1.跪求英语专业教学法的毕业论文题目~~ 要相对而言有可行性,马上就
"Intelligence activities in which learning is the realization of the structure, rather than intelligence factor is the learning activities to achieve the momentum." Intelligence factors and non-intellectual factors, plus re-learning strategies, the impact of a person learning the three factors. In the current education, whether it is moral education, labor, education, computer education, education or other special talents, should be to nurture and inspire students of non-intellectual factors as the prerequisite, and students should be to develop the non-intellectual factors as one of the aims of education. Of course, we must not only grasp the non-intellectual factors, which ignored intelligence factors, should one hand and intellectual factors, one hand and non-intellectual factors, but also grasp learning methods and learning strategies of education. (Lin Chongde, "English teaching psychology") 2.雅克博维茨(Jakobovits) After an investigation found that affect learning English is the main factor: motivation of 33 percent, to 33 per cent, 20 per cent of intelligence, other Accounting for 14 per cent, which fully shows that in the process of learning English, there are individual differences, and these differences are more factors affect the outcome. 3.20 In the 1990s, American psychologists Peter.萨洛韦约翰. Meyer and Daniel. Golden, who made only emotional, emotional quotient (that is, "EQ") concept. In their view, non-intellectual factors are important viability of the individual, is a potential to explore feelings, the ability to use emotional impact on all levels and the key to the future quality of life factors. In one of the success of various elements in the intelligence factor is important, but more important non-intellectual factors, the former accounting for 20 percent, after a 80 per cent. 4. Generally speaking, non-intellectual factors have both broad and narrow definition of a broad non-intellectual factors, factors other than intelligence refers to all the psychological factors, the narrow sense of intelligence, is motivated, interested, emotional, and character traits have been . 5. "Motivation and attitude is different from studying the decision with varying degrees of achievement one of the important factors" (Liu Runqing, 1999) Liu Runqing, of the University of English teaching [M], Beijing, Foreign Language Teaching and Research Press , 1999.6. Professor in the chapter and editor of the "foreign language pedagogy," a book on the principle of active learning foreign languages, in a bid to maximize the development of non-intellectual factors, easily unpleasant for students to learn English, do not inspire their paragraph Motivation to learn, so that they have tasted the joy of success, to train them to overcome their learning difficulties determination and perseverance. 7. The problem of non-intellectual factors, initially by the United States psychologist Alexander in the 20th century to the 1930s made. At that time, the prevalence of intelligence tests in the United States activities. Alexander opposed the Court Pearman intelligence "two factors that" the intelligence and Thurston "multi-factor said." He passed a lot of tests and research, found that in intelligence tests, the entire relationship between the large number of variables that affect the IQ of many factors, a large part was the appropriate people. However, these variables on the edge of the test data play a very important role in cargo. In 1935, Alexander (Alexander, WP), in its psychology thesis "of the intellectual and abstract intelligence", officially the "personality factors," named as "non-intellectual factors." In his inspiration, the famous psychologist Weikesile intelligence tests in 1940 proposed a "general intellectual activity in the non-intellectual factors", and carried out many studies. At present, the psychology profession and the education sector, the importance of non-intellectual factors of more and more people. 