5 English project proposal report templates

#report# Introduction The unforgettable college life is coming to an end, and students are about to start doing graduation projects, and before doing graduation projects, they must first write a proposal report. The following is a compiled English project proposal report template, welcome to read!

1. English Project Proposal Report Template

The "Basic Requirements for Junior High School English Curriculum Teaching" newly promulgated by the National Education Commission clearly states: In today's world, scientific and technological progress is mainly symbolized by information technology. Things are changing with each passing day. The informatization of social life and the globalization of economic activities have made foreign languages, especially English, increasingly an important tool for my country's opening up to the outside world and international exchanges. Learning and mastering a foreign language is a basic requirement for 21st century citizens.

Words are the basic materials of language and one of the three elements of language. If you don’t have enough words, you won’t be able to express concepts clearly; if you don’t use words flexibly, it will inevitably affect the communication of ideas. However, with a good word recognition method, you can effectively master a large number of words. With a strong vocabulary, you can read, write, and communicate better, and you can fully play the instrumental role of English.

In middle school English teaching, word memory has become an important link. However, in actual teaching, the actual word learning and memory situation is not optimistic. Many students often cannot remember the words, or they forget the words they remember quickly. Even if they remember some words, they cannot use them correctly. . So I gave up learning English. Students' vocabulary learning mainly focuses on repeated reading and mechanical memory, and rarely rises to the level of understanding and application. In addition, due to their young age, their learning purposes and motivations are often unclear. They are only interested in interesting teaching content and games in class, but do not fully understand the reading and writing rules, pronunciation essentials and usage of words and phrases, and are not good at it. Learn and summarize the spelling and spelling rules of words. We believe that teaching students how to memorize English words skillfully is the key to learning English, so we are specifically applying for research on this topic.

The "word teaching" defined in this topic refers to the teaching of English words in junior middle schools. The research on this topic aims to use scientific vocabulary teaching and learning methods to overcome the shortcomings of teaching words in isolation, talking too much, indigestion, repeated memorization, loss of interest, and forgetting while learning. At the same time, the teaching of the meaning and usage of words, the pronunciation and spelling of words can be closely integrated, so that when students learn the pronunciation and writing forms of English words, they do not feel messy, but feel organized and regular, so that they can It can well mobilize the enthusiasm of junior high school students to memorize English words, cultivate students' interest in learning English, and lay a solid vocabulary foundation for students to further learn English.

Interest is the energy and motivation for students to acquire knowledge and form intellectual activities. The fun, dynamic and development teaching method of junior middle school English takes stimulating students' interest as the prerequisite for implementing English classroom teaching. Junior high school students have strong imitation ability, short attention span and active nature. Teachers should make full use of primary school students' unintentional attention and transform it into intentional attention. According to the age characteristics and psychological characteristics of middle school students, we advocate a happy and exciting way of teaching English word recognition.

The basis of learning English is words, which are one of the three major elements that constitute language. They are the foundation and key to learning English well. Therefore, the goal of word teaching is to enable students to grasp them firmly and to teach students how to apply words into comprehensive practice. Content: In this research, I mainly focus on the following aspects:

1. Understand the current basic methods of English word memory for middle school students in our school.

2. Combined with the learning characteristics of middle school students, conduct research on the learning methods of middle school English word teaching.

3. Research on improving the word spelling ability of middle school students.

4. Evaluation of the design and implementation of vocabulary teaching activities.

Collect literature related to word teaching, conduct theoretical study of the literature, make comparisons, and study methods to improve the effectiveness of word teaching. The specific methods are as follows: literature analysis, action research, survey, experience summary, case analysis and other research methods.

Teachers must study the teaching materials carefully, discover the favorable factors in the teaching materials, design and use different teaching methods according to different teaching contents, design different teaching activities according to different teaching methods, and produce different teaching materials according to different teaching activities. teaching aids and props.

The first stage: preparation stage (September 20xx--October 20xx)

①Topic selection and project establishment.

② Develop a project plan and hold a project meeting.

③Preparation of documents and information collection.

Second stage: Research stage (October 20xx--Mid-November 20xx)

1. Start the research project and implement it in a planned and step-by-step manner.

2. Combine the theoretical knowledge of learning with the specific situation of students, explore ways to improve students’ word memory efficiency in classroom teaching, discover problems, and make timely adjustments and summaries.

