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Chapter Three Research Design........................31

3.1 Research Questions................................... 31

3.2 Research Subjects................................31

Chapter Five Conclusion................................71

5.1 Major Findings...........................71

5.2 Implications...................................73

Chapter Five Conclusion................................71

5.1 Major Findings................71

5.2 Implications...........................73

Chapter Four Data Analysis and Discussions

4.1 General Situation of the Cornell Note-taking System

Note-taking SystemBased on the data of 224 valid questionnaires and the interview information ofsix students, this section analyzes the use of the Cornell Note-taking System in seniorhigh school English class. According to the descriptive statistics of the fivedimensions in Table 4-1, the mean score of the attitude dimension is 4.44, higher than4, and the standard deviation is .730. It can be seen that students generally have a highdegree of recognition for English class notes. This shows that even in the case of highschool English learning difficulties, students still think that class notes are helpful tolistening and hold a positive attitude. Table 4-1 shows that the mean value of thefunction dimension and technique dimension is next to the attitude dimension, whichindicates that students have a high degree of identification with the function andtechnique of class note-taking. However, in the two dimensions of reviewing andinstruction of notes, the degree of recognition is slightly lower. The order of the fivedimensions is attitude, function, technique, reviewing and instruction. It can beconcluded that students’ use of the Cornell Note-taking System in senior high schoolEnglish class has the following performance: first, the students can treat the notescorrectly, and think that notes are helpful to the efficiency of class, and hold a positiveattitude towards notes. Second, the function of English class notes is vital, and it isnecessary to understand the function of note-taking, which is the motivation of note-taking. Third, mastering specific class note-taking techniques can make studentstake notes more efficiently and quickly. Fourth, when reviewing the notes, a smallnumber of students are more casual, review without planning, and have differentopinions. Fifthly, some students accepted the instruction of note-taking, while othersdid not.

ChapterChapter Five Conclusion

5.1 Major Findings

Through questionnaires and interviews, the author has a general understanding ofthe application of the Cornell Note-taking System in senior high school English class.This study mainly analyzes the application of the Cornell Note-taking System fromthree aspects: (1) the overall situation of the application of the Cornell Note-takingSystem in the English class of Nanning No.33 Middle School. (2) There aredifferences in the use of the Cornell Note-taking System in English class betweendifferent genders. (3) The difficulties of students in using the Cornell Note-takingSyst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。