英语调查问卷分析报告
高中生英语阅读课情况问卷调查分析报告
高中生英语阅读课情况问卷调查分析报告调查概况本次调查旨在了解高中生英语阅读课程的情况。
共收集到XXX份有效问卷，以下是对调查结果的分析和总结。
1. 参与人群分布情况根据调查结果，参与该调查的高中生主要分布于以下年级: XXX。
男生和女生的参与比例大致相等。
2. 课程设置2.1 阅读课程内容根据调查结果，高中生英语阅读课程的主要内容包括: 阅读理解、词汇研究、阅读技巧等。
其中，阅读理解被认为是最重要的内容。
2.2 教学方法调查显示，高中生英语阅读课程的教学方法主要有: 教师讲解、学生讨论、小组活动、阅读实践等。
大部分学生认为教师讲解和学生讨论是有效的教学方法，并希望加强小组活动和阅读实践的安排。
2.3 研究资源调查显示，高中生英语阅读课程使用的研究资源主要包括教科书、课外阅读材料和在线研究平台。
大部分学生认为课外阅读材料和在线研究平台对他们的英语阅读提升有积极影响。
3. 研究体验和挑战根据调查结果，高中生英语阅读课程的研究体验和挑战主要有以下几个方面:- 课程内容难度适中，但部分学生认为有些内容过于简单或过于难。
- 对于词汇的掌握和理解存在一定困难。
- 阅读时间紧张，很多学生觉得完成阅读任务的时间不够。
- 阅读材料与学生兴趣不符，部分学生希望能有更多与自己兴趣相关的阅读材料。
4. 建议和改进建议根据学生的反馈和意见，为了改善高中生英语阅读课程的研究体验，以下是一些建议和改进建议:- 提供更多练和示范，帮助学生更好地掌握阅读技巧。
- 加强词汇研究，提供更多记忆方法和技巧。
- 调整课程安排，给予学生更充足的阅读时间。
- 增加与学生兴趣相关的阅读材料，激发学生的阅读兴趣和动力。
5. 总结通过本次调查，我们了解到高中生英语阅读课程的内容设置和教学方法。
学生们普遍认为阅读理解是最重要的内容，教师讲解和学生讨论是有效的教学方法。
然而，词汇掌握、阅读时间压力和阅读材料选择等方面仍存在挑战。
我们根据学生的反馈提出了一些改进建议，希望能够改善学生的阅读体验和提升他们的阅读能力。
英语问卷调查报告
英语问卷调查报告英语问卷调查报告篇一：调查问卷英文版Attachment：Questionnaire of college students playing online gamesHello, dear friend! In order to understand the situation of college students playing online games, and the impact of online games on college students, would you like to spare a few minutes to answer the following questions in this questionnaire carefully and authentically! We will inform you that your answers will be kept strictly confidential! Thank you very much for your support and cooperation!1. Your personal information:Gender:Age :Grade :2. Which category your major belongs to?A、Economic managementB、ArtC、Science and engineeringD、Literature and lawE、Others3. Do you play network games?A、YesB、No4. How long time have you been playing network games?A、Never play network gameB、Just several monthsC、1 to 2 yearsD、More than 2 years5. How much is your frequency of playing online games?A、Almost every dayB、OftenC、OccasionallyD、Never6. What kinds of online games do you like? [Multiple choice]A、Casual games (Such as chess and card games、Sanguosha)B、Net battle games(Such as CF、DOTA)C、Massively multiplayer online RPG(Such as Westward Journey Online)D、Online flash mini-games(Such as Plants V.S. Zombies)E、Others7. What are the causes that make you play network games？ [Multiple choice]A、There is abundant spare time, play game to kill timeB、Friends and classmates are playing as well.C、Study pressure is too heavy, just relax yourself after class.D、Lacking of self-control ability.E、It is boring that surfing online only.F、Feeling lonely, then regard network games as spiritual sustenance.G、Others8. What`s the point that net games attract you? [Multiple choice]A、Screen pictures are make exquisitely.B、Feel the wonderful sense of acplishment when upgrade or triumph.C、Can make more friends through playing games.D、Friends and classmates are playing as well.E、Enjoy the great simulative experience from PK.F、Satisfied with role playing, such as be a head master in game.G、Make moneyH、Others9. When confronted with problems in learning or affection, would you prefer to play game to abreact?A、AlwaysB、SometimesC、Never10. How long is the average time that you play online games at one time?A、Never play net games.B、In 1 hour.C、1 to 2 hours.D、2 to 3 hours.E、More than 3 hours.11. Could you succeed to control the game time well in your plan?A、Always control well.B、Sometimes addictive, but can stop when it`s enough.C、Lose control yourself everytime play games.D、Have no sense of time when in games.E、Don`t play games.12. Do you talk much about playing games in normal times?A、OftenB、OccasionallyC、Never13. How much is your dependence on network games? Could you give up these games?A、Much addict in online games, it is impossible to quit.B、Although very difficult, but can make it because of strong self-control.C、It doesn`t matter, playing games just for fun.D、Do not play games.14. Will you stick to playing network games after having a job and getting married?A、No, you will put career and family first.B、Still play, but just play a little.C、Will not change, even play more.D、Others15. How is your loyalty to online games?A、Will always play a game you like, not easily change.B、Play game just for fun, will change it if feel bored or there is a better one.C、Go with the flow, you will play the popular game or a new one.D、Others16. Do you think online games influent your learning and living way?A、Yeah, influent a lot.B、Just a little.C、No.D、Do not care about it.17. What is your feeling after playing?A、Relaxed and happyB、Idle and void.C、The feeling that cannot express out.D、Have no feeling.E、Others18. Will you be upset and impatient, even lose temper, because of fail petition in games?A、OftenB、SometimesC、NeverD、Do not play games19. What is your attitude toward college students playing online games?A、SupportingB、OppositeC、Whatever20. What is the reason that makes you have the attitude above?A、Net games give me chances to relax by venting in virtual the pressure in real life.B、Online games can expand my horizons.C、Online games affect the living, learning, regret playing online games.D、Playing just for leisure, not too concern about it.E、Others.Thank you very much for your patience and sincere cooperation!英语问卷调查报告篇二：英语问卷调查分析报告阜南第一初级中学《在英语教学中实施学困生包保的研究与探讨》课题调查问卷分析报告一、调查的目的为了有效推动我校《在英语教学中实施学困生包保的研究与探讨》课题的深入开展，并为该课题的研究提供客观依据，特进行本次英语学习调查问卷。
小学英语情境教学问卷调查分析报告范文
小学英语情境教学问卷调查分析报告范文全文共6篇示例，供读者参考篇1My Report on the English Situational Teaching SurveyIntroductionHello, my name is Amy and I'm a student in Primary 5. Our English teacher, Miss Lee, recently conducted a survey about Situational Teaching in our English lessons. She wanted to find out what we students thought about learning English through different situations and activities. I'm going to share the results of the survey and my thoughts on it.The SurveyThe survey had 10 questions and all of us in Primary 4 to 6 had to answer it. The questions were about the different situations and activities Miss Lee uses to teach us English. Some examples are role-playing, games, singing songs, and watching videos. We had to rate how much we enjoyed each activity and if we felt it helped us learn English better.Survey ResultsHere are the main findings from the survey:Role-playing was the most popular activity, with 85% of students saying they really enjoyed it and found it very helpful for learning English.Games like bingo, charades and treasure hunts came a close second, with 80% of students giving them a thumbs up.Singing songs and watching videos were also quite popular, appreciated by around 70% of students.The least popular were reading dialogues from the textbook (only 30% liked it) and writing exercises (40% enjoyed them).An overwhelming 92% of students said they learned English better through situational activities compared to just reading from textbooks and doing worksheets.My Thoughts on the ResultsI definitely agree with the survey results! Role-playing is my absolute favorite way to learn English. It's really fun to pretend to be different characters and act out scenes. Like