The third stage: Research summary stage (late November 20xx - early December 20xx)

1. Collect and sort out the data of the subject research, analyze and summarize.

2. Write a research report on the project.

3. Carry out the final demonstration of the research conclusion and organize expert appraisal.

4. Do a good job in publicity and promotion of the research results.

(1) Project research report.

(2) Collection of project papers, lesson plans, and courseware.

(3) 30 student questionnaires, 1 stage summary, and 1 final report.

2. English project proposal report template

1. Background of the project

At present, rural students are somewhat tired of learning English. If some effective methods are not adopted to attract students when introducing lessons, students' interest will gradually diminish, and it will be difficult to mobilize students' enthusiasm; if teachers always use an old-fashioned, single and boring way to introduce new lessons, the introduction will be lost. played its due role. Successful import depends on the diversity and effectiveness of the import. Give students a little hope every day, bring a little surprise to the students every day, bring a little difference to the students every day, and bring a little enlightenment to the students every day. This can not only activate the classroom atmosphere, promote student participation, but also stimulate students' thinking, so that students can maintain their interest and motivation in learning English.

2. The significance of setting the topic

Our front-line teachers are practitioners of "efficient classrooms". We must keep pace with the times, base ourselves on new courses, and use new concepts to study classrooms with concentration. New teaching methods and new models should start from the first step of classroom teaching to pursue overall efficiency in all aspects. Our research project is based on the goal of "efficient classroom" and is guided by the new curriculum concept, leading our school's English teachers to explore effective classroom introduction theoretical strategies. Design efficient introduction, guide teaching practice, and lead the professional development of English teachers in our school.

There are various introductions to English classroom teaching. Different introduction methods are used according to different types and content of lessons. The purpose is only one: to stimulate students' interest in learning, enlighten their minds, and make students focus on the subject. Build self-confidence, feel that English classes are easy to learn, generate interest, reduce anxiety, and achieve twice the result with half the effort. Therefore, I established the research topic "Research on Introduction Methods in Junior High School English Classroom".

Keywords: English teaching, English classroom introduction

1. English teaching

With the progress of society, English has changed from a tool to a An idea, a knowledge base. In English classroom teaching, teachers should pay special attention to the development of students' dominant position, with the purpose of allowing students to actively participate. This purpose can be better reflected in the introduction of English classroom teaching.

2. Classroom introduction

Distohui pointed out: "The art of teaching does not lie in imparting skills, but in motivating, awakening, and inspiring." A good introduction can lay a good foundation for the smooth progress of the entire class, and can thereby further expand, develop, and expand the teaching content, continuously push the progress of the class to a climax, and produce a good and positive "chain reaction."

Classroom introduction generally refers to the general term for all teaching activities of teachers and students within the first 3-5 minutes of classroom teaching. As an important part of classroom teaching, it specifically refers to the teaching behavior of teachers using various teaching methods to guide students into a formal learning state in order to divert students' attention center and stimulate students' interest in learning before entering new teaching content. This research is based on the junior high school Chinese textbooks of the People's Education Press published by the People's Education Bureau uniformly used in our county, and all classes from grades 7 to 9 in the school are used as experimental classes. All teachers in the English group of the school participated in the research.

3. English Project Proposal Report Template

Title: A Case Study of Middle School English Listening Teaching Strategies

Background of this research:

1. With the gradual improvement of my country's international status and the continuous development of modern education, English-led foreign language education has gradually become scientific and standardized. According to a study, "listening" accounts for 45% of people's daily language activities, "speaking" accounts for 30%, "reading" accounts for 16%, and "writing" accounts for only 9%. This shows that "listening" plays an important role in language communication. Listening, as a process of language input and information input, is particularly important in English learning and practical application of English. As a common English test question, listening test mainly tests students' mastery of English language and their ability to understand daily English communication. At the middle school level, listening proficiency is also the basic requirement for the English proficiency of middle school students in the new curriculum standards. Therefore, how to use effective listening teaching strategies to help students improve their listening skills is a matter of great concern to both students and teachers.

2. The following problems exist in middle school English listening teaching:

(1) Middle school students have insufficient accumulation of basic knowledge of the English language and have a small reserve of background cultural knowledge involved in the materials. Lack of pronunciation knowledge, poor pronunciation ability, and small vocabulary.

