外国语学院毕业论文英文格式.doc

Study on Teachers Feedback in Middle School English Classes外国语学院毕业论文( 2008级)论文题目Study on Teachers Feedback in Middle School（英文） English Classes论文题目 对中学英语课堂中教师反馈的研究（中文） (宋体、黑体、三号、居中)(注：以下部分横线上的内容均为宋体、黑体、三号、居中)二级学院 外国语学院 专业 英语教育 班级08英语教育1 学号 0506332073作者姓名指导老师 李文文 王某某完稿时间 2011.05.31成 绩 Study on Teachers Feedback in Middle School English Classes Li WenwenAbstract: In modern education system, mutual feedback between teachers and students exerts a significant role in the evaluation of teaching performance. Feedback that derives from the questions by students during the course indicates the understanding on key knowledge points by students. Based on experiment design method, this paper observes and records the course by an excellent teacher, and then it analyses the recorded materials. According to specific teaching theories, the feedback in the record will then be divided into various categories. In addition, the paper will also suggest how teachers should give feedback to students taking its influence on language study into account.Key words: teachers feedback; language learning; English class注：论文中所有英文部分字体用Times New Roman，小四；中英文行间距为1.5倍。 对中学英语课堂中教师反馈的研究（3号加粗） 李文文（同上）摘要：现代英语教育教学中，师生间的双向反馈成为检验教学成果必不可少的一部分。其中，教师在课堂中对学生的回答所做出的反馈，是对学生的知识点掌握情况的评价。本论文是通过实验设计的方法对一位优秀英语教师进行课堂观察和录音，并对观察所得和录音进行分析，在此基础上再运用理论知识对教师反馈进行分类，并讨论了教师应怎样给学生提供反馈以及这些反馈对学生语言学习产生的影响。(150-200字) 关键词：教师反馈；语言学习；英语课堂（35个关键词，每两个之间用；号隔开）注：1、论文中所有中文部分字体均用宋体，除了题目外字号均为小四；2、以上内容单独设置在第1页，页码从此页开始居中设置；3、论文行间距为1.5倍，每两大部分之间空一行距离。1. Introduction (所有大小标题顶格，黑体加粗)It（起行从行首向后退4键）is well known that the teachers feedback is a form of evaluation that the teacher gives to students for his /her answer. The best summary tactic that the teachers can use is to give the students feedback(Zhang Xinli, 2003).（引文后面必须注明出处，格式为：作者，出版年份)This paper then analyzes them, and discusses the effect of those feedback to students. 2. The background of the teachers feedback in China and abroad(所有大小标题顶格，黑体加粗)Robert J. Marzano, Debra J. Pickering and Jane E. Pollock in their work Classroom Instruction That Works has involved the feedback slightly, the author has given an example of Mr. Kaowadu which has explained the importance of feedbacks timeliness very well. The work has been translated into Chinese by Zhang Xinli(2003). In China, Wang Yueting(1996) has narrated bidirectional feedback of the message between the teachers and students in Bidirectional Feedback Teaching Method, the author also quotes some teachers class examples (每两大部分之间空一行距离) 3. The assortment, use and effect of teachers feedback in the English class (所有大小标题顶格，黑体加粗)In most research of teaching, teachers feedback always is classified into three kinds: positive feedback, negative feedback, and neutral feedback. (Lightbown, P. and N. Spada. 1990). (引文后面必须注明出处，格式为：作者，出版年份)This paper is about the research on the use of these three kinds feedback in the diary teaching 3.1 Positive feedback techniques and their effects (所有大小标题顶格，黑体加粗)3.1.1. Using praisingThe most familiar feedback technique is using praising, especially when students really make some excellent performance. 