【正文】 總之，該研究報告符合寫作要求，研究比較規(guī)范，內(nèi)容比較完整，行文比較得體，是一篇合格的研究報告。 該項目研究基本符合規(guī)范，問題的分析、方案的設(shè)計、被試的決定、數(shù)據(jù)的收集、方案的實施及其效果分析都符合要求。報告對實驗結(jié)果的分析討論基本符合要求。方案論證比較充分、切題，能從動機理論和心理角度，運用研究結(jié)果說明簡筆畫操作方式的可行性。 20 Appendix A Questionnaire One for Problem analysis 1. 你喜歡英語課嗎？ A. 非常喜歡 B. 比較喜歡 C. 一般 E. 一點也不喜歡 2． 你不喜歡英語的主要原因是： A. 詞匯不熟 B. 語法太難 C. 內(nèi)容枯燥 D. 形式死板 3．你能當(dāng)堂消化英語課內(nèi)容嗎？ A. 總是能 B. 有時能 C. 一般 D. 不太能 4．你希望老師給你什么幫助？ A. 愉悅的課堂氣氛 B. 輕松學(xué)知識 C. 改變聽學(xué)形式 D. 學(xué)英語的技巧 21 Appendix B Questionnaire Two for Problem analysis 1. 經(jīng)過這段時間學(xué)習(xí)，你喜歡英語課了嗎？ A. 非常喜歡 B. 比較喜歡 C. 一般 E. 一點也不喜歡 2．你認(rèn)為你的英語水平有提高嗎？ A. 有很大提高 B. 有一些提高 C. 有一點提高 D. 提高不大 E. 沒有提高 3．你能當(dāng)堂消化英語課內(nèi)容嗎？ B. 總是能 B. 有時能 C. 一般 D. 不太能 4. 你認(rèn)為簡筆畫對你英語學(xué)習(xí)有幫助嗎？ A. 很有幫助 B. 有一些幫助 C. 有一點幫助 D. 幫助不大 E. 沒有幫助 22 綜合評述： 該研究報告條目完整、寫作規(guī)范，展示了研究的整個過程。 [美 ]林格倫著 章志光譯， 《課堂教育心理學(xué)》云南人民出版社， 1983 年版。 （ 6） 下一步的研究。 （ 4） 研究結(jié)果。 （ 2） 原始假設(shè)。 10． Conclusion This paper is the result of the action I conducted in April 2020, 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) 就結(jié)論而言，一般應(yīng)該包括 5 部分內(nèi)容，原始假說，研究結(jié)果，研究啟示，不足之處，下一步研究的操作。 就該篇報告的數(shù)據(jù)分析部分來看，結(jié)果展示比較充分，但是討論不足，操作與動機之間的關(guān)系，動機與成績之間的關(guān)系討論不夠充分。 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 2Means of tests before research object class Rate of passing （ %） Rate of Excellence（ %） Rate of no passing （ %） Control Group 83 43 17 Experimental Group 92 64 8 Table 3Means of tests after research object class Rate of passing （ %） Rate of Excellence（ %） Rate of no passing （ %） Control Group 90 70 10 Experimental Group 88 61 12 brief drawingsvery usefulusefula little usefulnot useful 18 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. 這里只是成績對比，應(yīng)該加上適當(dāng)?shù)挠懻?，討論其與研究之間的關(guān)系。 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 2Effectiveness of brief drawing in digestion of English lesson 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? ments on the helpfulness of the brief drawings. It is summarized in the following pie chart to show the effectiveness: 4816681682051015201 2 3 4before theresearchafter theresearch 17 Pie chart 1 students? attitudes on the functions of brief drawings 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. 數(shù)據(jù)分析時能與前面的假說相照應(yīng)，這是在數(shù)據(jù)分析時應(yīng)該特別注意的。因此，在數(shù)據(jù)分析時應(yīng)象這里一樣進行對比分析。如果問題很多，也可以分類綜合。 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