目 录

一．实习时间……………………………………………………..2

二．实习公司………………………………………………..2

三．实习目的……………………………………………………..2

四．工程概括……………………………………………………. 2

五．实习过程……………………………………………………….2

六．实习收获……………………………………………………. 6

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建筑施工与管理毕业实践报告

姓名：

一、实习时间：20xx年3月1日-20xx年5月16日

二、实习公司： 四川洲桥水电工程有限公司

三、实习目的

毕业实践是理论联系实际的教学活动。是建筑施工与管理专业最重要的实践性教学环节之一。通过毕业实践，使我进一步巩固和加深理解所学的专业理论知识，开阔视野，扩大我的知识面，并使我具有综合运用所学的专业知识，独立完成职业岗位工作及解决工程实际问题的能力，为毕业后迅速适应职业岗位要求创造条件。

四、工程概况

本工程由四川泰和园林工程公司发包，又由四川洲桥水电工程有限公司中标承建，监理公司为四川丛信监理有限公司，由材料储配中心和路灯监控中心两栋办公楼组成。材料储配中心工程概况：1、主楼地上五层，总建筑面积为4540.5平方米，屋面形式为平坡结合屋面；2、此工程为二类多层公共建筑，建筑高度98米，结构形式为钢筋混领土框架结构，抗震防裂度为7度，设计耐久年限为50年。路灯监控中心工程概况：1、主楼地上地上七层，建筑面积为4250.7平方米，屋面形式为平坡结合屋面；2、此工程为二类多层公共建筑，建筑高度为121米，面防水等结构形式为钢筋混领土框架结构，抗震设防裂度为7度，设计耐久年限为50年。

实习岗位：施工员

五、实习过程

我去的时候现场就已经开工了，对基础梁柱模板进行最后一次调整，由业主和监理单位验收合格后于正月初十、十一将混凝土浇筑完毕。由于梁的混凝土强度必须达到95%才能拆除底模(其养护期大约两周左右)，自混凝土浇筑后，半个

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月的时间都处于轻松状态。虽然现场没有特别重要的事情，但是其他的一些琐事还是没有间断过。生活区的改善，现场的清理，食堂的卫生等等。混凝土浇筑第六天便开始拆基础梁柱的侧模，这是自混凝土浇筑后最大的工作，拆除的模板要进行清理，取钉，堆放整齐，这个工序大约进行了一周时间。随着时间的推移，混凝土的强度越来越接近规定值。期间我做了一些资料，从混凝土浇筑到模板拆除到现浇结构外观检测。经过这一段时间的学习我基本上掌握了工程资料的一些基本做法、先后顺序以及资料里所涉及到概念。在不知不觉中我在慢慢进步，这使我感到欣慰，而且我基本上能够看懂钢筋图，和图纸上所说明的内容。

同时我也渐渐将他们的管理制度进行消化，一项工程只有管理的好，才能顺利完成每一道工序，才能保证建筑成品的质量。总体来说，我项目部在现场负责人的带领下，有一套较为完善的管理模式，并打响了一个口号“抓安全、求质量、保工期”。工地召开的每一次会议都在不断的强调安全问题，在这样的一个时代，安全问题已经引起了各个大小工程的高度重视，成为施工现场继续下去的第一保障。本工程的建设单位是合肥市市政管理处，所以甲方施加给施工单位有一定的压力，特别是在工期上，由于雪灾，导致的后果是相当严重的.

手架的安装是施工过程中一个相当重要的环节，满堂脚手架相邻两根立管的间距根据计算得来是70毫米，外脚手架相邻两根立管的间距在1.3米至1.4米，不得超过1.5米，钢管伸出扣件外不少于10公分;外脚手架里排横向钢管距柱边的距离不能够大于20公分;相邻两根钢管同一平面内扣件错开50公分。为此我单位指定了一套脚手架施工方案，对脚手架这一块作了详细的报告，并请专人审查。

我自己接触面也渐渐变的很广了，钢管、模板等材料的收料，现场的施工放线，简单的抄平、轴线、标高。每次浇筑混凝土之前我和办公室里的同事会带上图纸对钢筋进行检查，而且每次都有收获，能检查出很多问题;当然每次模板安装完毕我们也会按照模板的尺寸规则对模板进行检查并随时让木工工人进行整修(不过他们没有什么人听我的，呵呵)。在这个过程中一定要细心、细致，同时也能学会很多知识。做的最多的还是资料，虽然我对做资料还没有一个具体且完整的构思，但是目前这项工程的90%的资料都是我在做的，基本的框架还是比较清楚了。

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工程质量的控制是相当复杂的一个过程，但可以依据“全面质量管理”中人、机、料、法、环五大因素管理的理论与对施工全过程一般性的分析，确定项目质量控制的主要内容。

1.控制工作人员的质量。在装饰项目质量控制中，人、机、料、法、环五大因素，人是主要的因素。管理、施工及操作人员素质的高低对工程质量有很大的影响。人的素质好坏对工程质量影响的表现就是工作的质量，因此对工作人员的质量必须进行非常严格的管理。技术交底和岗前培训是保证工作质量的前提，要通过技术交底和岗前培训树立人员的质量意识，这样才能在质量控制上自觉行动，质量人人关心，人人重视质量，同时实行奖惩机制，激励机制和竞争机制，这样工作质量才能提高，从而达到保障工程施工质量的目的。

