论文指导样本

Action Research研究报告撰写指导

“课堂教学行为研究”，亦作“课堂教学行动研究”，是一种系统的反思性探究活动，由教师直接参与，针对自己教学中发现的问题开展调查研究，以不断改进教学，是教师自身发展中极其重要的一个环节。行动研究具有合作性、系统性、动态性和循环性等特点，其中研究报告的撰写为“行动研究”中各环节中的终结阶段，也是下一环节的起点。在教学行动研究中起着十分重要的作用。 一、 研究报告的组成部分

1． 题目(title)：题目应能反映出研究的主题，应尽量简洁明了，一般应具体，不

可太笼统，必要时可以加副标题，对主题进行进一步补充说明。

2． 鸣谢(acknowledgements)：报告中对曾给自己帮助的导师、同事、被试等表示

感谢。

3． 内容摘要(Abstract)：摘要是对报告内容的综合概括，应包括对研究目的，研

究方法，结果发现以及结论的介绍。

4． 前言(introduction)：描写研究的背景、目的以及研究的意义。 5． 正文部分(body)：

1） 问题分析(problem identification and analysis)：提出问题，分析问题存在的

原因。

2） 解决方案(solutions)；根据存在的问题，提出问题解决的措施。 3） 论证(rationale)：从理论角度论证所选择解决方式的合理性和可行性。 4） 假说(hypothesis)：提出研究中的假说。

5） 方案设计(research design)：方案设计中应说明目的、被试、数据收集方式

和分析方式等。

6） 方案实施(implementation)：介绍方案具体的实施情况。

7） 数据分析(data analysis)：数据分析一般应包括研究发现和分析两部分。研

究发现主要是对研究结果的客观描述，而分析部分应能对实验的结果进行原因分析，分析应能切中研究问题焦点。

5. 结论(conclusion)：说明研究解决了什么问题，得到什么结论，又发现了什么

新问题，本人对研究过程的反思，同时提出下一步的研究建议。 6. 参考书目(references)。 二、 研究报告参考提纲 1. Title Page 2. Contents Page

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3. Acknowledgements

4. Abstract (in English)& (in Chinese) 5. Introduction 6. Body paragraphs 7. Conclusion 8. References 9. Appendix 三、 案例分析

案例1 Motivating Students Through Brief Drawings (revised)

Motivating Students Through Brief Drawings

Investigator: Wang Lei

Submitted on June 2nd, 2001

In fulfillment of the course “Practical Project Design”

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Acknowledgements

I am mostly grateful to my supervisor Professor Wang Duqin,(1) without whose support and patience this project would not even have got off the ground. I am grateful to Professor Gu Yueguo for editing us such a good course. No amount of thanks will be adequate for my students without whose willing participation in the project implementation it would have remained on paper. Last but not the least,（2） big thanks to my colleagues and classmates for their time spent on brainstorm as well as their support and help.

(1) 首先要向指导教师表示谢意。 (2) 谢词以降序为佳。

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Abstract

摘要通常包括研究的目的，研究方法，结果发现，结论等。 This study presents a detailed report of the project （1） implemented to foster students? motivation in English learning(2), through brief drawing instruction（3）. Based on the assumption that brief drawing can help the students understand teaching materials quickly and easily and thus motivate the students to learn English happily（4）, a twelve-week program （5）was adopted. Data were collected through questionnaires（6）, analysis and discussion of which shows that brief drawing really contributes to student’s motivation in language learning. However, the program seems to be powerless to a certain number students (7). Further research is needed for her measures to motivate the learners.（8） (1) 首句交代报告的内容。注意，句首要用“This study/This research。”等，有的同学在句首习惯用“It”，It所指不明，应避免。 (2) 用不定式短语介绍研究的目的。 (3) 说明研究采取的措施。 (4) 原始假说。 (5) 具体介绍研究。 (6) 介绍数据收集方式。 (7) 介绍研究结果和发现。 (8) 进一步研究的建议。 4

Main Headings of the Project Report

1. Introduction 7. Research design 2. Problem analysis 8. Project implementation 3. Possible solutions 9. Data analysis 4. Project objective 10. Conclusion 5. Project hypothesis 11. References 6. Project rationale

