(范本) 毕业论文过程管理手册 - 副本

JIANGXINORMALUNIVERSITY本科生毕业设计(论文)过程管理手册学号： 学生姓名： 选题编号：届别：学院：专业： 指导教师姓名及职称：指导教师姓名及职称：评阅教师姓名及职称： 江西师范大学教务处制说 明1.任务书由指导教师与学生共同商定，并由指导教师填写，经学院毕业设计(论文)工作指导小组(教研室)审核后，发至学生手中；2.学生应认真撰写毕业设计(论文)的开题报告，做好各阶段进展情况记录及个人工作总结；3.本手册中各部分内容应填写完整，签名齐全;4.本手册装订顺序为：任务书、开题报告、过程进展情况记录(含前期准备阶段、撰写阶段、中期自查、完善阶段)、个人工作总结、形式审查表、指导教师评价表、评阅教师评价表、答辩评分及成绩评定表；5.本手册在毕业设计(论文)完成后，与毕业设计(论文)一起交指导教师，作为毕业设计(论文)答辩的主要档案资料，并由各学院保存至学生毕业后四年。本科生毕业设计（论文）任务书学号学生姓名专业毕业设计(论文)题目On Autonomous English Learning of the Rural Junior Middle School Students under the Influence of Their English Learning Psychology研究主要内容及基本要求一、主要内容:1、基于当前农村初中学生的教育和学习现状，厚重的资料分析，本文首先对研究的背景和意义进行了概述，后对学习心理和自主性学习及其相关理论，并具体延伸到农村初中生学习心理特征进行相关介绍；2、根据实证研究，着重分析学习心理的不同方面（情感、动机、意愿和归因等）对自主学习的积极和消极方面的影响；3、基于上述理论总结提出促进学习者自主性的方法：提高学生自主意识、相关教学策略及重视合作学习等。二、基本要求：1.概念准确，层次清楚，内容正确，格式规范。2.字迹工整，字迹清楚，行文流畅，无错别字。3.参阅一定数量的论著和期刊等文献资料。4.参考文献在文中一定要引注，参考文献格式按照中国学术期刊（光盘版）（CAJ-CD）检索与评价数据规范（1999）标准执行。主要参考资料1 An Yongfang. A Study on Learner Autonomous in Rural Senior High School D. Hebei Normal University, 20072 Bai Chunyan. Investigating and Analyzing the Autonomous English Learning of the Students in Junior High School D. Henan Normal University, 20123 Benson,P&P.Voller. Autonomy and Independence in Language Learning M. London:Longman Publishing Group,19974 耿改智，冯延波.关于农村初中生学习心理的调查报告J.延安教育学院学报，2003,（3）：18-195 乔华林.农村初中学生英语学习心理分析J.平顶山师专学报，2002，（6）：75-76进程计划Schedule of writingResearch proposal: Nov. 10th, 2012Dec.15th, 2012First draft: Dec.16th, 2012Janu.14th, 2013Second draft: Feb.17th, 2013Mar. 28th, 2013Third draft: Mar.29th, 2013Apr.24th, 2013Forth draft: Apr.25th, 2013May 2nd, 2013毕业设计(论文)工作指导小组 (或教研室)审核意见毕业设计(论文)工作指导小组组长(或教研室主任)签名： 年 月 日签名学生签名： 年 月 日指导教师签名： 年 月 日本科生毕业设计（论文）开题报告学号学生姓名学院专业选题编号届别指导教师姓名及职称 指导教师姓名及职称中文题目农村初中生英语学习心理影响下的自主学习研究外文题目On Autonomous English Learning of the Rural Junior Middle School Students under the Influence of Their English Learning Psychology Literature review In China, the number of rural middle school students is much more than that of urban students. However, there exist more obstacles and hindrances among rural middle school students such as the vile language learning environments, shortage of English teachers and the scarcity of language facilities. Those hindrances will affect the rural middle school students learning conducts especially their learning psychology. According to the Oxford Advanced Learners English-Chinese Dictionary (The 7th Edition), psychology is the kind of mind that sb has that makes them think or behave in a particular way or how the mind influences behavior in a particular area of life. Indeed, learning psychology, particularly English learning psychology has a powerful impact on rural middle school students autonomous English learning.Nowadays, people have to learn through their own life under the fast development of the society. It is necessary for people to accept life-long education in the modern society, in light of what the students have learned at school is not enough to meet their needs of survival and development in the later life (Bai Chunyan, 2012). Consequently, autonomous learning (AL) is a new demand on English teaching. The term autonomy has acquired many different shades of meaning. Littlewood defines autonomy in educational terms as “involving students capacity to use their learning independent of teachers” (1999:73). Nevertheless, it is obvious that no students will be accompanied by their teachers throughout life and autonomy is an irrefutable goal for learners everywhere.Ryan makes a similar point that “autonomy is a process of self-determination or self-regulation” (Lu Xiaoli, 2002). According to Dickinsons (1987) definition of autonomy, it is a situation in which the learner is totally responsible for all of the decision concerned with his or her learning and the implementation of those decisions.The term “Autonomous learning” was put forward by Holec at the earliest (Bai Chunyan, 2012). Holec (1981:3) defines it as the ability to take charge of ones learning, namely “make decisions on issues related to his or her own learning”. Yu Wensen (1999) thinks autonomous learning is being active to learn. Some researchers even consider promoting AL as the ultimate goal of education. In the process of learning, AL presents as “I need to learn”. And that is based on an internal need which contains learning interests and learning responsibility of the students study. Furthermore, learning independently is an effective way for students to learn.In 1980s, the concept of “learner autonomy” was put forward and AL has been prevailing in the language field. Whats more AL has been a buzzword since 1990s, and开题报告内容domestic and foreign scholars have done a great deal of studies on it. There are some differences in describing the characteristics of AL. Someone holds his opinions that autonomous learners should be able to find the reason of their studies and be responsible for them and have strong confidence and believe that working hard will make constant success. In his view, learners can set an effective learning goal, plan their future, have enough strategies to monitor their studies and control their learning process and so forth. Dickinson (1993:330-331) identified five characteristics of independent (autonomous) learner:1) They understand what is being taught.2) They are able to formulate their learning objectives.3) They are able to select and make use of appropriate learning strategies.4) They are able to monitor their use of these strategies.5) They are able to self-access, or monitor their own learning.It is apparent to all that rural middle school students learning psychology has obvious features of the age. From previous studies, there are several factors accounting for their learning psychology features. They are educational value, attitude to learning, learning needs and learning goals. In a recent survey, rural middle school students learning psychology is quite distinct from the past (Geng Gaizhi, Feng Yanbo, 2003). The education value tends to be varied, pragmatic and utilitarian. However, learning needs present vertical multilevel and horizontal objectives. Although learning objectives are clear, they reflect the subjectivity and incoordination. Different from earlier investigation which focused on explaining current situations and features of middle school students psychology, this thesis will analyze the rural middle school students English learning psychology which includes emotion, motivation, will, attribution, ect. Apart from drawing conclusions from the analysis and study of its influence on the autonomous English learning, it will put forward some suggestions about how to improve the rural junior middle school students autonomous English learning abilities.Thus, for the purpose of knowing about the English learning psychology of the rural junior middle school students, as well as the influence on their autonomous English, the study aims to answer the following research questions:1) What is the current English learning psychology situation of the rural junior middle school students?2) What