Experimental Report on the Research Project of "Improving Students' English Speech Skills"
Experimental Report on the Research Project of "Improving Students' English Speech Skills"
I. Background and Objectives of the Research Project 1. The Problem The biggest drawback of the current English teaching in middle school is that students lack speech skills. In order to improve students' communicative competence, we have put forward the research topic of "improving students' English language skills". To this end, we have conducted research for four years in all grades of high school and accumulated a certain amount of experience. 2. Objectives and main contents of the research project According to the requirements of the English syllabus, the research team will develop students' ability to use English to communicate verbally, and improve their ability to observe, pay attention to, remember, imagine, and associate. The main content is to train students to summarize, transform, supplement, evaluate and infer the articles they have learned. The generalization is based on the study of the pre-study texts, asking them to carefully understand the thoughts or main contents of the article center. After thinking, summarize and summarize them in three or five sentences. The conversion is a training method that gives full play to the characteristics of students' imitativeness, uses the knowledge learned to change the writing of partial texts, and reorganizes the words for expression. Students from imitation to creation, in one fell and three, will be integrated, which will help to cultivate different thinking, achieve the purpose of knowledge transfer, and improve the ability of oral communication. The supplement is a form of training in which the specific language environment expands the association and the student supplements the original text. First give students a certain language environment, then inspire students' divergent thinking and imagination ability, and after processing and reconstructing the appearance of memory, get a new image thinking. Evaluation is a higher level of thinking training and speech training. It requires students to deepen their understanding of the central idea of the article, grasp the psychological activities of the protagonist in the article, appreciate and excavate the true ideas of the text, and use English to express their own evaluation and understanding of the subject or character of the protagonist. It is also necessary to infer that students are inferred in English. Make assumptions by inference and cultivate their logical and imaginative abilities. Finally, you can reach the level of blurring out. 3. The theory of subject research is based on words that are the words of people when they exchange ideas. It can be thought that speech ability is communicative ability. Speech ability can flexibly and linguistically apply language knowledge and verbal knowledge to language communication. Speech skills are based on language skills. But language ability cannot be transformed into speech ability "naturally". In order to have verbal ability, we must also have verbal knowledge or communicative statutes and language knowledge. We must be exposed to a large number of textbooks in the form of discourse, and we must conduct repetitive speech drills. Language ability is improved through text teaching, and speech ability is developed through text teaching. Schematic The "speak" is a complex psychological activity. The process is to encode the internal language material, that is, to convert the external voice language in a continuous manner by means of a certain sentence. "Say" has the motivation to say. That is, there is a psychological tendency of strong self-expression, not humiliating, not timid. Psychologist Gulang said: "Being asked to speak a foreign language is not only psychologically threatened, but the whole system of the spirit and the body is directly implicated." Therefore, the cultivation of the "speaking" quality should be gradual. Therefore, this topic proposes to “improve students' English verbal skills” to stimulate students' interest in speaking English and cultivate the ability to “speak” to improve students' communicative competence. 2. Research process of the subject 1. From May 1997 to September 1997, the project report on “Improving Students' English Speech Skills” was written in writing, including the discussion of the work related to this topic, analyzing the subject, examining the literature, and conducting the class. Teaching research and holding small-scale research classes. 2. In September 1997, the topic was officially opened. Based on this research topic, young and middle-aged teachers were the mainstays, and open classes with reading as the priority were opened. And succeeded in the large-scale public class in the autumn school. 3. Initially summed up the application of “Improving Students' English Speech Skills” in the reading class: we started in two steps. Divided from the grade. Gao Yi: Main training and generalization ability. High school: Mainly on the basis of generalization. The third year of high school training evaluation and inference on the basis of high school and high school. However, it is also limited to the differences in grades, and sometimes it is appropriate to carry out the differences. Because the genre of reading materials in high school textbooks can be divided into the following types according to the genre of reading texts: A. General: Take Book 1 A Lesson 50 Abraham Lincoln as an example, with chronological order as a clue, ask students to organize their own language. Summarize the full text. Some texts ask students to summarize the topic of each paragraph in one sentence, and then summarize the full-text theme in one sentence or a few sentences. Such as Book 1 A