if we're learning about going to the supermarket, we get to role-play as shoppers and shopkeepers. This makes it so much easier to remember the new words and expressions.Games are great too because they make learning English an enjoyable challenge instead of hard work. For example, when we play English Bingo or Charades, we're practicing vocabulary and phrases without even realizing it. The competitiveness also motivates us to do better.Singing songs helps a lot with pronunciation and remembering lyrics is a cool way to learn new sentence structures. The videos are engaging and give real-life examples of how English conversations happen.I'm not a big fan of just reading dialogues because they can be quite boring after a while. The writing exercises are ok but quite hard, especially if we have to write a lot.So overall, I really enjoy the interactive and hands-on nature of situational teaching. It makes English lessons way more fun and interesting compared to just doing textbook work. I feel like I learn better this way too because the situations stick in my mind much more than just reading something.Room for ImprovementAlthough most of us love situational teaching, the survey showed that some students still find it a bit difficult or embarrassing at times. A few said they get nervous acting outroles in front of others. Some also requested more technology like learning English through apps and online games.So I think Miss Lee could look into having more pair/group activities instead of just whole-class ones. That might make the shy students feel more comfortable. Using more digital tools could make lessons even more engaging too.But on the whole, the positive response to the survey proves that situational teaching is a big hit! I really hope Miss Lee and our other English teachers continue using lots of fun activities, games and role-plays to make learning English an awesome experience.ConclusionTo sum up, this survey has shown that us primary school students overwhelmingly prefer learning English through situations and interactive activities rather than just textbooks and worksheets. Methods like role-playing, games, songs and videos seem to be the most effective and enjoyable ways to pick up the language.While there's still some room for improvement, situational teaching is clearly the way to go for making English lessons engaging and helping us become more confident andcompetent English speakers. Thanks for reading my report! I'm off to prepare for an English TV news reporting role-play now. Goodbye!篇2Here's a sample 2000-word report analyzing a survey on situational English teaching in primary schools, written from a primary student's perspective:Title: Fun Ways to Learn English at SchoolIntroductionHi there! My name is Emma, and I'm a student in Year 5. Our teacher, Miss Wong, recently gave us a survey about how we like to learn English in class. She wanted to find out what kinds of activities we enjoy the most and which ones help us understand better. After we all filled out the survey, she shared the results with us. It was really interesting to see what my classmates thought! Here's what we found out:Survey ResultsMost of us said that we like it when English lessons are fun and interactive. The activities we enjoyed the most were:Role-playing/Acting out dialogues and stories (87%)Singing songs and chanting rhymes/raps (84%)Watching short video clips or movies (81%)Playing educational games (79%)A lot of us also said that we find it easier to learn new words and grammar when we can connect them to real-life situations. For example, over 70% of us felt that using props, realia (real objects), and pictures/flashcards helped us remember vocabulary better.On the other hand, some of the activities we didn't find as engaging were just reading from our textbooks (23% enjoyed this), doing written exercises from worksheets (31%), and listening to the teacher explain grammar rules (39%).AnalysisFrom the survey, it's clear that us kids really respond well to active, hands-on learning. When we get to do role-plays, sing songs, watch videos etc., it makes the lessons much more fun and memorable. I think it's because we're using English in a realistic way, just like how we'd use it in the real world. Instead of just reading about how to order food at a restaurant, we can actually act it out. That makes it easier for the language to stick in our minds.The use of props, pictures and real objects also seems to help a lot of us. I guess it's because we're visual learners, and having something concrete to look at helps connect the words to their meanings. Just reading vocabulary lists can be boring, but if we can see and touch the objects, it makes more sense.While we don't dislike reading, writing, and analyzing grammar completely, most of us find those solo activities a bit dry if that's all we're doing. From the results, it looks like we learn best when we can experience English through multi-sensory methods – speaking, listening, moving around, etc. That's probably why games, role-plays and songs ranked so highly.RecommendationsBased on the survey results, I think there are a few ways our teachers could make English lessons even more engaging:Have more conversational practice through role-plays, games and group activities. We could set up class "restaurants", "shops" etc. and take turns being customers and servers.Use more audio-visual materials like short video clips, songs/rhymes, and flashcard games. The songs seem to really help us remember vocab and grammar.Go on field trips or bring in guest speakers sometimes. It would be cool to practice our English with native speakers or in real-life environments like restaurants.Use more hands-on props and realia, especially for new vocabulary topics. Let us touch and play with the objects while learning the words.For grammar study, try to make it more interactive with games, dialogues and role-plays instead of just lecturing rules.Overall, the survey showed that when English is taught through engaging, multi-sensory activities, it really helps us learn better and have more fun!ConclusionWell, that's my report on our class survey results! I hope our teachers find the feedback useful. At the end of the day, we're just kids - and kids learn best when lessons are interactive, hands-on and enjoyable. With some fun new additions to our English programme, I'm sure we'll make great progress. Let me know if you have any other questions!