(2) The English listening teaching method is single and lacks effective teaching strategies. It mainly relies on listening to recordings to check answers. Students are easily bored and afraid of listening.

(3) Insufficient time for listening training.

3. This topic mainly solves the following problems:

(1) Through case studies on high school English listening teaching strategies, explore and discover feasible and effective strategies, so that teachers can Targeted and correct guidance in listening teaching.

(2) Help middle school students develop good listening habits and master correct problem-solving methods and skills, thereby effectively improving students’ communicative abilities and English scores, avoiding the emergence of deaf-mute English, and stimulating Students’ interests in English can better provide quality education.

The significance of this research:

1. Listening level plays a very important role in people's daily communication activities and is also the basis for reading and writing.

2. According to the new developments of the College Entrance Examination in Shaanxi Province, the English listening test for the College Entrance Examination will resume in 20xx.

3. Since the Shaanxi Provincial College Entrance Examination has not tested English listening in recent years, most teachers and students have focused on reading, grammar, vocabulary and writing, so students’ listening skills are relatively weak. , needs to be improved urgently.

4. Since Chinese students’ English learning is conducted in a non-English environment, how to improve students’ listening level through effective teaching strategies has become a topic discussed and studied by teachers and students in English teaching. It is also a practical problem that urgently needs to be solved.

Definition and interpretation of subject names

With the improvement of my country’s international status and the promulgation of new curriculum standards, English listening has become the “focus” of Shaanxi College Entrance Examination English, and English listening courses have gradually It has become a topic that many teachers focus on. The process of "listening" is an active and complex psychological process that analyzes and processes the received sound information and responds quickly. In traditional English teaching, teachers pay more attention to grammar, vocabulary, reading, etc., so that students often have a tendency to translate first and then understand during the listening process, which seriously affects the input of information, causing students to hear fragmented information. words or sentences, thus affecting the comprehensive understanding of language.

How to help students eliminate hearing impairment, master listening skills, and improve their listening level is one of the issues that our middle school teachers focus on.

Listening, as an important test form to measure students’ English proficiency, has attracted more and more attention and attention from teachers and students. Regarding "teaching strategies", many researchers have given different explanations. Shao Ruizhen, professor of psychology at East China Normal University and doctoral supervisor in educational psychology, believes that teaching strategies are a series of relatively systematic behaviors that teachers take to achieve certain teaching goals during the teaching process (Li Xiaowen, Wang Ying: "Teaching Strategies", 5 pages, Beijing, Higher Education Press, 20xx). "Teaching strategies refer to a set of specific ways or methods that teachers use to achieve course goals in the classroom. Teaching strategies should change at any time according to the requirements of the teaching situation and the needs of students. Whether it is domestic or foreign teaching theories and teaching In practice, most teaching strategies involve how to refine or transform course content” (Shi Liangfang, 1996). But no matter what the explanation is, teaching strategies are techniques and means adopted to achieve different teaching effects. Under the current conditions, middle school students' English learning is mainly conducted in non-English environments, and listening teaching strategies, as a combination of teaching content, teaching organization form, teaching strategies and techniques, have a direct impact on the cultivation of students' listening ability.

The case study of listening teaching strategies refers to intercepting the typical listening teaching phenomena and activities performed by the research subjects during the implementation of listening teaching, conducting in-depth research and analysis of related issues, and discovering and summarizing them. Universality and regularity. This project identifies individual high school students in our school as the research object, selects specific research objects, carries out listening teaching, analyzes the goal attainment of the listening teaching strategies used, and tracks and investigates the different effects of different teaching strategies on the same student. , and summarized more effective and practical teaching strategies to help students develop good listening habits, improve students' English communication skills and English scores, and thereby improve the effectiveness of English listening teaching.

Steps and measures of the project research

1. Research objectives

This project mainly studies, discusses and finds out the cases of high school English listening teaching strategies. Feasible and effective teaching strategies allow teachers to be targeted and guide correctly in listening teaching, and help high school students develop good listening habits and master correct problem-solving methods and skills, thereby effectively improving students' communicative abilities and English scores, avoid the emergence of deaf-mute English, stimulate students' interest in English, and better implement quality education.

2. Research content

(1) Through careful investigation and study of middle school students’ performance and classroom effects in listening classes, we can discover students’ existing problems and find out the root causes of these problems.