2.控制工程原材料质量。形成工程实体的原料是工程所用原材料，也是质量控制的基本因素之一。原材物料的优质，足量供应和使用是项目质量控制的特别重要的工作。质量控制采用操作使用人员把关，装饰材料供应人员把关，技术质量检验人员把关；检验数量，检验质量，检验品种，检规格，即“三把关，四检验”制度。

3.控制施工设备质量。施工设备不直接用在工程实体，对工程质量无直接影响，但不能忽略其间接影响。所以在方案确定中，选用符合技术要求的、适用的、先进的、可靠的设备，对工程质量的保障提高有很重要的影响。特别是带计量的装饰装修设备，定期要进行检查维护，保障其额定的性能，从而满足工程施工质量要求。

4.控制施工质量。控制质量最基本的内容是施工控制，控制施工质量的目的就是要发现和分析影响施工质量的控制因素，并解决的施工质量问题，把施工质量控制下来，确保施工的质量。施工质量的特点是具有不确定性和不稳定性，不确定性是指施工不象工业产品制作那样可事先确定，而不稳定性是因人员工作所致。共同操作的人员多，交叉施工及施工工程量大的问题，使的施工具有相互搭接的连续的特征，要控制施工质量，就要做到对每道工序，每一工作实施全面监督操作、检验把关、预防和检测检验相结合的控制管理方法。

5.控制成品保护质量。多工种交叉作业和施工周期长的存在，确定了施工成品保护相当重要。分部分项工程的完成对单位工程来说只是产品完成过程的一个

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工序，对已完成的工作的保护对整个工程有着很重要的作用，所以要按照操作要求和规范保护好已完成的工作程。

总之，质量控制不同于企业质量控制，要控制好工程质量，就要明确项目经理的职责，赋予其相应相应的权利；质量管理中要做到以人为本，以提高全人员素质和质量意识为前提狠抓工程质量：在施工过程中，要严格目标计划和规范的执行，要严格操作规程

路灯监控中心主体结构上到第三层的时候，一层顶梁板模板便开始拆除了，模板拆除时应注意很多问题，比如尽量避免破坏混凝土表面和棱角，拆除后的模板要堆放整齐，及时清运，因为模板上有很多钉子。 一楼模板拆除后，首先检查现浇结构表面是否出现问题，如有发现要及时整改。然后便进行基础部位的砌体结构，基础梁上有砖砌体，此工序完成后就是墙体和二次浇筑，砌墙前需要进行植筋，因为墙体每五十公分有一道钢筋，用于墙体加固，二次浇筑部位也有钢筋，少数构造柱也需要植筋。关于墙体这一部分国家规范中有详细的介绍，只是我们办公室的这一本图籍不见了，后来也没买到，一直就无缘得见了。

这段时间感觉自己进步很慢，有时候很矛盾的心理，也有急的时候。其实我是很想好好学的，甚至想快速的学会。可是发现自己真的不知道从哪一步开始，希望这段迷茫的时间早日过去。

我们最大的难题应该是屋顶的施工了，这两栋楼都是坡屋顶，施工难度相当大，模板钢筋用量下料等都需要进行仔细的计算，特别是模板的制作与支设，是一个相当耗时的工序。我们现场负责人就要求各班组长和施工员认真仔细的研究图纸，然后共同探讨将剩下的部分完成掉。设计院的图纸设计在坡屋面这部分也有很多漏洞和矛盾。坡屋面部位有很多的线条和细部构造，工程繁琐，模板支设计算和钢筋下料都很精细。材料储配中心D到K轴只有三层，第三层就是坡屋面，木工班，支设模板大约用了20天，因为是从施工缝处交叉作业，A到C轴有五层，才没有影响工程进度。坡屋面的脚手架搭设也很繁琐，很多部位需要双扣件，蝴蝶扣也需要用两个，还有剪刀撑、斜撑更是不可缺少，在这部分施工的时候，我们的现场负责人和项目经理带我们这些小辈一起上去检查，并随时解释给我们听，让我们受益非浅。

坡屋面的施工方式跟前面的不一样，最后一层梁板混凝土是分开浇筑的，因

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为屋顶有架空梁，所以我们施工方经过商讨决定先将梁进行浇筑，以前每层梁都是先支设模板后绑扎钢筋，因为屋顶的梁最高有1.2米，所以木工都是先将梁底模板固定好，然后由钢筋工对梁进行钢筋绑扎，再将侧模安装，最后浇筑混凝土，待梁的部分完成后再做坡屋面部分。结构部分一直在努力前进，墙体部分也在赶紧，由于工人的急切心理，导致很多部分的填充墙达不到合格标准，有几堵墙甚至被推掉重新来做。在这样严格的要求之下，瓦工班组成员对墙体砌筑这一块越来越重视起来。在墙体砌筑过程中我了解到填充墙和砖砌体的区别，从报验资料中可以看到，主要是主控项目的不同，填充墙的主控项目只有沙浆强度和砖强度两个，而砖砌体则有很多其他主控项目。

