1,华南师范大学外文学院2012届硕士学位论文答辩会,中国 广州 2012-3-29,2,By Lin Meifang Supervised by Prof. He Guangkeng School of Foreign Studies, South China Normal University Guangzhou 2012-3-29,The Study of Network-based English Reading Teaching in Primary Schools,3,The Outline of presentation,Why?,How?,What?,Research,4,Outline of my thesis,Introduction Literature Review Research Design Data Analysis and Discussion Major Findings and Implications,5,Why did I choose the theme for my study?,Some problems of large class reading teaching. Some practical suggestions of network-based English reading teaching will be made for primary English teachers according to the conclusion of the experiment.,Research Orientation:,6,Q1: Does the Network-based reading teaching affect the students learning attitude?,Research Questions,Q2: Can the Network-based reading teaching raise the students learning interest ?,Q3: Can the Network-based reading teaching improve the students English reading ability?,7,The National English Curriculum Standards,Cooperative Learning Theory,Constructive Learning Theory,Krashens Affective Hypothesis,Karashens Input Hypothesis,Theories relating to the English reading teaching.,8,How?,Participants,Instruments,Data Collection,Research Design,9,Research Design,Table3-1-2 Number of the Participants,10,Reading Material Selection,Reading Material Selection,Language,11,4. Interview,3.Classroom observations,2. Questionnaire,1. Tests,Instruments,12,Data collection,A questionnaire was distributed to 45 students in experimental class; 90 students in Experiment Class and Control Class were required to complete the pre-test in order to investigate whether both classes were equivalent in previous reading. A classroom observation and teachers interview were designed to get the data of the following aspects, such as the students learning attitude and reading interest under the network environment. Finally, after the experiment, the post-test and post-experiment questionnaires were carried out.,13,Teaching Mode in Control Class,14,Network-Based Reading Teaching Mode,Step 1：Raising the situation on the net Step 2： Presentation of the tasks Step 3： Independent Reading Step 4： Online Assessment Step 5：Making reports in groups,15,What?,Test,Questionnaire,Classroom observations,Research Questions,Interview,16,Pre-Test,Table 4-1-1 A Comparison of the Scores in the Pre-Test,The students of two classes were almost the same.,17,Post-Test,The proficiency of the students in Experimental Class was better than Control Class.,Table 4-1-2 A Comparison of the Scores in the Post-Test,18,Classroom Observation,The students in the experimental class would have more chances to ask questions and have more time to do team-work, and their reading speed under the network environment were much faster than the control class.,19,Questionnaire,After one years experiment, the numbers of the students who enjoyed English reading class under the network environment were rising.,20,Questionnaire,The numbers of the students who enjoyed working in groups were rising.,21,Questionnaire,Table 4-1-2 A Comparison of the Scores in the Post-Test,The network-based reading could improve the students vocabulary.,22,Table 4-1-2 A Comparison of the Scores in the Post-Test,The students did much more reading after school after the experiment.,Questionnaire,23,Conclusion: There was a tendency of sharp increase in their reading performance, the students English ability was improved. And with the experiment progressing, students showed more interest in network-based reading class.,Conclusion,24,1) Raising the students reading interest by the real situation. 2)Improving the literacy of both the teachers and the students. 3) Encouraging the students to use effective reading strategies and skills. 4) Designing different reading activities in network classroom can be helpful to control the students. 5) Exploring other network-based activities.,Suggestions,25,Limitations,The number of the chosen students is not big enough . The present research did not treat other factors under the present conditions.,26,Thank you for your attention!,