Appendix A Questionnaire 1 for problem analysis

Appendix B Questionnaire 2 – The post-trial questionnaire

本部分也可以列举的更详细一些，如：

pronunciation essentials by brief 1．Introduction

drawings 2．Problem analysis

8.2 Use brief drawings to teach 3．Possible solutions

vocabulary 4．Project objective

8.3 Use brief drawings to teach 5．Project hypothesis

sentence patterns 6．Project rationale

8.4 Use brief drawings to teach 7．Research design

7.1 subjects dialogues 7.2 Procedure 9．Data analysis 7.3 Principles to follow 9.1 Data from the questionnaire 7.4 Techniques for Data collection 9.2 Data from tests 8．Project implementation 10． Conclusion 8.1 Demonstrate the 11． References

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Motivating the Students through Brief Drawings

1. Introduction As is commonly accepted, motivation is the key to success, and interest is the best teacher.（1） What the teacher is to do in class is to provide conditions for learning to take place. I am now teaching junior grade one students. After one semester, I found that the classroom atmosphere was getting less and less active. A quite part of students idled in class. They were taking a less active role in classroom activities. A few students even dropped out.（2） Based on some approaches that I have learned form “English Language Teaching Methodology”, and considering the characteristics of my students, I decided to adopt brief drawings in my lessons to motivate the learners, and help them keep up their English learning.（3） 2. Problem Analysis Teaching which appeals to learners? needs can facilitate learning. It is necessary to investigate why the students were showing less and less interested, and devoting less and less effort. So interviews were held and questionnaires were issued.（1） It is found that: a. Those poor learners report that, due to their lack of vocabulary， cannot follow the teacher in class, and

该部分一般应包括三项内容：与所研究问题相关理论陈述，自己课堂上出现的问题，对研究的简单介绍。 （1） 引言开始应介绍相关支撑理论。如，本篇研究题为通过简笔画激发学生动机，所以引言部分以动机理论入手。这样研究的着眼点就开门见山地展示在读者面前。此乃“行动研究报告”的一般开篇方式。 （2） 对自己任教的班级做一简单介绍，介绍学生在学习动机方面的表现，如自己班内出现的学生不积极参与课堂活动，有的同学厌学、休学等现象。 （3） 简单介绍针对问题自己所采取的措施，从而引出自己所做的研究。 注：本部分不要写成自我简介，也不要写与研究无关的东西，从理论到问题，到研究都必须与自己的研究紧密相连。也没有必要介绍什么是行动研究，以及行动研究的重要性。 本部分主要介绍所发现的问题，以及导致问题的原因，至于通过什么样的方式手段找到的原因，没有必要十分仔细地叙述。以往的学生报告中常有把教材中的两种反思手段进行详细叙述的，其实没有必要将自己反思的过程写出来。 （1） 只一句就可以概述分析问题所采用的手段或方式，这里清楚表明是通过座谈和调查问卷的方6

many times can?t complete the tasks. b. Some good students report that vocabulary instruction tends to be so mechanical. And it is this mechanical practice, in which the students were asked to read and re-read, write and re-write the new words and expressions that deprived the students of their motivation. c. Quite a number of students report that they are afraid of being criticized and thus withdraw from classroom activities. d. The teacher?s methods lack variety. （2） 式发现问题。也可以把这作为起始研究，对调查的具体情况做一简单分析，其具体数据可做附录展示。 （2） a,b,c列举所发现的问题，同时也介绍的问题产生的原因，如词汇教学的单调机械，学生没有安全感，害怕受批评以及教学授课手段缺少变化等。 访谈结果是描述性的，可以只做语言叙述，但问卷调查可以做定量分析。这里也可以展示具体数据，说明有多少学生学习动机比较低。