Lesson 10 American English. Some texts can be based on scene performances, please summarize them. Taking Book 2 A Lesson 30 First Aid as an example, students perform first-aid care according to the text, while performing and speaking. Through this wonderful performance, the students master both first-aid knowledge and speech skills. B. Conversion type: Take the third and fourth sections of Book 1 A Lesson 6 "Look carefully and learn" as an example. Students are invited to perform experiments as a new chemistry teacher. Through the change of roles, students have increased their interest. And mastered the verbal skills. Some texts turn the first person into a third person to describe, such as Book 3 B Lesson 65 My teacher becomes Helen's teacher, and vice versa. Some can also turn conversations into narratives. Such as Book 2A Lesson 38 At the Tailor's shop. Another example is Book 2B Lesson 86 A Tale of two cities. Take one of the sections for a dialogue performance. C. Supplementary: Some texts allow students to design a reasonable beginning or ending for it. Such as Book 2B Lesson 70 We've lost our Dad. The students started a rich imagination, some said that they traveled for their birthdays, and some said that the European climate was the most valuable. Another example is to design an ending for Book 1B Lesson 70 The necklace. Some students agree to end with tragedy, and some students agree to end with comedy. D. Evaluation and inference type: Students of this type of text can evaluate and infer people and events according to their own knowledge. For example: Book 1 A Lesson 50 Abraham lincoln Book 1 B Lesson 74 The Secret is Out Book 1 B lesson 82 How Marx learned Foreign languages Book 2 A lesson 2 Walt Disney Book 2 B lesson 50 Ablert Einstein Book 2 B lesson 74 Martin Luther King Book 3 A lesson 2 Madame Curie Book 3A lesson 6 Captain Cook Book 1 A lesson 26 Earthquakes 30 Food around the world 38 The Olympic Games 42 American Country Music Book 1 B lesson 66 Milu Deer Return to China 78 Paper 90 Aswan Dam Book 2 A lesson 6 No smoking, please 15 China Daily 22 Coins 34 Earth Air Water 35 Animals in Danger Book 2 B lesson 54 Satellites Lesson 62 The sea Lesson 63 Life in the Oceans Lesson 66 Life in the future Lesson 78 Disabilities 91 Mobile Phones Book 3 A lesson 18 Advertising 3 A lesson 34 Gymnastics 3 B lesson 69 The office 5 4. At the end of January 1999, data analysis was performed on Gao Yi, Gao Er and Gao San. The chart can be freely talked as follows. Can say a paragraph or repeat a few sentences or words can not be high. 1 95 44 2 High 2 5 104 49 1 High 3 18 115 48 3 Data analysis in high school and high school in October 2000: Can talk freely A paragraph or a recount of a few sentences or words can not be high 2 10 105 26 1 High 3 15 113 30 1 Experiments show that through the "improving students' English speech skills" effective training, such as students' speech skills have improved significantly 5, September 1999 - 2000 In September, the research team opened the second English class. The 3rd "English Week" event was held, which opened the training channel extending from the class to the extracurricular level, and achieved the purpose of class middle school, extracurricular red training, and life. The chart is as follows. Time content The first session of 1999.5 opened a cultural place for eating and living in the school, and opened up the "English Corner". The 2nd 1999.9 English Songs, Speech Contest 3rd 2000.5 English Classic Film Review Week and English Textbook Short Play Exhibition Competition 6. 3 minutes before the start of the class "free talk", please talk to the students about what they are interested in. This event has become one of the students' favorite activities. Third, the subject research analysis of experimental results 1, dare to say. Gradually changed the ills that students dare not say, the students' classroom learning atmosphere was active, and the enthusiasm for participating in teaching activities was significantly improved. Moreover, the exchanges between students and teachers and students have been increased. Because of “improving students' English verbal skills”, students have created more “speaking” opportunities and “speak” content. Two-thirds of the students have the opportunity to perform, which truly reflects the student-oriented teaching objectives. 2, will say. The textbook teaching based on the "Improving Students' English Speech Skills" training promotes the development of students' specialties. Some students have a good voice and a good tone. Some students are quick-thinking. Some students are very talented in performance. Some students are humorous and funny. Through the "speaking" training, the introverted classmates gradually became cheerful in the classroom. Increased interest in learning English at all levels. 3. Say better. Promoted the "free talk" and the opening of the second class 3 minutes before class. The content of the text in the teaching can no longer satisfy the students' desire to express. Through free talk, we have the opportunity to express self-awareness, emotions and interests, promote the individual development of students and increase mutual understanding. Through the opening of the second class "English Week", this open-ended teaching develops student personality and develops student interest. Every event has a large number of small artists who can say, sing and perform well. 4. At the same time, it promoted the teaching level and scientific research level of teachers. Main Bibliography: 1. Foreign Language Teaching and Learning Hu Zhongwen 2, "Chinese Small Foreign Language Teaching" 3. "Secondary English Teaching and Learning" 1-3 Season 4, "Student Emotional Intelligence and Non-Intelligence Factors Training and Practical Practical Book" People China Publishers 5, "Education" Renmin University Book and Report Center
