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2018年英语毕业论文范文

   发布时间:2018-09-02   [点击量:156]  


2018年英语毕业论文范文精选篇一

 
第一章前语
 
一、研讨动机
英语的诙谐(humor) —词源于拉丁语,其本意是“体液”,标明生理学上人体的四种体液以及这四种体液的不同比例对人的心境、心思、体质所构成的影响。直至英国知名戏剧家本.森(Ben Jonson)于1598年和1599年分别创造的两部喜剧《特性互异》又《人皆诙谐》(Every Man in His Humour)与《无人诙谐》(EveryMan Out of His Humour)中的“humour” 一词的意思才发作了本质的改动,初步具有现代人文气味。而汉语的诙谐一词,最早见于屈原的《楚辞?九章?怀沙》中的“孔静诙谐”一句,意思为寂静无声。而具有现代意义的“诙谐”意义则始于知名作家林语堂《征译散文并建议“诙谐”》一文,且林语堂先生还专门撰文《诙谐杂谈》说明,“诙谐”一词朴实来自“humour”的音译,既可指诙谐搞笑的诙谐之风,亦可指诙谐机警的正派之气。诙谐除了与人类日常日子严密相关之外,其在文学中的表现更是淋滴尽致、无处不在。其间,小说就是一种寓诙谐于其间的首要文学体裁。在中英文学史上,许多人尽皆知的作家皆因其诙谐的笔法或言语风格而享誉盛名,其间,美国知名小说家欧.利就是典型的一位诙谐大师,其许多代表作皆为讥讽诙谐小说,知名退迩。要对诙谐一词进行准确而固定的定义,无疑是件费劲而不凑趣的事。由于诙谐是一种见仁见智的文明言语现象,它不单是一种说笑技巧,一种喜剧风格,更是一种人生心境及文明层次的表现。英佳人对诙谐的见地比较于我国人的更加广泛(《21世纪大英汉词典》中对现代“humor”的定义就包括了 4条,包括与诙谐有关的音讯、特征、性情及质量等;而《现代汉语词典》仅解释为“意味深长的诙谐诙谐”,《新华字典》中则将"诙谐”定义为“言辞行为表面轻松而实践含有深化讥讽的”),并不只是限制于我国人所谓的好意的带有知道和智慧的令人浅笑又不使人趟她的言行。许多时分,在英佳人看来足以令人捧腹大笑的言语诙谐,在我国人眼里却无论怎样笑不起来,特别是英国式的冷诙谐,常通过自我艇低来抵达讥讽艺术,显得更加灰色和隐晦(《深圳晚报:研讨标明:英式“冷诙谐”源头在基因》,2008.3.)。这就足以说明英汉两种言语文明对诙谐的解读和表现方法都大为不同,甚至是英式诙谐与美式诙谐也大有差异,这儿笔者暂不对此论题翻开谈论。
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二、研讨问题
本文在诙谐翻译的可译性理论的基础上,以欧?亨利的《差人与赞美诗》的两汉译本为个例,谈论英语诙谐小说的翻译问题。本文所选用的理论首要是以尤金. 达的功用对等论为教导,功用对等论要求译本读者在阅读和了解译本时,应该要抵达能感知和原文本的读者了解的程度,译语文本的读者应该根柢上能以原语读者了解和欣赏原文的方法来了解和欣赏译语文本(最大功用对等)。所以译者在传达原文内容时,要留心传达原文的风格、意境和神韵等。在英汉诙谐翻译中,要更留心将诙谐作用传达给译文读者。可是,在诙谐翻译方面,是否真的能抵达完全的功用对等,这是本文的一个研讨问题地址。本选题具体分析了英汉两种言语各自的表现诙谐的方法及其它们之间的异同点,从美国知名诙谐小说家欧.亨利的短篇小说《差人与赞美诗》的原文及其两个汉译本着手,对两个汉译本进行对比与分析,谈论并总结出英汉诙谐翻译的翻译战略,以求使译本最大极限地接近原文本的功用作用。可是在有些状况下,由于许多要素的阻挠,该译本的功用作用并不能实在意义上地完全与原文的功用作用相对等,这些要素最首要包括英汉两种言语的言语异质和文明缺省。但我们也应该看到,尤金.奈达的功用对等理论在本文谈论的英语小说诙谐翻译中,在有些状况下(广泛诙谐)是完全可以抵达的,但有的状况下(言语诙谐和文明诙谐)只能作为一种志向状况和寻求的政策,并不能实在结束。
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第二章文献总述
 
第一节英语诙谐翻译研讨
众所周知,世界上存在着两种人类的通用言语,即音乐与笑声。诙谐就是可以使人的言语和日子布满笑声的添加剂,现已成为人们日常日子中不可或缺的一部分。特别在西方,超卓交际联络的建立与否,要害在于一个人是否具有较强的诙谐质量。可是,虽然诙谐在日常日子中处处可闻,但在学术领域里,诙谐则是一个较为扎手,难以定义的学术概念。许多学者曾试着从不通过的学科领域对诙谐进行研讨和根究,例如哲学、心思学、社会学以及言语学等,作用却导致了 “知道论上的 .吹毛求疵(epistemological hairsplitting)”(Attardo, 1994:1)。Mahadev L. Apte 说根柢不相信诙谐与笑声的全人类学理论是存在的,而心思学与哲学理论也无法解释人类学诙谐(Apte,1985:265)。Attardo (1994:3)认为,一个保罗万象的诙谐定义,是不存在的。Schaeffer (1981:86)甚至断言,给诙谐下定义是不可能做到的。Escarpit专门撰文《诙谐定义的不可能性》On the Impossibility of Defining Humor表达他的观念。Lefcourt (2001:27)将给诙谐下定义这一行为描绘为“explanatory despair (解释性失望)”。McGhee&Goldstein (1983:1)认为,人们关于怎样定义诙谐还未抵达一同的定见。如前所述,这就足以证明,要对诙谐做一个准确的定义比如难于上青天之事。其实,对诙谐下定义的一个难点首要在于,用于描绘诙谐的术语并不深化浅出,即就是众人皆知的辞典里对诙谐的定义也毫不破例。例如,在《朗文当代英语词典》中,对诙谐的定义如下:“使某事变得诙谐的质量”,“特其别人或人群发现的某种可以让作业变得愉悦的方法",”可以了解并欣赏愉悦情境或因某事而发笑的才华”。相同地,在《牛津高阶英语词典》(2004: :83),对诙谐做了如此描绘:"使某事变得诙谐或偷悦的质量”,“对愉悦的事物发笑的才华’’。而《现代汉语词典》仅解释为“意味深长的诙谐诙谐”,《新华字典》中则将“诙谐"定义为"言辞行为表面轻松而实践含有深化讥讽的"。
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第二节功用对等论的理论论说
本文是以尤金.奈达的功用对等伦为首要理论教导的。美国知名言语学家尤金.奈达,也是西方翻译思想家的最首要代表人物之一,其最广为人知的翻译理论贡中心思想之一是提出了 “功用对等”的翻译原则。奈达认为,翻译其实是一种交际,而这一交际进程要依托交际者通过听取或阅读相关翻译材料所接收到得信息来进行。要判别该翻译是否有用不能单从词汇意义、语法结构和修辞方法等层面上去进行比较,更首要的是应拓展到受众者对译文是否能正确了解并加以欣赏。据此,功用对等的本质是,译文接受者对译文的了解与欣赏的程度和方法应与源语接受者对原文的了解与欣赏的程度和方法相同,即原文读者与译文读者对各自文本的反应应是相同的。但奈达偏重的对等,并不是指完全的“方法对等”,他认为为了保存原文的语趣和风味,可以牺牲方法上的对应,而抵达清楚反映原文意图和意义的“动态对等”。可是,奈达的这一理论也遭到了许多质疑。
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第三章英汉诙谐表现方法 .......... 13
第一节英语诙谐的言语表现方法..........  14
第二节英汉诙谐的对比.......... 16
第四章英语诙谐汉译的难译性.......... 19
第一节英语诙谐汉译的难点.......... 19
第二节英语诙谐翻译难,但并非不可译.......... 21
第五章作者、作品、译者、译本介绍.......... 23
第一节作者、作品介绍.......... 23
第二节译者、译作介绍.......... 25
 
第七章英语诙谐小说的翻译战略
 
诙谐小说归于情节类的文学作品,这类作品的言语自身较少含有诙谐因子,它一般是通过文章结构和情节方法来制造诙谐,营建恢谐愉快的气氛。类似这样的情节类诙谐一般在翻译上不会太难。由于英汉文明的翻开程度邻近,关于同一事物或同一情节作出的反应也相差无几。因此,一般来说,在进行英语诙谐小说汉译的进程中,只需能将小说的正本情节很好地再现出来,其间的诙谐风格便不言自显,读者也能因领略到其间的诙谐而报以一笑。例如本文所选的个例——欧?亨利短片诙谐小说《差人与赞美诗》。这篇小说自身就以其荒唐的剧情,百转千回的文章结构,主人公反转的命运,以及恢谐的言语而布满诙谐的空气,令人在阅读进程中不时地宣告笑声。在翻译这篇小说时,译者一般也只需处理好情节在译文中的再现,便能在很大程度上传递出诙谐的风格。
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结论
 
诙谐是当今社会人际来往必不可少的一种技巧与智慧。诙谐作为一种言语现象,一同也作为一种文明现象,是每个社会人都应该能了解并懂得欣赏的社会言语文明产品。诙谐的重要性及其广泛性,抉择了文学诙谐翻译会跟着世界文学的来往与融合,在文学上也愈来愈占有无关宏旨的方位。诙谐小说就是文学诙谐中一个的重要组成部分。本文具体谈论了怎样将尤金?奈达的功用对等理论运用到诙谐小说翻译中,并以欧?亨利的短片诙谐小说《差人与赞美诗》的两个汉译本为个例进行研讨。很显然,诙谐是这篇小说的一个一同风格。原作者运用各种方法来制造其文章的诙谐作用,例如词汇、句法以及修辞方法等。首要,笔者简明介绍了诙谐的概念及其重要性,以及奈达提出的动态对等理论;然后从言语和文明两个层面上对比分析了英汉两种诙谐的一同点和差异性;接着又谈论了诙谐翻译的难译性;其他,又通过对比两位翻译大师的汉译本,分析功用对等理论在本篇诙谐小说翻译中的运用,谈论两者分别所选用的翻译战略。毕竟,通过前面的分析与谈论,本文针对诙谐翻译难的问题提出了一些常用的翻译战略,以抵达诙谐风格传递进程中残缺的补偿作用。
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参考文献(略)
 