(2) Through attending classes and communication and discussions between teachers, understand the teaching strategies commonly used in listening teaching in middle schools and the strengths and weaknesses of these strategies.

(3) Through preliminary preparation work, students will be equipped with relevant basic knowledge of pronunciation, semantics and grammar, and then listening teaching will be carried out, and specific research objects will be selected, with high school students in our school as the Use examples to compare with previous listening teaching strategies, observe the differences in the two teaching effects on the same students, find better solutions, and continuously improve them in practical applications.

(4) Summarize and improve the gains and insights from the research, and present the corresponding research results.

3. Research methods

(1) Action research method: collect data, analyze problems, and determine problems.

(2) Experimental method: Establish a subject experimental class, identify specific research objects, conduct follow-up investigations, and compare the different effects of different teaching strategies on the same student.

(3) Comparative method: Compare the effects of the experimental class with other classes.

(4) Literature method: Understand the current research status of this topic by consulting the data.

Project research steps and measures

IV. Research steps

(1) Research time: one year (20xx.12-20xx.12)

(2) Research steps (*** divided into three stages)

The first stage of preparation (20xx.12-20xx.03)

1 , select topics, and establish research groups.

2. Apply for a project.

3. Proposal and argumentation.

4. Teachers in the research team study relevant theories, collect information, learn from experience, and determine preliminary research plans.

The second phase of implementation (20xx.04-20xx.09)

1. Conduct follow-up surveys on students and teachers through questionnaires, discussions, surveys, etc. to understand the students Practical problems encountered during listening training and understanding of the teaching strategies teachers usually use in listening teaching.

2. According to the actual situation of students and the current situation of listening teaching, apply the improved teaching strategies of this topic to the actual teaching, and compare the differences in teaching effects.

3. Based on summarizing the previous research results, write a stage summary.

The third stage summary stage (20xx.10-20xx.12)

1. Teachers write relevant research papers and teaching designs and compile them into a volume.

2. Conduct research summary and write project conclusion report.

3. Application completion.

5. Division of work among project team members

Project leader: Sun Juan, is the chief planner and person in charge of this project, responsible for the overall planning, overall guidance and supervision of the project experiment , carry out subject experimental teaching activities, be responsible for formulating subject plans, filling out subject application forms, providing training and theoretical guidance to teachers participating in the subject, promptly inspecting and supervising subject teachers to carry out various tasks, and writing subject completion reports and papers.

Core members of the research team: Lei Jing, Li Xiangli, and Ru Jingjing are responsible for sorting out relevant information, conducting investigations into the listening classes of the project experimental class, and collecting lesson plans, courseware, students’ homework, exercises, and exam papers wait. Carry out training activities on listening teaching strategies and complete other tasks assigned by the subject leader.

Other members of the research team: Liang Xiaohua, a member of the research team, is responsible for data analysis and compilation, assists the project leader in completing experimental reports and paper writing, and completes other tasks assigned by the project leader.

Expectation and presentation of project results

Expected results of this project research

Through the research and summary of this project, the following results have been formed:

1. An album of the project opening report, conclusion report, summary, cases, papers, teaching design, teaching reflection, etc. of this research project.

2. Classroom teaching records of the project team teachers, etc.

4. English project proposal report template

1. Research purpose

1. Investigate, analyze and summarize the introduction methods commonly used by front-line teachers in junior high school English teaching, and create a survey Table, conduct a survey of all English teachers in our school to form summary data, and obtain the introduction methods commonly used by teachers.

2. Analyze the similarities and differences in the characteristics and functions of different types of commonly used introduction methods, study the strategies for rationally selecting effective introduction methods based on student psychology and teaching content, and track the implementation in actual classroom teaching The effects of application and students’ evaluations.

3. Learn from the excellent introduction cases inside and outside the school, and use new concepts, new methods and modern technical means to conduct independent innovative experimental research on the design of the introduction scheme.

4. Strengthen case analysis of classroom introduction, focus on research and promotion of flexible and ingenious new methods and new means to summarize experience, explore effective classroom introduction strategies, guide teaching practice, and lead the professional development of teachers in our school . Better serve the classroom and students.

