★英语专业文学论文提纲范文英语专业文学论文提纲格式模板

英语专业文学论文提纲范文英语专业文学论文提纲格式模板 摘要 第一章 绪论 一、研究背景 二、研究目的及意义 三、论文提纲 第二章 支架教学理论 一、支架教学理论的内涵与理论基础 （一）支架教学理论的内涵 （二）支架教学的理论基础 二、支架教学理论的国内外研究现状 （一）国外支架教学理论研究综述 （二）国内支架教学理论研究综述 三、支架教学的过程 （一）搭脚手架 （二）进入情境 （三）独立探索 （四）协作学习 （五）效果评价 第三章 英语专业文学课 一、文学课的教学材料及教学内容 二、英语专业文学课的目的及意义 （一）培养学生阅读欣赏英语文学原著的能力 （二）培养学生的人文素养并完善学生人格 三、当前英语专业文学课存在的主要问题 （一）学生存在的问题 （二）教师存在的问题 （三）其他方面存在的问题 第四章 基于英语专业文学课的实验研究 一、研究目的 二、研究假设 三、研究对象 四、研究工具与方法 （一）研究前、后测的试卷 （二）研究后的调查问卷 五、研究步骤 （一）研究前测试卷 （二）实验研究 （三）研究后测试卷 （四）研究后的调查问卷 六、教学说明 （一）对照班教学指导 （二）实验班教学指导 七、数据收集及分析 （一）数据收集 （二）测试卷成绩对比分析 （三）实验班、对照班调查问卷对比分析 第五章 支架教学理论在英语专业文学课中的应用策略 一、发挥教师的引导、启发作用 （一）设计文学课的任务 （二）组织和促进文学课的活动 （三）创造人文环境 二、搭建积极的文学学习心理支架 三、搭建文学学习方法的支架 （一）做卡片 （二）列图表 （三）作比较 四、搭建交互的支架 （一）师生交互的支架 （二）生生交互的支架 （三）人机交互的支架 五、搭建评价的支架 （一）设计评价表 （二）建立文学学习档案袋 第六章 研究结论 一、支架教学理论应用于英语专业文学课的优势 （一）有助于学生学习文学兴趣的提高 （二）课堂效率更高，学生积极参与到课堂活动中 （三）增加学生文学作品的阅读量 （四）提高学生的学习成绩和文学知识水平 二、研究的局限性及启示 _ 期间所学术论文 摘要 ACKNOWLEDGEMENTS CHAPTER ONE INTRODUCTION 1-1 Background of the study 1-2 Significance of the study 1-3 Objectives of the study 1-4 Overall structure of the thesis CHAPTER TWO LITERATURE REVIEW 2-1 A brief introduction to CBI 2-1-1 Definition of CBI 2-1-2 Characteristics of CBI 2-1-3 Models of CBI 2-2 Literature teaching in foreign language classes 2-2-1 Status of LKB literature courses in foreign-language teaching 2-2-2 The construction of systematic GTB literature courses CHAPTER THREE RESEARCH METHODOLOGY 3-1 Research questions 3-2 Research design 3-3 Instruments 3-3-1 Observations 3-3-2 Interviews 3-3-3 Tests 3-4 Participants 3-4-1 The subjects in the observations 3-4-2 The participants in the interviews 3-4-3 The participants in the tests 3-5 Data collection 3-5-1 Data collection through observations 3-5-2 Data collection through interviews 3-5-3 Data collection through tests CHAPTER FOUR RESULTS AND DISCUSSION 4-1 Positive effects of the GTB literature courses 4-1-1 More educational objectives achieved 4-1-2 Diversified courses 4-1-3 More class time for the literature courses 4-1-4 Improved content of the GTB literature courses 4-1-5 Diversified classroom management 4-1-6 More reasonable arrangement of teaching materials 4-1-7 More appropriate assessment 4-2 Problems and their coping strategies in the GTB literature courses 4-2-1 Lack of knowledge concerning literary history to support the current literature curriculum 4-2-2 Lack of overall understanding through extracts of novels 4-2-3 Lack of novelty in the teaching materials 4-2-4 Inappropriate pace of two GTB literature courses CHAPTER FIVE CONCLUSION 5-1 Major findings 5-1-1 Positive effects of GTB literature courses 5-1-2 Problems and their copping strategies for the GTB literature courses 5-2 Implications of the research 5-2-1 Theoretical implications 5-2-2 Practical implications 5-3 Limitation of the research 5-4 Suggestions for further research REFERENCES APPENDIX (INTERVIEW SCHEDULE) 摘要 Introduction Chapter 1 Literature