2018年英语毕业论文范文精选篇二

 
Chapter One Introduction
 
1.1 Research Background
As a brief introduction to the paper, this chapter consists of the following three parts: research backgroundof the study, research motivations and objectives of the study, and an overall structure of the paper. Phonetics is the linguistic science which describes and classifies the sounds of human language (Johnson& Johnson, 1999:235). By comparison with English reading and writing, English phonetic teaching andlearning in schools hasn’t got too much concern. New English Curriculum for 9 Years of Compulsory Education(2011) compounds the aims of English phonetic teaching in junior high schools: English phonetic teaching isone of the major contents of English teaching. The foundation for communication in English is the correct andfluent pronunciation and intonation. During the verbal communication, tones and intonations should be pointedout emphatically. In the initial stage of English teaching, phonetic teaching should be mainly carried outthrough imitation. With the purpose of helping students develop good habits of pronunciation, teachers ought toprovide plenty of opportunities for listening, imitating and practicing the English pronunciation. Through theabove description, it is clearly to be found that learning normative English pronunciation and intonation isnecessary for effective communication. As an implementation language for communicating with each other,English is very practical and flexible. Without any doubt, English phonetics is not an option of learning, but anessential part.
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1.2 Research Motivations and Objectives
During the process of English teaching, many teachers will always encounter this problem: Although thestudents have learned English for years, many of them still cannot use it fluently. They just remember thewords by rote, and repeat the letters over and over again, so they can write every word correctly but can’tpronounce any one of them, so the situation of “dumb English” has been formed. As for this problem, we canfind that students are not able to use English very well, mainly due to their minimal knowledge ofpronunciation and limited phonetic training. If teachers want to help students learn English in the right way,English pronunciation should be emphasized in daily English teaching. In recent years, many English teachershave been aware of the importance of phonetic teaching, but the boring phonetic symbols, a great number ofcomplex pronunciation rules and monotonous teaching method always make students feel confused. Therefore,a significant job for English teachers, especially the ones from Junior High schools, is how to effectively carryout the phonetic teaching, and thus help students master the English pronunciation better and faster.This experimental study aims to further examine the positive transfer of L1 by training the Chinese JuniorHigh students’pronunciation of English front vowels .
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Chapter Two Literature Review
 
2.1 Overview of Language Transfer Studies
With the work of some linguists from America, thediscussion of transfer was commenced in the 1940s and 1950s. “The origins of the term go back toBehaviorism and its view that the first / native language habits. Although it was later discredited, the notion oftransfer has been revived again and remains one of the most fundamental in L2 acquisition research” (Johnson,2001). After that period, many linguists from different schools of thought has been studied the languagetransfer for a long time, so in the mind of linguists, language transfer has been proved to be a painstaking job todefine it. (Odlin, 1989).The investigation of Language Transfer Theory has generally gone through three stages: At the first stageduring the 1950s and 1960s, language transfer played an essential role in the field of SLA, and it was closelylinked with the theory of behaviorism. Later, it turned into the theoretical foundation of contrastive analysis.During the years from the late 1960s to 1970s, this theory entered into the second stage. With the influence ofGeneral Grammar from Chomsky’s view, Language Transfer Theory and Contrastive Analysis Hypothesis wereopposed by plenty of linguists. At the third stage, from the late 1970s to the early 1980s, Language TransferTheory obtained the development and therefore got back its important position in the field of SLA, then it wasseen as one of the significant strategies in language learning. At the same time, Language Transfer Theory wasalso a complex course of psychology influenced by many different factors.
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2.2 Overview of Phonetic Teaching and Learning
In the language system, Acoustical Phonetics, Articulatory Phonetics and General Phonetics are usuallyincluded in the investigations of phonetics. In contrast with written language, it seems that spoken language ismore difficult. Therefore, the phonetic teaching becomes pretty important and indispensable for all our Chineselearners. With the improvement of the investigations, Pronunciation of L1/L2, English Phonology andPhonetics, Auditory Phonetics, Experimental Phonetics, Phonetics for L1/L2 Teaching, Phonology& Intonationof L1/L2, Acquisition of L1/L2 Phonology, Acquisition of L1/L2 Phonetics, Phonetics for L1/L2communication, Interface between Phonology & Phonetics, The Use of IT in Phonetic Teaching and otherrelevant researches have been investigated by scholars thus lead to the remarkable achievements. After having areview of the achievements related to the English phonetic studies in the past few years, we can find that thefollowing five aspects which are relevant to the English phonetics have been investigated: the acquisition ofphonetics, the further studies on phonetic theory, researches on the influence factors of speech learning ability,and the studies on English phonetic teaching method.In China, the phonetic teaching has really been explored since 2002. With regard to the theoryof phonetics,the relevant researches are still insufficient. He Shanfen (1987) raised that phonetic learning in China forstudents shouldn’t be studied out only by listening, some proper and effectual teaching methods must beexplored for our students. During the process of English phonetic learning, most errors have been analyzed bythe experts. As for learning the English pronunciation, there are various influence aspects excluding the dialector accent. In order to improve the English phonetic learning, some scholars stated that we should connect bothtraditional classrooms and cyber classrooms for the reason of the practicability and superiority of multimediateaching. Nowadays, how to promote and complete the theoretical structure of phonetics, and how to perfectthe institution of evaluation and examination have become the very important problems to be solved.
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CHAPTER THREE RESEARCH DESIGN.....23
3.1 Research Questions.....23
3.2 Research Participants........23
3.3 Materials.....24
3.4 Research Instruments and Procedures......24
3.4.1 Instruments........24
3.4.2 Procedures .........25
3.4.3 Take the Pronunciation of Phoneme for Example ....26
3.5 Data Collection......27
CHAPTER FOUR DATAANALYSISAND DISCUSSIO......29
4.1 Results and Discussion of the Recording Data....29
4.1.1 Problems on Pronunciation of Monophthongs......29
4.1.2 Problems on Pronunciation of Diphthongs......34
4.2 DataAnalysis and Discussion on the Experiment.....37
CHAPTER FIVE CONCLUDINGREMARKS ....43
5.1 Major Findings.......43
5.2 Pedagogical Implications........ 45
5.3 Limitation and Prospects......... 46
 
Chapter Four Data Analysis and Discussion
 
4.1 Results and Discussion of the Recording Data
During the process of English phonetic learning, the phonemes of vowels and consonants are the basiccontent for learners to face in the first place. The sounds of vowels are produced without any obstruction of thearticulators, however, the production of consonants are influenced by a series of obstruction from thearticulators. Therefore, the learner can directly feel the position and manner of the obstruction, and he will findit not hard to pronounce the consonants. That is to say, it is very difficult for learners to correctly feel the exactposition in pronouncing these vowels. For most Chinese EFL learners, maybe the course of acquiring thepronunciation of vowels is more difficult than the one of consonants. This is why the author chooses thephonetic teaching of vowels to complete this experiment.Before this teaching experiment, the author made a recording of the participants in order to investigate thecurrent situation of vowels’ pronunciation from junior high students. Through the analysis of comparison ofthese recording data, the author has found out some problems.
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Conclusion
 
This experimental study aimed to examine and analyze the junior high students’ pronunciation problemsof English vowels, and attempted to facilitate the phonetic teaching in Junior High schools. The author selected60 junior high students from No.18 Junior High School in Jiaozuo as the participants. In the light of thephonetic teaching experiment in September and the observation of three months, the major findings can begeneralized as follows:Firstly, during the process of English phonetic learning, the pronunciation of each vowel is very difficultfor students to grasp, because different vowels’production is generally determined by the position of the tongueand the relative opening of the mouth. Just as analyzed by this investigation, some pronunciation problems arevery common among the junior high students. They have always confused the short vowels with longvowels, and most of them take the one-sided view that long vowels are pronounced only longer than shortvowels on the part of duration, ignoring the quality of different sounds. That’s why the sentence “She wants tolive here.” is usually misunderstood as “She wants to leave here.” through their production. In addition tothis, almost all the students neglect a detail that the duration of the same vowel will alter in different phoneticcontexts, which means the duration of the vowel sound that is followed by a voiced consonant will be longerthan that of the same vowel sound that is followed by a voiceless consonant.
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Reference (omitted)
 

2018年英语毕业论文范文精选篇三

 
Chapter One Introduction
 
1.1 Background
Autonomous learning is “the ability to take charge of one's own learning" and to hold theresponsibility for all the decisions concerning all aspects of the learning, especially indetermining the objectives, defining the contents and progressions, selecting methods andtechniques to be used, monitoring the procedure of acquisition properly (speaking rhythm,time, place, etc.) and evaluating what has been acquired (Holecl981:3). With the developmentof the society and the reform of English education, autonomous learning has become a hottopic in the area of English learning in recent years and it is an essential ability for Englishlearners, especially for the junior middle school students. Because of their physical andmental development, they are at the key stage to develop autonomous learning ability, so it'svery urgent and important to strengthen the research about the present situation ofautonomous learning in junior middle school and how to improve junior middle schoolstudents' autonomous learning ability.With the further research of autonomous learning, people have realized that good learningstrategies play an important role in cultivating students' autonomous learning ability. Wendenpoints out that learning strategy is the key to promote autonomous learning whilemetacognitive strategy is the key to learning strategy (Wenden 1985). Because trainingstudents' metacognitive strategy is one of the main approaches of improving students'autonomous learning ability. However, the current domestic research mainly focuses on thetheories, the definitions, the cultural adaptability, the necessity and feasibility of autonomouslearning, and the investigation of present situation of autonomous learning ability, etc. Thereare only a few researches about metacognitive strategy training and its effects in autonomouslearning, and they mainly concern about the college students,the high school students and thesecondary vocational students. Actually, junior middle school students are at the key stage todevelop autonomous learning ability because of their physical and mental development.
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1.2 Purposes
This study aims to investigate the overall situation of autonomous learning for juniormiddle school students and it mainly concerns aspects of learning motivation, learningcontent, learning time, learning methods, learning process, learning outcomes, and learningenvironment, so as to sum up the main problems existed in autonomous learning for juniormiddle school students. Then,based on the problems, the author can put forward somerelevant metacognitive strategies so as to train junior middle school students' autonomouslearning ability. What's more, the results of the research can provide English teachers injunior middle school with a frame of reference when they are fostering students' autonomouslearning ability.
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Chapter Two Literature Review
 
