Practical Project Design > Appendix


Two Samples of Students' Practical Projects
 
Note to the Appendix

For both students and tutors, two samples of students' practical projects are included. In order to give you an authetic picture of what real-life students' projects look like, no editing has been made on the original texts, although the original formats and layouts have been slightly altered in order to cut the length of the appendix to its tolerable size.

Note that the samples should not be treated as the models for students to follow blindly.

The authors of the present book would like to take this opportunity to thank the two students who are kind enough to allow their projects to be included in the appendix.


 
 

7.Conclusion

The present study is chiefly based on the project that I proceeded from May, 1999 to June, 1999, which aimed to enhance my students' interest in doing oral practice after class. Six weeks ago, I determined to work on the crucial problem that most of my students had not do the oral practice I assigned them to do after school. In my study I used the analytic method, cause analysis, questionnaire survey and brainstorming activation. I also formulated a specific research objective and a research hypothesis. And then I worked out five possible solutions. Next I implemented my project. I did much improvement in four aspects when I designed my oral tasks and organized my students to do the oral tasks. After implementing my four-week project, I did a questionnaire survey to see the result. From the data, I think the methods used in problem analysis are suitable, the problem objective is realistic, the hypothesis is provable, and the project has a sound basis. Now I can be very happy to state that my problem has been successfully solved(For instance, most of my students, 75% of them, began liking to do the oral practice I assigned them after school.)

This action research helps me cultivate awareness of the dynamic mechanism in my English teaching. It enables me to acquire unceasing professional development. From the action research, I have gained a lot of benefits. My teaching has been improved considerably with deeper insights to the teaching profession, more acute sensitivity to the oral practice organization and more confidence in myself as a language teacher.

Although I have learned a lot and improved a lot, action research starts me on another cycle of reflection, since I have basically solved one problem and identified another. I will go on with the spiral cycle of reflection which will lead me to the endless process striving for perfect teaching. The final report is drawing to an end but my action research is not. In fact, I 'VE ONLY JUST BEGUN.

Bibliography

1. Gu, Yueguo. 1999. Practical Project Design Foreign Language Teaching and Research Press
2. Gu, Yueguo. 1999. English Language Teaching Methodology Foreign Language Teaching and Research Press
3. Junior English for China - Teacher's Book 2B People Education Press
4. Junior English for China - Students' Book 2B People Education Press
 
 
 

 
 

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