第四章前置性式学习的应用效果研究4．1研究方法本文主要是运用文献研究法

第四章前置性式学习的应用效果研究
4．1研究方法
本文主要是运用文献研究法、教学实验法、问卷调查法及案例研究法来进行本课题的研究。
4．1．1运用文献研究法。查阅学习相关文献，从中汲取营养，开阔眼界，借鉴前人的研究成果，受其启发，并做整理、分析，试图把握研究的广度与深度，拓展自己的研究思路。
4．1．2案例研究。明确前置性式学习的操作，与实际案例相结合，验证其在实际教学中的作用。
4．1．3运用教育实验法。明确自变量和因变量，严格控制无关变量，尽可能保证实验的精效度，以此检验前置性式学习在实际教学中的效果，并最终优化且给以相关策略。
4．1．4运用问卷调查法。确定好研究目的，然后通过调查问卷的编制与发放，全面了解学生的学习兴趣、自学能力及其他相关信息等，及时对教学实验的效果作出反馈及评价，并指导今后的教育实践，一切从实际出发，以学生为本，准确把握研究的方向。
4．2调查研究
4．2．1调查目的
通过前置性式学习在初中英语教学中的实践，提升学生前置性学习能力和合作学习的能力和意识，逐渐形成适合自我英语学习的方法和策略，实现由学教材到用教材学的方向提升，提高学生的英语学习兴趣及效果，这是我们教学实践的预期目标。通过近一年的教学实践，笔者对学生采取调查研究来验证这种方式是否达到预期目标，今后进一步如何完善这种方式。
4．2．2调查对象
本研究期间，笔者曾任教初三年级6个班级的英语，本次调查就随机挑选了两个班级的学生作为调研对象，其中男生56名，女生65名。发给每人问卷调查表一份，全部收回，无废卷。答卷前跟学生讲明了问卷的目的、注意事项等，而且是由各个班的班主任负责帮忙发卷、收卷，保证了调查的客观性、准确性。
4．2．3调查内容
调查内容主要涉及总体教学效果调查、学生前置性学习能力、学生创新能力、
课堂教学氛围等方面。
4．2．4问卷调查的统计结果分析
1、对前置性式学习做法的支持情况。共有121人参与调查，回收有效问卷121
份，关于英语课堂上采用前置性式学习的做法是否应该持续下去，选择很有必要的占12％，选择有必要的占86％，选择没必要的占2％。通过调查的数据发现，大多数学生还是支持前置性式学习在英语教学中的实践的，这给予笔者很大的鼓励，在今后的教学中继续走下去，并且不断地完善。
2、学生自学能力情况。
学生认为他们的自学能力提高情况，选有很大提高的占12．5％，选有一定提高的占78．5％，选提高不明显的占9％。学生自主预习的习惯不是一朝一夕能养成的，需要长期的努力。调查结果显示了经过一年的教师有目的性的培养，学生普遍能够养成自主预习的习惯，而且学生也希望老师在课前布置一些与知识相关的问题及知识准备，这些知识要对他们理解新问题有切实的帮助，也能开阔他们的视野。
3、学习英语的兴趣
学生学习英语的兴趣提高情况，选择没改变的占25％，选择兴趣提高的占61．5％，选择兴趣变浓厚的占13．5％。调查结果显示，前置性式学习操作过程中也一定程度上提高了学生学习英语的兴趣，兴趣一旦被激发，其能量也是惊人的。
4、课堂氛围情况。前置性式学习实践中英语课堂氛围变化情况，选择课堂活跃的占7．8％，选择比较活跃的占65％，选择有时活跃的占27．2％。调查显示，前置性式学习能为学生营造比较活跃的学习氛围，这种氛围是学生积极主动性发挥的前提，所以能保证学习成绩的提高。
5、班级学习风气。
班级学习风气情况如何，选择学风很好的占28．7％，选择学风一般的占70％，选择学风较差的占3％。从调查数据显示，英语前置性式学习对提高整个班级的风气影响不大，毕竟班级风气跟班主任的管理和班级成员的道德修养关系密切些。
6、学习中遇到困难情况。
在学习英语过程中遇到困难时的解决办法，选择直接问老师占2．596，
选择先思考再问老师或其他同学的占97．5％。调查数据显示，前置性式学习有利于发挥学生的主体作用，促进学生善于质疑，当然这其中少不了教师教给的质疑方法，让学生学会把学习过程中有价值的疑难问题提出来。
7、对于教师提出的问题或组织各项活动的参与情况。
选择不感兴趣的占5％，选择看情况有时愿意的占38％，选择主动参与积极思考的占57％。前置性式学习的第一个环节就是教师以问题形式或相关情境指导学生自主预习，学生根据问题等有目的的动手动脑实践，自主探究进而互动交流，最终解决问题。从调查数据显示，经过近一年的训练，学生对于学习活动的参与度也是明显改善的。
8、前置性式学习培养创新精神情况。
认为能提高创新精神的占68％，选择认为不能的占30％，选择说不清楚的占2％。调查显示，大多数学生还是认为在实践中能培养他们的创新精神的。这也是教育的最终目的。
4．3实验研究
4．3．1实验目的
教学实验的目的就是探析前置性式学习在初中英语教学中的应用，通过前置性式去发现学生在初中英语学习中所存在的问题，并通过前置性式学习提高中学生学习英语的能力，提高他们在实践活动中探索新知识、解决问题的能力，激发他们的学习热情，培养他们自主创新的精神。
4．3．2实验对象
本研究期间，笔者曾任教初三年级6个班级的英语，选取初三（2）班和初三（3）班两个班级月考和期中考试之间的成绩差距来比较前置性学习方式对成绩提升情况。
4．3．3实验内容
