畢業(yè)論文注意格式

1、 畢業(yè)論文設(shè)計封面（封面顏色和格式學(xué)院統(tǒng)一）畢業(yè)論文（設(shè)計）任務(wù)書學(xué)生填寫；請參考“本科生畢業(yè)論文（設(shè)計）工作條例”第1213頁，附件四。文獻(xiàn)綜述報告或讀書報告文獻(xiàn)綜述報告（sample）Anderson, C.在其發(fā)表于1995年1月The Economist雜志上的The Accidental Superhighway一文中指出，發(fā)展寫作與溝通能力的基礎(chǔ)是發(fā)展思維能力，因此引導(dǎo)學(xué)生如何思考是寫作教學(xué)的關(guān)鍵。Hatcher, D.在Combining Critical Thinking and Written Composition: The Sum of the Whole Is Grea

2、ter Than the Parts一文中介紹了Barbara Walvoord提出的過程教學(xué)法。過程教學(xué)法注重在寫作過程中的指導(dǎo)，以求發(fā)展學(xué)生思考能力，但是過程教學(xué)法在實(shí)踐中存在信息傳輸?shù)钠款i，而且給教師和學(xué)生增加了負(fù)擔(dān)，效率不高。Bernie Dodge的Some thoughts about WebQuests一文和Tom March的Why WebQuests?, an introduction一文介紹了由他們提出的WebQuest（網(wǎng)絡(luò)主題探究）的基本特點(diǎn)、適用范圍和操作方法。WebQuest從根本上解決了信息傳輸問題，并且給教師和學(xué)生提供了海量資料，而這些正是過程教學(xué)法所缺乏的。F

3、rizler, K.的The Internet as an Educational Tool in ESOL Writing Instruction一文中介紹了如何利用互聯(lián)網(wǎng)的一些優(yōu)勢來指導(dǎo)非英語母語學(xué)生用英語寫作，其中不少觀點(diǎn)對我撰寫這篇論文很有啟發(fā)，在論文中多次被引用。Kilian, C.的How an Online Course Works以及Hiltz, S. R.發(fā)表于1990年6月Technological Horizons in Education (T.H.E.) Journal上的Collaborative learning: The Virtual Classroom Ap

4、proach一文對我也頗有啟發(fā)。但是本文所述的互聯(lián)網(wǎng)輔助高中英語寫作指導(dǎo)與上述教學(xué)法在教學(xué)對象、操作方式、教學(xué)目的等方面又有著很大的區(qū)別。McDonough, J.和McDonough, S.的Research Methods for English Language Teachers一書和Brown, J.的Understanding Research in Second Language Learning一書對我設(shè)計教學(xué)實(shí)驗(yàn)及收集分析實(shí)驗(yàn)數(shù)據(jù)很有幫助。顧佩婭的漫游Internet英語世界Internet輔助英語教學(xué)一書對我解決實(shí)驗(yàn)中的技術(shù)問題頗有幫助。在撰寫這篇論文之前，我還閱讀了大量英語

5、教學(xué)方面的期刊雜志，如中國英語教學(xué)等，雖然在文章中并未引用，但使我了解了國內(nèi)外機(jī)輔外語教學(xué)、遠(yuǎn)程教育和英語寫作教學(xué)的現(xiàn)狀及發(fā)展趨勢，在整個論文撰寫過程中能夠收放自如?？傊@些論著在我撰寫論文的過程中給了我莫大的幫助，閱讀這些論著還使我學(xué)到很多論文之外的東西。AcknowledgementsTimes New Roman,/英文14號字。用復(fù)數(shù)。加黑。居中。 (sample)I would like to express my sincere appreciation to those who have kindly helped me during the past few days as

6、my thesis was being written.Times New Roman,/英文12號字。不要用中文四號或五號字。 I extend my sincere gratitude to Professor SU Xiaojun, who has given me much valuable advice. The paper would never have been brought into being without his great help.I also want to express my heartfelt thanks to Ms LU Ming and Ms GUA

7、N Yi, who, though not being my instructor on this thesis, have taught me a lot about teaching approach. Without their excellent instruction, I could not have finished my thesis so far.Special thanks should also be extended to all my classmates, who have offered me great encouragement, and my parents

8、, who have taken the best care of me during the period of my thesis writing. YU Feng English Education MajorInternet Assisted High School English Composition InstructionTimes New Roman,/英文14號字。加黑。居中。 (sample)AbstractWith the development of information technology, the Internet is playing a more and m