are the factors of the English learning psychology affecting rural junior middle school students autonomy?In the pursuit of a suitable methodology, qualitative research and quantitative research was discovered to be the most appropriate approach for inquiring the method of translating English idioms. In addition to this, this thesis also combines both quantitative and qualitative research methods. With data collection and data analysis, this article is arranged in sequence.Key points The core of this treatise is to dissert on the research background, students English learning psychology, theories on AL under the influence of learning psychology and method of this study. First of all, this thesis will make a brief introduction of this studys background and significance. Next, theories on learning psychology and autonomous learning will be expounded. Importance will be attached to the influence of English learning psychology on English autonomous learning. Furthermore, this thesis will analyze approaches to promote learner autonomy from their awareness, teaching strategies and group work.OutlineIntroduction1. Introduction to this Study1.1 Background of the Study1.2 Significance of the Study1.3 The Overall Structure of the Thesis2. Theories on Learning Psychology2.1 The Characteristics of Middle School Students Learning Psychology开题报告内容 2.2 The Characteristics of English Learning Psychology among Rural Middle School Students3. Theories on Autonomous Learning3.1 The Definition of Autonomous Learning3.2 The Characteristics of Autonomous Learning4. The Influence of English Learning Psychology on English Autonomous Learning in Rural Junior Middle School4.1 Survey among Students4.2 Positive Influence of English Learning Psychology on English Autonomous Learning4.3 Negative Influence of English Learning Psychology on English Autonomous Learning5 Approaches to Promote Learner Autonomy5.1 Raising Students Awareness of Autonomous Learning5.2 Teaching Strategies for Promoting Autonomous Learning Ability5.3 Putting Strong Emphasis on Group WorkConclusionBibliography1 An Yongfang. A Study on Learner Autonomous in Rural Senior High School D. Hebei Normal University, 20072 Bai Chunyan. Investigating and Analyzing the Autonomous English Learning of the Students in Junior High School D. Henan Normal University, 20123 Benson,P&P.Voller. Autonomy and Independence in Language Learning M. London:Longman Publishing Group,19974 Dickson, L. Learner Autonomy: Learner Training for Language Learning M. Dublin: Authentik.1992.5 Ding Feng. What is learner autonomy, why and how to promote it?J. 1994-2012. .6 Gardner, R.C. Social Psychology and Second Language LearningM. London: Edward Arnold,19867 He Ling. A Study of English Learning Strategies Employed by the Rural Junior School Students in Anhui Province J.Overseas English, 2011. (11):18-218 Holec,H. Autonomy and Foreign Language Learning M. Oxford:Pergamon. 1981:5.9 Jiang Xia. Learner Autonomy in Middle School English Study D. Liaoning Normal University, 200410 Jonathon E. Larson. Educational Psychology: Cognition and Learning, Individual Differences and Motivation M.New York: Nova Science Publishers, Inc, 200911 Lu Hongye. An Empirical Study of High School Students Psychological Status in English Learning D. Hunan Normal University, 200712 Lu Xiaoli. Developing the Autonomous Learning of the Students in Middle School English Study D. Shanxi Normal University, 200213 Rod Ellis. The Study of Second Language Acquisition M.Shanghai: Shanghai Foreign Language Education