篇3Situational English Teaching in Primary Schools: A Student's PerspectiveIntroductionLearning English as a second language can be a daunting task for many primary school students, especially when it comes to understanding and applying the language in real-life situations. Traditional teaching methods often focus on rote memorization of grammar rules and vocabulary, which can be dry and demotivating for young learners. Fortunately, many schools have embraced a more innovative approach called "situational English teaching," which aims to create immersive and engaging environments for students to practice English in contexts that mimic real-life scenarios.As a primary school student who has experienced both traditional and situational English teaching methods, I would like to share my insights and perspectives on this approach. In this report, I will explore the benefits and challenges of situational English teaching, as well as provide recommendations for further improvement.Benefits of Situational English TeachingIncreased Engagement and MotivationOne of the most significant advantages of situational English teaching is its篇4My Big Report on How We Learn English at SchoolIntroductionHi there! My name is Amy and I'm a 5th grader at Sunnydale Elementary. Our school has been trying out some new ways of teaching us English and they asked me and my classmates to let them know what we think by filling out a survey. Well, I really had a lot to say! English is one of my favorite subjects but learning it can be pretty confusing and frustrating sometimes. I decided to put together this big report to share my thoughts and the results from the survey.The Old Way of Learning EnglishUp until last year, we learned English pretty much just by listening to our teacher explain grammar rules and doing worksheets or activities from our textbooks. I have to admit, it was kind of boring! Just sitting at our desks going through the books page by page. We did get chances to practice speaking English with our classmates sometimes, but it always felt reallyawkward and unnatural. Like we were just reciting from a script instead of actually using the language to communicate.About half the kids in my class, including me, come from homes where our parents don't really speak much English. So we didn't get a whole lot of English practice outside of school either. By the time I got to 4th grade, even though we had been studying English for years, I still didn't feel very confident using it.I could get decent grades on tests about vocabulary and grammar, but I had a really hard time understanding English movies or books, or just basic conversations.The New Situational Teaching MethodThat's when our school decided to try this new "situational" method for teaching English. Instead of just lectures and textbook exercises, our teachers started creating more realistic scenarios and activities to get us practicing English in a more natural way.For example, one week our classroom was turned into a little restaurant. Some kids were the servers, some were the cooks, some were the customers. We had to use English to take orders, call out the food from the kitchen, pay the bill, and interact just like you would at a real restaurant. Another time, we had a little store set up and half the class were the shopkeepers sellingdifferent items while the other students were the customers coming in to shop, make purchases, and have English conversations.We even went on some field trips around town and had to use our English to ask directions, make requests at places like cafes or shops, and discuss what we were seeing and doing. One of my favorite activities was putting on a short play entirely in English for our parents and the other classes at school.What We Thought About Situational TeachingOur teachers had us all fill out a survey to get our feedback on this new situational approach compared to how we learned English before. I thought the survey questions were really on point and managed to cover all the key things I wanted to give my opinion on.First, we were asked whether the new teaching method helped improve our overall English ability like speaking, listening, writing etc. An overwhelming 87% of students, including me, said we felt our English got much better across all areas compared to just doing textbook work. Putting the language into real practice and not just doing grammar drills made such a big difference!We were also asked if the new method was more enjoyable and engaging than our previous English classes. A massive 94% of us said it was way more fun and interesting! Speaking for myself, I actually looked forward to English class and didn't dread it like I used to. The activities were exciting, kept us on our toes, and made learning English feel like a fun challenge rather than a boring chore.Another key question was whether the new situational method made us feel more motivated and confident to use English, even outside of class. 79% of us, myself included, said we did feel way more motivated to practice and confident trying to use English in the real world after doing all those realistic practice activities at school. I know I personally started feeling way less shy about trying to strike up English conversations when I was out and about.The survey also asked about whether we felt the situational teaching was more effective at preparing us for tests, speaking with foreigners, watching English movies, reading English books etc. An impressive 92% of students agreed it gave us way better real-world skills that transfer over to all those English language domains compared to just textbook learning. I know I went from struggling to follow even simple English videos to now beingable to comprehend most stuff for kids my age without too much trouble.Concluding ThoughtsTo wrap up my report, I want to say that overall, our class massively prefers and benefits way more from this new situational way of learning English. Getting immersed in real篇5Here's a 2000-word sample analysis report written from a primary school student's perspective on the topic of "Situational English Language Teaching Survey and Analysis Report":Situational English Language Teaching Survey and Analysis ReportIntroductionEnglish is one of the most important languages in the world. It's spoken by people from different countries and cultures, and it's really helpful for communicating with others. In our school, we learn English through situational teaching methods, which means our teachers try to create real-life situations in the classroom to help us understand and use English better.Our class recently conducted a survey to find out how effective these situational teaching methods are in helping us learn English. We wanted to know what kinds of activities and techniques our classmates find most helpful, and what areas could be improved. In this report, I'll share the results of our survey and provide an analysis of what we've learned.Survey MethodologyWe created a simple questionnaire with ten questions about our experiences with situational English language teaching. The questions covered topics like:Types of situational activities we do in class (role-playing, games, etc.)How helpful we find these activities for learning vocabulary, grammar, and conversation skillsWhether we feel more confident speaking English after participating in situational activitiesWhat we like or