7,14.5,8,2,4.16,Question13,15,31.2,3,29,60.4,1,4,8.33,Question14,21,43.7,5,20,41.6,6,6,12.5,0,1,2.08,Question15,25,45.8,3,16,33.3,3,5,10.4,1,24,?,Conclusion:,Cooperative Learning strategy is,useful in improving Sss reading achievement as,well as in enhancing Sss reading motivation,Conclusion,25,Limitations,?,The number of the chosen students is not big,enough.,?,The time for this complex experiment is short.,?,The quality of questionnaires need to be refined,and improved.,26,?,1 Firstly,this thesis is not only a guidance to students,but also the instruction to English teachers.It is very,necessary for teachers to learn cooperative learning skill,which is the foundation for teachers teaching,.,?,2 Students are not very familiar with cooperative,learning method so they can not always make full use of,Cooperative Learning,even the skilled students.So it is,one of the biggest problems for researchers to solve how,teachers maximize the effect of Cooperative Learning.In,fact,no matter what method we use,we should take the,students as the core,and focus more on students needs.,We can not have blind faith in Cooperative Learning,for,no teaching approach is perfect.,Suggestions,27,Thank you,for your attention!,