8. In China, and attaches great importance to the first use of "non-intellectual factors," the study is Professor Guo-Cai Yan, in 1983 he published "should attach importance to the cultivation of non-intellectual factors," the article has aroused the attention of our readers. In recent years, China's psychology of intellectual activity in the sector of non-intellectual factors of a lot of research. Initially, the different views, particularly on non-intelligence factors included a charge of a different view. For example, in 1983 Mr. Zhao Zhongtian that non-intelligence factors that personality factors. Mr. Guo-Cai Yan in 1984 that a broad intelligence is the only non-intellectual factors outside of all psychological factors, the narrow sense of non-。
2.求有关英语教学法的英语论文
The purpose of this paper is to get a close look at different teaching methods between a native-speaking English teacher and a Chinese English teacher. It mainly focuses on their teaching styles, the provision of cultural information and their personalities that are supposed to influence Ss' language learning. First of all, the thesis gives a brief introduction to this case study. It explores the significance of studying different teaching approaches and the rationale for designing this case study。
全文收费。没有免费午餐。
3.求英语专业教学类毕业论文外文参考文献
就要外文参考文献是吗 1] A S Hornby. Oxford Advanced learner's English-Chinese Dictionary [Z], Oxford: Oxford University Press, The Commercial Press, 2004. [2] Baker, M. In Other Words: A Course Book on Translation [M]. Beijing: Foreign Language Teaching and Research Press, 2000. [3] Fernando. C. Idioms and idiomatic [M]. Shanghai: Shanghai Foreign Language Education Press, 2002. [4] Judy Pearsall. The New Oxford dictionary of English [Z] Beijing: Foreign Language Teaching and Research Press, 2001. [5] Nida, E.A. Language and Culture [M]. Shanghai: Shanghai Foreign Language Education Press, 2001.。
4.英语教学法毕业论文范文怎么写
(英语系毕业论文)浅析“以学生为中心”的大学英语教学模式
(英语系毕业论文)中学英语教学中课堂活动的组织和实施
(英语系毕业论文)大学英语与高中英语教学的过渡与衔接
(英语系毕业论文)课堂英语教学与网络英语教学的对比
(英语系毕业论文)浅谈多媒体在中学英语教学中的应用
(英语系毕业论文)报刊杂志词频分析与大学英语教学中词频分析的比较
(英语系毕业论文)快乐教学法在中学英语教学中的应用
(英语系毕业论文)情境教学法在初中英语教学中的应用
5.英语专业教学法方向毕业论文怎么写
我写的是
论文(设计)题目:Cooperative Learning in English Teaching in Senior High School
Contents
Introduction
Chapter 1 analysis of Cooperative Learning
1.1 A Brief history of Cooperative Learning
1.2 The Definition of Cooperative Learning
1.3 Theoretical Bases
1.3.1 Group Dynamics Theory
1.3.2 Social Cohesion Theory
1.3.3 Constructive Theory
1.3.4 Development Theory
1.3.5 Cognitive Elaboration Theories
1.5 The Substantial Elements to Cooperative Learning
1.6 The Major Models of Cooperative Learning
1.6.1 Student Teams Achievement Division (STAD) (Slavin, 1980)
1.6.2 Teams Games Tournament (TGT) (Devries and Slavin, 1980)
1.6.3 Jigsaw Procedure (Aronson, 1978)
1.6,4 Learning Together (LT) (Johnson and Johnson, 1987)
1.6.5Group Investigation (GI) (Sharan and Sharan, 1976)
1.7 The Assessment of Cooperative Learning
Chapter 2 The Implementation of Cooperative Learning in High School English Teaching
2.1 Group formed
2.2 Cooperative Learning in the Teaching of Oral English
2.3 Cooperative Learning in the Teaching of English Writing