3. Possible Solutions Taking the above factors into consideration, the following solutions were proposed: a. Employing interesting brief drawings to help the students understand and learn new knowledge. b. Organizing interesting activities to motivate the students to memorize the words and review the texts. c. Creating the comfortable safe classroom atmosphere and a good teacher-student relationship. 本部分所采取的措施必须与前面所叙述的问题相符合，措施叙述要具体。该范文的三点集中在活动的趣味性，活动的参与性和课堂气氛的安全性，与所发现的问题正好对应。 所列举各措施表达方式要一致。可以都采用动名词的表达方式，也可以都采用不定式的表达方式。 4. Project Objective This project is aimed to motivate the 研究的目的一般采用不定式表达，students in English learning through the brief 可以采用be aimed to do something, be drawings. aimed at (doing) something, the purpose

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of等。如果目的不只一个，并列即可。

5. Project Hypotheses Considering the age factors of the students, brief drawings can help students understand teaching materials quickly and easily and thus motivate the students to learn English happily. 假说中应交代清楚自变量和它变量，以及两者之间的关系，就行动研究而言，一般采用“采用什么方式可以达到什么目的”。 的表达方式。假说中不能列举如何去做，否则就成了解决方式，往届学生中常有把假说与解决措施相混淆的同学。

6. Project Rationale According to Williams and Robert Burden, motivation refers to “a state of longitude and emotional arousal which leads to a conscious decision to act, and which gives rise to a period of sustained intellectual and physical effort in order to attain a previously set goal.” （1）Motivation is one of the most important factors in learning a foreign language. As Darwin said “Just as eating without liking does harm to one’s health, learning without liking harms memory and retains nothing it takes in.”(2) Former experiments show that among the factors contributing to success of learners, motivation accounts for about 35%. (3) Psychological studies （4）indicated that human beings mainly depend on eyes and ears to obtain information. Experiments indicate that the information received by ear will remain 60% in memory after 3 hours and only 40% after 3 days, while the information obtained both by ear and eye will remain 90% in memory after 3 hours and still 75% after 3 days. Another study（5） indicated that the development of human?s ideation is a process from thinking in images to abstraction. The teenagers in middle school have developed thinking more in images than in abstraction.（6） Application of brief drawings in English teaching will create language circumstances for students and mobilize their enthusiasm in thinking in images, for the abstract language materials to turn into concrete images.（7） Hence the brief drawings are suitable for the

该部分主要任务是论证自己的解决方案和假说，引用的理论必须能够说明自己措施的得当性，合理性与可操作性。 （1） 由于研究的目的是激发学生的学习动机，所以理论部分从“动机”的定义入手比较合适。 （2） 再次引用名人引语，阐述动机的重要性。 （3） 运用以往的研究论证动机的必要性。 （4） 从心理学的角度入手，利用心理学研究成果，说明采用简笔画的有效性与可行性。 （5） 再次用以往研究论证图象在记忆中的作用。 （6） 介绍中学生的年龄特点。 8

psychological development of teenagers. It is （7） 与简笔画相联系。 not only a better way to motivate the students, （8） 自然结论，说明自己所采用措施的but also helpful to their memory. （8） 正确与得当。 7. Research Design

方案设计部分是报告中不可缺少的一部分，其中应包括“研究目的”、“被试”，“研究过程”，“数据收集与分析方式”等。以往常有学生漏掉这一部分，应引起注意。

7.1 Subjects 是否For this research, I chose the two 被试部分应交代清楚被试的选择方式，classes of my students as subjects, one as 有控制组，研究中各小组如何操作。有必要the Experimental Group, the other as the 的话，可以详细介绍两个小组的具体情况，Control Group. The experimental and 可控变量是否一致，以增加研究的信度。 control groups were randomly selected （1） 介绍研究组和控制组的选择方式。 by drawing lots.（1） Throughout the （2） 介绍两个小组各自要接受的教学方式。 project, the Experimental Group will receive special designed brief drawing 该部分如果能把两个班级参与研究前的动instruction, while the control group goes 机表现和学习成绩介绍一下会更好。 on with its routine instruction. （2）

7.2 Procedure 该部分只介绍了研究起止时间。就研究 This project lasted two months from 过程而言，根据研究的不同要求，有时可以介绍一下课堂操作程序。以往研究March to May. 中，有的同学把8周的具体教学研究内容列表展示，也是比较可取的一种方式。 7.3 Principles to follow a. Accord the students? interest and practicability with the contents of the teaching materials and the age of the students. b. Adapt the brief drawings to student?s range of knowledge. c. Create a good teacher-student relationship, motivate and encourage them without forcing. d. Provide a ?stress-free? and ?learner-centered? environment.