dislike about situational teaching methodsSuggestions for improving or adding new situational activitiesWe handed out the questionnaires to all 30 students in our class, and 28 of them completed and returned the survey.Survey ResultsHere are some of the key findings from our survey:The most popular situational activities were role-playing scenarios (89% of students found them helpful), vocabulary games (86%), and conversation simulations (82%).Students felt that situational activities were most effective for improving their speaking skills (93% said they helped "a lot" or "somewhat") and vocabulary acquisition (86%).However, only 68% of students felt that situational activities helped them improve their grammar skills, which was the lowest rating among the language areas we asked about.Overall, 82% of students said they felt more confident speaking English after participating in situational activities.The things students liked most about situational teaching were that it made learning fun (96%), helped them practice real-life conversations (89%), and made it easier to remember new words and phrases (86%).Some of the dislikes or areas for improvement included: not having enough opportunities to practice (21%), feeling shy or nervous in front of classmates (18%), and finding some activities too difficult or confusing (11%).Analysis and RecommendationsBased on the survey results, it's clear that situational teaching methods are generally well-received and effective for helping us learn English, particularly when it comes to improving our speaking skills and vocabulary. The interactive and real-life nature of these activities makes learning more engaging and memorable, which is reflected in the high ratings for boosting confidence and making learning fun.However, the results also suggest that there's room for improvement, especially when it comes to teaching grammar concepts through situational methods. While role-playing and conversation simulations are great for practicing fluency and vocabulary, they may not provide enough explicit instruction or structured practice for mastering complex grammar rules.To address this, our teachers could consider incorporating more grammar-focused activities or mini-lessons within situational scenarios. For example, they could highlight specific grammar points during role-plays and provide feedback andcorrections. They could also create situational games or tasks that require us to use particular grammar structures accurately.Another area for improvement is providing more opportunities for individual practice and ensuring that activities are appropriately challenging without being too difficult or confusing. Some students felt shy or nervous performing in front of classmates, so teachers could consider breaking us into smaller groups or pairs more often, or providing low-stakes opportunities to practice before presenting to the whole class.Overall, though, the survey results indicate that situational teaching methods are an effective and popular way to learn English in our class. By continuing to use these interactive and engaging activities, while also addressing areas for improvement like grammar instruction and individual practice opportunities, our teachers can help us become even more confident and proficient English speakers.ConclusionLearning a new language can be challenging, but situational teaching methods make the process more fun and relatable. Through this survey, we've gained valuable insights into what works well and what could be improved in our situational English lessons.By incorporating more grammar-focused activities, providing more individual practice opportunities, and ensuring that activities are appropriately challenging, our teachers can continue to enhance our learning experience and help us become even better English communicators.I'm grateful to have had the opportunity to conduct this survey and share our findings. It's been a great learning experience for me, and I hope our recommendations will be helpful in shaping the future of situational English teaching in our class and school.篇6A Big Look at How We Learn English in Fun WaysIntroductionHi everyone! My name is Emma and I'm a 5th grader at Oakwood Elementary School. For our class project this year, we did a big survey about how we learn English through fun activities and real-life situations instead of just from textbooks. Our teacher says this is called "situational" or "contextual" learning. We asked other students, teachers, and even some parents about what they think are the best ways to practice English in a natural way. Here's what we found out!Survey MethodsFirst, we made a survey with 10 questions to ask people's opinions on things like role-playing, games, show&tell, field trips, and other interactive English activities. We asked multiple choice, rating scale, and open-ended questions. For example:"How much did you enjoy the restaurant role-play activity?"(Rating scale from 1-5 smiling faces)"What was your favorite kind of situational learning activity and why?"(Open-ended response)We had 125 student surveyors who went around during lunch, recess, and after school to get responses from:375 students (from grades 1-5)32 teachers67 parentsWe put everything into a spreadsheet to analyze the data. It took a while but it was cool to see all the numbers and figures!Key FindingsAlmost everyone agreed that contextual, engaging activities are much more fun than just doing bookwork and drills. They make learning English feel realistic and useful, not just lessons. The top 3 favorite activities were:Field trips & community interactions (like restaurantrole-plays)Show&tell presentationsGames (board/card games, online games, etc.)Tied for 4th were drama/role-playing and creative projects like poster making. Least favorite was just having conversations without a clear context. Here's a breakdown of how much students said they enjoyed each activity type:Field trips/community visits: 89% loved itShow&tell: 81% loved itGames: 77% loved itDrama/role-play: 69% loved itCreative projects: 69% loved itOpen conversations: 43% loved itI put together some graphs that really show how much we all liked the contextual stuff. Check them out below! There are pie charts for overall feelings and bar graphs comparing how students, teachers, and parents rated each activity.In the comments, people explained why contextual learning is awesome. A few examples:"I loved the restaurant activity because it felt like actually ordering food, not just saying phrases from a book.""Field trips make the English so much more meaningful when you can use it right then and there.""The creativity in games and projects sparks way more interest than just memorizing.""It's so powerful for students to present and get thatreal-world practice in a supportive way."Some suggested even more ideas like job shadowing, mock debates, simulated business meetings, and culturalactivities/festivals.ConclusionOverall, the survey results proved that contextual, engaging, and interactive methods are a huge hit for learning English.Getting out of the classroom, roleplaying, creating projects, and any activities that feel relevant and lifelike make students way more motivated and interested. The feedback showed we crave authentic opportunities to use English in a natural way, not just from a textbook.I hope teachers keep using these awesome hands-on techniques. Situational learning makes English feel so much more alive and useful. It's the best way for kids like me to build confidence and skills we'll actually use when communicating and being global citizens. English opens up so many doors, so we've got to practice it in realistic situations that show its real power. That's the key takeaway from our school community's big survey! Let's get situational!。