六、实习收获

通过这次实习，在设计方面我感觉自己有了一定的收获。实习主要是为了我们今后在工作及业务上能力的提高起到了促进的作用，增强了我们今后的竞争力，为我们能在以后立足增添了一块基石。实习单位的经理也给了我很多机会参与他们的设计是我懂得了很多以前难以解决的问题，将来从事设计工作所要面对的问题。这次实习丰富了我在这方面的知识，使我向更深的层次迈进，对我在今后的社会当中立足有一定的促进作用，但我也认识到，要想做好这方面的工作单靠这短短几个月的实习是不行的，还需要我在平时的学习和工作中一点一滴的积累，不断丰富自己的经验才行。我面前的路还是很漫长的，需要不断的努力和奋斗才能真正地走好。我坚信通过这一段时间的实习，所获得的实践经验对我终身受益，在我毕业后的实际工作中将不断的得到验证，我会不断的理解和体会实习中所学到的知识，在未来的工作中我将把我所学到的理论知识和实践经验不断的应用到实际工作来，充分展示自我的个人价值和人生价值。为实现自我的理想和光明的前程努力。感谢前辈们对我的教诲，这次实习除了在专业方面得到了非常大的收获之外，我还学会了怎样和同事们友好相处，虚心向他们请教，怎样与结构、水电专业的人沟通协调。亲身经历和熟悉了设计院的工作程序，开阔了眼界。和设计所的同事在一起，我感觉到非常的快乐和满足。他们就像是朋友、老师和长辈一样的帮助和指导我，我内心非常地感谢他们。总之，经过这次实习之后，我从专业技能到为人处事，都真真切切的在现实之中得到了提高。为我今后的工作打下了坚实的基础，没有完成任务，那也是天不作美。但是只要有希望，我们

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都要不遗余力的坚持下去，把工作做好，尽最大努力交给业主一份满意的答卷。在某种程度上我很佩服我们的现场负责人，他不仅有过硬的现场技术能力，在管理方面也有一定的才能。

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第二篇：刘杨的毕业论文

Anhui Radio & TV University

Practical Project Design

How to Improve the Students' Writing Ability

Name: : Tutor: Date: th

Student‘s Tel: 0557-6630768

Email:

Project Title:

How to Improve the Students' Writing Ability

Investigator

Liu Yang

Suzhou TV University

Submitted on 28th Apr. 2010

In fulfillment of the course

Practical Project Design

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Contents

Acknowledgment ········································································· 4 Abstract(in English) ··································································· 5 Main headings of the project ················································ 6

1.Problem identification ······························································· 7

2. Problem analysis ······································································ 7

3. Project objective ······································································ 9

4. Project hypothesis…………………………………………… ..9

5. Project rationale ······································································· 9

6. Writing process design ··························································· 11

7. Data analysis ·········································································· 15

8. Project evaluation··································································· 17

9. Project findings and discussion ·············································· 18 Appendix ··················································································· 21 Appendix 1 The timetable of the project ···································· 22 Appendix 2 Teaching notes ························································ 23 Appendix 3 Diaries ···································································· 25 Appendix 4 Teaching plan ·························································· 26

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Acknowledgment

I would show my gratefulness to my supervisor Ms Yang Bo without whose support this project would not be implemented.

Meanwhile, it is highly appreciated for my colleagues with their time spent on brainstorming and panel discussions with me,

Of course, my students‘ willing participation in the project implementation will be my great support and here I would give my great thanks to them.

And, let me thank my wife for her love and her sharing with my frustrations and happiness in eventually finishing this project.

I almost forget that I should thank this practice, it helps me find a good way in solving the teaching problems.

Thank all of them so much!

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Abstract

Writing is a measure of the quality of language phrase important yardstick, writing language teaching is an important part of teaching. To improve the writing skills of students, teachers in language teaching and guiding students to read the language the students should be rich material, usually pay attention to strengthening training of various forms of writing, guiding students to learn to modify written essay after essay. Advise their students to do more reading and writing, multi-changed, the students writing skills in order to continuously improve.

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Main Headings of the Project

1. Problem identification

2. Problem analysis

3. Project objective

4. Project hypothesis

5. Project rationale

6. Writing process design

7. Data analysis

8. Project evaluation

9. Project findings and discussion

References:

Appendices:

A. The timetable of the project

B. Teaching notes

C. Diaries

D. Students’ handouts

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1. Problem identification:

The problem I have in my teaching is that most of students can not express their own ideas and thoughts correctly. Why? At first，some students are afraid to write. They always feel that if they begin to write, there may be so many mistakes in their compositions; Second， some students are eager to express their own ideas by writing, but they don‘t know how to write or even what to write. What is worse, they may make lots of mistakes in words, sentences and grammars; Third, English sentences are here and there, even though students can not express their ideas correctly. I often discussed my project with my workmate, talked to my classmates about all the problems. They gave me a lot of instructions and suggestions. At the same time, I worked out the timetable of my project. (To see Appendix A)

I used several methods of problem analysis to analyze the problem. They are the analytic method, cause analysis, brainstorming and interview.