I. Background and Objectives of the Research Project 1. The Problem The biggest drawback of the current English teaching in middle school is that students lack speech skills. In order to improve students' communicative competence, we have put forward the research topic of "improving students' English language skills". To this end, we have conducted research for four years in all grades of high school and accumulated a certain amount of experience. 2. Objectives and main contents of the research project According to the requirements of the English syllabus, the research team will develop students' ability to use English to communicate verbally, and improve their ability to observe, pay attention to, remember, imagine, and associate. The main content is to train students to summarize, transform, supplement, evaluate and infer the articles they have learned. The generalization is based on the study of the pre-study texts, asking them to carefully understand the thoughts or main contents of the article center. After thinking, summarize and summarize them in three or five sentences. The conversion is a training method that gives full play to the characteristics of students' imitativeness, uses the knowledge learned to change the writing of partial texts, and reorganizes the words for expression. Students from imitation to creation, in one fell and three, will be integrated, which will help to cultivate different thinking, achieve the purpose of knowledge transfer, and improve the ability of oral communication. The supplement is a form of training in which the specific language environment expands the association and the student supplements the original text. First give students a certain language environment, then inspire students' divergent thinking and imagination ability, and after processing and reconstructing the appearance of memory, get a new image thinking. Evaluation is a higher level of thinking training and speech training. It requires students to deepen their understanding of the central idea of the article, grasp the psychological activities of the protagonist in the article, appreciate and excavate the true ideas of the text, and use English to express their own evaluation and understanding of the subject or character of the protagonist. It is also necessary to infer that students are inferred in English. Make assumptions by inference and cultivate their logical and imaginative abilities. Finally, you can reach the level of blurring out. 3. The theory of subject research is based on words that are the words of people when they exchange ideas. It can be thought that speech ability is communicative ability. Speech ability can flexibly and linguistically apply language knowledge and verbal knowledge to language communication. Speech skills are based on language skills. But language ability cannot be transformed into speech ability "naturally". In order to have verbal ability, we must also have verbal knowledge or communicative statutes and language knowledge. We must be exposed to a large number of textbooks in the form of discourse, and we must conduct repetitive speech drills. Language ability is improved through text teaching, and speech ability is developed through text teaching. Schematic The "speak" is a complex psychological activity. The process is to encode the internal language material, that is, to convert the external voice language in a continuous manner by means of a certain sentence. "Say" has the motivation to say. That is, there is a psychological tendency of strong self-expression, not humiliating, not timid. Psychologist Gulang said: "Being asked to speak a foreign language is not only psychologically threatened, but the whole system of the spirit and the body is directly implicated." Therefore, the cultivation of the "speaking" quality should be gradual. Therefore, this topic proposes to “improve students' English verbal skills” to stimulate students' interest in speaking English and cultivate the ability to “speak” to improve students' communicative competence. 2. Research process of the subject 1. From May 1997 to September 1997, the project report on “Improving Students' English Speech Skills” was written in writing, including the discussion of the work related to this topic, analyzing the subject, examining the literature, and conducting the class. Teaching research and holding small-scale research classes. 2. In September 1997, the topic was officially opened. Based on this research topic, young and middle-aged teachers were the mainstays, and open classes with reading as the priority were opened. And succeeded in the large-scale public class in the autumn school. 3. Initially summed up the application of “Improving Students' English Speech Skills” in the reading class: we started in two steps. Divided from the grade. Gao Yi: Main training and generalization ability. High school: Mainly on the basis of generalization. The third year of high school training evaluation and inference on the basis of high school and high school. However, it is also limited to the differences in grades, and sometimes it is appropriate to carry out the differences. Because the genre of reading materials in high school textbooks can be divided into the following types according to the genre of reading texts: A. General: Take Book 1 A Lesson 50 Abraham Lincoln as an example, with chronological order as a clue, ask students to organize their own language. Summarize the full text. Some texts ask students to summarize the topic of each paragraph in one sentence, and then summarize the full-text theme in one sentence or a few sentences. Such as Book 1 A Lesson 10 American English. Some texts can be based on scene performances, please summarize them. Taking Book 2 A