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视研究的课题，本部分可有可无。 但是，这里所介绍的几个原则，使动机的研究更具理论的指导，也与所采取的措施相配套。

7.4 Techniques for Data Collection During this research two techniques were adopted, namely questionnaire and test.（1） To gather information for the design of the research and to test whether the research is effective, two questionnaires will be issued, one at the beginning of the research and the other at the end.（2） Two tests will be included (one as the pretest, the other as the post test for comparison) to test the co-efficiency between motivation and school recording.（3） 8. Project Implementation

该部分应该介绍清楚研究中收集数据以及分析数据将要采用的手段，并介绍各手段将如何使用。 (1)介绍采用的两种手段。 （2） 介绍两次问卷调查的执行时间和目的。 （3） 介绍采用测试手段的目的。实验前后两次测试作为对比，有利于分析实验的效果。 视情况，可以适当介绍以下问卷的设计，包含什么样的内容。 该部分要具体，真正展示出项目实施的具体过程。让阅读报告者能够清楚如何操作。

8.1 Demonstrate the pronunciation essentials by brief drawings The students always feel dull and （1） 对自己的所做有一定的论证，difficult when they first learn the phonetic 这是可取的。 symbols. （1）This time, I gave students some example of antithesis, and let them realize the （2） 介绍研究中的操作。 characteristic of the pronunciations. （2）

Example 1: Use a pair of profiles on blackboard to demonstrate the shape of the mouth when rpouncing [m] and [n].

From the profiles the students can see clearly how [m] and [n] is produced, which saves much effort on the part of the teacher to explain.

Example 2: Many students sound [v] as [w]. A pair of profiles on blackboard will help them distinguish between [v] and [w].

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该部分清楚地展示了简笔画的使用。 8.2 Use brief drawings to teach vocabulary

For the students of the first year, the biggest problem is vocabulary. Teaching vocabulary with brief drawings can motivate students and make them learn English with interest.

对每一项的操作都做理论的论证。

8.2.1 Use brief drawings to present vocabulary

Example 1: When teaching “ mouse” and “elephant”, I drew on the blackboard the outline of the two animals like the following

Then I pointed to the drawings and asked

them what they are. In this way, I presented “mouse” and “elephant”, without drawing upon English explanation or Chinese translation. And this helps students acquire the vocabulary learning strategy of imaging.

Example 2:

For words like “fat” and “thin”, it is also very convenient to use sketches. First, I asked the students to draw in their paper the images of a fat man and a thin man. Then I selected one of the best drawings from the students to present on the

blackboard. Then we talked fat thin

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about the images of the two men. The student said that in the word “fat” is the letter “a”,

which like a man with big belly, while there is the letter “i” in the middle of the word “thin”, which looks like a slim person.

The wonderful idea of this student attracted others greatly. All the students smiled and memorized the words in a relaxed atmosphere.

这里研究同样展示了研究中所采用的具体的例子，并且对操作过程进行了简要的描述。

8.2.2 Use brief drawings in vocabulary revision

To revise the words about colors, a game was designed with brief drawings. In class, the students were divided into 2 groups, a boy group and a girl group, each group telling the teacher the things they want. The students were asked first to draw what they want in colors and then present them to the class. One of them was asked to report according to the pictures like the following:

I like a red apple / a yellow pear / a white egg / a brown cake / a green ruler / a blue book / a black pen / an orange pencil-box … 能根据图片设计活动。活动中能注意学生合作意识的培养，学生动手能力的培养，符合学生的年龄特点，有利于激发学生的参与意识，从而培养学生的学习动机。

8.2.3 Use brief drawings to help

distinguish concepts

Students in the junior middle school often confuse meanings of some words，for example prepositions of place. With the brief drawings, the meaning will be easy to express.

对操作进行必要的论证。

Example 1: When prepositions “in”, “on”, “under” and “by” were taught, brief drawings were applied. The following drawing clearly demonstrated the concept of each preposition.