2. Problem analysis

2.1 Analytic method

Through careful analysis, I found as junior middle school students that the majority of my students do not like the writing tasks. Only a few students have comparable higher level of English writing. So I should find the reason why they don‘t like, and check if they thought it important and necessary to do writing tasks or not? If they thought it important and necessary, then the problem was actually caused by myself. Perhaps I just didn‘t give them clear instructions on how to and what to write. However, my colleagues‘ students who are in the same grade do not have this problem. Therefore, I think that my problem is primarily caused by myself. Probably I do not care about the writing ability that I should teach them.

2.2 Cause analysis

2.2.1 The teacher’s side – that is myself

The teacher's voice is not loud enough for the students at the back to hear. The students‘ writing situation is necessary to be changed, but the situation is right like a disease. It has its deep root. It is heavily influenced by the old teaching pattern – the Grammar Translation Method. The method is like that the grammar of the classical language had to be 7

described and broken down into learnable chucks;Verbs are conjugated, nouns were declined, teases were explained and exemplified. The vocabulary also had to be listed and learned with a great deal of attention paid to the more philology of the words, how they were made up and combined. The rules of pronunciation were described, they were regular and they had to be learned only so that the texts could be read aloud, and so teachers speak much but students practice little. I think it is bad for improving the students‘ writing level. At all, how to put the solution of the problem into daily teaching. How to raise the students‘ interest in English writing, how to develop the students‘ rich imagination, it is very important and necessary.

2.2.2 The students' side

Students do not know the importance of their own practice. Learning a language or skill, the most effective way is to practice it. To us English Learners, if we want to master a language including mastering all its skills, we must think something in it, express some in it. Karl Marx ever said, ―when you are learning a foreign language, you must learn to forget your native language.‖ That is to say. When we are learning foreign language, we must put ourselves into an atmosphere of foreign language.

2.2.3 The class size

There are more than 100 students in my two classes It is really difficult to control them in such large classes. In Class, I have no enough time to provide the students to practice writing . On the other hand there are few opportunity for a face-to-face correcting mistakes between my students and I of all the cause . I believe that the teacher is mainly responsible for the failure. I want to know what my students think about the problem.

2.3 Interview

I interviewed many students and found out my weak points: my teaching method of writing was ineffective. I took my students as they could treat English freely, but neglect that they were just junior students and their writing skill and vocabulary were limited. My expectation to them was too high. Consider this condition, I should give them a more detailed and simple, students get involved explanation for the writing work, and more practice is also a good way for them.

2.4 Brainstorming

When I was engaged in the problem analysis, I consulted my thesis supervisor Ms Zhang and often talked to my classmates about the problems I met. They gave me a lot of 8

advice and help so that I pondered the problem more deeply and carefully.

The results of the interview and brainstorming:

The students needed help and arrangement work before writing in order to minimize errors. They tended to treat writing as a test rather than a learning process, therefore they didn‘t discuss it with their peers or the teacher when they having problems. They did not usually study the corrections to their writings as expected, instead they paid more attention to the marks they get. They all hoped that I could give them a clearer and detailed and easy writing skill for the writing tasks.

From the problem analysis, I came to know that some of my students didn‘t like the writing work just because they didn‘t know how to write and they often had spelling and grammar mistakes. These barriers prevented them from going on. I planned to try my best to solve the problem.

3. Project objective:

To improve the students‘ writing ability.

4. Project hypothesis:

It is hypothesized that the students‘ writing ability can be improved by better writing process design.

5. Project rationale

5.1 Importance of writing

Writing in English is one of the most important contents and requirements of junior English teaching process. Writing is writing instruction in which the teacher guides students through certain stages or steps to complete the writing piece. According to the learning in English Language Teaching Methodology, Focus on Writing, if apply the writing process: pre-writing, drafting and editing to them, then it can help the students to know more about the writing.

5.2 Three processes of writing:

I must help them to work through each step of the writing process. The first writing process is Pre-writing. Before I give my students a topic to write about the other information I need to give them. Thinking about the eventual readers may help my students to make appropriate choices of language formality and styles. My students may consider whether to 9

use formal ,friendly ,serious ,or tentative ways to present their ideas to the readers.

When I teach my students .I spend most of my time helping them unearth and add details, helping them identify areas needing further development. While we are struggling to make sentences and structure our paragraphs, it's easy to forget that when we finish writing, we are going to give the product to a reader. We are inside of our essays. Our readers are standing outside of our essays trying to get in. They weren't there and they didn't feel the emotions. It is our job as writers to find a way to draw them in and help them see, feel and ultimately understand what we experienced or believe.

For example: Generating ideas, i.e. gathering information or ideas about the topic. I ask my students to gather the information through questions and answers, group discussion, and brainstorming to explore possible content and plan outlines. These activities also give students the chance to practice oral English in a communicative way. Then note down the ideas and arrange them, but in a random order. They can use a spider map with topic at the centre. It is easy to number them and decide which to be included in the writing.

The second writing process is drafting. Drafting starts when my students take the generated ideas of pre-writing and organizes them to form a logical structure. The process is characterized by organizing the main points and elaborating on them in detail .Finding a focus may help them to order the generated ideads in a more logical order.