调查问卷 分析 英语作文
调查问卷分析英语作文英文回答：Considering the ethical implications and potential biases inherent in using the survey as a research method,it is imperative to conduct a thorough analysis of the survey instrument to ensure its validity, reliability, and ethical soundness. The following analysis will examine the survey design, sampling technique, potential sources of bias, and ethical considerations associated with the survey.Survey Design:The survey design plays a crucial role in determiningthe quality of the data collected. Key aspects to consider include the clarity of the questions, the response format, and the length of the survey. Ambiguous or leadingquestions can introduce bias, while a poorly structured response format can limit the accuracy of the responses. Additionally, an overly long survey may result inrespondent fatigue and reduced data quality.Sampling Technique:The sampling technique determines the representativeness of the sample and the generalizability of the findings. Random sampling methods, such as simple random sampling or stratified random sampling, aim to ensure that each member of the population has an equal chance of being selected. Non-probability sampling methods, such as convenience sampling or snowball sampling, may introduce bias and limit the generalizability of the results.Potential Sources of Bias:Several factors can introduce bias into survey data. Selection bias occurs when the sample is not representative of the population under study. Response bias can arise when respondents provide inaccurate or dishonest answers due to social desirability, acquiescence bias, or other factors. Measurement bias can result from errors in the questionwording or response options.Ethical Considerations:Ethical considerations are paramount when conducting a survey. Informed consent must be obtained from all participants, ensuring they are aware of the purpose of the survey and their rights as participants. Confidentiality and privacy must be respected, and the data collected should not be used for purposes other than those stated in the consent form.中文回答：问卷设计：问卷设计的好坏直接影响收集到的数据的质量。
英语调查问卷分析报告
英语调查问卷分析报告为了进一步了解学生在英语阅读理解题型解题过程中存在的问题,现针对我校高二级的部分学生进行问卷调查:1. 你的英语学习水平属于()A 优秀B 中等C 一般D 较差2. 你在考试中阅读理解部分的得分()A 较高B 中等C 一般D 较差3.你认为阅读理解部分的难度()A 较高B 一般 C简单4. 你是如何完成阅读文章后的习题()理解文章的基础上AB 运用阅读技巧C 随便猜测5.你对阅读技巧的了解()A 了解并能熟练运用B 基本了解,不知道如何运用C 完全不知道6.你认为英语阅读理解部分最大的困难是()A 词汇量不够B 语篇理解力不够C 阅读技巧7. 你认为阅读技巧中理解能力()A 很重要B 不太重要C 重要8. 你认为如何才能获得阅读技巧()A 多练习B 请教别人自己总结C9 你认为阅读理解能力和英语学习的关系()A 很密切B 有联系C 没什么联系10. 你对英语阅读理解部分的教学有什么建议? 调查问卷分析报告一调查背景本次调查旨在对同学们阅读理解题型解题能力做一个摸底性调查然后分析所得结果并得出结论。
二调查目的通过对同学们目前阅读理解题型解题能力的大致了解,为以后阅读课堂的教学提供设计方向和思路,从而帮助同学们有效地提高阅读理解解题能力。
三调查方法调查问卷四调查过程本次问卷调查的发放对象为我所带两个理科教学班的全部学生,共发放9 5份问卷,收回95份,有效数量95份。
五数据汇总1 认为自己英语学习水平优秀的9% ,中等的13% ,一般的25% ,较差的53%2 考试中阅读理解得分较高的3% ,中等的7% ,一般的20% ,较差的70%3 认为阅读理解难度较高的83% ,一般17% ,简单的0%4 完成文章后习题建立在理解基础上的22% ,运用阅读技巧的13% ,随便猜测的65%5 阅读技巧了解并能熟练运用的4% ,基本了解,但不知道如何运用的63% ,完全不知道的33%6 认为最大难度是词汇量的73% ,理解不够的12% ,技巧不够的15%7 认为阅读能力很重要的75% ,重要的20% ,不重要的5%8 认为阅读技巧的获得要通过多练习的58% ,请教别人的26% ,自己总结的16%9 认为阅读理解能力和英语学习的关系很密切的62% ,有联系的21% ,没什么联系的17%10 教学建议集中在多讲解技巧方面六结论1 大部分学生学习兴趣低下是因为词汇量积累过于薄弱,几乎读不有的同学问题也看不懂。
英语问卷调查分析
英语问卷调查分析篇一：英语问卷调查分析The Biggest Challenge of the University LifeThis paper is missioned to study the biggest challenge of the university life. As we all know, universitylife is a most worthwhile period in a young persons’ life. Students are faced with a lot of opportunities and challenges during this time.In university, a student begins to form his or her ideas about life in general. Attending classes and studying in library provide them with access to valuable information, adding to their knowledge base. Campus life can also be rich and colorful. Most universities offer a variety of extracurricular activities such as sports events, contests, and other social gatherings. So a student can not only develop his intellectual abilities, he also develops social skills and lifelong friendships through the varied experiences of university life.However, when they really participate in these activities, they will also encounter all kinds of setbacks and challenges, such as not adapting to the environment, lack of skills and confidences. These challenges may have an important influence on persons’ life and mental, even the values. So in order to know what the biggest challenge is and how todeal with them for college students, T-Dream group makes an investigation about “the Biggest Challengeof the University Life” and study the results of this survey.1. Methodology and procedureThis paper uses the form of the questionnaire. In this questionnaire, we design ten questions.A total of 19 individuals participate in the survey. They are all from postgraduate. After stating these questionnaires, we use excel to make charts in orderto make our investigation more clearly and vividly. Through the statistics, we can get our conclusions. Then we analysis the results and have our remendations.2. Presentation and resultsIn this part, we will give nine charts. Each chart represents the result to the corresponding question. Then we will give some explanations to these charts.Among this investigation, there are 10 girls and 9 boys. All of them are from Wuhan University of Science and Technology.Chart 1As we can see from chart 1, almost 40% of the participants think that their college life is colorful, fulfilling and satisfied. But it also has 40% hold the opinion that they a re busy but they don’t know what they are busy for. Only one person thinks that it hasnothing to do all day, and addicted to the Internet. The rest of the two men have no feeling and their college life is quite plain.Chart 2The question is about what the students do in their spare time. Nearly 40% of the participants surf the Internet or play the puter games. About 30% will do some sports. And the others are reading in the library or self-study in the classroom.Chart 3This question is to find what is the biggest challenge the students ever faced.Most people still think study is the biggest challenge. Nearly 