9、ore Times New Roman,/英文12號字。significant role in teaching and learning processes. The traditional high school English composition course does not provide students with a non-obstruction classroom communication environment. Students elaborative faculty has not been well developed. Process Approach foc

10、uses on the process of writing so as to develop students thinking ability. However, it still cannot break the bottle-neck of the transmission of information. At the same time, the process of writing and commenting is a rather heavy burden for both teachers and students. A WebQuest is an inquiry-orie

11、nted activity in which some or all of the information that learners interact with comes from resources on the Internet. Some of it advantages can help to teach English composition, but a WebQuest itself is not a teaching approach. This paper focuses on the use of the Internet as an educational tool

12、to instruct English composition in high schools. An experiment is conducted to show both the benefits and limitations of an Internet assisted high school English composition course. The significance of the new method and some points teachers should consider are also discussed in the paper.Key words：

13、Process Approach；WebQuest；Internet Assisted English Composition Instruction；Elaborative Faculty；Transmission of Information摘要：(sample)隨著信息技術(shù)的發(fā)展，互聯(lián)網(wǎng)在教學(xué)過程中正扮演著越來越重要的角色。傳統(tǒng)的高中英語寫作課沒有為學(xué)生提供一個無障礙的課堂交流環(huán)境，學(xué)生的思維能力并未得到很好的開發(fā)。過程教學(xué)法注重在寫作過程中的指導(dǎo)，以求發(fā)展學(xué)生思考能力。然而，過程教學(xué)法仍然無法打破信息傳輸?shù)钠款i。與此同時，寫作和批注的過程對教師和學(xué)生來說都是一個相當(dāng)沉重的負(fù)擔(dān)。網(wǎng)絡(luò)主題

14、探究是一種以探究為取向的活動，在這個活動中，學(xué)習(xí)者所接觸的全部或部分信息都來自互聯(lián)網(wǎng)。網(wǎng)絡(luò)主題探究的一些優(yōu)點(diǎn)可以用來輔助英語寫作教學(xué)，但其本身并不是一種教學(xué)法。本文以互聯(lián)網(wǎng)在高中英語寫作指導(dǎo)中的應(yīng)用為核心，通過一個教學(xué)實(shí)驗(yàn)來說明互聯(lián)網(wǎng)輔助高中英語寫作課程的優(yōu)點(diǎn)和局限性。同時，本文還對這一新的教學(xué)方法的意義，以及教師在運(yùn)用這一教學(xué)方法時需要考慮的問題進(jìn)行了討論。關(guān)鍵詞：過程教學(xué)法；網(wǎng)絡(luò)主題探究；互聯(lián)網(wǎng)輔助英語寫作指導(dǎo)；思維能力；信息傳輸CONTENTS復(fù)數(shù)。Times New Roman/英文14號字。加黑。居中。(sample)Abstract.1Chapter 1用Chapter One/

15、Chapter I 均可。 Introduction.3Chapter 2 Theoretical FoundationsTimes New Roman/英文12號字。加黑。.42.1 Barbara Walvoords Process ApproachTimes New Roman/英文12號字。.42.2 Bernie Dodge and Tom Marchs New Teaching Method: WebQuest42.3 A Brief Introduction to Internet Assisted English Composition Instruction.5Chapter

16、 3 Research Methodology.63.1 Experimental Instruction63.2 Data Collection and Data Analysis7Chapter 4 用Chapter Four/ Chapter IV 均可。 Results and Discussions.84.1 Results of the Experiment.84.2 Benefits of the New Method104.2.1 Abundant Sources Online.104.2.2 Timely Teacher and Classmates Responses.10

17、4.2.3 Development of Students Elaborative Faculty.104.2.4 Improvement of Students Overall Writing Ability.104.2.5 High Efficiency of Both Students and Teachers Work.114.3 Some Points Teachers Should Consider.114.3.1 Keep Pedagogical Goals in Focus114.3.2 Changes in Teachers Roles.11Chapter 5 Conclus

18、ion135.1 The Essence of a Successful Online Writing Course.135.2 Limitations of the Study.135.2.1 Need of Teachers Supervision and Students Self-discipline135.2.2 Opportunity for Plagiarism.135.2.3 Condition Limitations and Technical Problems.145.3 Significance of the Study.14Bibliography.15Chapter

19、1 Introduction用Chapter One/ Chapter I 均可。Times New Roman/英文12號字。加黑。Nowadays more and more modern technologies are being brought into classroom to assist instructional activities, of which the most important must be PC. With the development of information technology, the Internet should also play a s