When they find a focus in the writing and have a clear purpose in mind.Then I can help my students to work out an outline.The purpose of the outline is to enable my studentsto have a clear organization of ideas and a structure that can guide them in the actual writing.I ask my students to get into small groups and discuss the structure of the outline.They need to change it several times until they all agree on a satisfactory result. It‘s writing time. But concentrate on getting the content right first and leave the details like correcting spelling, punctuation, and grammar until later. This process I always enable my students to focus on what you want to say and how to say it most effectively.

The third writing process is Editing.It is the most important activity of the post-writing stage and its purposes are to check for accuracy,provide feedback to a piece of writing for further improvement,and make the final version.

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When I teach my students, I would like to ask the students to check their work first individually.Then I arrange my students into pairs and explain to them that they will work in pairs ,correcting and helping with each other‘s work. I encourage my students to talk about their ideas for writing with each other and to read to each other what they write.Next when they have finished writing their first drafts,they should hand them to their partners,who read through the work and write their comments and suggestions for correction or improvement.Finally I go around the classroom and provide help if necessary when my students are revising and commenting on each other‘s work.When my students are satisfied with their own writing they can write a final copy.

By being given the role of ?editor‘ ,my students increase their confidence in themselves and begin to trust their competence in English.It makes my students more responsible for their learning and not just dependent on the teacher.

5.3 Practice

I often tell the students English stories or read interesting English articles to them and require them to take notes and try to write the precis according to what they‘ve heard. I require my students to write a diary in every week. Keeping a diary in English is one of the effective ways to improve English writing ability. It can help them to cultivate the habit of thinking in English. I always guide them to write something about school, family friends, life and so on. In order to make the students have great interests in writing,I usually ask them to write different compositions in many ways. The following are two students‘ projects:

A:Times flies, people change. So do I. Two years ago, I used to be short,but now I am tall. I used to wear short skirt, but now I prefer trousers. As for my hobbies, I used to love stuffed animals, now I don‘t like them at all.And I didn‘t use to like tests, now I don‘t mind them. I like playing the piano

very much. I used to play the piano every day after school. But now, I

study all the time.

B:I am a grade three student now and I am very busy. I didn‘t use to wear glasses, but now I have to wear glasses.

I have changed a lot and I think a have gown up. When I was a young girl, I didn‘t like 11

playing sports, I like drawing and listening to music. Before I started high school, I used to be afraid of snakes and insects. So I used to be serious and shy. I didn‘t understand what food was healthy for me. So I usually ate a lot of junk food. As a result, I used to be kind of heavy.

Now I have changed a lot. I grow tall and I eat a lot of vegetables fruits. So I am in good health. I like playing basketball and tennis. Now I have many friends because I become much friendlier and funnier.

I think my life is more colorful than before.

6. Writing process design

I design an adequate amount of activities (Cover three weeks of teaching) to test the hypothesis. If the writing process is better designed, then the students‘ writing ability will improve accordingly.

In my project, I decide to improve the students‘ writing ability in three ways: firstly, I would give them the detailed explanation of writing process, and then arrange them in groups or pairs to do the writing tasks with help of the given writing process. During this stage, the students are asked to get involved into the discussion of how to organize and arrange the writing. Next, I would like to ask the students to check their work first individually, then, in pairs or groups, get help and improvement from each other. And lastly, the students write some small pieces of writing for practice.

I have designed five activities to be tried out in three weeks.

Week 1:

Activity 1

Writing: For use with Junior English Book 2

Purpose: To illustrate the writing process in detail and practice writing

Instructions: Students listen to the teacher‘s explanations carefully and then finish the writing task.

Procedure: The teacher illustrates the writing process:

1. Pre-writing:The first step of the writing procedure is to get some ideas on the topic.I need to design activities to help my students come up with all possible ideas.

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It pays to put more effort into the pre-writing process, as the saying goes: ―Work well begun is half done.‖

2. While-writing (drafting): I tell my students whatever you use in your draft, write down as much as possible, so you can see whether the information is clear, whether your overall shape expresses and clarifies your purpose, and whether the content and organization meet the needs and expectations of the readers.

3. Post-writing (editing): its purposes are to check for accuracy, provide feedback to the writing for further improvement, and make the final version.

Then it‘s time for practice.

For students: They should listen to the teacher carefully, then follow the writing process to practice a writing task, check by themselves and then hand in the paper.

Writing exercises: To see the Appendix D.

Write diary after class.

Activity 2

Follow up

Purpose: Arrange a group writing, then practice

Instructions: Arrange the class into discussion groups, each with a secretary to write down all the ideas proposed by the group members. The secretary then reads the draft aloud to the group for them to review and make changes. This process could carry on for some time until all the members are satisfied with the content and structure. Then the group can read the draft one by one to check its spelling, punctuation, and grammar. After this, drafts made by different groups could be exchanged to receive comments from each other on restructuring or revision. During this process, guide them by asking the following questions:

· Are you sharing your impression clearly enough with your readers?

· Have you missed out any important points of information?

· Are there any sentences or phrases which don‘t say much or which are too repetitive and can be left out?

Do you need any rearrangement to make your writing clearer or more interesting? For the students: They are going to look at the writings which they have finished last 13

time. Look carefully for the errors and then rewrite it. Then act as above, prepare a new writing work. (In providing answers for the above questions the students should be going through the process of thinking deeply about their writing and the organization of its structure.)