为了解不同教学方式下学生对教学内容的掌握情况，月考设计的试卷难度完全等同于期中考试的试卷难度，以两次考试的成绩试卷作为实验的主要依据，通过对成绩的统计，检测前置性式学习在英语教学中的效果。

結果 (英文) 1:

Fourth chapter prospective study on application of learning4. 1 research methodsThis paper is a literature research, experimentation, questionnaire survey and case study method to research on this subject.4. 1. 1 use literature research method. Check out learning literature, learn nutrition, broaden their horizons and learn from previous research, inspired by, and collation, analysis, trying to grasp the breadth and depth of study, develop their research ideas.4. 1. 2 case studies. Clear operation prospective study, combined with the actual case, verify its role in actual teaching.4. 1. 3 using the method of educational experiment. Clear independent variable and the dependent variable, and strictly control the independent variables as possible regarding the essential validity of the experiment, to test prospective study in the teaching of practical effect, and ultimately optimized and relevant strategies.4. 1. 4 the use of questionnaires. Defined research purposes, and then through the compilation and distribution of the questionnaire, a comprehensive understanding of students ' interest in learning, self-learning, and other related information, timely feedback and evaluation to the effect of teaching experiment and guiding future practice, proceed from reality in everything, based on student-oriented, grasp the direction of research.4. 2 research4. 2. 1 the purpose of the survey通过前置性式学习在初中英语教学中的实践，提升学生前置性学习能力和合作学习的能力和意识，逐渐形成适合自我英语学习的方法和策略，实现由学教材到用教材学的方向提升，提高学生的英语学习兴趣及效果，这是我们教学实践的预期目标。通过近一年的教学实践，笔者对学生采取调查研究来验证这种方式是否达到预期目标，今后进一步如何完善这种方式。4．2．2调查对象本研究期间，笔者曾任教初三年级6个班级的英语，本次调查就随机挑选了两个班级的学生作为调研对象，其中男生56名，女生65名。发给每人问卷调查表一份，全部收回，无废卷。答卷前跟学生讲明了问卷的目的、注意事项等，而且是由各个班的班主任负责帮忙发卷、收卷，保证了调查的客观性、准确性。4．2．3调查内容调查内容主要涉及总体教学效果调查、学生前置性学习能力、学生创新能力、课堂教学氛围等方面。4．2．4问卷调查的统计结果分析1、对前置性式学习做法的支持情况。共有121人参与调查，回收有效问卷121About English class on a prospective study of whether the practice should continue, select necessary for 12%, select the necessary level of 86%, select the unnecessary 2%. Survey data found that most students support-prospective study in English teaching in practice, giving the author a great deal of encouragement, to go in the future teaching and continue to improve.2, students ' ability to learn.Students thought that their ability to improve the situation, accounted for 12 of the election has been greatly improved. 