2.1 Autonomous Learning
So far, there are different terminologies of autonomous learning, such as "self-regulatedlearning", “active learning", self-instruction", "self-planned learning", “learner autonomy”,“self-directed learning”,“self-access learning", "independent learning", "self-direction" andso on(quoted in Xu Jinfen and Zhan Xiaohai 2004:2). Then what is autonomous learning,there is no agreed definition. The scholars in the Eastern or Western give their own definitionsand names in accordance with their research.The concepts of “autonomous learning" originated in 1960s in the debate about thedevelopment of lifelong learning skill and the development of independent thinkers. One ofthe earliest and most frequently cited definitions of autonomous learning was given by Holecand he defined it as “the ability to take charge of one's own learning" and to hold theresponsibility for all the decisions concerning all aspects of the learning, especially indetermining the objectives, defining the contents and progressions, selecting methods andtechniques to be used, monitoring the procedure of acquisition properly speaking (rhythm,time, place, etc.) and evaluating what had been acquired (Holec 1981:3). From the definitiongiven by Holec we could find that he defined autonomous learning in terms of the capacity tomake decisions at successive stages and it covers the main areas of what the learners shoulddo during the learning process. His definition gives prominence to the use of metacognitivestrategies, which contains planning, selection, evaluation and so on.
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2.2  Metacognitive Strategies
There are a variety of different definitions of metacognitive strategies given by different With previous researchers' terminologies and descriptions of metacognitive strategiesfrom different dimensions, the definitions of metacognitive strategies are various.Nevertheless, they have some common parts and they all emphasize planning, monitoring,and evaluating of the learning, because they are the core parts of metacognitive strategies. Inthe author's opinion, metacognitive strategies refer to knowing about one's knowing. Itenables a cognitive goal to be reached and help learners reason out the rashness, blindness andirrationality in learning. Metacognitive strategies mainly contain three different aspects: planning strategies,monitoring strategies,and evaluating strategies. Planning strategies refer to the arrangementof the learning targets and learning process before learners start their learning activities;monitoring strategies indicate that according to their learning targets and plans,learnersmanage and monitor their learning process, learning methods and learning results consciouslyduring the process of autonomous learning; evaluating strategies refer to learners' evaluationand introspection of the learning process and learning results, and adjust their learningstrategies on the basis of practical learning situation.
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Chapter Three Research Methodology........   17
3.1 Research Questions........ 17
3.2 Research Subjects........ 18
3.3 Research Instruments........ 19
3.3.1 Questionnaire ........19
3.3.2 Test Papers ........20
3.4 Research Procedures........ 20
Chapter Four Analysis and Discussion........ 22
4.1 Data Analysis of the Questionnaire........22
4.2 Pre-testing Data Analysis........ 25
4.2.1 Overall Pre-testing Scores........ 25
4.2.2 Pre-testing Scores in Basic English........ 26
4.3 Metacognitive Strategies Training........ 27
4.4 Post-testing Data Analysis........ 35
4.4.1 Overall post-testing Scores........ 35
4.4.2 Post-testing Scores in Basic English........ 37
4.5 Summary of the Effects of Metacognitive ........ 38
Chapter Five Conclusion  ........39
5.1 Summary of the Study ........39
5.2 Limitation of the Present Study ........42
5.3 Recommendation for Further Research........ 42
 
Chapter Four Analysis and Discussion
 
This chapter mainly includes four parts: first, the author analyzed the collected data of thequestionnaire to get a general view of the present situation of middle school students'autonomous learning,and then summed up the main problems existed; secondly, the collecteddata of pre-testing scores was analyzed so as to compare with the post-testing scores; thirdly,aiming at the problems, the author put forward some relevant metacognitive strategies fortraining in the teaching experiment; finally, the collected data of post-training test wereanalyzed, and through practical metacognitive strategies training experiment, the authorwould like to check whether these training strategies effective or not and whether the students'overall grade point average and the average scores in basic knowledge, reading and writingare improved faster than that in original teaching way.
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Conclusion
 
As we all know that autonomous learning is the ability to take charge of one's ownlearning and to hold the responsibility for all the decisions concerning all aspects of thelearning, especially in setting learning targets, making learning plan, choosing learningmethods, managing learning time,monitoring learning process, and evaluating learningresults. But to cultivate and improve junior middle school students' autonomous abilities inthese aspects, the first and the most important thing is to improve students' subjectconsciousness because it is the essence of and precondition of autonomous learning. Withoutstrong subject consciousness, it is easy to strengthen students’ dependency on the teachers,because they have not clearly realized that learning is an important thing for themselves notfor the teachers. Only when they realize this point can they be more responsible and positivefor their own learning.
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Reference (omitted)

 
2018年英语毕业论文范文精选篇四

 
绪 论
 
一、研讨布景
2007 年,教育部正式发布《大学英语课程教育要求》,明晰了“大学英语的教育政策是培养学生的英语概括运用才华,特别是风闻才华,使他们在往后学习、作业和社会来往中能用英语有用地进行交际,一同增强其自主学习才华,前进概括文明本质,以习气我国社会翻开和世界交流的需求。”按照这一要求,全国各高等院校据此拟定自己各专业的人才培养方案和政策。而实践中遇到的问题是,有恰当一部分的大学生在结束大学期间的英语学习任务之后,并不能抵达培养政策所设定的作用,英语不只没有成为他在大学后日子、作业和社会来往中的有用东西,反而在大学期间就初步成为其学业中需求花费许多时间和精力去强占的“难关”,由于有学期考试,有四六级考试。许多学生为了考试和过级而学英语,并不是为了运用它。因此构成还有一种现象就是,考试和过级能考个好分数,可是却一贯都是“哑巴”英语,不会说,不会用,只会做题。这种现象的存在,问题出在哪里?这是值得教育者深思的一个问题。关于体育院校的学生来讲,文明课的基础正本就很差,再加上专业操练要花费许多的时间,因此,即使通过高考到了大学,正本英语就是其升学路上给自己拉分的科目,考上大学之后,英语仍是体育类大学生眼中的头号 “公敌”。上课时,听不懂,说不出,做题也不会,为了考试合格想尽全部方法,但毕竟仍是常常落个不及格的作用。跟着经济全球化的加剧,体育文明工业也日益世界化,大众化,对懂英语会体育的高本质专业人才的需求也铢积寸累。英语作为一种世界化的干流通用言语之一,是每一位大学生有必要把握的根柢技能。关于体育院校的大学生来说,学好英语这门言语,不只可以向世界公民活泼推行我国传统体育文明,还可以将世界的体育文明吸收进来,毕竟促进我国体育事业的翻开。
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二、研讨意义
跟着世界体育工业的繁荣翻开,我国与世界间的体育交流日益频繁,商场对体育人才的需求许多添加,特别是懂英语的高本质体育人才。在此状况下,对体育院校的大学英语教育提出了更高的要求。一方面是商场的巨大需求,另一方面又是学生本质广泛偏低,教育无法抵达预期政策,二者构成了巨大的敌对。大学英语教育有必要进行改造,才华处理这一敌对。因此,本研讨具有以下几个方面的重要意义:教育部在《大学英语课程教育要求》中提出的教育要求中说,“我国幅员辽阔,各区域、各高校之间状况差异较大,大学英语教育应遵从分类教导、对症下药的原则,以习气特性化教育的实践需求。”所谓对症下药,就是要在教育中根据不同学生的认知水平,学习才华以及自身本质,选择适宜每个学生特征的学习方法来有针对性的教育,取长补短,激起学生学习喜好,建立学生学习的决计,然后促进学生的全面翻开。体育院校的学生有他一同的特征,针对他们的大学英语教育有必要符合他们的规矩,才华做到对症下药,最大发挥他们的才华和水平,然后得到全面翻开。通过本研讨,我们的意图就是从体育院校学生的生源特性,文明基础特征,学习心思和习气,自身的优缺陷等各个方面临它们进行一个全面完全的认知,摸清楚规矩,然后拟定出针对体育院校学生的”对症下药”方案。
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第一章 大学英语教育在体育院校中的重要作用
 
一、 实施大学英语教育是改进体育院校传统教育观念的需求
体育院校是我国高等教育中重要的组成部分,前期的体育类院校以开设学校体育专业为主,首要是为我国的体育事业翻开培养各层师资人才。跟着社会主义现代化缔造的翻开,体育事业也蒸蒸日上,国内外比赛也越来越多,为了满足公民群众日益添加的文明体育需求,以及传承我国传统民族体育的需求,体育院校相继开设运动操练、传统武术、社会体育等专业。一贯以来,由于体育院校的体育专业性,许多时分学生们更垂青的是体育作用和比赛作用,对文明课历来不注重,对英语课更是嗤之以鼻。跟着世界体育潮流的翻开和我国对体育教育的注重和广泛,人们对待体育教育的传统观念也在改动。体育教育的功用不只是限制于身体教育和健身文娱等方面,它更是一种体育文明和人的概括本质的集结。作为教育者,应该从技能教授和本质操练的角度启航,结合当当代界最新的文明知识、天然科学等内容,使学生的知识获得更深化,更广博的扩展,为未来的翻开打好基础。不只需操练身体,还要翻开思想和培养智力;不只需学会知识,更要学会学习学会考虑。大学英语作为大学期间开设的必修基础课程,是要求每一位大学生都有必要学好和娴熟把握的。也就是说,现在的大学体育教育,是包括体育自身以及与体育相关的全部文明知识和学习东西的全部教育资源的集结。
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二、 大学英语教育是对体育院校学生进行本质教育的需求
跟着我国教育事业的翻开,教育也要结束现代化。其时社会对人才的需求不只是限制于从前的单学科人才,而是各方面都要具有的具有概括本质的现代化人才。这就要求我们在教育教育中实在的对学生进行全面的本质教育。人们常说的本质教育其实是指一种以前进受教育者各个方面本质为政策的教育方法,它更注重人的思想品德本质、特性翻开、才华培养、身体健康和心思健康等各个方面的教育。这种叫法其实是相对我们一贯以来进行的的应试教育而言的。衡量体育人才是否具有高本质,除了过硬的身体本质、专业技能之外、言语表达才华之外,外语才华的凹凸早现已成为衡量的重要标准之一。我们知道,言语学是全部学科的基础,所以说,学好英语不只是是为大学英语这门学科打好基础,更重要的是,它也是获得与自己专业学科更多知识的基础的基础。一个人知晓的言语越多,他获取相关专业信息的途径就越广,特别英语作为世界第一位的通用言语,许多最前沿最先进的学术作用都是用英语宣告和出版的。本质教育的意图,就是要让学生自己学会用英语去获取世界最抢先和最先进的知识来配备自己。
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第三章 体育院校英语教育的现状查询及数据计算 ...... 13
一、 查询规划 ........ 13
二、 查询数据与作用 ........ 13
第四章 体育院校英语教育的问题及分析 .... 23
一、 教师教育方面 ...... 23
二、 学生学习方面 ...... 26
三、 其他方面 ........ 28
第五章 体育院校大学英语教育改造翻开建议 ........ 31
一、教师和教育方面 ...... 31
2二、学生教育方面 ........ 32
三、教育处理方面 ........ 33
四、立异式建议 ...... 34
 
第五章 体育院校大学英语教育改造翻开建议
 
一、 教师和教育方面:
教师是一个崇高的作业,不只是知识的传播者,更是祖国未来人才的培养者,教师的本质直接影响了学科的翻开,人才的质量。教育事业的翻开,教育方法方法的日新月异,对高校英语教师也提出了更高的要求。作为大学英语教师,应该不断学习,自我更新教育教育知识,前进自我教育技能,改动教育观念,逐渐改动“以教师为中心”的固有思想。作为体育院校的大学英语教师,除了具有娴熟的英语基础知识和英言语语技巧,还应该有稠密的体育专业知识和本质,甚至有安排处理学生进行体育讲堂教育的才华,这样才华担任新时期体育和英语学科融合翻开的各项教育作业。要抵达这种教育作用,要求教师们在结束日常的教育和科研任务的一同,运用全部可能的时间去学习,去前进自己。一同教师地址单位的处理者也应该运用全部条件尽全部可能为教师创造学习进修的机遇,前进本单位教师的整体本质和水平。
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结论
 