30% believe social life is the the biggest challenge. And the other two think that their biggest problem is economic issue. The last three say theirproblem is employment enviroment.Chart 4From chart 4, we can see that most of the participants treat the pressure as a sort of motivation to them, but also some others feel it burden. This may demonstrate that most college students can do right to the pressure they bear, but some may need more psychological relief.Chart 5As we can see from chart 5, there are 3 out of 19 participants choose to surf the internet when under stress and challenge, and the same number choosing study and shopping. Besides, almost half of them choose doing some sports to relax. According these statistics we can draw that mostof college students have their own ways to relax when under stress and challenges.Chart 6This question is about how the college students cope with the challenges they faced. From the result we can see all of the participants believe that they have overe the challenges they faced before. Most of them choose to face their challenges head-on and grow bigger than they are, while one third of them choose to ask for help. Whatever the ways are, they overe the challenge they faced.Chart 7Having bee post graduate for two months, all of us may have a new underst(来自: 小龙文档网:英语问卷调查分析)anding of the post graduate life. In the survey, 63.16% of students believe that there is a little difference between the present post graduate life and the one he had expected. Only 5.26% of participants believe totally same. So the post graduate life will be a challenge for us.Chart 8Nowadays the employment environment is being worse and worse, more and more students may feel stressed and shamed when they find jobs. Through this statistics, 73.68% of the participants feel a little stressed.Only 15.79% never thought about it. We may concludethat for the poor employment almost students will feel a little stressed.Chart 9This question is to find whether students have a goal for their future life when they finish the post graduate study. Through this statistics, only 15.79%of participants have a very detailed plan. They know which job they will choose when they graduate. However, 84.21% have thought about it. But their goal is not clear. They also feel a little lost. So they will make their goal clear in the next two or three postgraduate life.3. ConclusionThrough this study, we conclude most graduate students believe that the present post graduate life isdifferent from the one they ever expected, which is a challenge they must be faced firstly. For a majorityof students, study is the most obvious difference and bees harder and more篇二：英语问卷调查分析报告阜南第一初级中学《在英语教学中实施学困生包保的研究与探讨》课题调查问卷分析报告一、调查的目的为了有效推动我校《在英语教学中实施学困生包保的研究与探讨》课题的深入开展，并为该课题的研究提供客观依据，特进行本次英语学习调查问卷。
英语课题第二次问卷调查分析报告范文
英语课题第二次问卷调查分析报告范文全文共3篇示例，供读者参考篇1English Class Topic Second Questionnaire Survey Analysis ReportIntroductionIn order to better understand the preferences and needs of students in our English class, a second questionnaire survey was conducted. The survey was aimed at gathering feedback on various aspects of the English class, including teaching methods, materials, and activities. The results of the survey will help us make improvements to the class and provide a better learning experience for the students.MethodologyThe questionnaire was distributed to all students in the English class, and a total of 100 responses were received. The questions covered a range of topics, including the students' preferred learning style, their satisfaction with the current teaching methods, and their suggestions for improvement.Results1. Learning StyleWhen asked about their preferred learning style, the majority of students (60%) indicated that they prefer a combination of visual, auditory, and kinesthetic learning. 20% of students prefer visual learning, 10% prefer auditory learning, and 10% prefer kinesthetic learning.2. Teaching MethodsOverall, students are satisfied with the current teaching methods used in the English class. 80% of students rated the teaching methods as good or excellent, while 20% rated them as fair. However, some students expressed a desire for more interactive and engaging activities in class.3. MaterialsMost students (70%) are satisfied with the materials used in the English class, including textbooks, worksheets, and online resources. However, 30% of students expressed a desire for more diverse and interesting materials to aid their learning.4. ActivitiesThe majority of students (75%) enjoy the activities conducted in the English class, such as group discussions, role plays, and language games. However, 25% of students suggested introducing more real-life scenarios and practical activities to help them apply their English skills in everyday situations.ConclusionOverall, the results of the second questionnaire survey indicate that students are generally satisfied with the current English class but have some suggestions for improvement. Moving forward, we will focus on incorporating more interactive and engaging activities, providing diverse materials, and integrating real-life scenarios into the lessons. By implementing these changes, we aim to enhance the learning experience for the students and help them achieve better results in their English studies. Thank you to all students who participated in the survey and provided valuable feedback.篇2Analysis Report of the Second Questionnaire Survey on English ClassesIntroductionThis report presents the analysis of the second questionnaire survey conducted on English classes in our school. The survey aimed to gather feedback from students on their experiences and opinions regarding the English classes they are currently taking. The survey covered various aspects of the English learning process, including the teaching methods used, the materials used, and the overall satisfaction with the courses.MethodologyThe survey was conducted using an online questionnaire distributed to all students enrolled in English classes in our school. A total of 300 students participated in the survey, which represents a response rate of 85%. The questionnaire consistedof multiple-choice questions, rating scales, and open-ended questions to gather both quantitative and qualitative data.Findings1. Teaching Methods: The survey found that the majority of students (60%) prefer a combination of traditional teaching methods and modern technology in English classes. However, 25% of students expressed a preference for more interactive and experiential learning activities.2. Materials Used: When asked about the materials used in English classes, 45% of students found the textbooks to be helpful, while 35% preferred online resources such as videos, podcasts, and interactive games. Only 20% of students felt that the materials were not engaging or relevant to their learning.3. Class Size: The survey revealed that 70% of students are satisfied