Write diary after class.

During the National Holiday, the students were required to write diaries every day. Week 2:

Activity 3

Purpose: To practice writing

Instructions: The students listen to the teacher‘s explanations carefully and then finish the writing in groups.

Procedure: The teacher reminds the students the process of writing, arranges them into groups of four members and asks them to work in groups. Finally, hand in the paper.

For the students: Remember the process of writing. Then

· Each four group members plan together, write a section each, and check each other‘s drafts.

· Assign a leader for each group to direct the discussion.

· Each group decides how to organize the writing, what the order of events or description will be, and how many paragraphs to write. Each student is to write one section.

· When the various parts are completed, students exchange their work with other members of the group and read and check for revision.

· Students then redraft their work.

· Assemble each other‘s sections together to form a coherent piece of writing. They should make sure that the final text flows as one, which may mean adding linking expressions, removing any repetitions or redundancies and standardizing the tone, writing types and vocabulary used.

The students‘ interest increased.

Writing exercises: To see the Appendix D

Write diary after class.

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Activity 4

Purpose: To practice several small pieces of writing to get improvement

Instructions: Students check their writings which have been corrected and remarked by the teacher. The teacher praises their improvement in writing under group‘s efforts, and asks them to write several small pieces of writing to practice.

For the students: Check their group work finished last time and discuss and exchange opinions on how to get further improvement. Finish their small pieces of writing practice, then peer check.

Write diary after class.

Week 3:

Activity 5

For use with model test paper

Purpose: Writing practice and writing skill improvement

Instructions: The teacher prepares a writing task from a model test paper, asks the students to write a composition according to the requirement of the writing task. Arranges them to check their writing first individually, then check in pairs.

For the students: Write the composition according to the demands of test paper. After finish, first check by themselves, then in pairs, exchange the opinions to get improvement. Write a diary after class

7. Data Analysis

After three weeks‘ action research, I prepared some ask and answer questions according to the project implementation to find if the students get improvement in their writing work. For by now, I was very conscious of the usefulness of the writing process design I applied to help them. I especially eager to know what my students think of the methods I used to help them in their writing. Then in the class after the implementation of the practice, I asked the students on:

How do they think of their writing tasks now, like it or not?

And if they are more interested in the writing than before?

If they think it a practical practice in improving their writing skills?

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And if they are satisfied with it or not?

The results are as follows:

Students‘ general impression of the project

The project here consists of three aspects: degree of interest, practicality and satisfaction. The students were very active for the question and put up their hands to give me the best support for my project. From the ask and answer questions in class, I found out that generally speaking, there has been significant improvement after the implementation. For the results please refer to Graph 1: comparison of degree of interest (though there are only some rough data, but it can also show us the results).

Interest:

The graph shows that there is a rapid improvement in this regard. Most of the subjects who rank themselves in scale ―Like‖ and ―Like very much‖ amount to about 80%, while the percentage was only about 20% before the implementation. The graph also shows no one dislikes the writing tasks after the implementation. As the objective of our research is to improve the students‘ writing skills, such a result is very encouraging. It proves that our implementation to solve the problem is fruitful and effective. Yet I should no be too optimistic, since there are still about 20% of the students‘ choosing 3, though the number is much smaller than that before the implementation.

Practicality:

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Comparison between their response to my questions before and after the implementation, it shows that 100% of the students think the writing process design I prepared for them is quite practical and help them grasp the ability in writing, meanwhile they also become more interested in the writing work. During their writing practice, they have much improvement in the following aspects.

Firstly, 90% of them said they had learned the skills in their writing.

Secondly, 85% of the students said they could learn the text more easily by using the writing process, meanwhile, they could learn from the text the good writing style.

Thirdly, 60% of them said they could communicate with their classmates to discuss on their writing tasks and can even debate on choosing which sentences best suit for their writing topic.

Satisfaction:

The students‘ reflection to my questions also shows that 100% of the students are more satisfied with the writing process I prepared for them and they can complete the writing work I assigned them to write, and even they themselves feel more satisfied with their writing than before.

8. Project evaluation

The problem

Is the problem a researchable one? Yes. It is related to whether the students can continue their English learning in a higher level.( I can do something to exchange the present situation.)

The methods used in problem analysis

Are the methods used to analyze the problem acceptable, suitable to it and properly applied? Yes. The four methods I applied in my project suitable to the problem. And I also got what I expected: improve the students‘ writing ability.

The project objective

Is the projective achievable? Yes. It is not only researchable but also realistic. It can surely be achieved. My project objective - to improve learners' writing ability - is realistic. The project hypothesis

Is the project hypothesis provable? Yes. My hypothesis -learners' writing skill can be improved by varied effective techniques -is provable. My students are more interested in the 17

writing tasks now and they make rapid progress indeed.

The project rationale

Does the project have a sound basis? Yes. My project was based on the theoretical assumptions, which are valid and sound.

The project design

I have defined my project objective and hypothesis.

I have stated my projective rationale.

I have worked out the details for project implementing.

I have also planned the stages and timetable for the project implementation.

The stages and details of project implementation. The stages are necessary and complete. The implementation details are properly maintained. In my case, I am assessed on the following items.