5%, selected a certain increase of 78 per cent. 5%, 9% election increased significantly. Overnight students prepare habit, it needs long-term efforts. Survey results show that after a year of targeted training of teachers, the students can develop their own preview of habit, but students want the teacher before class some problems associated with knowledge and knowledge, that knowledge to understand problems real help to them, and broaden their horizons.3, interest in learning EnglishStudents ' interest in English learning to improve the situation, choose not to change 25%, select interest accounted for 61. 5%, select interest strong 13 per cent. 5%. Survey results show that prospective learning operations also improved students ' interest in learning English to a certain extent, once interest is inspired, and the energy is amazing.4、课堂氛围情况。前置性式学习实践中英语课堂氛围变化情况，选择课堂活跃的占7．8％，选择比较活跃的占65％，选择有时活跃的占27．2％。调查显示，前置性式学习能为学生营造比较活跃的学习氛围，这种氛围是学生积极主动性发挥的前提，所以能保证学习成绩的提高。5、班级学习风气。班级学习风气情况如何，选择学风很好的占28．7％，选择学风一般的占70％，选择学风较差的占3％。从调查数据显示，英语前置性式学习对提高整个班级的风气影响不大，毕竟班级风气跟班主任的管理和班级成员的道德修养关系密切些。6、学习中遇到困难情况。在学习英语过程中遇到困难时的解决办法，选择直接问老师占2．596，选择先思考再问老师或其他同学的占97．5％。调查数据显示，前置性式学习有利于发挥学生的主体作用，促进学生善于质疑，当然这其中少不了教师教给的质疑方法，让学生学会把学习过程中有价值的疑难问题提出来。7、对于教师提出的问题或组织各项活动的参与情况。选择不感兴趣的占5％，选择看情况有时愿意的占38％，选择主动参与积极思考的占57％。前置性式学习的第一个环节就是教师以问题形式或相关情境指导学生自主预习，学生根据问题等有目的的动手动脑实践，自主探究进而互动交流，最终解决问题。从调查数据显示，经过近一年的训练，学生对于学习活动的参与度也是明显改善的。8、前置性式学习培养创新精神情况。认为能提高创新精神的占68％，选择认为不能的占30％，选择说不清楚的占2％。调查显示，大多数学生还是认为在实践中能培养他们的创新精神的。这也是教育的最终目的。4．3实验研究4．3．1实验目的教学实验的目的就是探析前置性式学习在初中英语教学中的应用，通过前置性式去发现学生在初中英语学习中所存在的问题，并通过前置性式学习提高中学生学习英语的能力，提高他们在实践活动中探索新知识、解决问题的能力，激发他们的学习热情，培养他们自主创新的精神。4．3．2实验对象本研究期间，笔者曾任教初三年级6个班级的英语，选取初三（2）班和初三（3）班两个班级月考和期中考试之间的成绩差距来比较前置性学习方式对成绩提升情况。4．3．3实验内容为了解不同教学方式下学生对教学内容的掌握情况，月考设计的试卷难度完全等同于期中考试的试卷难度，以两次考试的成绩试卷作为实验的主要依据，通过对成绩的统计，检测前置性式学习在英语教学中的效果。

結果 (英文) 3:

Chapter four pre learning application effect of
4.1 research methods
the mainly literature research method, using experimental teaching method, questionnaire survey method and case study method to research on this topic.
