How to do a good job in the research study of the integration of Chinese and Western festival cultures?

I. Background, Significance and Introduction of the Project

1, background description (how can you think of this topic):

With the development of global economy, the infiltration and exchange of Chinese and foreign cultures have been gradually strengthened and deepened. Chinese and foreign cultures are different in various fields, and Chinese and foreign festival cultures are no exception. Combined with the teaching of senior high school English (3) text unit 1 festivals around the world, I designed this research project, aiming to let students know the differences between Chinese and foreign festival cultures through learning, so as to help students understand foreign cultures and improve their interest in English language learning.

2, the significance of the topic (why do you want to study this topic)

Through this practical activity, we try to let students know the origin and differences of Chinese and foreign festival cultures, and combine the discussion of festivals between traditional culture and foreign culture into all aspects of English teaching, so as to help students expand their knowledge and broaden their horizons from understanding Chinese and foreign festival cultures. From learning and understanding foreign festival culture to deepening the reference and absorption of foreign culture, we can improve our own cultural quality, thus becoming interested in English learning and improving our initiative and enthusiasm in learning.

3. Theme introduction

Taking the cultural differences between Chinese and foreign festivals as the research study topic, let students collect relevant materials of ancient and modern Chinese and foreign festivals through various methods. By understanding the types, origins, significance and people's activities and customs of Chinese and foreign festival cultures, this paper analyzes, sorts out, summarizes and summarizes the differences existing in different festival cultures. Through research study, students can not only learn about Chinese festival culture, but also learn about foreign festival culture, thus broadening their horizons and enhancing the exchange of cultural knowledge between China and foreign countries. Through practical learning activities, students can master English vocabulary related to festivals, cultivate students' innovative spirit, teamwork spirit and comprehensive ability to use English language, and finally achieve the goal of English teaching.

Second, the teaching purpose and method of inquiry learning (the teaching purpose and method of inquiry learning can be expounded according to the three-dimensional goal of the new curriculum standard (or Bloom's goal classification))

Knowledge and skills:

1. Master and use holiday English words appearing in the text, and learn more holiday English words.

2. Understand that the festival culture is different due to the differences in geographical location, historical background, national culture, religious beliefs, local customs and other aspects.

3. Master the representative types of festivals at home and abroad, and understand the origin, activities and celebration methods of these festivals.

4. Analyze and compare the cultural differences of foreign festivals, stimulate students' curiosity, experience the fun of research and study, and fully mobilize students' enthusiasm for learning English.

5. Through group study, cultivate students' ability to communicate in English and cultivate students' teamwork ability.

6. Through this activity, cultivate students' ability to explore, discover, innovate and solve problems.

Process and method:

1, according to the principle of combining advantages and disadvantages, students are divided into groups, research plans are made, research contents are determined, division of labor is clearly defined, and results are arranged.

2. Use textbooks, libraries, Internet, surveys, interviews and other methods to collect Chinese and foreign festival information, and summarize it into complete and valuable information.

3. Around the topic of festivals, small organizations have conducted extensive exchanges, and mastered the methods of research-based learning by asking questions, analyzing problems and solving problems.

4. After discussing and studying, integrate materials, write research reports, compile English tabloids, make PPT documents, and make special websites to show learning results.

Emotional attitudes and values:

1. Learn more holiday English words and feel the joy of success.

2. Understand Chinese and foreign festival culture, and improve cross-cultural awareness and cross-cultural communication ability.

3. Team members help each other, cooperate with each other and experience the fun of teamwork.

4. Cultivate the ability of independent learning, exploration and innovation.

5. Know the importance of learning English and communicating in English.

Third, the analysis of participants' characteristics (focusing on the characteristics and differences of students, especially the factors that have an impact on the development of research-based learning). )

1 and grade 2 students are active in thinking, have the ability of autonomous learning and have a relatively good English foundation. However, the ability to communicate in English comprehensively is not flexible enough.

2. They are good at expressing, with outstanding personality and strong independence. They have their own views and opinions on things, but they lack the ability of teamwork.

3. Be good at exploring, dare to question, be unconventional and be brave in innovation. But the knowledge is not wide enough, and there are still some limitations. Lack of understanding of Chinese and foreign cultures.

4. Familiar with computer networks and multimedia applications, with certain online information collection and sorting capabilities, but limited analysis, induction and summary capabilities.

Four. The goal and content of the research (what are the main problems to be solved in the research and what content should be used to achieve this goal)

What are the main problems to be solved in the research?

1, master festival English vocabulary.

2. Enhance students' understanding of the cultural differences between Chinese and foreign festivals, and improve cross-cultural awareness and cross-cultural communication ability.

3. Stimulate students' curiosity and creativity, and cultivate the spirit of exploration and innovation.

4. Cultivate students' ability to obtain information, process information, ask questions and solve problems independently.

5. Cultivate students' team spirit and the ability to communicate with others in English.

6. Improve English reading comprehension and writing ability.

What content research is used to achieve this goal?

1. Which group collected the most holiday English words through the knowledge contest?

2. By sorting out and classifying holiday English words, we can understand the similarities and differences between Chinese and foreign holiday cultures.

3. Stimulate students' interest, curiosity and ability to explore and innovate by carrying out festival simulation activities.