其时各高校都在活泼地翻开大学英语课程的教育改造,体育院校作为高校群中不可缺少的一支特征力气,相对与一般院校在大学英语改造的路程上有更多的问题需求处理,一同,由于体育专业学科的特征和它特有的魅力,我们在大学英语教育改造中也有比一般院校更多的机遇和翻开空间。通过对体育院校教师和学生的查询和座谈,我们罗列了其时体育院校大学英语改造中需求面临的一些问题并提出了相对应的建议,并且,通过了解针对新形势下英语教育的翻开和需求总结并提出了两条立异式建议。期望全部的体育英语院校都可以捉住其时教育翻开的大好机遇,全面前进大学英语的教育质量,前进体育院校结业生的整体本质,为祖国培养更多全面高本质的现代化体育人才。
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参考文献(略)

 
2018年英语毕业论文范文精选篇五

 
第一书序文
 
一、 研讨的布景
英语教育方法的调整或改造是英语教育改造的要害,也是结束新课程拟定的教育政策的至关重要的途径。我们要改动在英语教育中,过于偏重接受学习、让学生被动地接受知识,我们要让学生成为英语学习的主体,培养学生收集信息,处理问题的才华,以及与别人交流与协作的才华。当今英语教育特别偏重学生学习英语,应从学生现有的认知水平,地址的日子环境,所具有的日子阅历启航,建议体会、实践、协作与交流的任务型教育途径,翻开学生运用英语进行交流的才华。传统的一言堂的英语教育方法现已无法习气新形势的翻开。我们英语教师有必要改动原有的教育思想,极力学习和创造适宜学生的教育方法,营建出轻松愉快的教育空气,引导学日子跃主动地参与学习,让学生学会用英语考虑问题,用英语论说自己的观念。跟着英语教育改造的不断深化,新颖的、行之有用的英语教育方法逐渐构成。盘绕着结束英语教育政策要求。我们要让学生逐渐成为学习的主体,营建敞开式的英语教育的空气,让学生全身心肠参与英语学习中来,改动传统的教师占主体方位的英语教育方法,那种填鸭式的教育方法,要逐渐地被丢掉。
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二、 研讨的实际意义
英语教育改造建议让学生从做中学,学中做,学了用的教育方法,翻开学生运用言语进行交流旳才华,在教育政策上要求“培养尊重其它文明的知道与心境,帮忙学生构成对自己文明的认同感与自豪感;使学生有才华从不同的文明视角来审视和了解相同的工作和阅历,前进对文明差异性的欣赏才华” ?传统的教育方法难以结束这一英语教育政策。为了结束这一政策,英语教师应该改动陈腐的教育思想,逐渐选用切实可行,受学生欢迎的新式的教育方法,那就是我所建议的英语活动教育方法。营建出协作学习的空气,引导学生用所学英语知识处理实践问题,反过来,在运用英语的进程中更加娴熟地把握英语。培养学生的协作学习,让学生在交流之中,相互帮忙、一同前进。引导学生尽量用英语来考虑问题,使之成为一种技能,被学生牢牢把握,一生获益。英语活动教育方法习惯了这一要求,表现了以学生为本的教育理念。所以,它的意义是巨大的。它的意义表现在以下几个方面:1.点着了学生学习英语的热心。英语活动教育能激起学生学习的内涵动机,学生的热心被逐渐点着,有了想学习的希望。趁着这个时分,教师捉住机遇,培养学日子跃考虑、勇于动口的好习气。有了这个习气,所学的英语天然会朗朗上口,学生就会觉得学英语挺有意思的,挺有成就感的。稠密的喜好自可是然就发作了。有了稠密的喜好,才会主动去学习,学习就会被学生视作一件快乐的事,而不是一种背负,学生就会有一种愉悦的学习心境,才会发作创造性的思想。2.培养学生用英语表达自己的观念,用英语进行交际的才华。言语是人们进行思想交流传递信息的东西,它与思想是时时间刻联络在一同的。在传统的英语教育方法下,培养出来的学生用英语进行交流的才华较差。学生要开口说英语,与别人交流之前,一般是先从母语翻译到英语,然后再小心翼翼地说出来,这样说出来的英语往往不地道,我国味十足。英语活动教育的首要特征之一是操练学生的文言为中心,让学生大胆开口说,把一些语法错误通过多说多练的方法加以改正,正确的用法在运用中紧记。
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第二节活动教育的本质和特征
 
一、 活动教育的内涵
为一种教育战略,活动教育偏重以多样化的活动方法,引导学生通过体会、扮演、操作等方法翻开学习进程。从培养学生的学习英语的喜好为启航点,选用一系列接近学生实践日子的活动任务,建议学生主动学习、小组成员之间互相交流的学习方法。全部学日子跃参与到活动中来,逐渐前进英语水平,然后极大地前进自傲心。活动教育的中心本质是活动。活动既是一种学习进程,也是一种教育战略。一般来说,我们可以把活动分为三种类型。第一,认知性活动,是指人类知道世界的实践活动,是人类主动地根究客观世界内涵规矩的进程。毛主席所说的“科学实验”便归于认知性活动。当然,人类的认知性实践不都是以“科学实验”的方法翻开的,科学实验作为一种实践样式,远比广泛性的认知性实践慎重而标准。通过认知性活动,客观事物内涵的本质的联络在人脑中的能动反映,就是人类认知性实践的作用,即知识。无论是个其别人的生长仍是人类的翻开,认知性实践总是与人类的生计和翻开相伴随的一种广泛的实践样式,是人类其它各种实践样式的根柢基础。第二,东西性活动,是指人类制造和运用东西改造世界的活动。制造东西并改造世界,是人差异于动物的根柢特征之一。制造和创造各种劳作东西并作用于客观业务,创造各种直接的物质产品或物化的精力作用,是人类直接的物质生产实践活动的根柢进程。第三,来往性活动,是指根据人与人之间的社会联络的社会活动,也可以称为联络性实践。严峻意义上说,来往是人与人之间的社会联络,社会则是在人与人之间的来往构成的。
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二、 活动教育的原因
之所以选用活动式教育,是由于活动教育可以很好地培养了学生进行探宄学习的才华,学生们对某个问题在实践中进行根究研宄,有着自己共同的见地,得出毕竟的结论,不被别人牵着鼻子走。学生们在活动进程中,翻开了思想才华,交流和协作的才华也进一步前进,言语才华更是翻开敏捷。言语的发作与翻开、文明传统的构成与变迁,有着深重的社会布景和翻开进程。一个民族的言语,不只是一种社会存在,更是一种文明存在,正由于如此,人也便成为一种“文明的存在”③活动教育有利于创设更接近日子实践的言语环境,可以供应许多进行言语操练的机遇,学生们通过自己的全身心的体会、充分的感知、面临面的实践与交流,逐渐地构成了语感。活动教育可以使学生更好地在教师的教导之下,自主地结束活动政策,感受成功的快乐。五颜六色的活动教育,使学生简略接触到接近时代的信息资源,学生的参与知道铢积寸累,交流方法也日趋多样化。活动教育以学生为主体,以活动作为主线,学生们把所学知识活学活用,加深了对所学知识的了解和回想。活动教育有利于调到学生学习英语的活泼性,培养学习喜好。活动教育进一步前进了学生的立异知道、协作精力,学生的概括运用英语的才华大大前进了。
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第三节初中英语中活动教育的实施战略.......... 8
一、活动教育的根柢进程........ 8
(一)活动准备........ 8
(二) 活动实施........ 9
(三)活动点评........ 10
二、初中英语中活动教育的操作方法........ 10
(一)英语活动教育的“安闲”........  10
(二)英语活动教育中的“鼓动点评”........合 11
(三)英语活动教育中现代化教育方法的运用........ 12
三、初中英语活动教育的根柢方法........ 12
第四节英语活动教育应留心的问题........ 23
一、活动要具诙谐味性和可操作性 ........24
(一)活动趣味性........ 24
(二)活动的可操作性........ 25
二、面向整体学生,合理运用点评方法........ 25
(一)面向整体学生规划活动........ 25
(二)活动作用要及时反应和点评........ 25
第五节结束语 ........27
 
第四节英语活动教育应留心的问题
 
两年来,笔者通过翻开初中英语活动教育的改造检验,对学生的英语学习发挥了活泼作用,首要表现在以下几个方面.?第一,学生们成了学习英语的主体,大大地前进了学习英语的喜好。翻开了英语活动教育后,为了能更好地展现自己的面貌,更加超卓地结束任务,不少学生学英语变得主动了,常常在课余时间用英语扳话,自觉地结束教师安顿的任务。学生们为了能更准确地表达自己的观念,他们常常查查英语字典、上网查阋有关信息、或向教师请教疑难问题。学生们的学习热心髙涨,学习英语不再是他们的背负,而是一种快乐。第二,培养了学生超卓的言语习气,前进了学生的言语交际才华。翻开活动教育后,学生们有许多口头表达的机遇,活动教育首要是学生之间进行互动,交流空气相对宽松安闲,大多数学生都能各持己见,有较强的表现希望。一些性情较内向的学生在别人的带动之下,也会开口用英语交流了。这些学生只需迈出了第一步,就是成功地挑战了自我。活动教育的翻开使每个学生都得到了开口交流的机遇,逐渐地尝到了甜头,变得越来越自傲,学生们养成了大胆开口说英语的超卓习气,听的才华也在与同学的交流中得到了前进,而风闻才华的前进又促进了读、写才华的翻开,毕竟与哑巴英语说再见。
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结论
 
“教育有法,教无定法,贵在得法”。包天仁教授曾指出:“喜好只是方法而不是意图。”翻开英语活动教育的意图是明晰的,就是使学生学到英语知识,并用所学的知识进行娴熟地交流,前进他们的言语技能。在英语的空气中,用英语的思想方法来考虑问题,处理问题。假设翻开的活动只注重趣味性、缺少针对性、实效性。那么,充其量只是一次火热的活动,并不是一个实在意义的好的活动。所以我们要时时间刻紧记翻开活动教育的意图,并且盘绕着这个意图翻开活动。从事基础英语教育近十七年来,我不断的在英语教育领域耕耘着,根究着并奋斗着,自身总结出了一套行之有用的教育方法和阅历。教师自身有必要是一位善学善思之人,要珍惜这一教育途径使“自己成为这一领域的行家里手”。记住20世纪80时代,英语教育仍是停留在“哑巴似”的教育方法,尚处于根究阶段,教师的了解,浅薄地认为只是改造敞开带来的“泊来品”,教师在上面讲,学生在下面听。90时代,跟着改造敞开和商场经济体制的建立,我国已是一个全球性的大国,我们有必要要让我们的学生通过学习英语了解世界,培养世界知道;通过与外界的交流,实在走向世界。活动教育摒弃了哑巴英语,使学生实在学会说,学会交流,然后为我们的英语教育带来了愤慨,带来了活力。怎样有用地翻开英语活动教育,使学生成为学习英语的主体,培养学生学习英语的喜好,翻开学生各方面的才华。一贯是我们研宄和根究的问题。要想做到活动进程既火热,又有条不紊,除了要有适宜的活动方法外,还需求教师们的教育技巧、人格魅力。往后,我们还需不断根究,不断极力,找到更完善的方法,进一步提髙自身的教育水平。
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参考文献(略)
 