2. Research Content

There are various introductions to English classroom teaching. Different introduction methods are used according to different types and content of lessons. The purpose is only one: to stimulate students to learn. interest, enlighten their minds, make students rebuild their self-confidence, feel that English classes are easy to learn, generate interest, reduce anxiety, and achieve twice the result with half the effort. Therefore, the main research this time:

1. Research on the introduction method of English listening and speaking lessons (Fu Baoqin)

2. Research on the introduction method of English reading lesson (Gu Xiang'e)

3. Research on the introduction method of English writing class (Xu Xiao)

4. Research on the introduction method of English practice class (Xu Meiqin)

5. Research on the introduction method of English review class (Luo Yunbao) )

3. Research methods

1. Practical method

Conduct research on "small topics" through English teaching activities to discover and solve problems.

2． Questionnaire survey method

Investigate the research and thoughts of English teachers in our school on this issue, understand the results and existing problems of students in different English classroom introduction situations, and discuss and solve them together.

3． Documentation method

Search and collect monographs, papers and materials by domestic and foreign scholars related to this research topic. Find articles about import design and related topics through Internet searches, learn about predecessors or the research work they have done, clarify the scientific value of the research topic, identify breakthroughs, and obtain newer and more valuable research results.

4． Experience summary method

Reflect on and sort out the research experience and results, summarize and improve the accumulated experience, modify and determine the next step plan, and improve your research results through continuous reflection.

IV. Steps of project research

(1) Preparation stage (20xx.1----20xx.3)

Theoretical study; convene relevant personnel Meeting, establish the topic, apply for the topic; establish research goals and formulate implementation plans.

(2) Implementation stage (20xx.3----20xx.11)

Carry out research on relevant classroom introduction methods, collect practical materials and data; observe and discuss , summarize and explore the introduction methods of junior high school English classes; write a stage summary report.

(3) Summary stage (20xx.11-20xx.2)

Organize files and conduct analysis; demonstrate the scientificity, rationality, and feasibility of the experiment; summarize experience and existence problems; form a results report; promote the research results by setting up research courses, writing papers, and compiling excellent lesson examples and case collections, and revise the next round of research topics based on feedback information.

5. Research feasibility analysis

1. Domestic scholars and educators are very interested in classroom introduction and have written articles and research from many aspects. They believe that it is important to attract students' attention at the beginning of new teaching content, thereby emphasizing the importance of introduction.

2. The members of the research team are all front-line teachers, including one provincial-level teaching expert and two county-level teaching experts, and all four teachers have first-level teacher titles, rich teaching experience, and can fully On the basis of class listening and evaluation research, through investigation and case analysis of the methods followed in the introduction of middle school English classes and the problems existing in various introduction designs, we explore how to design the introduction of different types of courses, and finally formulate them in the form of research reports, teaching cases, etc. Final result.

p> 2. Attachments to the results:

Relevant papers, teaching design, classroom PPT, teacher questionnaires, student questionnaires, some cases of classroom records, etc.

Through research, master basic scientific research methods and make small project research a habit.

And accumulate some practical and efficient classroom introduction methods, so that the classroom introduction level of our school's English teachers can reach a new level, and the classroom atmosphere will be active due to introduction.

5. English project proposal report template

1. Proposal and definition of the project

Vocabulary is the basic unit of language and the cornerstone of language. Human communication of ideas is also achieved through sentences composed of words. Without enough vocabulary accumulation, there is no way to output language. Of course, as English teachers, we have been exploring the most effective teaching model in our daily classroom teaching work, but the reality is always not entirely satisfactory. Especially in the spelling and memorization of words, we found that our students have always had big problems. Especially senior students are still afraid of dictating words. And every time they take dictation, the students' error rate is very high. For each test, the proportion of points lost in the word writing block is always the same. The "Primary School English Curriculum Standards" require students to be able to listen, speak, read and write about 431 words and phrases; 55 groups of sentences and 38 single sentences by the end of sixth grade. Whether students can effectively memorize words will directly affect their mastery of the four vocabulary words, and will also have a direct impact on students' future English learning.

2. Background of the topic

Vocabulary is the basic material of language. Without vocabulary, language becomes water without source. Tracy, the founder of the natural teaching method, believes that vocabulary learning is crucial to understanding language and speech output. Vocabulary teaching is one of the most important tasks in primary school.