Lesson 30 First Aid as an example, students perform first-aid care according to the text, while performing and speaking. Through this wonderful performance, the students master both first-aid knowledge and speech skills. B. Conversion type: Take the third and fourth sections of Book 1 A Lesson 6 "Look carefully and learn" as an example. Students are invited to perform experiments as a new chemistry teacher. Through the change of roles, students have increased their interest. And mastered the verbal skills. Some texts turn the first person into a third person to describe, such as Book 3 B Lesson 65 My teacher becomes Helen's teacher, and vice versa. Some can also turn conversations into narratives. Such as Book 2A Lesson 38 At the Tailor's shop. Another example is Book 2B Lesson 86 A Tale of two cities. Take one of the sections for a dialogue performance. C. Supplementary: Some texts allow students to design a reasonable beginning or ending for it. Such as Book 2B Lesson 70 We've lost our Dad. The students started a rich imagination, some said that they traveled for their birthdays, and some said that the European climate was the most valuable. Another example is to design an ending for Book 1B Lesson 70 The necklace. Some students agree to end with tragedy, and some students agree to end with comedy. D. Evaluation and inference type: Students of this type of text can evaluate and infer people and events according to their own knowledge. For example: Book 1 A Lesson 50 Abraham lincoln Book 1 B Lesson 74 The Secret is Out Book 1 B lesson 82 How Marx learned Foreign languages Book 2 A lesson 2 Walt Disney Book 2 B lesson 50 Ablert Einstein Book 2 B lesson 74 Martin Luther King Book 3 A lesson 2 Madame Curie Book 3A lesson 6 Captain Cook Book 1 A lesson 26 Earthquakes 30 Food around the world 38 The Olympic Games 42 American Country Music Book 1 B lesson 66 Milu Deer Return to China 78 Paper 90 Aswan Dam Book 2 A lesson 6 No smoking, please 15 China Daily 22 Coins 34 Earth Air Water 35 Animals in Danger Book 2 B lesson 54 Satellites Lesson 62 The sea Lesson 63 Life in the Oceans Lesson 66 Life in the future Lesson 78 Disabilities 91 Mobile Phones Book 3 A lesson 18 Advertising 3 A lesson 34 Gymnastics 3 B lesson 69 The office 5 4. At the end of January 1999, data analysis was performed on Gao Yi, Gao Er and Gao San. The chart can be freely talked as follows. Can say a paragraph or repeat a few sentences or words can not be high. 1 95 44 2 High 2 5 104 49 1 High 3 18 115 48 3 Data analysis in high school and high school in October 2000: Can talk freely A paragraph or a recount of a few sentences or words can not be high 2 10 105 26 1 High 3 15 113 30 1 Experiments show that through the "improving students' English speech skills" effective training, such as students' speech skills have improved significantly 5, September 1999 - 2000 In September, the research team opened the second English class. The 3rd "English Week" event was held, which opened the training channel extending from the class to the extracurricular level, and achieved the purpose of class middle school, extracurricular red training, and life. The chart is as follows. Time content The first session of 1999.5 opened a cultural place for eating and living in the school, and opened up the "English Corner". The 2nd 1999.9 English Songs, Speech Contest 3rd 2000.5 English Classic Film Review Week and English Textbook Short Play Exhibition Competition 6. 3 minutes before the start of the class "free talk", please talk to the students about what they are interested in. This event has become one of the students' favorite activities. Third, the subject research analysis of experimental results 1, dare to say. Gradually changed the ills that students dare not say, the students' classroom learning atmosphere was active, and the enthusiasm for participating in teaching activities was significantly improved. Moreover, the exchanges between students and teachers and students have been increased. Because of “improving students' English verbal skills”, students have created more “speaking” opportunities and “speak” content. Two-thirds of the students have the opportunity to perform, which truly reflects the student-oriented teaching objectives. 2, will say. The textbook teaching based on the "Improving Students' English Speech Skills" training promotes the development of students' specialties. Some students have a good voice and a good tone. Some students are quick-thinking. Some students are very talented in performance. Some students are humorous and funny. Through the "speaking" training, the introverted classmates gradually became cheerful in the classroom. Increased interest in learning English at all levels. 3. Say better. Promoted the "free talk" and the opening of the second class 3 minutes before class. The content of the text in the teaching can no longer satisfy the students' desire to express. Through free talk, we have the opportunity to express self-awareness, emotions and interests, promote the individual development of students and increase mutual understanding. Through the opening of the second class "English Week", this open-ended teaching develops student personality and develops student interest. Every event has a large number of small artists who can say, sing and perform well. 4. At the same time, it promoted the teaching level and scientific research level of teachers. Main Bibliography: 1. Foreign Language Teaching and Learning Hu Zhongwen 2, "Chinese Small Foreign Language Teaching" 3. "Secondary English Teaching and Learning" 1-3 Season 4, "Student Emotional Intelligence and Non-Intelligence Factors Training and Practical Practical Book" People China Publishers 5, "Education" Renmin University Book and Report Center
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