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Example 2: For another example, the students tend to be confused about “in front of “ and “in the front of”. So in classroom instruction, I used brief drawings to demonstrate their

differences.

From the drawings the students found that the boy is in front of the car. That is very

danger, so the driver, who is

in the front of the car, is

criticizing him. The differences between the two phrases are clearly demonstrated.

Example 3: Chinese students usually feel puzzled about “on”, “over” and “above”. In classroom instruction, I first drew three pictures on the blackboard. Then asked the students to observe the three pictures and find what are the differences. Then I gave them three sentences without preposition and asked them to complete the blanket with the words “on”, “over” and “above”.

There is a bridge ( ) the river. (over) There is a cup ( ) the desk. (on)

There is a bird ( ) the house. (above)

When the students had finished, I asked a student who did correctly to tell the class why he filled in the answers. The student explained his thinking: “The bridge is over the river, because the

bridge is over the water; the cup is on the desk and the cup touches the desk; the bird is flying over the house but not stop on it, so the bird is above the house.”

活动的设计能够针对学生学习的难点和重点，并且能注意调动学生，让学生自己说出为什么填某个介词，有利于调动学生。

8.3 Use brief drawings to teach sentence patterns

English is full of sentence patterns. If the students only look at the book and read the sentences after the teacher, which is what I used to do, they can hardly be motivated and the structures will be difficult to master. When the brief drawings were applied in sentence-patterns instruction, the situation was changed.

Example: When teaching the JEFC Book 1 L21, I adopted the brief –drawing approach to

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explain the new sentence patterns.

First several brief drawings were drawn on the blackboard.

Then the students listened while looking at the drawings. “Who is this?” “He?s Li Lei.” “How old is he?” “He is twelve.”

After listening for several times, the students were invited to speak aloud themselves according to the drawings. All the students could concentrate their attention in class and everyone spoke boldly. Within only several minutes, all the students were able to utter these sentence partners, including the worst students.

能对使用简笔画后学生的反应进行描述，这是十分必要的。视觉是对难满足的一种感官，因此，利用简笔画有利于激发学生的学习热情。

8.4 Use brief drawings to teach dialogues

Almost every unit of the JEFC Book 1 has a dialog, and every dialog is designed in a small scene. Integrating the dialog with the brief drawings will produce a wonderful effect.

Example: During the research, when teaching L46, I designed 4 brief drawings, each of which includes relevant information. Looking at these drawings, the students could easily associate the contents of the dialogue and make dialogues freely.

9. Data Analysis

In order to assess the effectiveness of the above-mentioned solutions, data were gathered

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mainly from two sources: two questionnaires and two tests at different times, which will be analyzed respectively in this section.

9.1 Data from the questionnaire

Two questionnaires were issued in this research, one at the beginning of the project, the other at the finish of the project. Questionnaire II was designed partly based on questionnaire I so that comparisons could be made to see the improvement after the implementation.

因为有两个调查问卷，有必要对每个问卷的情况做一简单的说明。对于问题数据的分析，可以采取逐个问题分析的方式。如果问题很多，也可以分类综合。

9.1.1 Question 1: The attitude towards the English lesson.

In both questionnaires, the students were requested to answer questions concerning their interest in English lessons. It is found that 15% of them were afraid of English before the implementation of the research, while only 3% of them had the same idea after it. From Table 1, we can see more clearly that the students? feeling changed after the application of the new designed learning procedures.

Table 1----comparison of students? interest in learning English （要置于表格上面） Degree of interest Like a lot like Like a little Not like Before the research 5% 44% 35% 15% After the research 26% 63% 7% 3%

Figure 1---- comparison of students? interest in learning English

80`@ %06%5cD5%7#15%3Kefore theresearchafter the research

Note: 1= like a lot 2= like 3= like a little 4= not like

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From Figure 1, we can see 89% of the subjects liked learning English. The number of the students who were interested in English increased by 40%. This to a certain extent implies that brief drawings instruction in vocabulary teaching really contributed to students? motivation and confidence.