At present, most primary school students are not interested in memorizing English words, cannot get rid of the "rote memorization" mode, and have not formed their own methods and strategies for memorizing English words. The current Oxford primary school English has a large vocabulary. From the third grade onwards, students are required to master more and more "Four Meetings" words. Most students rely on mechanical memorization of alphabetical order to memorize words, which is time-consuming and has poor effect. Although each unit in the textbook has a Listen and Repeat column, it is not until the sixth grade that the International Phonetic Alphabet and the pronunciation rules of letters and letter combinations are basically introduced, and the teaching of phonetic symbols is only required to be penetrated. The relative lag in phonetic symbol teaching makes it difficult for primary school students to master words.

When primary school students learn English, due to their young age, their learning purposes and motivations are often not very clear. Some students learn based on their own interests and are only interested in the interesting teaching content and games in class, but not in vocabulary. Failed to fully understand the reading and writing rules, pronunciation essentials and usage of phrases, and was not good at learning and summarizing the spelling and spelling rules of words. The mastery of words has become a weak link for students to learn English.

3. Research objectives

1. Combining teaching theory learning with English teaching practice, and optimizing vocabulary teaching methods by analyzing and studying the characteristics of vocabulary. Through the research of the topic, teachers have formed their own effective teaching methods for teaching students English word memory in practice, and improved teachers' vocabulary teaching level.

2. Study students’ memory characteristics and teach students how to memorize English words. Students can choose effective English word memory methods that suit them based on their own memory characteristics. Improve students' interest in learning English words through diversified vocabulary teaching.

3. Through project research, improve the educational theory level and research capabilities of the project team members, improve teachers’ ability to develop and expand English teaching resources, and train a team of teachers with modern educational awareness, exploration and innovation spirit, a team of English teachers with diverse teaching forms and flexible teaching methods, which activate the research on activity teaching in our school and form its own characteristics. Provide valuable reference information for similar schools to carry out English teaching seminars.

IV. Research content

1. Change the innovative vocabulary teaching model to improve the efficiency of primary school English classroom teaching;

2. Explore a variety of vocabulary teaching methods to improve Primary school students’ initiative and interest in vocabulary learning;

3. Strengthen learning method guidance and focus on the cultivation of students’ vocabulary learning strategies;

4. Systematic guidance methods to consolidate memory outside class.

5. Research Focus

1. Improve the effectiveness of vocabulary teaching in primary school English classes.

2. Develop strategies for students to learn vocabulary.

6. Research methods

This topic plans to adopt the following research methods:

1. Survey research method: through questionnaires, field statistics, discussions, etc. , comprehensively understand the current situation of English vocabulary mastery of students of different ages, and explore the factors that cause these existing problems, laying the foundation for subsequent research.

2. Literature research method: establish effective theoretical support for this topic through the search and research of relevant theories, and guide the experimental work in each experimental stage

3. Action research Method: Emphasis on reflection and research on the subject research work, discovering and analyzing problems existing in the subject research process, taking improvement measures, and formulating improvement plans.

4. Experience summary method: Use the experience summary method to construct the implementation strategy of "Research on the Effectiveness of English Vocabulary Teaching in Primary Schools", and launch a number of implementation plans and experiences with promotion value.

5. Case analysis method: Through the analysis of cases, find methods and strategies that have the characteristics of this discipline and can effectively improve the efficiency of vocabulary teaching, and explore valuable research experience.

VII. Experimental steps and tasks

The first stage: Research preparation stage: (Time: October 20xx to January 20xx)

1. Consult literature and study relevant theories.

2. Investigate the current situation of vocabulary teaching and students’ vocabulary mastery through lectures, discussions, questionnaires, etc., make analysis and complete a survey and research report.

The second stage: experimental exploration stage: (Time: February 20xx to January 20xx)

1. Formulate a semester research plan.

2. Explore effective models of vocabulary teaching in classroom teaching.

3. Accumulate practical experience, organize experimental materials, and insist on writing teaching essays, reflections, and typical lessons.

The third stage: deepening the summary stage: (Time: February 20xx to December 20xx)

1. Study typical lessons, through research classes, observation classes, etc. Form discussion on how to improve the efficiency of primary school English vocabulary teaching.

2. Promote empirical models and gradually improve experimental hypotheses.

3. Classify and organize experimental materials and formulate research results.

4. Write a conclusion report.

8. Expected experimental stage results and final result form

1. Stage result form: typical lesson examples, teaching papers, teaching essays, etc.

2. Final result format: final report, typical lesson examples, papers, etc.