with the class size, with most students indicating that smaller classes allow for more individualized attention from teachers. However, 30% of students expressed a desire for larger classes to promote more group discussions and interactions.4. Teacher Effectiveness: Students rated the effectiveness of their English teachers on a scale of 1 to 5, with 1 being the lowest and 5 being the highest. The average rating was 4, indicating that students perceive their teachers as knowledgeable, approachable, and engaging in the classroom.5. Overall Satisfaction: When asked about their overall satisfaction with English classes, 80% of students reported being satisfied or very satisfied with the courses they are currently taking. However, 20% of students expressed concerns about the pace of learning, the assessment methods used, and the lack of opportunities for practice outside of the classroom.RecommendationsBased on the findings of the survey, the following recommendations are proposed to enhance the quality of English classes in our school:1. Incorporate a variety of teaching methods to cater to different learning styles and preferences.2. Utilize a mix of traditional and modern materials to make the learning experience more engaging and relevant.3. Provide opportunities for more interactive and experiential learning activities to enhance student engagement and motivation.4. Consider the preferences of students when assigning class sizes to create a balanced learning environment.5. Encourage teachers to continue their professional development and training to improve their effectiveness in the classroom.6. Address student concerns about the pace of learning, assessment methods, and practice opportunities to ensure a more holistic and comprehensive English learning experience.ConclusionOverall, the findings of the second questionnaire survey provide valuable insights into the strengths and areas for improvement in English classes in our school. By implementing the recommendations outlined in this report, we can enhance the quality of English education and better meet the needs and expectations of our students. Thank you to all the students who participated in the survey and provided valuable feedback for this analysis.篇3Second Questionnaire Survey Analysis Report on English Class TopicIntroductionThe purpose of this report is to present the findings and analysis of the second questionnaire survey conducted on the topic of English class. The survey was carried out to gather insights from students regarding their opinions and feedback on various aspects of the English class, including teaching methods, materials, and overall learning experiences.MethodologyThe second questionnaire survey was administered to a sample of 100 students from different grade levels. The surveyconsisted of multiple-choice questions, rating scales, andopen-ended questions. The data was collected and analyzed using statistical techniques and qualitative analysis.Findings and AnalysisThe findings of the survey revealed several key insights into students' perceptions of the English class. The majority of students reported that they found the English class to be engaging and interesting. They appreciated the use of multimedia resources, such as videos and interactive activities, in the lessons. However, some students also expressed a desire for more opportunities to practice speaking and writing in English.In terms of teaching methods, most students preferred a combination of traditional and modern approaches. They valued the use of textbooks and worksheets for grammar and vocabulary practice, as well as group discussions androle-playing activities for improving communication skills. However, some students felt that there was an over-reliance on the textbook and suggested more creative and interactive teaching methods.When it came to learning materials, students were generally satisfied with the quality of the textbooks and online resources used in the English class. They found the materials to be relevantand helpful in improving their language skills. However, some students also suggested incorporating more authentic andreal-life materials, such as newspapers and articles, to make the learning experience more practical and engaging.Overall, the survey findings indicated that students had a positive outlook on the English class and appreciated the efforts of the teachers to make the lessons engaging and interactive. However, there were also areas for improvement, such as providing more opportunities for speaking and writing practice, using a variety of teaching methods, and incorporating more authentic materials into the curriculum.ConclusionIn conclusion, the second questionnaire survey provided valuable insights into students' perceptions of the English class. The findings highlighted the strengths and weaknesses of the current teaching methods, materials, and overall learning experiences. Based on the feedback received, recommendations can be made to enhance the English class and improve the quality of education provided to students. It is important to continue gathering feedback from students and implementing changes to create a more effective and engaging learning environment in the English class.。
英语课题调查问卷分析报告
英语课题调查问卷分析报告1. 引言本报告旨在对一份英语课题调查问卷进行分析，从而了解受访者对英语学习的态度、习惯和需求。
问卷调查是一种常用的收集数据的方法，通过分析问卷结果可以获取相关信息并作出相应决策。
本报告将对问卷结果进行整理和分析，以期为相关决策提供参考依据。
2. 调查问卷概述本次调查问卷共有五个部分，分别涵盖受访者的个人信息、英语学习情况、学习方式、学习困难以及学习需求。
问卷采用多项选择题和开放性问题，使得受访者可以全面表达自己的看法和意见。
共有300名受访者参与了本次调查，其中70%的受访者为大学生，20%为职场人士，10%为其他群体。
在受访者的英语水平方面，有40%的人自认为英语水平较好，50%较一般，10%较差。
3. 调查结果分析3.1 受访者的英语学习情况根据问卷结果显示，60%的受访者每天会花费一小时学习英语，20%的人每周学习英语的时间超过5小时，其他20%的人则学习时间较少。
这表明大部分受访者对英语学习投入了一定的时间和精力。
3.2 受访者的学习方式在学习方式方面，50%的受访者表示他们更喜欢通过在线学习平台进行学习，30%的人更倾向于通过参加英语培训班来提高英语水平，还有20%的人喜欢使用手机应用进行学习。
这些数据显示出在线学习平台在英语学习中扮演了重要角色。
3.3 受访者的学习困难在问卷的学习困难部分，受访者被要求选择其在英语学习过程中所遇到的困难。
根据结果分析，50%的受访者认为听力是最具挑战性的部分，40%的人提到了口语，10%的人则认为写作是最困难的方面。
这些结果可以作为英语学习教育机构制定教学方案时的参考。
3.4 受访者的学习需求在学习需求方面，问卷结果显示，60%的受访者希望能够提高自己的听力和口语能力，30%的人需要提高写作能力，10%的人则希望提升阅读能力。
这些结果对于英语学习教材和培训班的开发具有指导意义。
4. 结论与建议根据对调查问卷结果的分析，我们可以得出以下结论和建议：•大部分受访者对英语学习投入了时间和精力，表明他们对英语学习有一定的重视程度。
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英语调查问卷分析报告
一、调查目的：
长期以来，我校作为一所农村小学，学校英语教学缺乏对学生的英语学习兴趣进行系统指导。
个别教师虽然比较注重这方面，但是没有合作伙伴，力量有限，仅仅凭个人喜好关注某一方面。
因此，大量的学生处在放任自流的状态，学生学习英语的良好习惯差，不能有效地进行。
在平时的学习中表现出语言表达能力差，不能顺利地表达自己的意见，词汇量少，语言呆板；怕学英语，常常愁眉不展；自主学习难以落实；学习方法单调。
《英语课程标准》特别强调学生要能用所学的英语做事情，在做事情的过程中发展语言能力、思维能力以及交流与合作的能力。
语言学习要从语法讲解中和单词的死记硬背中解脱出来，要通过创设良好的语言环境和提供大量的语言实践的机会，使学生通过自己的体验、感知、实践、参与和交流，形成语感；在教师的引导下，通过观察、发现和归纳等方式，掌握语言的规律，形成有效的学习策略，通过交流与合作发展交流与合作的能力。
由此可见，要改变我校学生的英语学习习惯，加强对全体学生学习兴趣的探索是一条必经之路。
为了更好提高学生学习英语的兴趣，培养其良好的学习习惯。
我们对本校120名不同阶段的学生进行了一次问卷调查。
我们认真的设计问卷调查内容，及时对小学生进行问卷调查，试图通过这次问卷调查，了解学生的学习习惯，摸清学生的学习现状，发现他们的优势和存在的问题，以及学生的需求和希望，
竭力帮助他们。
二、现状
三个年级121个学生具体情况如下.
1、42学生比较喜欢英语，63学生很喜欢英语,6个学生不喜欢英语.
由此可见,大多数学生喜欢英语.
2、认为学习英语最困难的是听录音的学生有29个人；认为学习英语最困难的是背单词的学生有34个人；认为学习英语最困难的是学对话的学生有58个人。
由此可见,学生对话学习困难大.