2018年英语毕业论文范文精选篇六

 
第一章 序文
 
1.1 研讨布景及意义
信息技能日新月异,互联网技能不断广泛,计算机网络现已成为了当代信息化、主动化重要领域之一。运用互联网结束教育信息的松散化效力,将优质教育资源进行同享,为宽广用户供应远程的学习环境,天然成了各级教育专家和软件开发公司关键研讨谈论的领域。许多中小学也在逐渐对基础教育设备进行完善,现在在全国各地去的中小学校都可以广泛地看到多媒体教育方法,不只如此,在部分示范性中小学以及经济兴隆的区域,根柢上结束了计算机、声控设备等设备的 100%掩盖[1]。从本质上看,多媒体技能的出现,很好地对动静、图像、计算机网络技能等进行了融合,使得教育作业更加简略翻开,令人感觉到活灵活现的全新体会。跟着国家教育信息化缔造的推进,数字化学校网络以及多媒体技能的相关运用也得到敏捷翻开。在 2004 年教育部颁布的《初中英语新课程标准》中就偏重[2]“英语课程教育教育偏重学生实践运用才华的把握,注重从英语实践运用环境的创建来培养学生学习英语的喜好和热情。在教育进程中,需求活泼引入现代信息技能,根据初中英语教育政策以及地址学校信息化缔造的实践环境和条件,盘绕初中英语学科知识及教育资源进行整合,通过网络技能这种新式载体,构建多媒体英语教育环境,结束“任务驱动、自主根究、协作交流”等学习战略及政策[3];通过多媒体网络技能教育,可以将初中英语教育脱节曩昔传统的“填鸭式”教育方法,可以更好的将日子实践场景运用多媒体教育方法进行仿照,让学生成为英语讲堂的主角,以构成活泼的学习心境,使学生可以以多种途径、多种方法接触到英语,结束一种更为活络、安闲的信息化教育方法。初中英语信息化教育实践标明,CAI 教育系统的运用,能从根柢上改动教与学的方法。因此,外语教育 CAI系统的开发现已成为外语教育中的一个重要环节[4]。
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1.2 英语辅佐教育系统研讨现状
网络环境下教育辅佐系统的研讨是教育信息化技能及系统开发中重要的一个分支,现在相关的研讨文献以及作用较多,但绝大部分研讨内容都会合在在线学习方法以及网络教育环境下教育景象战略的分析,其研讨的政策首要会合为高等教育和成人自考等,对中学英语教育辅佐系统研讨的内容则较少。根据现有文献状况来看,初中英语辅佐教育系统限于教育投入、师生计算机水平较低一级要素束缚,没有出现功用全面、概括性强的网络教育辅佐系统。商场上运用较多的教育辅佐系统根柢根据多媒体教育软件开发,其内容多针对教育环节中的某一部分内容,如英语对话景象教育辅佐、学生作文操练、英语单词辅佐回想及查验等模块内容。从网络教育辅佐系统的翻开趋势上看[7],在教育战略方法规划上更加剧视师生交流互动,偏重以学生为本的理念外,在系统结束技能上,更加剧视教育系统的概括性,无论是教育资源收集仍是教育内容、教育方法上都尽量引入先进的计算机网络技能,所开宣告的教育辅佐系统更多表现出多媒体化、网络化、主动化、社会化等趋势。特别是在初中外语教育课程改造方面,更需求偏重运用技能的优势来仿照英言语语运用的实践环境,融风闻、读写等教育环节为一体,让学生充分感受到英言语语实践运用环境。
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第二章 系统开发相关技能及系统结构
 
2.1 C/S 与 B/S 方法
传统的 C/S 结构现已很难习气现在越来越大的处理信息系统规划和凌乱度,特别是在多用户,松散的数据库网络组成的环境下,为了进一步前进网络英语教育辅佐处理系统的活络运用,本系统选用现在盛行的 B/S 浏览器与效力器结构,满足用户需求。C/S(即客户机/效力器方法)类型软件分为效力器和客户机两层,它也是输入、输出设备[17]。效力器一般选用高性能的 PC、作业站或小型机,一同,客户机也具有必定的数据处理和存储才华,许多作业可以在客户端处理后再提交给效力器,通过把运用软件的数据与逻辑处理在效力器和客户机的合理分配,才华结束网络传输进程中效力器运算量和网络流量的平衡,发挥系统最大处理功率。这种开发方法开发的软件多限于局域网运用,也需求设备专门的技能结束远程访问。由于不同的效力器联接个数不同和数据通信量的束缚也不同,C/S 结构的软件的习气在用户数目有限。此外,当软件需求晋级或完善时,其维护本钱也是很高的。国内现在的大部分公司内部、ERP(财务)软件产品即归于此类结构[18]。为了打败对 C/S 结构的缺少,B/S(浏览器/效力器方法)是跟着 Internet 技能的兴起而诞生了。B/S 结构,软件运用的用户表现完全在 Web 效力器结束,业务逻辑完全在运用效力器端结束,客户端只需求浏览器即可进行业务处理,归于一种全新的软件系统结构技能[19]。这种结构现已更成为当今运用软件的首选系统结构,现在大多公司选用这种结构。
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2.2 MVC 规划方法
Struts 在 MVC 方法中对 Model 的结束首要可以从系统的内部状况以及引起状况改动的动作进行了解。Struts 结构并没有为规划和创建模型组件供应现成的结构,其内部状况可以根据运用系统功用业务的不同凌乱程度分别选择由一组JavaBean 标明或许 EJB(Enterprise JavaBean)和 JDO(Java Data Object)来标明。在Struts 结构模型层的结束中,有两类重要政策,分别是 Action 和 ActionForm,全部的 Action 政策从 Struts 的 Action 类派生,Struts 运用的 Action 类可以运用这个业务署理接口,而不必直接和耐久化结构交互。通过定义特征描绘客户端窗体数据来封装具体的处理逻辑,通过 ActionForm 组件政策来调用业务逻辑模块来处理用户的恳求,并将回来的操作数据或作用提交到视图层,然后结束视图层与模型层之间的数据交互。除了内建行为,还有一个用来定义你自己的符号的标准设备,它被安排成“自定义符号库”。Java 开发者很简略在 JSP 傍边直接嵌入由 Java 言语编写的小程序来结束条件业务逻辑和循环。为了减小 JSP 言语编写规划,加快开发功率,MVC 方法中通过将凌乱的处理逻辑分别到 Model 和Controller 组件中去[24]。在 Struts 结构中,一些自定义符号可以很好的与模型层进行交互来结束和 Model 部分中的 ActionForm 的映像,结束对用户数据的封装以及创建 JSP 窗体等。
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第三章 系统分析与建模.... 13
3.1 可行性分析....... 13
3.2 系统业务流程分析....... 14
3.3 系统功用需求分析....... 15
3.4 教育系统建模......... 18
3.5 非功用性需求......... 24
3.6 本章小结..... 26
第四章 系统规划.... 27
4.1 系统规划原则......... 27
4.2 系统系统结构规划....... 28
4.3 系统功用模块区别....... 29
4.4 网络拓扑结构规划....... 30
4.5 数据库规划....... 32
4.5.1 概念结构规划 .... 32
4.5.2 根柢数据表规划 ...... 33
4.5.3 数据库联接装备 ...... 36
4.6 本章小结..... 36
第五章 系统功用模块结束...... 37
5.1 系统开发环境建立....... 37
5.2 系统整体功用流程图......... 38
5.3 首要功用模块结束....... 40
5.4 本章小结..... 50
 
第六章 系统检验与验证
 
6.1 系统检验流程及环境
本文在初中英语网络教育辅佐系统规划结束后,在开发进程中选用并行的软件检验方法对其进行了系统性的检验,检验首要分为 3 个阶段,首要是在开发阶段进行的开发人员检验,第二个阶段是单元检验,检验人员按照用例对系统进行单元检验,这些都结束后,毕竟的一个阶段就是进行整体检验和联机检验。其具体进程描绘如下[41]:
1 在进行需求分析阶段根据获取的系统用例模型以及功用结构图,建立根据用例模型的系统检验方案,用于对结束后的系统单元模块进行检验(包括系统单元检验数据);2. 根据系统各模块的特征项,结合需求编写系统检验预检验项;
3.在开发人员结束具体规划说明书时,软件检验项目组人员对其进行阶段鉴定,并从头评价后续软件开发进度,一同根据根据用例模型的检验方案,拟定具体的单元模块检验,并根据第一阶段获取的检验数据编写具体规划检验用例并分析检验作用;
4 通过软件编码,对规划的盯梢得以实施。检验人员根据各功用模块的结束代码,由模块结束人员根据程序实行的途径以及具体的逻辑实施白盒检验,并生成BUG 陈说,根据陈说进行模块代码的优化及完善;
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结论
 
本文系统规划建立在 SSH(Struct+Spring+Hibernate)结构的基础上,初中英语教育辅佐系统根据现在盛行的浏览器/效力器结构,选用模型、视图与控制层即可以简化运用程序开发和维护的规划方法,和三层客户/效力器方法在逻辑大将运用功用分为三层:客户闪现层、业务逻辑层、数据层,并运用软件工程的原理和方法,结合自身初中英语敞开式教育实践特征进行系统分析、规划、结束及检验。本文首要做了以下作业:
(1)本文专注于自身学校的特征,分析了本校初中英语讲堂教育规矩及特征特征,对网络教育系统信息化缔造进行了功用性及性能需求,并分析了系统技能路途的要求,提出了初中英语教育辅佐系统的规划思路;
(2)规划了系统整体规划架构、系统的概要规划及后台数据库规划,关键结合本校敞开式英语教育方法及其特征,规划了初中英语在线讲堂及学习模块;
(3)根据以上规划,对各个模块功用的结束加以描绘,具体概括了初中英语虚拟讲堂教育的全部结束进程,一同,对系统进行了相应的检验、增强了系统活络性与可维护性;
(4)运用 Struct+Spring+Hibernate 开源结构和现在盛行的 B/S 结构,最大极力的前进系统模块“高内聚,低耦合,易扩展”。
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参考文献(略)