Week 1 Teaching notes

Students' handout

Diary - keeping

Week 2 Teaching notes

Students' handout

Diary - keeping

Week 3 Teaching notes

Diary - keeping

The methods used in project implementation. In what way has the project been implemented? I first set up control and target groups and used the classroom teaching.

The methods used to obtain the results.

In what way has the investigator obtained the project results? Is it acceptable, suitable and properly used? I used observations, diary keeping, and interviews to obtain the project results.

They are all acceptable, suitable to the task and also properly used.

Table 1. Summarize the methods I have used in my project.

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The results obtained from the project implementation.

My hypothesis has been proved to be correct.

9.Project findings and discussions

From the project I know that students‘ writing ability can be improved by better writing process design. I also find my weak points: my teaching method of writing was ineffective. I took my students as they could treat English freely, but neglect that they were just junior students and their writing ability and vocabulary were limited. My students also learned a lot. Their writing ability improved a lot since the project implemented. I can say that they had made rapid progress. I am glad that I have gained a lot of benefits from it, and my teaching has been improved accordingly with deeper insights to the teaching profession. This successful project design enriches my teaching experience and I will go on with kinds of project designs to solve the problems I meet while teaching. I am full of confidence for the future teaching

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References:

1. GuYue guo, English Language Teaching Methodology (1), Foreign Language Teaching and Research Press, 2005.

2. GuYue guo, English language Teaching Methodology (2), Foreign Language Teaching and research Press, 2005.

3. Nils Olov Fors, Senior English for China Student‘s Book 2A, People‘s eduetion Press, 2003

4. Teachers‘ Books, Hunan Science and technology Press, 2004.

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Appendix

Appendix 1 ………………………… The timetable of the project Appendix 2 ………………………… Teaching notes

Appendix 3 ………………………… Diaries

Appendix 4 ………………………… Teaching plan

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Appendix 1: The timetable of the project

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Appendix 2: Teaching Notes

Week 1: Date: Monday, March 8th, 2010 Class: 2

Today‘s objectives: To illustrate the writing process and practice writing by a given condition

Teaching methods: Illustration and writing

Steps for the study:

Step 1: Tell the students how to do writing tasks. They should follow three steps:

A. Pre-writing: looking through the requirement carefully, developing a sense of

purpose and a sense of audience, then gathering and organizing ideas.

B. Drafting: write a short composition. Pay attention to the text style, sentence

structure and spelling and grammar, etc.

C. Editing: check the writing work (including the format, the sentence structure,

especially the body text, if it tells out the information given.)

Write down the above three instructions on the blackboard.

Step 2: Ask them to write, follow the three steps.

Step 3: Hand in the paper

Step 4: Summarizing the lesson, re-explain the writing skill: pre-writing, drafting, and editing.

Homework: Diary writing

Date: Wednesday, March. 17th, 2010 Class: 2

Today‘s objectives: To check and analyze students‘ writings, group practicing.

Teaching methods: Checking, analyzing and writing practice

Step 1: Students check their writings that have been already remarked by the teacher.

Step 2: The teacher asks them analyze the situation and then do some improvement, then rewrite.

Step 3: Arrange the class into discussion groups, each with a secretary to write down all the ideas proposed by the group member. The secretary then reads the draft aloud to the group for them to review and make changes. Then the group can read the draft one by one to check its spelling, punctuation, and grammar. After this, drafts made by different groups could be exchanged to receive comments from each other on restructuring or revision. Step 4: Summarizing the lesson by emphasize the writing process

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Homework: Diary writing

Week 2:

Date: Monday, March. 29th, 2010Class: 2

Today‘s objectives: Practice writing

Teaching methods: Group writing

Steps:

Step 1: Re-emphasize the writing process

Step 2: Divide the class into groups, each group has 4 members, each member writes a section

Step 3: Exchange their sections and read and check for revision. Then assemble them to a complete writing

Step 4: Summarizing the lesson

Homework: Diary writing

Date: Wednesday, Apr. 7th, 2010 Class: 2

Today‘s objectives: Practice writing

Teaching methods: writing

Step 1: The students check their writings corrected and remarked by the teacher

Step 2: Do several small pieces of writing, and then peer check

Step 3: Summarizing the lesson

Homework: Rewrite the writing work, diary writing

Date: Monday, Apr. 12th, 2010 Class: 2

Today‘s objectives: Practice writing

Teaching methods: Test paper writing

Step 1: The students write the composition

Step 2: Check their writing, first individually, and then in pairs, exchange opinions to get improvement

Step 3: Summarizing the lesson

Homework: Rewrite the writing work, diary writing

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Appendix 3: Diaries

Week 1:

Date: Monday, March 8th, 2010

I applied my learning from TV University to my writing lesson. First I illustration the writing process like: pre-writing, drafting and editing. I am glad that they listened carefully and noted down the important information on the blackboard. Wu Ling even said:‖ Ah, now I know how to plan and write the English composition.‖

After my illustration on the writing process, I asked them to write a composition. This time, many of them seemed more interested and soon exchanged opinions and wrote. I know that last time I asked them to write, many of them just sat there stare at the paper. Now it proved that my writing design lesson is quite effective.