3.1.2. Expressing thanks Expressing thanks is a very common technique in teachers feedback3.1.3. Giving clue In most cases of English class, the teacher is often facing students half-right answers or unsatisfactory answers. 3.2 Neutral feedback techniques and their effects (所有大小标题顶格，黑体加粗)In sometimes teachers just use the neutral feedback techniques for students answer. In the above example, the teacher just uses “Sit down please” for the students answer. In this way, the teacher uses the neutral feedback just to show he has heard the answer. 3.3 Negative feedback techniques and their effects (所有大小标题顶格，黑体加粗)In English classrooms, there exists negative feedback(每两大部分之间空一行) 4.Suggestions for giving appropriate feedback on different occasionsIt is no doubt that in the diary teaching, the teachers will face a lot of answers from students and they will give various feedback to them. give their confidence.5. ConclusionIn conclusion, the teachers should use two or more feedback techniques together, no matterwaits for unceasing discovery in the future study.Works Cited（居中、黑体加粗、四号字体）1 Chaudron, C. Second Language Classrooms: Research on Teaching and LearningM. New York: Cambridge University Press, 1988.2 Ifantidou E. The semantics and pragmatics of metadiscourse J. Journal of Pragmatics, 2005, (37):1325-1353.3 Lightbown P. and N. Spada. Focus on Form and Corrective Feedback in Communicative Language Teaching: Effect on Second Language LearningM. London: Cambridge University Press, 1990.4 何丽珍.教师课堂反馈对课堂的影响J.南宁师范高等专科高等学校学报，2006，（11）:35-40.5 潘见炜.教师反馈方式对学生情感的影响J.山东师范大学外国语学院学报（基础英语教育），2006，（4）.6 王岳庭.双向反馈教学法M. 河南：河南教育出版社, 1996.7 汪锦芬.我国英语口语研究12年：回顾与前瞻D.福州：福建师范大学，2007.（整个参考文献部分单独设置为一页，文献至少5篇。参考文献的排列顺序:首先按字母先后顺序排列英文的文献，接下来按作者姓氏拼音首字母顺序排列中文文献；排列顺序用1 2.等序号）参考文献参考文献的类型：M专著（含古籍中的史、志论著） C论文集 N报纸文章 J期刊文章 D学位论文 R研究报告 S标准 P专利 A专著、论文集中的析出文献 Z其他未说明的文献类型 电子文献类型以双字母作为标识： DB数据库 CP计算机程序 EB电子公告 非纸张型载体电子文献，在参考文献标识中同时标明其载体类型： DB/OL联机网上的数据库 DB/MT磁带数据库 M/CD光盘图书 CP/DK磁盘软件 J/OL网上期刊 EB/OL网上电子公告 参考文献著录格式： 1、期刊作者题名J刊名. 出版年，卷(期)起止页码. 2、专著作者书名M版本(第一版不著录)出版地出版社，出版年起止页码. 3、论文集作者题名C编者论文集名，出版地出版者，出版年起止页码. 4、学位论文作者题名D保存地点保存单位年份. 5、专利文献题名P国别专利文献种类专利号出版日期. 6、标准编号标准名称S 7、报纸作者题名N报纸名出版日期(版次) .8、报告作者题名R保存地点年份. 9、电子文献作者题名电子文献及载体类型标识文献出处，日期. 文献类型及其标识： 1、根据GB3469 规定，各类常用文献标识如下： 期刊J 专著M 论文集C 学位论文D 专利P 标准S 报纸N 技术报告R 2、电子文献载体类型用双字母标识，具体如下： 磁带MT 磁盘DK 光盘CD 联机网络OL 3、电子文献载体类型的参考文献类型标识方法为：文献类型标识/载体类型标识。例如： 联机网上数据库DB/OL 磁带数据库DB/MT 光盘图书M/CD 磁盘软件CP/DK 网上期刊J/OL 网上电子公告EB/OL 举例： 1、期刊论文 1 周庆荣，张泽廷，朱美文，等固体溶质在含夹带剂超临界流体中的溶解度J化工学报，1995(3)：317323 .2 Dobbs J M, Wong J M. Modification of supercritical fluid phase behavior using polor coselventJ. Ind Eng Chem Res, 1987,26:56. 3 刘仲能，金文清.合成医药中间体4-甲基咪唑的研究J.精细化工，2002(2)：103-105. 4 Mesquita A C, Mori M N, Vieira J M, et alVinyl acetate polymerization by ionizing radiationJRadiation Physics and Chemistry, 2002, 63:465 .2、专著 1 蒋挺大亮聚糖M北京：化学工业出版社，2001127. 2 Kortun GReflectance SpectroscopyMNew York: Spring-Verlag, 1969 .3、论文集 1 郭宏，王熊，刘宗林膜分离技术在大豆分离蛋白生产中综合利用的研究C/余立新第三届全国膜和膜过程学术报告会议论文集北京：高教出版社，1999421-425. 2 Eiben A E, vander Hauw J KSolving 3-SAT with adaptive genetic algorithms C/Proc 4th IEEE Conf Evolutionary ComputationPiscataway