20、ignificant role in teaching and learning 正文用Times New Roman/英文12號字。Double cesses. This paper focuses on the use of the Internet to instruct English composition in high schools. In the study, an experiment is conducted to show both the benefits and limitations of an Internet assisted high s

21、chool English composition course. The significance of the new method for students and some points teachers should consider are also discussed in the paper.At the present time in most Chinese high schools, English composition courses, as well as other courses, are given in a traditional classroom. Fr

22、izler (1995) describes a traditional classroom as “a physical space (a room) with four walls, located in a building on a campus”. “The room is filled with desks and chairs which face a chalkboard (or each other), and there is an overhead projector screen or a map rolled up and stored on the wall, ab

23、ove the chalkboard. In this room you find a teacher and a group of studentsall of whom interact instantaneously, in real time.” An English writing course given in a traditional classroom usually includes the following steps: 1) instructor assigning a topic on the blackboard and briefly explaining it

24、; 2) students having a group discussion on the topic; 3) teacher providing suggestions while students are discussing; 4) a list of detailed requirements being given by the teacher; 5) students writing their essays. In such a composition course, a teacher is the center of the classroom activities. Th

25、ough students can have group discussions, they are still not provided a non-obstruction classroom communication environment. The most important writing ability (i.e. elaborative faculty) has not been well developed.Chapter 2 Theoretical Foundations2.1 Barbara Walvoords Process ApproachDr. Barbara Wa

26、lvoord first puts forward his method of teaching writing as a process in 1991. (Hatcher, 1995) With the process approach, students work on writing and rewriting one or two papers for an entire semester, where in traditional composition courses students produce six to ten discrete papers modeled on d

27、ifferent rhetorical patterns. “The process approach emphasized such pre-writing exercises as free writing, brain-storming, outlining, first drafts, peer reviews, and student-teacher conferences, with numerous draft revisions until an acceptable final copy is produced Compared to traditional approach

28、es of teaching writing-approaches that focused on formal instruction in grammar, and numerous stand-alone attempts to produce an acceptable paper-the process approach seemed to make intuitive sense” (Hatcher, 1995). 引文格式。在References 中注出。However, the process approach mainly has three problems. First,

29、 there is not enough time for teachers to go over all students drafts and give detailed suggestions for each student. Second, it is very difficult for teachers to endorse writing instruction for each students draft because with such an approach, students ideas are widely varied from those with the t

30、raditional approach. Finally, since there are so many free writings, outlines and drafts, keeping all these manuscripts, classifying them and passing them among students for peer reviews seems even impossible.2.2 Bernie Dodge and Tom Marchs New Teaching Method: WebQuestDeveloped by Bernie Dodge and

31、Tom March of San Diego State University, a WebQuest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet. (Dodge, 1995)A WebQuest normally includes five basic components:1) Introduction: set the stage for the activit

32、y; catch the readers attention to draw them into the quest; provide background information.2) Task: state what the students will be required to do; avoid surprises down the road; detail what products will be expected and the tools that are to be used to produce them.3) Process: give a step-by-step d

33、escription, concise and clearly laid out; provide links to Internet sites interwoven within the steps.4) Evaluation: display a rubric to measure the product as objectively as possible; leave little room for question.5) Conclusion: summarize the experience; allow reflection about the process; add hig

34、her level questions that may be researched at another time; give food for thought as to where they can go with the info they have learned, using it in a different situation.March (1998) generalizes the three main advantages of WebQuest as following: (1) Student Motivation & Authenticity; (2) Develop

35、ing Thinking Skills; (3) Cooperative Learning. These advantages meet the needs of writing instruction. Of course WebQuest can be used to teach high school English composition, but there should be some modifications because English is not the mother tongue of the teaching objects and the purpose of a

36、 writing course is not to come to a conclusion but guide students to form their own ideas.2.3 A Brief Introduction to Internet Assisted English Composition InstructionTo teach writing with the Internet, both teaching materials and teaching activities should be put online so as to achieve rapid and w

37、ide transportation of information. This new approach inherits almost all the advantages of WebQues. Online discussions help students have better comprehension and richer consideration about the assigned topics. Abundant sources online help students to form their own ideas. In an Internet assisted En

38、glish composition course, the teaching activities of the process approach which include pre-writing exercises, brain-storming, outlining, first drafts, peer reviews and student-teacher conferences can be run more orderly and efficiently. In a word, the purpose of the study is to make the process app