After check their writing, I am happy that their work is more reasonable and flowing. That‘s good!

Week 2:

Date: Wednesday, March. 17th, 2010

Today‘s lesson is really successful and exciting! I asked the students to divide into groups of four members each group. Each member wrote a section. They were so happy and interested in this kind of study. I thought that perhaps some students took this practice as games. They discussed and exchanged their ideas with each other. The four heads met together. The atmosphere was really very hot. This kind of situation was seldom happened before. The fact proved that they did a good job.

I had asked the students to write diary everyday. This kind of practice is really helpful for their writing skill improvement. They also became more active in this practice.

Week 3

Date: Wednesday, Apr. 7th, 2010

I prepared a model test paper for them to write. Like before, I asked them to check first

individually, then in pairs. They also showed their enthusiastic for the work. I heard Wu Ling said with smile: ―I find that my composition is much better than before.‖ They are now like writing. And their writing skill really improved a lot. I am much more happy.

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Appendix 4:Teaching Plan

A teaching ideas and design:

In training students' ability of writing practice process, we should pay attention to both of these phenomena, One is made with other students, although the wrong words, but rather than the number of structure, excessive or wrong information points, not logic structure is rigorous is disorder, cause the written expression "class of" low "culprits", Second is the wrong words and sentences are not words or sentences because not caused by itself, not the entire will also cause the wrong sentences. To rectify the wrong words, not in word, sentence level, as not only "headache cure heal, the unrest. To cultivate students' ability of Pompeii at high school English writing occupies an important position. But the entire ability enhancement is not built in a day, it needs to be accumulated ceaselessly. For the high student, can use simple words correctly, compound sentences and words are very important. In the teaching, I usually find many students to even the most basic simple sentences are not five basic sentence patterns, let alone use compound sentences and words make her writing is logical and fluency. The student writing mainly following a few questions:

1 tense and voice.

2 word

3 morphological change errors

4 sentence structure error

5 the entire layout

In view of the above situation, bud in English writing class. Through this lesson, students can learn some basic simple sentences, sentence structure of five kinds of some words and learn to use complex sentences, and consolidate the useful sentences usually accumulation. In the final analysis of two students, let students talk about this project.

2) student analysis

The middle school English writing words about 100 words few requirements (open), (situation has given by Chinese or picture), so that students in writing conception, despise examines the topic, insufficient attention, letter hand just write without even the sentence translation, composition, information points added together and close contact between logic, 26

not from discourse on the level and structure of composition. The main reasons are as follows:

1 the psychological fear. Some students meet English writing will generate panic psychology, especially when he saw some situation to express in English, this fear is more "rampant". They don't know writing the first step is to the entire Pompeii, success will produce "assurance", is a word or words, sentences and fear is the guarantee ", "childish.

2 examing contempt. Think writing conception is simple, as long as no language, add a few grammar mistakes, "beautiful" sentences can get high marks.

3 don't understand the entire. Don't know writing purpose of writing is the intention, thought to complete tasks assigned by the teacher.

4 the basic skills of many poor students, learning is lazy, unwilling to accumulate. Goal 3)

This section JiaoXueKe basic writing is to solve the written expression of basic sentence structures using process, the problem is to cultivate students' ability to lay the foundation essential. Specifically speaking, should reach the following several objectives:

1 cognitive goal: through the analysis of an English song, and make students understand the importance of diversity of sentence structure.

2 basic training target: five simple sentences by showing the basic structure, so that the students can correctly apply them in writing.

2. The key Points,

1. Teach by the basic simple has over.

2 Develop over the complex put back, "has come to express and words.

Teaching difficulty:

You have come back over the use and try their being back.

4. Teaching Methods,

1 pair or group of student you will have an active again noted in the equipment.

2 the Interactions between student and Ss.

5 Aids.

Multimedia

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6 Teaching procedures

Basic link

The teaching process

Design intent

Warming - up and top up in (5 min)

Teacher questions: do you like auto-reconnect song?

Students can answer: music, has good... ..

Students thinking, encourage students to answer the questions, accurate introduction (present),

The min (8),

T: the five kinds of simple sentence structures, side by side, present untangling the form Two student's learning process, will find problems for students.

Purpose: the purpose, goal, and make students realize the importance of basic skills. Brain storming -

The min (8),

Teachers an associated problems, the students are in groups, discuss the problem! Do you think about getting short passage memories? Get exactly * than it more fluent and logical? Student-centered teaching also emphasized teacher's guidance. The careful design question, to guide the students to think, is the leading role of teachers play an important media.

Goal 1: make students understand correctly using simple sentence is the first step in writing. Goal 2: make students know and sentence structure diversity in writing is very important. Goal 3: encourage students to summarize the linking words used in writing.

Goal 4: encourage students to speak a more of the sentence.

Its student

(the new lesson today) (10min)

Teachers in teaching in peacetime induces several guidance in sentence structure and several motto

Help students.

Creative - webmaster

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The min (12),

Teachers present two students composition analysis, lets the student ability of students, and essential.

Tip: each composition students with six minutes for analysis and evaluation.before is this link matting, consolidate and application, is the creative and improve.

Summary - about

(2 min)

For this class student organization

Do a simple before the end of the summary to consolidate the knowledge

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