4. Through the analysis and comparison of festival types, put forward problems and seek solutions.

5. Promote English communication and teamwork through group discussion, defense and mutual cooperation.

6. Write the obtained holiday information into reports, papers, PPT files, etc. After thinking, you can exercise your reading comprehension and writing ability.

5. The expected results of the research and their forms of expression (in what form will the final results of the research be presented, whether it is papers, experimental reports, objects, websites, multimedia or other forms).

The final result of the study is based on

1. Edit a bilingual holiday English vocabulary.

2. English tabloids with cultural differences between Chinese and foreign festivals.

3.PPT slides.

4. Festival culture special exchange website.

5. Reports, papers and experiences.

Preparation of intransitive verb resources

1. The teacher provides some websites for students to collect information about China and foreign festivals.

The teacher provides some pictures of Chinese and foreign festivals for students' reference.

3. Schools open libraries, reading rooms, multimedia classrooms and provide computer networks.

4. Students should prepare recording equipment, photographic equipment, mobile storage and electronic English dictionary.

Seven, summary and reflection (summary and reflection on the whole research-based learning process after practice, put forward suggestions for improvement)

Language is an art, a crystallization of human civilization and wisdom, and a tool for people to communicate and learn in their daily work and life. If students want to learn English well, it is not enough to rely solely on the contents of textbooks. Through this research-based learning practice, the students collected, sorted out, summarized and summarized all the links, and learned that there are obvious differences between Chinese and foreign festival cultures due to the differences in geographical location, historical background, material life, national culture and religious beliefs of all countries in the world. Through research-based learning, students can experience the pleasure of actively exploring autonomous learning, realize their potential and success, and further stimulate their interest in learning English.

In this research-based learning practice, most students can actively participate in the activities, but a few students are a little disheartened when they encounter difficulties due to improper methods. But with the timely encouragement and help of teachers and group students, they can also complete their studies. Teachers should give sincere evaluation and appropriate praise to students' personal reports and group reports to enhance students' self-confidence in activities. Through the full cooperation of team members and the encouragement of teachers and classmates, students' enthusiasm can be mobilized to the maximum extent and their interest in learning can be stimulated.

In this activity, students are required to use their English knowledge to complete the set theme through thinking, searching for information, investigation, discussion and cooperation. Teachers are no longer in the central position in this activity, but students are the center and subject of the whole activity. Teachers can only appear as coordinators to help them solve the difficulties encountered in research-based learning activities. Through this research study and group activities, students have developed the ability to solve problems and the spirit of cooperation, and stimulated their interest in learning English. Therefore, actively carrying out research-based learning can not only meet the needs of students' development, but also promote the improvement of teachers' quality, which is worth popularizing and applying.

Evaluation form 1

self-assessment

Evaluation content evaluation expression score (☆☆☆)

1. Are you interested in the theme of the activity?

2. Do you take an active part in group activities?

3. How do you collect information?

4. What is the biggest difficulty you encountered in the activity?

5. What is your biggest gain from this activity?

6. Are you satisfied with the result of this activity?

Note: "Five-star" standard is adopted for grading.

There are few representatives, a little, ok, good and good.

Evaluation Table 2

Peer review

Evaluation expression score of mutual evaluation content (☆☆☆)

1. Is everyone on the team doing their duty?

2. Does the team leader help and guide the team members?

3. Will team members actively listen to other people's opinions?

4. Are the team members happy?

5. What have the team members achieved through cooperation?

6. What aspects of group cooperation need to be further improved?

Note: "Five-star" standard is adopted for grading.

There are few representatives, a little, ok, good and good.

Evaluation Table 3

Teacher evaluation

Evaluation content evaluation index score (☆☆☆)

1, activity attitude A. Whether to actively participate in activities. B. whether the cooperation with classmates is harmonious. C. whether you are conscientious, from beginning to end. D. Do you have enough courage to overcome the difficulties?

2. knowledge and skills a. ability to collect information. B. inductive sorting ability. C. reading comprehension. D. knowledge application ability.

3. Explore and innovate A. Can you complete a task independently? B. whether the method of studying the problem is novel and unique. C. whether the activities are flexible and diverse.

4. comprehensive ability a. teamwork ability. B. resource application ability. C. communication and expression skills. D. ability to analyze and summarize.

Note: "Five-star" standard is adopted for grading.

There are few representatives, a little, ok, good and good.

Evaluation Table 4

Comprehensive evaluation

Research-based learning achievement evaluation scale

Evaluation content score (☆☆☆)

Teachers' self-evaluation and mutual evaluation

1, take an active part in group activities.

2. Collect information through various channels.

3, serious and responsible work, and strive to complete the task.

4, take the initiative to ask questions, put forward reasonable suggestions.

5. Communicate with each other and respect each other.

6. Actively cooperate with classmates and have team spirit.

7. Diligent in thinking, good at asking questions and willing to practice.

8. The method to solve the problem is unique and novel.

9. Be able to overcome difficulties and actively explore.

10. Can communicate in English.

1 1, flexible and diverse methods to solve problems.

12, can find their own shortcomings in time for reflection.

13, care about others, care about the collective, and care about the class.

14, can correctly treat success and failure.

15, can sum up experience, learn independently and keep growing.

Subtotal Subtotal = total number of stars15

Total evaluation = (self-evaluation subtotal+mutual evaluation subtotal+teacher evaluation subtotal) ÷3

Note: "Five-star" standard is adopted for grading.

There are few representatives, a little, ok, good and good.