4.1.1 using the literature research method. Access to learning related literature, absorb nutrition from, broaden their horizons and learn from the results of previous studies, inspired, and collation, analysis, trying to grasp the breadth and depth of research, develop their own research ideas.
4.1.2 case study. Explicit learning of the operation, combined with the actual case, to verify its role in practical teaching.
4.1.3 application of educational experiment.Specific independent variables and the dependent variable, and strictly control the independent variables, as far as possible to ensure the fine validity so as to test the pre learning in the actual teaching effect, and eventually to optimize and give relevant strategies.
4.1.4 using questionnaire survey method. Determine good research purpose, then through the questionnaire investigation of preparation and issue, a comprehensive understanding of the students' interest in learning, self-learning ability and other relevant information, timely to the experimental teaching effect evaluation and feedback, and to guide the education practice in the future, all from a practical point of view, to students for this and accurate grasp of the direction.
4.2 research
4.2.1 survey purpose
Through the front of type learning in junior high school English teaching practice, enhance students' preposition learning ability and collaborative learning ability and consciousness, gradually form suitable for self English learning methods and strategies, from school textbooks to textbooks of directional lifting and improve the students' English learning interest and efficiency, which is the expected goal of our teaching practice. Through the teaching practice of nearly a year, the author of this paper is to study the students to verify whether this way to achieve the desired objectives, and how to improve the way in the future. During the study, the author has taught English in Grade 6 of grade,The survey randomly selected two classes of students as research object, including 56 boys, 65 girls. A questionnaire was given to each one, and all the questionnaires were withdrawn. Before answer with students explain the questionnaire, the matters needing attention and by each class teacher for help hair volume, coiling, ensure the objectivity and accuracy of survey. The contents of the investigation of the content of
4.2.3 mainly involved in the investigation of the overall teaching effect, the students' learning ability, the innovation ability, the teaching atmosphere and so on. Analysis of the
1 and the support of the pre - based learning in
4.2.4.A total of 121 people participated in the survey, recycling effective questionnaire 121
copies. On the English classroom on the pre learning practices should continue, choose very is necessary to account for 12%, is necessary to account for 86%, the choice of unnecessary accounted for 2%. Through the survey data found that most of the students still support based on front of learning in English teaching practice, giving the author a great encouragement, continue to go in the future teaching, and continuously improve.
2, students self-learning ability. Students think that their ability to improve the situation, the choice of a great increase of the 12.5%, the election has a certain increase of 78.5%,The election is not significantly improved 9%. Students can develop a habit of preview is not a short duration of time, need long-term efforts. Survey results indicate that, after a year of teacher training objective, common for students to develop the habit of self preparation, and students also hope teacher before class arrangement and some knowledge related issues and knowledge preparation, these knowledge to practical help to their understanding of the problem, but also to broaden their horizons.
3, interest in learning English, students learn English interest in improving the situation, choose not to change the account for 25%, the choice of interest to improve the accounting for 61.5%, 13.5% of the choice of interest become strong.Survey results show that in the process of learning and learning, the students are also interested in learning English.
4, classroom atmosphere. The change of English classroom atmosphere in the pre sexual learning practice, the choice of active in the classroom accounted for 7.8%, the choice of more active accounted for 65%, 27.2% of the choice is sometimes active. Investigation shows that the pre - learning can create a more active learning atmosphere for students, this kind of atmosphere is the premise of students' initiative to play, so can guarantee the improvement of academic performance.
5, class learning atmosphere. How to learn how to do it,Choose the style of study is very good, the choice of the style of study in general accounted for 70%, the choice of the style of the poor of the 3%. From the survey data show that the learning of English in front of the classroom to improve the atmosphere of the whole class, after all, the class atmosphere with the class and class members of the management and moral cultivation.
6, learning difficulties encountered. In the process of learning English, the solution to the difficulties encountered, the choice of a direct question to the teacher accounted for 2.596, the choice of the first thought and then ask the teacher or other students accounted for 97.5%. Survey data show that pre - based learning is conducive to play the main role of students, and promote students' good at questioning,