研究前后两个问卷设计问题相同，目的在于看学生的变化。因此，在数据分析时应象这里一样进行对比分析。不仅如此，作者还采用了两个图表方式，使数据展示更加清楚。

9.1.2 Question 2: Effectiveness of brief drawing in digestion of English

lesson

This question is to check if the brief drawings are helpful to the students in learning English.

Figure 2----Effectiveness of brief drawing in digestion of English lesson 2015105012344888621616before theresearchafter theresearch Note: 1= excellent 2= good 3= fair 4= bad From Figure 2, it can be seen that the brief drawing instruction is very helpful to the students. The number of the students who report to be able to digest what they have learnt in English lesson in class has distinctly increased, from 4 and 8 to 8 and 16. Only a small number of students report they cannot digest the contents of lessons. This indicates the effectiveness of the solution. In order to obtain more detailed data, I sum up the students? comments on the helpfulness of the brief drawings. It is summarized in the following pie chart to show the effectiveness:

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Pie chart 1---- students? attitudes on the functions of brief drawings

brief drawingsvery usefulusefula little usefulnot useful

From the above pie chart, it can be concluded that most of the students have positive attitudes towards games and activities. There is none who thinks the brief drawings is “no useful at all”. This result tallies with my original assumption.

数据分析时能与前面的假说相照应，这是在数据分析时应该特别注意的。常常有学生，数据分析是数据分析，只是展示结果，不讨论现象变化的原因，也不能前后照应。

9.2 Data from Tests

Two tests were administered in both classes, one at the beginning of the program, the other at the end, with the same format. The means of the two tests in the two classes were calculated and listed in the following table:

Table 2----Means of tests before research object class Control Group Experimental Group Rate of passing Rate of Excellence（%） （%） 83 92

Table 3----Means of tests after research

object class Control Group Experimental Group Rate of passing Rate of Excellence（%） （%） 90 88

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Rate of no passing （%） 17 8 43 64 Rate of no passing （%） 10 12 70 61

The above tables show clearly that the students have been making steady progress during the action research. In the Experimental Group, the rate of passing went steadily up from 83% to 90% and the rate of excellence increased sharply by 27%. While Control Group, which had been relatively better than the Experimental Group, had not been making progress at all and left behind.

这里只是成绩对比，应该加上适当的讨论，讨论其与研究之间的关系。另外，只是数据本身还不能说明问题，如果看进步够不够显著，应该算出其p值才可。

就该篇报告的数据分析部分来看，结果展示比较充分，但是讨论不足，操作与动机之间的关系，动机与成绩之间的关系讨论不够充分。这应该引起所有同学的注意，在以后的写作中要加强这一点。

10．Conclusion This paper is the result of the action I conducted in April 2001, which aimed at motivating the students through brief drawings(1)， which was assumed to be capable of cultivating motivation in middle school learners. (2) In order to solve the identified problem, several solutions were implemented during the action research.(3) Data collected from questionnaires and examination shows that brief drawings can help motivate middle school learners in the learning of vocabulary, dialogue, even concepts, which contributes to the students’ academic record.(4) Of course there are some problems with it. Still 1 student in my sister?s class thinks they don?t like learning English.(5) I shall help her to analyze the problem further using the scientific methods and design some new tasks to solve the problem.(6) 就结论而言，一般应该包括5部分内容，原始假说，研究结果，研究启示，不足之处，下一步研究的操作。 （1） 研究的目的。 （2） 原始假设。 （3） 研究的实施。 （4） 研究结果。 （5） 研究的不足。 （6） 下一步的研究。

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References

Williams M. And R. Burden, 1997. Psychology for Language Teachers: a Social

Constructive Approach Cambridge: Cambridge University Press. 李洪玉 何一粟，《学习动力》湖北教育出版社，1999。

[美]林格伦著 章志光译， 《课堂教育心理学》云南人民出版社， 1983年版。 阴国恩 李洪玉，《非智力因素及其培养》浙江人民出版社，1998。

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Appendix A Questionnaire One for Problem analysis

