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Table 3.4 The number of the three types of activities

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Chapter 3 Methodology..........................................36

3.1 Research Questions..........................................36

3.2 Research Participants.................................36

Chapter 4 Results and Discussion.......................... 46

4.1 Proportion of Cognitive, Affective and Physical Activity................................ 46

4.1.1 Result of the Proportion..................................46

4.1.2 Discussion of the Proportion...............................48

Chapter 5 Conclusion....................................... 69

5.1 Major Findings..................................69

5.2 Pedagogical Implications.............................70

Chapter 4 Results and Discussion

4.1 Proportion of Cognitive, Affective and Physical Activity

4.1.1 Result of the Proportion

This chapter is based on the learning-centered perspective, with the help of thetheoretical basis mentioned above, using the data collected by the classroomobservation scale and statistical tables, the author classified the activities of studentsparticipating in each class, calculated the time and number of students participatingin each activity, and finally counted the proportion of students participating in threekinds of activities, the sub-types of students participating in three kinds of activities,the number of students participating in three kinds of activities, and the length ofstudents’ discourse in three kinds of activities in eight exemplary classes in juniorhigh school. The results and discussion are as follows.

Table 4.1 The time allocation of the three types of activities

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Chapter 5 Conclusion

5.1 Major Findings

In this study, the author made an observation from three aspects: the proportionof three kinds of activities, the sub-types of three kinds of activities, the participationof students in these activities and drew the following conclusions:

(1) In the eight exemplary classes, students’ activity time accounted for 86.79%,the number of students’ activity was 11 to 12. It could be seen that in these eightclasses, the number of students’ activities was large and the time was long. And eightteachers gave students many opportunities for “doing”, and created a student-centerclassroom. In the eight exemplary classes, cognitive activities, affective activities andphysical activities were unbalanced, and cognitive activities accounted for the largestproportion in each class. According to the data, cognitive activities took up 86.79%,with an average of 6 to 7 times in each class; affective activities took up 42.5%, with an average of 3 to 4 times in each class; physical activities took up 33.57%, with anaverage of 2 times in each class.

(2) In the eight English exemplary classes, cognitive activities involvedlearning and understanding,本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。