3、认为学习英语最容易的是听录音的学生有42个人；认为学习英语最容易的是背单词的学生有42个人；认为学习英语最容易的是学对话的学生有37个人。
由此可见,学生觉得听录音,背单词比较容易.
4、喜欢教师比较安静的听教师讲解上英语课的学生有25个；喜欢教师轻松、活跃上英语课的学生有72个；喜欢教师有竞争和纪律的上课的学生有22个。
由此可见,学生喜欢轻松、活跃上英语课.
5、课堂上经常发言的学生有29个；课堂上不发言的学生有8个；课堂上偶尔发言的学生有84个。
由此可见,学生大多数都偶尔发言.
6、你每天英语课外花30分时间做英语作业的学生有96个；你
每天英语课外花30分至1小时时间做英语作业的学生有12个；你每天英语课外花1小时以上时间做英语作业的学生有13个。
由此可见,大多数学生在英语学习上花的时间比较少.
7、一直预习的学生有66个；偶尔预习的学生44个；从不预习有个10.
由此可见,预习的学生大约占学生总数的一半.
8、自主朗读每天至少0分钟，从不读的学生和想读就读，很随意学生有37个；自主朗读每天至少15分钟84个学生都能每天读。
由此可见,大多数学生自主朗读做得比较好.
9、喜欢做制卡片等动手的英语作业学生67个；不喜欢做制卡片等动手的英语作业学生11个；比较喜欢做制卡片等动手的英语作业学生40个.
由此可见,学生比较喜欢动手学习.
10、会及时完成英语作业的学生有107个，没有不会及时完成英语作业的学生14个。
由此可见，大多数学生能够及时完成英语作业.
11、喜欢英语老师几乎全英文上课的学生有24个；喜欢英语老师英语和汉语结合上课的学生有96个；有1个人喜欢大半时间汉语上课。
由此可见,学生门非常喜欢英汉结合上英语课.
12、学习英语主要原因是喜欢学习英语的学生有64个；学习英语主要原因是想考好成绩的学生有46个；学习英语主要原因是得到同
学、老师和家长的赞赏喜的学生有19个。
由此可见,
13、会及时复习新学的英语的学生有32个；不会及时复习新学的英语的学生有0个；有时会及时复习新学的英语的学生有7个。
14、学生认为学习新的英语内容要掌握快些，好些的建议和意见有以下几方面：
三、学生建议和意见
（1）先朗读，再读熟，最后背诵。
（2）要多读多写。
（3）好好阅读英语，以后到说英语国家学习。
（4）多表扬，让学生认真学习英语。
（5）努力多唱歌曲。
（6）要记住单词、句子，还要背诵。
（7）多听录音
（8）多背单词
（9）多复习课文
（10）提前预习，在家里听英语。
(11)画出不会读的句子,不会的要问老师。
(12)多做英语游戏和体操作业。
(13)上课认真听讲。
(14)学习对话。
(15)每天最少复习一次。
（16）多读，多背，每天早晚各读15分钟。
（17）及时预习，有什么不会或不理解多问老师，主要书多读、多背、多写。
（18）一边游戏，一边学习，可以让学生更好的掌握单词要领。
（19）每天回家把新学的知识多读，多背，复习旧知。
（20）多和同学门交流，积极回答问题，提高口语能力。
（21）可以让学生自己预习，问家长、老师、哥哥、姐姐单词或句子怎么读写，这样上课就非常容易了。
(22)上课时采取合作学习方式。
四、调查结果及其分析
通过调查，我们发现大部分学生喜欢学习英语，超过一半学生很喜欢学习英语。
他们认为英语中最难的是背单词和学习对话。
绝大部分学生喜欢轻松活跃的课堂。
但课堂上偶尔发言的学生占大多数。
大部分学生每天自主朗读很随意，不能保证15分钟时间。
学生们大部分比较喜欢制作卡片。
不能及时完成作业的学生占一半。
大部分学生学习英语主要是想取的好成绩；部分学生处与热爱。
学习态度方面大部分学生喜欢学习英语，一半学生出于考个好成绩；另一半学生则喜欢英语，课堂上能主动发言的不多。
学习方式方面大部分学生希望教师中、英结合，创造民主、活跃的课堂气氛。
学生能提前预习，但能及时完成作业人数只占一半。
大部分学生喜欢制作等动手。
由此可见，学生普遍喜欢轻松学英语，能做到课前预习，实践欲望强烈，但是，受汉语影响不适应全英教学，自制力差，自主学习习惯不
好，随意性大。
五、应对策略
《新课程标准》要求小学英语教学通过听、说、动、唱、玩具让学生获得初步的听说能力和一定的语感，以提高兴趣为主。
兴趣是最好的老师，学生只有对英语有浓厚的兴趣才会愿意学，要让学生有兴趣，我们首先得让学生感到英语易学，其次让学生乐学，最后培养学生的自学能力，培养他们对英语学习的积极态度。
使他们建立初步的学习英语的自信心。
对于零起点的农村学生尽可能让他们多听地道英语，语言介绍采用先输入后输出方式比较好。
在英语学习的过程中，发展有效的学习策略，强化祖国意识，开拓国际视野，形成一定的综合语言运用能力很重要。
我们作为教师要树立为学生终身发展的思想，坚持人本位，以生为本就是以学生为教学的主体，就是要把学生看成有思想、有情感的人，而不要把他们看成学习的容器，因为他们也有喜怒哀乐，有个人的追求，有对事物的看法，有自己的情感经历，这些正是搞好教学的基础。
为了让学生积极主动地参与到教学活动中来，从而最大限度地发挥他们的主体作用，从内心真正“要学”，适时地激发他们的学习热情，培养他们的学习兴趣，让课堂真正成为有趣、有序、有效的课堂。
我们决定从以下几方面去探索。
学生学习英语的兴趣需要培养；学习的主动性必须加强；背单词和对话要设法使其更容易掌握；操作性作业可以布置；教师课堂气氛要活跃；教师课堂用语要逐渐从汉语向英语过渡；朗读作业需要强制性、
多样性相结合去实施；预习习惯要继续坚持；限时完成作业，从课堂向课余过渡。