 
2018年英语毕业论文范文精选篇七

 
Chapter 1 Introduction
 
1.1 Background of the Present Study
Eco-linguistics is also called ecology of language, which dating from the term “ecology”.Haugen made his statement; the term ‘language ecology’ has increasingly come about in thelanguage learning field, also in the literature, in a range of framework. This literature onlanguage ecology includes the discussion related to cognitive development and humaninteraction, the development and survival of languages, the promotion of linguistic diversity,language planning and language acquisition, the ecology of classroom interaction anddiscourse. Since coming to new century, with the development of industrial reform and therapidly development of economy, the environment problems become more and more seriously,consequently people realize the effect on the environment, and people realize the importanceof language plays in the whole environment. After entering the 21st century, the practice offoreign language teaching offered an objective condition for the generation of ecologicallinguistics. More and more foreign language teaching researchers and workers have realizedthe shortage of today’s language teaching methods: there was no doubt that most of teachingmethods played very important role in language classroom, but these kinds of foreignlanguage teaching method analyzed classroom teaching in a static point of view or made alinear analysis. It is unable to satisfy the needs of real communication and the purpose oflanguage teaching goal. Ecological language teaching emphasizes the role of mobility playedin foreign language classroom teaching, which was recognized by more and more languageresearchers.
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1.2 Significance of the Present Study
Ecological language teaching realize weaken students of the traditional languageteaching methods, its pay more attention to the interaction among different learning factors, and put all the factors in a whole teaching process, at the same time, Eco-linguistics point outthat language classroom teaching was dynamic and it’s vital to survey foreign languageclassroom teaching in a sustainable way, the classroom teaching was a process for bothteachers and students to explore how to improve the Students’ level of foreign language andtheir abilities. As a practical discipline that studies the interactive relationship betweenlanguage and the environment, Eco-linguistics induced and enhanced the development ofecological language teaching. Starting from the basic principles of Eco-linguistics, ecologicallanguage teaching focuses on the holistic, dynamic, interactive, and situated features oflanguage. It also reveals such characteristics as the interaction between language learners andthe environment, the interaction between all related factors in language teaching and learning,and aiming at language learner’s initiatives and sustainable development as well. In theprocess, not only the students should grow up, but teachers can develop themselves in verybroad terms. 
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Chapter 2 Literature Review
 
2.1 Theoretical Basis of Eco-linguistics
Ecological linguistics (Eco-linguistics), also called language ecology (Ecology ofLanguage), which is the combination of ecological Science and linguistics, Eco-linguisticsappeared in the 1990s as a new paradigm of linguistic research which considered not only thesocial context where language is embedded, but also the ecological context in which allenvironments are included. Michael Halliday’s 1990 paper new ways of Meaning: thechallenge to applied linguistics is often regarded as a seminal work which provided thestimulus for linguists to consider the ecological context and consequences of language.Among other things, the challenge that Halliday put forward was to make linguistics relevantto the issues and concerns of the 21st century, particularly the widespread destruction ofecosystems. The main example Halliday gave was that of 'economic growth', where hedescribed how the orientation of the English language with regard to unmarked terms such aslarge, grow, tall, and good gives growth a positive aspect, despite the negative ecologicalconsequences. Since Halliday's initial comments, the field of Eco-linguistics has developedconsiderably, primarily in the direction of analyzing the ecological impact of specificdiscourses rather than languages in general.
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2.2 Basic notion of Eco-linguistic
 
2.2.1 Origin of This Theory
Eco-linguistic is also named ecology of language, it is the new study field in languageareas, EL was dated from the word” ecology” ,it was the combination of ecology andlanguage, and it was studied from the aspect of the relationship among language, ecology andenvironment. The theory stress status the study, which puts language into ecosystem, andlearning language in the process of learning environment. The creation of EL is the needs ofbuilding the harmonious relationship between human being and the environment, it embodythe self-development of language. Because of the influences of Eco-linguistic, the ecologicallanguage teaching model appearsJust as the linguists point out, language is a phenomenon. Ecology here is a metaphor,and it means the relationship between language and different ethic and geographyenvironment, all these factors put together and influences each other. As Haughen (1972)pointed out: EL is a subject which study the interaction between language and languageenvironments. Language like other animals and plants, they all have their own life, and so it isthe language, language has its own life, as language researcher, it is necessary to analyze thelanguage from the view of ecology; language is not only a phenomena, it is also the humanbeing’s activity, which the individuals and terms take part in it and play roles in it, whenusing the language’s communicative functions, the outside and inside environment getinvolve in it. The application and study of EL aims at studying the language features- holistic,dynamic, and interactive and situated and so on. (WangYanping 2010: 134-137) the featuresof language call for the application of ecological language.
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Chapter 3 Reconstructions of Ecological Classroom Teaching.......19
3.1 The Ideal of Ecological Clastudentsroom Teaching....19
3.2 A Teaching Sample…………22
Chapter 4 Research Design …......28
4.1 Research Questions ......... 28
4.2 Subjects of the Study ..... 28
4.3. Methods for the Study ......... 29
4.4 Data Collection and Analysis of the Study.........29
4.4.1 Pre-test....30
4.4.2 A Questionnaire before the Experiment and Its Analysis.....31
4.4.3 Mid-test and Post-test.....34
4.4.4 Analysis of the Three Tests........34.
4.4.5 Interviews about Ecological Linguistics Teaching Mode.....36
4.5 Findings and Discussions of the Study.........37
4.5.1Research Findings......37
4.5.2 Discussions of the Study.......37
Chapter 5 Conclusion......39
5.1 Major Findings .... 39
5.2 Limitations ..... 39
5.3 Recommendations for the Future Teaching.....39
 
Chapter 4 Research Design
 
4.1 Research Questions
The study was carried out in Tin Ka Ping Experimental Middle School, which is a seniormiddle school in the city of Chi Feng,Inn Mongolia Province.Jin Shan is an underdevelopedmountainous city in the north of Inn Mongolia Province and the school is about 38 kilometersaway from the downtown.There are 72 teaching classes and about 5000 students and 400professional teachers here.The subjects for the study were the students in Class 20 and 21,Grade One.Before they came to this school,they had learned English for three years in thejunior middle schools.This is a vary famous school in this area,the students scores in each exam are importantpart of assessing the teacher’s teaching and work,thus duo to be fair to the teachers’teaching,the new students are divided into different classes and then enrolled in differentclasses with computer according to their scores in the entrance examination as a consequence,all classes are nearly at the same level of learning achievements.Therefore,the two classesthat I choose from were very similar in many aspects. They are the same level of Englishability on average,with the same learning material and the same class hours of English,andthe same teacher. Besides,they had never been cultivated by the Eco-linguistic Teachingmethod before. Thus they were suitable for the experiment Three years of English learningshowed their average levels of achievements.
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Conclusion
 
Learning never takes place in a vacuum; the impact of the environment on learning alanguage plays an active role, both at the macro level of the culture in which the learningtakes place or the educational system, and at the narrower level of the school or classroomethos. What is of particular significance to us is that ecological or systems approachemphasize the importance of taking into account the total environment of the learner if we areto explain adequately how and why people learn. They also stress the dynamic, interactivenature of all the language learners. The learning process must be viewed holistically with asmuch emphasis being placed on relationships and interactions as on the participants and thecontent of what is learned. The whole learning process, therefore, becomes more than merelythe sum of its parts. Though this topic of my study is not new for research since many peoplehave studied more or less , there are also two things that can be took into considerationemphasized. Firstly, the study of classroom ecology is really cater to the new teaching content,because there is a very vital element of language teaching reform in English education in bothjunior and senior high schools. According to the new standard, the teaching methods can havean effect on teaching and learning process, thus, an ecological environment and assessmentused in English classroom is necessary. Secondly, after the present study, it can be concludedthat the research of ecological classroom can be conducted well though it is related to manyfactors including linguistic factor, including the learning style, learning method and learningenvironment.
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Reference (omitted)

 
2018年英语毕业论文范文精选篇八

 
1 Introduction
 
1.1 Background of the Research
Since open door policy was adopted, China has experienced big changes, politicalstability, economic prosperity and cultural prosperity, especially the success of the 2008Olympic Games and the 2010 World Expo, significantly improving China's internationalstatus. Therefore, more and more foreigners want to set foot on the land of China. China'stourism industry ushered in the development of unprecedented opportunities and challenges.According to the National Tourism Bureau statistics, in 2009 the number of inbound tourismto foreigners was 21,937,500 , while the number in 2010 is 26,126,900 people, an increase of4189400 in only one year and the growth rate of about 19.09%. So, the demand for employeesin the tourism industry is increasing, and at the same time, the higher requirement on thequality of practitioners is also put forward. Those who have professional skills and Englishtalent are welcome by more and more enterprises. Higher occupation school students as themain staff on tourism line,in order to meet the needs of the future development of tourismindustry,their English level also needs to be improved.At the same time, the higher occupation education in China has ushered in a hithertounknown development opportunity. In 2002, at the National Conference on the occupationeducation, all regions, departments are called on to earnestly implement the "Decision of theState Council on promoting the occupation education reform and development" (of the[2002]16) to strengthen the occupation education leadership and support. Since then, underthe guidance of the employment, the reform and development of occupation educationgradually becomes the focus of the society, further expanding the scale and the ability to servethe society has also increased.
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1.2 Significance of the Research
 
1.2.1 Theoretical Significance
At present, the research on Tourism English course in higher occupation schools is still inthe exploratory stage, so we lack reference and enlightenment of the related research theory.This paper conducts the investigation and study of tourism English course in higheroccupation schools, using ESP teaching theory and the demand analysis theory to analysis onthe problems of tourism English Teaching in higher occupation schools, and puting forwardthe countermeasures, which, to a certain extent, fills the theory blank of the research oftourism English Teaching in Higher occupation schools in china. Therefore, this paper has acertain theoretical significance. In recent years, with the development of the tourism industry, the level of Englishpractitioners are increasingly highly required. Although the graduates in Tourism Specialty inhigher occupation school can basically achieve the requirements of the jobs in the hotel,restaurant, airport, travel agencies and other places with their understanding of theprofessional skills, and the employment rate is also high, because of limited Englishproficiency, candidates for the post entry conditions is very low, take the simple, mechanicalwork and the chance of promotion and salary raise is relatively small. So the stability ofgraduates of higher occupation school is not strong. They get bored easily at work. These arenot conducive to the students' occupation career.
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2 Literature Review
 