2.4 Cooperative Learning in the Teaching of English Reading
2.5 Cooperative Learning in the Memory of English Vocabulary
Chapter 3 Unsuccessful factors of teacher in cooperative learning Implementation and the solutions
3.1 On the Aspect of Meaning of Cooperative Learning
3.2 On the Aspect of Time in Cooperative Learning
3.3 On the Aspect of Content about Cooperative Learning
3.4 On the Aspect of Assessment on Cooperative Learning
Conclusion
Bibliography
6.英语教学法毕业论文范文怎么写
1毕业论文属于学术论文。
2只要不是抄的,你写出全世界最差的一篇论文就 可以。 3比着葫芦画瓢,找一篇去年毕业 同学的范文,格式样式,照着写就行了。
4毕业论文的实 质是读后感,选一本书,花一个星期读一遍。边读 边做笔记。
把笔记整理一下,按范文格式条理一下,就是很好的论文了。 5问题的关键是:你必须花一周的时间。
许多同学不愿花费这个时间,那就没辙了。别的也别谈了。
完了。 6有的同学找朋友帮忙,自已不写,让朋友替自己写一篇。
这当然好,但现在的朋友大都靠不住。你让他写一篇给你,他满口答应,没过两天就送给你一篇。
你千恩万谢。可是拿给老师一看,原来是从网上粘下来的,乱码都 还没改。
更可气者,一稿多用,他还把这篇“论文”送给好几个人,赚了好几顿饭,造成“雷同抄袭”、频烦吃饭。 7结论:只能自己写,花一周时 间。
8那位问了:“我写得不好怎么 办?”答:“这是伪问题。别管好坏,先写出来就行。
老师还怕都写好呢:没法分优良中差了!总之,你写出一篇全球最差的论文就行,只要不是抄的!” 9只要硬着头皮写,傻瓜都能写一篇。 第一章 选题 一、选题的原则 (一)有价值(有品位,内行) (二)有可行性(或操作性,大小适中,难易恰当) (三)有浓厚兴趣(兴趣是动力,必须是自己喜欢的。)
《论语·雍也篇》:“子曰:知之者不如好之者,好之者不如乐之者。” 如果你什么都不喜欢,那就更好办:让辅导老师给你一个题目就行。
(四)专业对口(专业专长) 二、选题的 方法 (一)亟待解决的课题 (二)填补空白的课题 (三)有争议的课题 (四)有矛盾的课题 (五)可综述的课题 第二章 搜集资料 学术研究往往是在前人已有成果的基础上,有所突破。因此,搜集相关文献信息,非常重要。
要求能快 速、准确地搜集到所需的资料信息。 一、直接材料的搜集 第 一手材料 二、间接材料的搜集 从文献及网络查取的材料 (二手材料一定要注意核对。)
图书、期刊,纸本索引及网络检索GOOGL、百度网等,关键词检索。 三、材料的分析 让材料自然分类,类聚法。
第三章 写提纲 提纲尽可能详尽,条理清晰,条块分明。 (镶玻璃法: 把内容分成几块,一块块往上填内容就行了。)
一般分为序论、本论、结论三部分。 提出问题,分析问题,解决问题。
论证的形式,纵深式(递进式),平列式,综合式。 第四章 写论文 一、格式及要求:前置部分及主体部分 前置部分:标题、署名、指导教师、目录、摘要、关键词 (一)标题:对论文重点的直接呈现。
准确得体,通俗易懂,简短精练(不能 简短,可加副标题),符合规范。 (二)署名,在题下。
(三)指导教师:xxx (四)摘要(可复制文中关键句子,稍作修 饰、连缀即可) (五)关键 词,一般3—5个即可,以重要程度为序。 (六)目录 主体部分: 前言、正文、结论、参考文献、致谢 (一)前言(引言,序论,导言,绪言) (二)正文(本论,主体) (三)结论 (四)注释 (五)参考文献 (文献名,作者,出版社,版次) 二、具体方法与规 范 (一)写作的顺序 1按照提纲自首至尾 2先写思考成熟的部分,最后焊接起来。
(若不知从何写起,就这样写) 写此不管彼,只求一意法。 (二)引用材料的方法 1直接引用法 引证。
推论,尊重,显示自己并非标新立异,不乏同道。(拉赞助) 2先斩后奏法 先概述观点,然后指出某人某文已详言之(加注参见) 3映带法 崇山峻岭,又有清流急湍映带左右。
研究韩愈,不妨提及东坡;研究明清诗,也可上溯到汉魏。 4戒剽窃。
学会运用,而不是照抄。 (三)论文的整体要求 准确,概括、简练,严谨客观,平实,文采。
不可以孤立的看问题,要注意上下影响。 (四)段落、标点规范 (五)语体的要求 要简约典雅。
第五章 修改、定稿 文不厌改,要改得死去活来。 一、自己反复阅读, (1)改正错误的字、词、句(笔下误)。
(2)逻辑错误 (3)修正完善观点(4)论据错误(5)调整结构布局(完美,圆满,面团原理,增删 材料)(6)修饰词句。 面团原理:你如果原打算写五个部分,最后只写成三个部分;那你就说你本来就打算写三个部分,现在如期完成了,很“圆满”。
因为没有人知道你的原计划,也 没有人想知道,所以没必要告诉他人。 二、他人审校(吸收他人意见;自己的错误往往看不出)。
互相审阅,互相挑毛病。 第六章 答辩 虚心点就行。
自己写的,也不用心虚。
7.求有关英语教学法的英语论文
The purpose of this paper is to get a close look at different teaching methods between a native-speaking English teacher and a Chinese English teacher. It mainly focuses on their teaching styles, the provision of cultural information and their personalities that are supposed to influence Ss' language learning. First of all, the thesis gives a brief introduction to this case study. It explores the significance of studying different teaching approaches and the rationale for designing this case study。
全文收费。没有免费午餐。
8.英语教学法论文
你可以写一篇《如何记单词》的论文呀 如何记单词? 记单词的技巧 1。
先通过多读多背记住那些简单的,但又是最基本的单词,因为很多复杂的单词都是由简单的单词组合而成的,见后面的:kidnap=kid+nap 2。对比较复杂的单词,一是要多读多记,另外还要学习一些构词法,会对记单词有很大的帮助 下面举些例子,看看: 记单词方法很重要: 看这几个词,看有没有关系: 即in ,no , cent:与innocent 的关系 还有:in,door与indolent的关系 再例如:分析一下这些词的关系 1。
in,no ,cent-------------innocent 2。in,door-----------------indolent 3。
act,action,activity,actor,actress,actual,accumulate。 4。
spectacle,inspect,respect 5。acquire,require,inquire 6。
use ------- usual, useful ,abuse, music。 etc。
最后,本人简单分析一下:in,no, cent这三个词与innocent这个词的关系: in:在里面 no:没有 cent:一分钱 上面三个词合在一起的意思是:在里面没有一分钱 “里面没有一分钱”是什么意思啊?----------那不就是“清白的,单纯的,无罪的”的意思? “清白的”不就是“innocent”吗? 再比如: kid:小山羊 nap:打盹 这两个词组成一个新词:kidnap----kidnap什么意思? 小山羊打盹的时候-------那么就可以把它“绑架”了 所以:kidnap就是“绑架”的意思。 。