1. 你喜欢英语课吗？

A. 非常喜欢 B. 比较喜欢 C. 一般 D.不喜欢 E. 一点也不喜欢

2． 你不喜欢英语的主要原因是：

A. 词汇不熟 B. 语法太难 C. 内容枯燥 D. 形式死板 E.其它

3．你能当堂消化英语课内容吗？

A. 总是能 B. 有时能 C. 一般 D. 不太能 E.完全不能

4．你希望老师给你什么帮助？

A. 愉悦的课堂气氛 B. 轻松学知识

C. 改变听学形式 D. 学英语的技巧 E.其它

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Appendix B Questionnaire Two for Problem analysis

1. 经过这段时间学习，你喜欢英语课了吗？

A. 非常喜欢 B. 比较喜欢 C. 一般 D.不喜欢 E. 一点也不喜欢

2．你认为你的英语水平有提高吗？ A. 有很大提高 B. 有一些提高

C. 有一点提高 D. 提高不大 E. 没有提高

3．你能当堂消化英语课内容吗？

B. 总是能 B. 有时能 C. 一般 D. 不太能 E.完全不能

4. 你认为简笔画对你英语学习有帮助吗？

A. 很有帮助 B. 有一些帮助 C. 有一点帮助 D. 帮助不大 E. 没有帮助

1 你对英语是否感兴趣？ A 是 B 否 C 无所谓喜欢不喜欢 2 你认为学习英语的目的是什么?

A 出于兴趣 B 为了应付升学考试 C 为了掌握一门交际工具 3 你们一周上几节英语课? A 一节 B 两节 C 三节以上 D 无 4 你们的英语课堂包括那些内容? A 背单词 B 读书 C 做游戏 D 听录音

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5 你们的英语老师上课使用什么语言？ A 英语 B 汉语 C 英汉结合 6 你希望老师用哪种语言？ A 英语 B 汉语 C 英汉结合

7 你是否可以完全理解领会老师讲课的内容？ A 可完全领会 B 领会大部分 C 领会一些 D 都不领会 8 你认为老师的发音准吗？ A 准确 B 还可以 C 不准确

9你们的英语老师还教其他课程吗？

A 只教英语 B 也教其他 C 其他专业毕业，现在改教英语 10 对于课前的复习，能否完全答出？

A 完全答出 B 大致答出 C 有些印象 D 一点不会 11 在回忆不出复习内容时，老师采取什么态度？ A 提示帮助 B 坐下听讲 C 采取体罚 D 没有任何反应 12 你认为哪种措施较为有效？

A 体罚 B 提示帮助 C 坐下继续听讲 D 没有措施

13 教学过程中是否使用多媒体？（如电脑、语音教室等） 22

A 经常使用 B 偶尔使用 C 没有设备 14 你认为学习英语哪项最重要？ A 听录音 B 读课本 C 对话 D 记单词 15 你认为哪一项最难？

A 听力 B 理解课文 C 对话 D 记单词

综合评述：

该研究报告条目完整、写作规范，展示了研究的整个过程。研究通过问卷调查和访谈的方式收集数据，分析了被试学生学习动机偏低的原因，所制定解决方案符合学生的年龄特点和动机的激励原则。方案论证比较充分、切题，能从动机理论和心理角度，运用研究结果说明简笔画操作方式的可行性。报告对方案设计及其实施描述比较具体，被试、研究目的、以及数据收集方式等交代清楚，并且以比较详实的材料介绍了简笔画在具体实施过程中的操作。报告对实验结果的分析讨论基本符合要求。但是问卷调查数据展示不够完备，部分题目没有讨论，应尽可能多地展示所有问题。

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该项目研究基本符合规范，问题的分析、方案的设计、被试的决定、数据的收集、方案的实施及其效果分析都符合要求。但是，对课堂具体操作的展示不够全面，个别环节没有交代具体的课堂运作；定量分析中应有标准差以及显著程度的分析（研究者应该掌握SPSS等数据分析技术），对研究效果的讨论有点单薄，应加入适当的定性分析，这就要求在数据收集方案上丰富一些，可以采用课堂观察和访谈等手段。

总之，该研究报告符合写作要求，研究比较规范，内容比较完整，行文比较得体，是一篇合格的研究报告。

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