2.1 Definitions
Through the above introduction of ESP can be seen, tourism English with ESP associatedwith a particular occupation, used in certain occasions, with professional, tourism Englishbelongs to the category of ESP, make the foundation can be analyzed in ESP on the demand oftourism English teaching.It is offering tourism English of higher occupation school for thepurpose of tourism training a group of both professional skills, and a good command ofEnglish first-line service personnel, to provide warm and thoughtful service for the foreignvisitors.Therefore, tourism English divided in this study should belong to a branch ofEOP.(Figure 2.4).Learners have their own clear learning objectives, namely, esp after training, they can usethe English in their professional and industry, their specialized English. Characteristics oftourism English in higher vocational education is that students need to use English to solvepractical problems in foreign-related tourism service. Its purpose is clear and has highpractical value.Tourism English in higher vocational education is no longer just a languagediscipline. To a great degree, it is a means or a tool to learn for the students. Therefore,tourism English teaching should be based on the combination of English language andtravling professional knowledge and skills to train the tourism English pragmatic ability ofstudents. Tourism English covers many fields, such as traffic (Transportation), tourism(Sightseeing), entertainment (Entertainment), shopping (Shopping) (Lodging),accommodation, catering (Food) etc..
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2.2 Relevant Researches on ESP and Needs Analysis
The research on ESP (English for specific purposes abroad) theory began in the 1960s.Tom Hutchinson and Alan Water (1987) think that there are five stages from ESP’s rise todevelopment :The first stage (the 1960s to the early 70's), the stage of register analysis to Barber,Halliday, McIntosh, Strevens, Ewer, Herbert, John Swales as the representative.The study isfocused on the differences in vocabulary, grammar and other aspects between a field ofEnglish literature and other fields to find out the grammar and lexical features in this field,and to provide the basis for the teaching syllabus compilation. The representative works are:"English structure of science and technology" (Herbert, 1965), "the basic science andtechnology English Course" (Ewer, 1969). The importance in the register analysis stage is inthe field of education. It can help educational institutions develop a more targeted teachingoutline. It focuses on the common language and learning skills in the present and future studyand work, making the ESP can better meet the needs of learners to improve the quality ofteaching.
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3 Research Design ....21
3.1 Purpose and Questions of the Research.......21
3.2 Subjects of the Research......21
3.3 Research Instruments.......22
3.3.1 Student Questionnaire.....22
3.3.2 Interview.....23
3.4 Research Procedures....23
3.4.1 Administration of the Questionnaire ......23
3.4.2 The interview......2
44 Data Analysis and Discussion.......25
4.1The Analysis of the Questionnaire of the Students.......25
4.2 Analysis of the Interview Record of Tourism English Teachers .....34
4.3 Analysis of Graduate Interview Record ...... 38
4.4 Analysis of the Interview Record from the Working Units..... 40
4.4.1 English Requirements by the Employers ..... 40
4.4.2 Suggestions on Tourism English curriculum. ...... 40
4.5 Findings ....... 42
4.6 Suggestions on Improving Tourism English Teaching ....... 44
5 Conclusions ....... 53
 
4 Data Analysis and Discussion
 
4.1The Analysis of the Questionnaire of the Students
In the investigation of the interest in tourism English learning (Figure 4.1), 62 studentschose "interested", accounting for 37.8% of the total; 82 chose "general", accounting for 50% ;12 chose "not interested", accounting for 7.3%, 8 chose “hate”, 4.9%. From the survey results,about 12.2% students don't like tourism English, which means that, most of the students areinterested in Tourism English, though the English level of all the students' in the highervocational school is not high. It is quite beneficial for the teaching of tourism English. It issaid that interest is the best teacher. As Pi Liansheng, in the book "learning and teachingpsychology", points out from a psychological point of view, interest is the good feelings in theprocess of understanding things (Pi Liansheng, 2002). It is the good emotion that arouses thecuriosity of people to inquire deeper, which requires the tourism English teachers to explorethe method of how to make such a good mood continue in the process of teaching.
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Conclusion
 
Tourism not only asks for more English talents but also put forward more requirementson the teaching of tourism English. In order to train more service talents for tourism, weshould carry out the research on tourism English teaching. As a branch of ESP, the teaching oftourism English should also be based on needs analysis of ESP. This study, based on the needsanalysis of ESP, does analysis research on the students at school, some graduates, sometourism English teachers in tourism major in Higher Vocational College, and employers,aiming at evaluating tourism English teaching objectively, finding out the gap, and thenproposing some effective suggestions to improve teaching.Through quantitative and qualitative analysis of the survey results, the author finds someproblems in the tourism English teaching in Higher Vocational College, which lie in theteaching methods, teaching means, teaching materials, teachers, evaluation methods etc.Combining the results of needs analysis with the problems, the author proposes somesuggestions to improve the current situation of tourism English teaching, such as makingreasonable teaching goal; creating student-centered classes; trying to develop school-basedteaching materials; putting teaching focus on the students' listening and speaking ability;adding cultural elements into the teaching content to reflect the characteristics of tourismEnglish; improving teachers’ comprehensive ability to encourage teachers to develop into"double-qualified" teachers.
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Reference (omitted)

 

2018年英语毕业论文范文精选篇九

 
第一章 文献总述
 
1.1 国外研讨的现状
古希腊哲学家苏格拉底知名的问答法表现了人的特性;柏拉图沿袭苏格拉底的问答法,把回固已有知识的进程看作一种教育启示的进程。在教育中,我们要充分了解学生已把握的内容。亚里士多德认为:“要使人仁慈而有德行,有必要通过天资、习气和理性三个方面来结束。”并证明晰教育与人的天然翻开相习气的原则,(张如珍,1997:73) 。在“古希腊三贤”的教育思想中现已看到差异教育的影子。古罗马知名的教育家昆体良认为:“每个学生都有自己天资的特别倾向,教师要细心查询,拔擢各人的天资特长,沿着学生的天然倾向最有用地翻开他的才华”(单中惠,朱镜人,2004:39)。他曾在《雄辩术原理》中说道:“一个高明的教师,当他接受托付给他的儿童时,首要要澄清他的才华和天资本质”(昆体良著,任钟印译,1982:18)。近代捷克人文主义教育家夸美纽斯也深受其思想影响。尼德兰的人文主义教育家伊拉斯漠特别注重教育方法问题,要求教师了解学生,对症下药(朱家存、徐瑞,2008:80-81)。法国 16 世纪后期文艺复兴时代的人文主义者、教育思想家蒙田在教育方法方面,敌对强制压榨,建议天然翻开。蒙田认为:“没有一种完全适宜于全部学生的教育方法,教师应‘把握分寸’,对症下药”(吴式颖,1999:166)。17 世纪英国哲学家、教育家洛克在《教育漫话》中写道: “照料儿童的人应该细心研讨儿童的天资和才华,并且应该常常试试,看他们最简略走哪一条路子,哪一条路子最与他们相适宜”(洛克,傅任敢译,1985:61-62)
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1.2 国内研讨的现状
孔子在 2000 多年前就提出并实践了对症下药的教育思想。他注重对学生的了解。他曾说过:“由也果”、“赐也达”、“求也艺”(孔子著,孟陶宁等编,2010:97-98)。意思是:仲由干事决断,端木赐通达事理,冉求有才华。对学生的缺陷也曾说过: “柴也愚,参也鲁,师也辟,由也喭。”意思是:高柴愚直,曾参弛禁,颛孙师过火,仲由鲁莽(孔子著,孟陶宁等编,2010:221)。孔子关于特性不同学生的问题也给予不同答复。论语中曾记载,子路问:“闻斯行诸?”子曰:“有父兄在,如之何其闻斯行之!”冉有问:“闻斯行诸?”子曰:“闻斯行之!”公西华曰:“由也问‘闻斯行诸?’ 子曰:‘有父兄在’;求也问,‘闻斯行诸?’子曰:‘闻斯行之’。赤也感,敢问?”子曰:“求也退,故进之;由也兼人,故退之。”(孔子著,孟陶宁等编,2010:225)。孔子针对子路与冉有的不同性情特征给予了不同答复,充分表现了孔子对症下药的教育理念。孟子曾说:“正人之所以教者五:有如时雨化之者,有成德者,有达财(材)者,有答问者,有私淑艾者”。意思是:正人有一种教育方法,对学生,有的要给予及时而又春风夏雨般的教导,有的要满足他的品德,有的要培养他的才华,有的可以答复他的问题,帮他解惑,有的没有来亲自登门学习的,也通过自身的风仪,而使其成为自己的弟子,受自己的影响。孔孟对症下药的思想在我国第一部教育专著《学记》中得到进一步翻开:“学者有四失,教者必知之。人之学也,或失则多,或失则寡,或失则易,或失则止。此四者,心之莫同也。知其心,然后能救其失也。教也者,长善而救其失者也。”(冯国超主编,2005:245)意思是:学习的人有四类缺陷,教师不可以不知道。在学习进程中,有些学生的缺陷是贪多;有些学生学的太少,有些学生的缺陷是把学习看的太简略,囫囵吞枣;有些学生的缺陷是遇到困难就抛弃。这四类学习者身上的缺陷是由于不同心思至成的, 作为人师有必要全面了解学生的心思特征,帮忙学生打败缺陷,发扬利益,使其获得翻开。
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第二章 理论结构
 
2.1 差异教育
实施差异教育,要注重学生的不同差异,将其作为我们的启航点。学生的差异是原材料。在对其进行加工时选用不一样的配料予以调味。以习气不同材料的需求。我们要看准学生的差异地址,并把好脉,对好症,才华下好药。供应每个学生英语学习方面特性化翻开的条件,帮忙学生构成自己的英语学习方法,促进学生差异翻开。我们要让学生有满足的决计这一条件下,来拟定不同学生的政策。教育内容要具有活络性和选择性,满足学生不同的学习喜好和风格。照料到学生的不同知识水平,差异学生不同的接受才华。教育方法的选择也要考虑到这些差异。不同的蔬菜做出来的味道总不会相同的。做不同的菜,天然也要选用不一样的方法了。当然了,我们也可以多种方法有机结合。合理的大杂烩别有风味。教育安排方法宜采用分层、小组协作等。对学生的点评必定要及时、客观,多多予以表彰。
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2.2 多元智能理论
跟着经济多元化翻开及人类社会由工业会进入信息社会,人们在教育上寻求优质教育,公平教育。心思学界对智能的研讨也在逐渐多元化,不论是对智能定义的论说,仍是智力查验都在逐渐脱节一元化的绑缚。通过许多的研讨,加德纳于 1983 年出版了《智能的结构》一书,正式提出了多元智能理论。加德纳认为:“智能是处理问题或制造产品的才华,这些才华关于特定的文明和社会环境是很有价值的。假设你的言语和数学很好,你的智商检验和作用必定很高,然后可以进入一所名牌大学就读。但当你一旦脱离学校,是否依然能有超卓的表现,往往在很大程度上取决于你是否具有和能否运用除此之外的一些智能。我所给予对等留心力的,正是言语和逻辑一数学以外的智能”。(Gardner,2004:6)这八种智能为: 言语智能:是指用言语表达、言语思想和言语欣赏深层内涵的才华。逻辑一数学智能:是数学和逻辑推理的才华以及科学分析的才华。视觉一空间智能:人们准确地感知视觉空间世界、区别空间方向的才华。身体-运动智能:是指人能奇妙地操作物体和调整身体的才华。音乐智能:是指人敏锐地感知腔调、旋律、节奏和音色的才华。人际联络智能:是指可以有用地了解别人和与人来往的才华。自我知道智能:是一种深化反思自己心里世界的才华。天然查询者智能:是指查询天然界中的各种形状,对物体进行辨认和分类,可以观察天然和人工系统的才华。
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第三章 实验........20
3.1 实验意图......... 20
3.2 实验政策......... 20
3.3 实验东西及规划......... 20
3.3.1 检验....... 20
3.3.2 问卷....... 20
3.4 实验进程......... 20
3.5 作用与分析..... 35
3.5.1 实验前、后学生英语水平状况..... 35
3.5.1 实验前、后学生英语水平状况..... 35
3.5.2 被查询学生对差异教育的心境与建议..... 36
第四章 教育启示........41
4.1 对教师的建议...... 41
4.2 对学生的建议...... 43
 
