【導讀】發(fā)學生的興趣以此來學好英語這門課程。因此，為了更好的完善課堂活動設計，設計進行調(diào)查研究，它們是：1）職前教師的教學設計中通常會采取哪些活動？3）針對活動的描。任務的檢查這五方面做出了詳細的描述？4）設計者是否在自己設計的教學過程。中對自己所設置的目標有很好的完成？通過對本課題的研究，明確目前職前教師

　　

【正文】 gning related to the teaching objectives? 3) how are the description of activities including the clarity of targets, resource provided, the way of targets finished, time of targets finished and targets checking? 4) how are the achievement of objectives in their class teaching designing? B. Research Subjects To facilitate the research, 30 subjects are chosen from the Foreign Language School of Shi Hezi University. Of the 30 subjects, there are 25 females and 5 males. All of the subjects are majoring in English education. In 20xx, they underwent their Teaching Practice Programmer, during which they observed classes, designed teaching designing, and practices teaching in realclass situation. And all the teaching designs are collected from the teach planning they designed then. C. Research tools In order to research and collect data conveniently, research tools are:1) 30 Teaching Designs include 16 Teaching Designs of Middle School and 14 Teaching Designs of Senior school. All the Teaching Designs are 1 period。 2) Microsoft Excel. It is one of Microsoft’s office software of Microsoft office ponents。 3) SPSS. It is a kind of statistical analysis software. Its full name is Statistical Product and Service Solutions. D. Research Methods This thesis used two research methods. They are: 1) Corpus. It refers to a large 20xx年畢業(yè)論文 A Comparative Research on Class Activity Designs of Middle School Teachers 第 1 頁 共 24 頁 12 collection of wellsampled processed electronic texts, on which languahe studies, theoretical or Applied, can be conducted with the aid of puter tools。 2) Quantitative Description. It refers to determine the probability of structural reliability. E. Research Process In the following several parts, there will be introduce the research process in details. First, with the help of my supervisor, I got my research materials50 Teaching Designs in the begin of March, which wrote by students who are from Foreign Language College in Shi Hezi University and graduated in 20xx. Second, I chosen a classroom in New Teaching Building, in where I spent a week to read 50 Teaching Designs carefully in order to choose research materials I think they are good. As a result, I have chosen 30 Teaching Designs to continue my research. Third, in that classroom I read 30 Teaching Designs again in order to get the information and data that I need. According to my first research question, I read carefully their teaching process and analyze their teaching process whether include teachercentral activity, teacherstudent activity, studentstudent activity and Autonomic Learning activity or not. After that, I calculate how many every activity there are in their teaching process. Teacher central activity is, in teaching process, teachers play an important role. Students always listen and write down what the teacher talked in the class. They have little time to think about what the teacher talked about and in most case they are passive to accept knowledge the teacher told. Teacherstudent activity is, in teaching process, the teacher just plays a role that provides some advice and help in order to let students finish a certain target. Actually, in this activity, students play an important role and at the same time, they can learn a lot by themselves. Studentstudent activity is, in most cases, like grope work. Students themselves do a certain target together to practice they have learned in the class. In autonomic learning, students learn some knowledge in their ways. They can learn freely. According to my second research question, I research the efficiency of objectives including accuracy of Teaching Objective description, feasibility of Teaching Objective and operation of Teaching Objective. Every item has its score standard including A++, A+, A, A and A. Take accuracy of Teaching Objective description for example, A++ stands for the designer expressing his objective in 20xx年畢業(yè)論文 A Comparative Research on Class Activity Designs of Middle School Teachers 第 1 頁 共 24 頁 13 accurate language and way so that the reader can easily get the point from the objective. Like this objective I gave 5 points. A+ stands for the designer having a small mistake to express his objective, for example, using a wrong word. Like this objective I gave 4 points. A stands for the designer having two mistakes to express his objective. Like this objective I gave 3 points. A stands for the designing making mistakes in language or in ways to express his objective so that the reader can misunderstand the point. Like this objective I gave 2 points. A stands for the designed making mistakes in both language and ways to express his objective so that the reader can’t understand the point. Like this objective I gave 1 point. Considering my third research question (the description of activities including clarify of target in this activity, resource provided, the way of target finished, time of target finished and target checking), in many activities, I chosen a best activity to research from each Teaching Designing). It also has its score standard. Take resource provided for example, in the whole activity, if the designer provided the whole direct resource about this activity, I gave 5 points, but if the designer didn’t provide resource about this activity, I gave 1 point. If the teacher provided some direct resource about this activity, I gave 4 points. If the designer provided a great deal of relative resource about this activity, I gave 3 points. If the designer provided a little relative resource about this activity, I gave 2 points. Finally I analyzed my forth research question (achievement of objectives). Of 30 Teaching Designs, there are at least 2 objectives in Teaching De