39、roach work more effectively on the base of a WebQuest.Chapter 3 Research MethodologyTo teach English composition with the Internet is quite different from a normal composition course. An experiment is conducted to show both the benefits and limitations of the Internet assisted high school English co

40、mposition instruction. After the experiment, certain data are collected and analyzed.3.1 Experimental InstructionFirst, a high school Grade 2 class of 50 students, which comes from Suzhou High School of Jiangsu Province, is chosen to take a pretest. The class is divided into two smaller classes, acc

41、ording to pretest scores, so as to make the average levels of English language of the two classes almost the same.Secondly, assign a teacher to instruct the two classes separately (make sure the same quantity of time spent on both classes), teaching Class A in the conventional way and teaching Class

42、 B by the following steps:1. Use web for publishing assignments before class, familiarize the students with the topics which will be discussed in class.2. Hold a classroom discussion on campus BBS, help students analyze the topics and draw out their outlines.3. Ask students to write their first draf

43、ts after class and e-mail them to the teacher, together with questions that may come up while writing.4. Read e-mailed drafts, pick out key problems:a. Excerpt one or two essays, highlight where students perform well.b. Exhibit some students problematic writings, and show some ways to solve these pr

44、oblems.c. Present other problems, hold a classroom discussion through BBS again, and guide students to solve the problems.5. Broadcast students e-mail addresses, ICQ numbers or MSN IDs so that they can communicate with each other outside class.6. Classify students drafts and publish them online so t

45、hat students with the same topics can know what and how others have done. If there is a need, they can have a further discussion, pointing out problems for each other and solving the problems cooperatively.7. Repeat Step 4 and Step 6, guide students to discover and solve as many problems as possible

46、 so that they can understand how to improve their essays themselves.Thirdly, after a period of separate teaching, get the students in both classes to write an essay on a same topic without teachers guidance, but they may do it the way they were taught to fulfill the task.Finally, collect the final s

47、cripts of the two classes, mix them together and assign another teacher to give marks. Meantime, design a questionnaire on this experiment, ask students from Class B to finish it.3.2 Data Collection and Data Analysis During the 2 months experiment, 4 real time discussions were held in both classes.

48、Each time, the numbers of ideas every student contributed was recorded to see how differently the two teaching approaches effect on the development of students thinking ability. The pretest scores and posttest scores of both classes are recorded to compare the effects of the two approaches and to fi

49、nd out some trends of the development of students writing ability. The questionnaires are collected and calculated to find out problems for future improvement. Microsoft Excel is used to analyze the data since they are quite simple.Chapter 4 Results and Discussions4.1 Results of the ExperimentChart

50、1 shows the changes of the average number of student idea contributions in both traditional class and online class.Chart 1: The Change of the Average Number of Student Idea Contributions引用圖表 From the changes of score distribution in Chart 2, both approaches proved helpful to improve students overall

51、 writing ability. Most of the students in the online class have made greater progress than students in the traditional class. However, some students even do worse than in a traditional classroom.Chart 2: Score Distribution for Pretest and PosttestChart 3 is part of the statistics of the questionnair

52、es filled by students in the online class, which shows the main benefits and limitations of the new approach in the students opinion.Benefits of an Online English Composition CourseWriting essays with computers can save a lot of time.84%I feel free to speak out on line.76%Reading and commenting on m

53、y classmates essays is helpful to develop my own ideas.64%I can find a lot of sources online on line.56%Computers can be a great help to correct grammatical mistakes when writing essays.48%Limitations of an Online English Composition CourseI have some difficulties in using computers at the beginning

54、.54%Discussions online are more likely to go beyond the assigned topic.36%Opportunity for Plagiarism24%Some students may absent the class.16%Chart 3: Part of the Statistics of the Questionnaires4.2 Benefits of the New Method4.2.1 Abundant Sources OnlineStudents can find a lot of sources online. WWW

55、(World Wide Web) provides students with a variety of information. They can almost find whatever they want on the Web. Learning resources beyond the textbooks can be acquired very easily. (See Chart 3.) This broadens their eyereach and helps them to form their own ideas. (See Chart 1.)4.2.2 Timely Te

56、acher and Classmates ResponsesThe Internet breaks the bottle-neck of the transmission of information. Information in class can be spread more rapidly and widely. With the help of BBS (Bulletin Board/Conference), e-mail, ICQ, MSN (Microsoft Network) and other communication technologies, students can have