第四章 教育启示
 
4.1 对教师的建议
在差异教育的实施中,我们要预先拿出时间、精力,了解学生、拟定相应教育战略,然后帮忙每个孩子获得成功。在差异教育进程中,一旦激起起学生的潜能,会有许多惊喜,你会发现,本来我的学生是如此优异。极力营建协作与比赛、文明与谐和、活泼与自主的讲堂。履行多元点评与监测。假设这两项做欠好就会导致拔苗助长。保证每个孩子都有事做,保证讲堂活动的有用性。我们只需实在的了解了学生,实在的知道了学生的差异地址,我们才华选择相应的教育方法,规划教育内容,才华有的放矢。“每一个孩子都是一个完全特其他,绝无仅有的世界”。作为教育者要有大海的胸襟容纳每一股细流,注重学生差异,尊重学生特征,针对具体状况进行教育规划。尊重学生差异说起来简略,做起来难,这要求教师有着崇高品德,极高的敬业精力,贡献精力以及对学生发自心里的热爱。假设没有这些做保证,面临一个班五、六十个孩子是很难做到的。学生是一个个鲜活的,有思想的人,而不是一个个冷冰冰的数字,不要让作用掩盖了他们的正本面貌。因此虽然有着高考的压力,做为一名英语教师,不只是前进学生作用,还背负着教育学生成为一个人格健全的人的职责。
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结论
 
本研讨从选题到构成论文历时一年半的时间。在此期间,研讨者通过许多阅读相关理论的研讨,结合高中英语大班教育中的实践问题,在所教两个班中(一个班为实验班,一个班为控制班)进行了为期半年的高中英语差异教育实验,并对实验数据进行收集和科学分析。实验数据证明:高中英语讲堂中的差异教育通过差异教育政策规划,差异教育活动,差异作业设置及差异点评,大大前进了学生学习英语的喜好及活泼性,使学生成为学习的主人,大大前进了讲堂活动的参与度,并让每一个学生都能体会成功,在很大程度上前进了学生学习英语的作用。使优生有所突破,中等生稳步前进,后进日子跃前进。使学生的英语水平在原有基础上获得了最大极限的前进。研讨证明,差异教育在高中英语大班额教育中是可行的。跟着社会翻开,受教育程度的前进,及教育的广泛,高中的班额越来越大,然后使得同一班级内英语水平的差异也越来越大。传统的齐截性教育很难习气不同水平学习者的需求。在差异教育的实施进程中,需求教师付出很大的精力及时间。坚持差异教育的差异性、主体性、对症下药、公平性、成功性原则,从对学生水平的了解,政策的设定,到讲堂内容及任务的设置,到作业规划及点评,每一个环节都要精心规划,力求使每一个同学都能找到适宜自己的政策、任务、活动、作业。
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参考文献(略)
 

2018年英语毕业论文范文精选篇十

 
1.导语
 
1.1 研讨布景
英语是一门言语。言语的特性抉择了我们进行英语教育的毕竟意图是使学生在把握言语的一同获得交际的才华。言语技能包括风闻读写四个部分。英语教师应留心统筹学生的听、说、读、写才华,使这四种才华互相促进,平衡翻开。在许多初中英语讲堂中,教育活动以教师为主,学生的主体性相对较低,关于学生的写作教育和文言教育注重度不高。“有学者研讨发现,在以教师为中心的我国英语讲堂教育中,教师言语往往占用了 70%甚至 90%的讲堂时间,学生参与讲堂活动和宣告见地的机遇很少,教师与学生之间缺少交流,因此不利于学生言语交际才华的培养”(赵晓红,1998)。教师发挥自身的潜能并且活泼地采用战略激起学生的自傲心、喜好和潜能是前进讲堂教育质量的要害。教师在教育中不应该只是知识的供应者,而更应该扮演引导者的人物。教师应能运用有用的教育方法以激起并前进学生参与交际的活泼性,鼓动学生主动运用言语。写作和文言是最根柢的言语输出,可是在培养学生写作和文言习气以及妄图前进学生写作才华和文言才华的进程中,教师面临着许多难题。教师面临的首要问题是不知道该怎样有用引导学生写出高质量的作文以及怎样前进学生的交际才华。学生在学习写作和文言的进程中也有许多困惑。学生面临的问题首要是,不敢开口说话,不知道该怎样写作等。
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1.2 研讨意义
由于缺少实在天然的言语环境,所以我国的英语教育具有特别性。这就要求英语教育作业者有必要尽可能地在非天然英语环境中创造有利于输入输出的言语学习条件。这样才华保证英语学习者具有足量优质的言语输入输出,进而前进风闻读写的概括运用才华。在初中英语教育方面还需求进行深化的研讨并且需求找出可以帮忙学生前进写作才华和文言才华的好方法。注重输出的温习方法旨在根究出一种符合初中英语写作和文言教育规矩的温习方法,关键是培养和操练学生的写作才华和文言才华。本文首要运用第二言语习得理论,结合 Krashen 的输入假定和 Swain 的输出假定,在前人研讨的基础上,提出初中英语安定温习阶段的注重输出的讲堂教育方法。
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2.文献总述
 
2.1 输入输出的定义
冯纪元和黄姣(2004)通过实验证明晰,引导写作和短文重构这两种言语输出活动确实能引起学生对言语方法的留心并且对学生的言语习得也有很大影响,并且作用是长时间的。王素丹(2001)通过规划查询问卷并分析相关数据,发现讲堂对话的不流利现象大都是由于学生缺少言语输出引起的。王颖(2003)认为输出假定的 4 大功用对学生外语语感的培养有很大作用。王颖论说了输出假定可以促进二语习得的心思言语学机制,并指出在言语输出与内部督查进程中,在语法编码进程中检查交际意图与言语输出是否匹配,能使学习者留心自己中介语的缺陷和缺少,这样可以前进学习者的知道,继而为学习者学习言语创造了志向的条件。赵平(2000)通过分析学生的写作进程,然后验证了留心假定和查验假定对言语学习的作用并指出关于学习者而言,元言语功用在语篇结构上可能发挥更大的作用。赵培(2004)论说了输入和输出对言语习得的重要作用,并且指出大学英语课应该不只是注重输入,而应该以输出为中心,要把输入和输出放在对等重要的方位。
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2.2 国内外关于该课题的研讨现状
为处理初中英语教育中存在的问题,许多教育作业者进行了许多有意义的检验。近年来二语习得领域的大部分研讨,关键是对输入输出重要性的论说以及对输入输出战略的谈论,可是对进行过初度输入输出后的信息再次输入输出却未给予充分的论说。包天仁教授提出的“四位一体”英语温习教育法是有关英语温习的教育战略,但教育法首要论说了中考和高考总温习中的相关温习方法,对初中英语安定温习阶段的温习战略并未给予充分证明。束定芳等人(1996)认为:“外语教育理论研讨者学习言语学理论以及其他相关学科的研讨作用,首要应偏重其对外语教育的启示意义。”我国学者初步注重输出假定是在 2000 年今后。梁正溜(1999)在《外语界》宣告一篇名为“在英语教育中要注重输出”的文章。文章从“在词汇教育中注重输出”和“在阅读教育中注重输出”这两个方面来具体说明注重输出的概念,方法以及具体的操作事例。文章认为英语讲堂教育应该是师生互动的交际进程,而不只是是以教师的教育为中心。英语讲堂教育应该一向包括学生的了解以及言语输出。只需通过输出,才华验证学生是否了解并且在验证的基础上,学生可以有根据地进行修改。假设没有输出,就很难验证学生是否了解。学生学了多年英语仍不会运用的现象和只需输入没有输出的教育有着亲近联络(特别达,1997;特别达,2001)。
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3.理论根据...... 9
3.1 输入理论....... 9
3.2 输出理论...... 10
4.研讨规划..... 13
4.1 研讨意图...... 13
4.2 研讨政策...... 13
4.3 收集数据的东西...... 14
4.3.1 问卷查询...... 14
4.3.2 前测和后测.... 14
4.3.3 访谈 .... 15
4.4 研讨进程 ..... 15
5.数据分析..... 23
5.1 前测和后测 ......... 23
5.1.1 前测.... 23
5.1.2 后测.... 25
5.2 实验前的问卷查询.... 26
5.3 访谈.... 28
5.3.1 实验前的访谈........ 28
5.3.2 实验后的学生访谈 .... 29
5.4 作用分析 ..... 29
 
5.数据分析
 
5.1 前测和后测
对照班和实验班在初一年级分班的时分是两个平行班,并且两个班级英语水平无明显不同。为了进一步判定实验班和对照班的学生在英语写作才华和文言才华方面是否存在明显差异,笔者对两个班级的学生进行了前测。前测文言总分 5 分。前测写作总分 15 分,时间为 20 分钟。检验结束后,由笔者和英语组内其他教师在学生名字保密的状况下,根据评分细则评阅试卷和评判文言录音,以保证学生得分的公平性。两个班级学生的前测作用见附录五。上表是实验班和对照班人均文言作用的均值查验作用。分析结论应通过两步结束。第一步,两整体方差是否相等的 F 查验。这儿,F 计算量的观测值是.400,对应的概率 P-值为.529,明显性水平设定为 0.05,由于 P-值大于 0.05,可以认为两整体的方差无明显差异。第二步,两整体均值的查验。在第一步中,由于两整体方差无明显差,因此应看第一行 T查验的作用。其间 T 计算量的观测值为-.309,对应的双尾开率 P-值为.758,明显性水平为0.05,由于概率 P-值大于 0.05,因此任务两整体的均值无明显差异。图中的第七列和第八列分别为 T 计算量的分子和分母;第九列和第十列为两整体差的 95%置信区间的上限和下限。即说明两个班级的文言水平无明显不同。
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结论
 
通过前文对两种方法教导下学生学习心境和学习活泼性的对比,以及作用的对比分析,我们得出以下结论:
1.现在,大部分初中英语教师仍沿袭着以词汇和语法为中心的教育方法,不注重输出,导致学生的英语概括言语运用才华不可志向,特别是言语输出才华,即写作才华和文言才华。
2.在注重输出的温习方法教导下得到的教育作用明显好于传统温习方法教导下得到的教育作用。根据对实验班和对照班写作作用、写作速度、文言作用、文言流利度的查询和分析,我们可以发现,实验班的写作速度、单位时间结束的任务量及质量明显高于对照班。因此,我们可以得出这样的结论:注重输出的温习方法有助于前进学生的写作才华和文言才华。
3.在注重输出的温习方法教导下的学生能更好地了解词汇、短语、句子与写作和文言的联络。关于词汇的学习有了更深的体会,对文章的了解也更加深化。在写作和文言输出的需求下,学生阅读方法更加有用,与此一同学生的阅读才华也得到了前进。他们能更好地把握文章的言语运用和主题思想,并且学会在阅读中学习,在写作中体会阅读。他们知道到风闻读写四种技能互相联络,互相作用。阅读是写作的基础和条件,写作是阅读的延伸和诱因。阅读和听力作为文言材料的重要输入途径,其重要性显而易见。学生也更加体会到了写作才华和文言才华的重要性,并且关于注重输出的温习方法有了更深化的了解。
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参考文献(略)

文章标题:《2018年英语毕业论文范文》,原文地址:,如有转载请标明出处,谢谢。

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