★大学英语教改论文提纲范文大学英语教改论文提纲格式模板

大学英语教学改革论文大纲范文大学英语教学改革论文大纲格式模板Acknowledgementsin Englishin ChineseChapter One Introduction1-1 Brief description of this study1-2标准在这个study1-3 Structure of this studyChapter Two Literature Review2-1 Definition of LLSs2-2 Issues of definition of LLSs2-3 classicationofllssanditsissues2-3-1omalleychamotsclassificationofllss2-3-2 Oxfordsclassificationofllss2-3-3 Cohensclassificationofllss2-4 issuesofclassificationofllss2-5 theoreticaframeworkforthisstudy2-5-1合作伙伴关系2-5-2 Humanism2-6 reviewofpreviousstudiessonllssChapter Three Methodology3-1 Research questions3-2 research设计3-2-1正常设计3-2-1-1 Subjects3-2-1-2 Instruments3-2-1-3数据采集与数据分析3-2-2品质设计3-2-2-1 Subjects3-2-2-2 Instruments3-2-2-3数据采集与数据分析chapterfourresultsanddiscussion4-1 ressultissanddddissuctionabouthequantitativestudy4-1-1 automilluseofenglishlearningstrategiesbynon-englishmajorsbeforethecollegeenglishpedagogicalreform4-1-2 overalluuseofinsignitionlearningstrategiesbynon-insignitionmersourdingthecollegeenglishpedagogicalreform4-1-3 similitisandddifferentionsinforsingrentrationtheabove-mentofconditions4-2 results & discussionaboutthequalitativedesign4-2-1 shirtationofteachersguidanceaboutthechoiceoflss4-2-2 pressurefromtheexamination -定向系统4-2-3 changedclassoominstructionpatterns4-2-4 lackofintrainsicmotivationtolearngenglishChapter Five Conclusion5-1majordings5-2pedagogicalimplicity5-3 Limitations for the research5-4 suggestonsforfurtherresearch参考资料AppendixAcknowledgements中文摘要Chapter One Introduction1-1 generaldescriptionofthisstudy1-2标准在这个study1-3 overallstructureofthisthesisChapter Two Literature Review2-1 definityandclificationsforsometheyterms2-1-1 definitionofself-confidence2-1-2 classificationofself-confidence2-1-3关联概念2-1-4 definitionoffteacherbehavior2-2 theoreticaframeworkforthepresentstudy2-2-1在SLA上攻击2-2-1-1 theaffectivefilterhypothesis2-2-1-2 Gardnersocial-educational模型2-2-2结构化2-2-3 Humanism2-3 proversestudiesoffectathomeandaboad2-3-1provesestudiesoffectaboad2-3-2 provesestudiesoffectathome2-3-3摘要2-4 proversionsestudiesofteacherbehaviorathomeandaboad2-4-1 provesionstudiesoftheteacherbehavioraboad2-4-2 provesionstudiesoftheteacherbehaviorathome2-4-3摘要Chapter Three Methodology3-1 Research questions3-2 research设计3-2-1正常设计3-2-1-1 Subjects3-2-1-2 Instrument3-2-1-3数据收集3-2-1-4数据分析3-2-2品质设计3-2-2-1 Subjects3-2-2-2 Instrument3-2-2-3数据采集与数据分析chapterfourresultsanddiscussion4-1 ressultiresanddddiscussionaboutquantitativeresearch4-1-1 inforcentionofteacherbehavioronlearnersenglishlearningself-confidence4-1-1-1 inforcentionofteacherbehavioronlearnersenglishlearningself-confidenceinbigclassroominstruction4-1-1-2 inforcentionofteacherbehavioronlearnersenglishlearningself-confindencesinsmallclassroominstruction4-1-1-3 inforcentionofteacherbehavioronlearnersenglishlearningself-confidenceinautonomouson -线性电子学习引擎4-1-2摘要4-2 results & discussionaboutqualitativeresearch4-2-1 employmentoffocus-on-formapproachtoclassroominstruction4-2-2基于implementationofinterestingtask的活动4-2-3 creatingandmanagementitionofaccatilititingclassroomatosphere4-2-4 readilyobtainableteachersindividual on-line coaching4-2-5 existing examination-orientedevaluatingsystemChapter Five Conclusion5-1majordings5-2pedagogicalimplicity5-3 Limitations for the research5-4 suggestonsforfurtherresearch参考资料appendixithequestionnaireonteacherinteraction (qti ) developedbyubbelsetal-(1993 )Appendix 教师行为对学员英语学习信心影响的问卷调查appendixtranslationofinterviewtranscripts摘要第一章绪论第一节研究背景第二节研究目的第三节研究内容及意义第四节研究方法和结构第二章文献综述第一节计算机网络环境下外语教学模式研究一、国外研究概述二、国内研究概述第二节教育生态学及其指导外语教学研究一、国外研究概述二、国内研究概述第三节总结第三章理论框架第一节教育生态学理论一、理论与研究的内涵二、生态学的基本概念三、基本原理和生态规律第二