Review 1-1 Various Opinions about English Literature Teaching 1-1-1 Aess to Culture 1-1-2 Facilitating Language Acquisition 1-1-3 Facilitating Interpretative Capabilities 1-2 Various Teaching Approaches 1-2-1 A Stylistical Approach 1-2-2 An Interactive Approach 1-2-3 A Reader-response Approach 1-2-4 Other Proposals of Teaching Approaches Chapter 2 Theoretical Basis of the Thesis 2-1 The Concept of Social Constructivism 2-2 Bases and Assumptions of Social Constructivism 2-2-1 Knowledge 2-2-2 Learning 2-2-3 Motivation 2-3 General Implications of Social Constructivism in Teaching English Literature Reading Course 2-3-1 Being a Constructivist Teacher 2-3-2 Creating a Constructivist Classroom 2-3-3 Other Types of Instruction Chapter 3 An Introduction to the Teaching Strategy in English Literatnre Reading Course 3-1 The Concept of Teaching Strategy 3-2 Factors Influencing Literature Reading and Teaching 3-3 Proposed Teaching Strategy in English Literature Reading Course 3-3-1 Text as Basis 3-3-2 Teacher as Guide and Student as Center 3-4 Principles for Using the Teaching Strategy 3-4-1 Choosing Proper Texts 3-4-2 Using Proper Group Organization 3-4-3 Prompt and Prope rFeedback from the Teacher Chapter 4 An Action Research on Implementation of the Teaching Strategy 4-1 A Brief Introduction to Action Research 4-2 Subject in the Research 4-3 Problem Identification 4-4 Analysis of Questionnaire 1 and the Interview 4-5 Restatement of the Problem and Hypothesis 4-6 Planning Actions Chapter 5 Research Report and Major Findings 5-1 Report on the Implementation of the 12-week Plan 5-2 Findings 5-2-1 Merits 5-2-2 Major Problems Conclusion Bibliography Appendix Appendix Acknowledgements Acknowledgements Contents Chapter One Introduction 1-1 Introduction to Literature 1-2 Introduction to the Research 1-2-1 Rationale of the Research 1-2-2 Methodology of the Research 1-2-3 Significance of the Research 1-2-4 Organization of the Thesis Chapter Two Literature Review 2-1 Introduction 2-2 Review of Reading Models 2-3 Researches and Works Done by Foreign Scholars 2-4 Researches and Works Done by Chinese Scholars Summary Chapter Three Research Design 3-1 Introduction 3-2 Data Source 3-3 Data Categories 3-3-1 Readers Factors 3-3-2 Textual Factors 3-3-3 Teachers Factors 3-3-4 Other Factors Summary Chapter Four Interactive Factors Involved in Literature Reading 4-1 Introduction 4-2 Concept of Literature Reading 4-2-1 Concept of Reading 4-2-2 Concept of Literature Reading 4-2-2-1 Level of Literature Reading 4-2-2-2 Reading in the General Sense and Literature Reading 4-3 Factors Involved in Literature Reading 4-3-1 Linguistic Factors 4-3-1-1 Features of Language in Literature 4-3-1-2 Phonological Factor 4-3-1-3 Graphlogical Factor 4-3-1-4 Lexical Factor 4-3-1-5 Syntactic Factor 4-3-1-6 Semantic Factor 4-3-2 Authorial Factors 4-3-2-1 Writing Background 4-3-2-2 Writing Style 4-3-3 Textual Factors 4-3-3-1 Langua