Press,199914 Sun Yun. A Study of Students Autonomous English Learning in Middle School D. Zhenjiang University, 200515 Wen Hong. A Empirical Research on Teaching Strategies for Students Autonomous English Learning in rural Junior D. Hunan Normal University, 201016 Wu Jidong. An Investigation of ELSs Employed by JMSSs in Chinese Rural Settings J.CELEA Journal (Bimonthly), 2009. (2):53-6517 Xiang Yun. A Review of Learner Autonomy in Language Learning J.Overseas English, 2012. (13):90-9218 Yang Yicang. Analysis of the Factors Affecting English Learning among Rural School Students and Suggested Countermeasures J. 1994-2012. .19 Zhang Rui. A Correlation Study of Psychological Reactance and English Achievement of Middle School Students D. Hubei University of Technology, 201220 陈谦. 影响学生学习心理的因素及对策J.泰州职业技术学院学报，2005，（2）：53-55开题报告内容21 邓红，高晓明.农村中学生学习心理及影响因素研究J.现代中小学教育，2009，（1）：63-6622 耿改智，冯延波.关于农村初中生学习心理的调查报告J.延安教育学院学报，2003,（3）：18-1923 鲁伟明.城郊初级中学学生学习心理的调查与分析J.宁波教育学院学报，2005，（1）：60-6824 乔华林.农村初中学生英语学习心理分析J.平顶山师专学报，2002，（6）：75-7625 王旭.浅谈农村中学生英语自主学习能力培养N.学知报，2010，（2）：1-326 叶金香. 当代中学生的心理特征及对策J.江西教育科研，2001，（11）：21-2227 余文森. 让学生发挥自学潜能，让课堂焕发生命活力J.教育研究，1999，（3）：15-17本科生毕业设计（论文）进展情况记录学号学生姓名专业英语（师范）毕业设计(论文)题目On Autonomous English Learning of the Rural Junior Middle School Students under the Influence of Their English Learning Psychology时间自 2012 年 11 月 10日 至 2012年 12月 15 日进展情况记录自2012年9月6日被分配到江西省九江市九江县黄老门中学实习两个月左右以来，在与农村中学学生接触的过程中，逐渐发现农村中学学生在学习英语的过程中出现了呈现了一系列不同的学习心理特点，同时影响了其学习的主动性。在实习结束后，初步确定了论文的研究方向，通过各种渠道查找资料（网络、书籍），同时分析所作的相关的调查问卷、成绩情况记录等，着重搜集已做的相关农村初中学生的心理特点和初中学生学习主动性的研究。确定了论文的题目，并根据所查找的资料,对论文有了个初步的想法，就在老师的指导下撰写了开题报告。学生签名： 年 月 日指导教师意见论文作者在这段时间能积极主动地查找相关资料，整理读书笔记，确定了论文的选题并提交了开题报告。根据开题报告，确定基本写作思路和可行性方案，拟写初稿。指导教师签名： 年 月 日本科生毕业设计（论文）进展情况记录学号学生姓名专业英语（师范）毕业设计(论文)题目On Autonomous English Learning of the Rural Junior Middle School Students under the Influence of Their English Learning Psychology时间自 2012 年 12 月 16日 至2013 年 1月 14 日进展情况记录开题报告写出来后，论文的整体框架也就清晰了很多。经过老师对论文开题报告的修改，发现自己在论文格式及论文设计上并不很严谨，论文内容目录设置上并没有很清晰的层次结构，存在一定的矛盾性。论文题目翻译成中文也出现了释义错误，应译为自主学习。自己好好反思了相关问题的原因：其实一开始在查找文献资料的时候就发现自己查找资料的数量有限，尽管有许多研究（农村）初中生学习心理和初中学生自主学习的文献，但具体把学习心理和自主学习联系起来的文献却是少之又少。内容表达显得太过表面化，不够深入。在总结问题和遇到的困难后，我再次翻找更多的相关资料希望找到更多的信息，并在开题报告文献综述部分和目录部分做了适当修改以求全面，有了开题报告作基础，论文正文写起来还算是得心应手。经过一个多月的时间，论文初稿完成了。学生签名： 年 月 日指导教师意见在导师的指导下，完成了初稿。对初稿要特别注意文章结构的合理性，论证行文的逻辑性，严密性条理性和规范性。做到文章观点鲜明，结构合理，论证充分有力，行文流畅。指导教师签名： 年 月 日本科生毕业设计（论文）进展情况记录学号学生姓名专业英语（师范）毕业设计(论文)题目On Autonomous English Learning of the Rural Junior Middle School Students under the Influence of Their English Learning Psychology时间自 2012 年 11 月10日 至2013 年 3月 28 日进展情况记录根据指导老师对论文初稿的仔细认真修改，同时和同学交流分析，发现自己在论文目录及具体内容设置上欠缺合理性。尤其是第四章的大小标题设置，存在一定的矛盾性。大标题写的是“农村学习自主学习的影响因素”，可小标题在分析了影响因素之后又“南辕北辙”地分析了英语学习心理对英语自主学习的影响（结果）。发现这个重大错误后，我及时对内容进行了整合、增减和修改，同时对个别语法错误订正。对于老师指出的格式错误重新排版。除此之外，按照规定的格式（内容、书名、作者、出版社、出版时间、页码）开始撰写读书笔记。在写读书笔记的过程中，自己也有了进一步的收获和认识。完成了论文二稿。一段时间之后，老师把修改过的论文还给我，虽然论文的整体布局和主要思想没什么问题，还是发现论文中还有些打印、格式和拼写等疏忽，以及有些内容在排序上还要进行调整。适当修改后，进行中期小结，完成了论文三稿。学生签名： 年 月 日指导教师意见根据导师的修改意见，确定论文的修改方案。如补充材料，明确中心思想，并深化研究主题，提升学术观点。论文作者能根据导师指出的论文存在的不足进行及时的修改和补充，并针对性地阅读了相关的资料，取得了较好的效果。 指导教师签名： 年 月 日本科生毕业设计（论文）进展情况记录学号学生姓名专业英语（师范）毕业设计(论文)题目On Autonomous English Learning of the Rural Junior Middle School Students under the Influence of Their English Learning Psychology时间自 2013 年 1 月 14日 至 2013 年4月 24 日进展情况记录经过论文指导老师周老师的耐心地反复修改，论文终于即将“修成正果”。虽然此次又出现了小错误，但总体来说论文是达标的。对“农村初中生英语学习心理影响下的自主学习研究”也做出了一定的成果。论文总算完善和定稿了。在分析了研究的背景及意义之后，分析了学习心理和自主学习的相关理论，再着重研究农村背景下的学习心理对自主学习的影响，提出了促进自主学习者的方法，着重强调了小组合作学习。当然论文整体来说还不是特别深入，在创新理论上并没有很突出。针对学生心理影响自主学习的状况，作为英语教师应该适当提供教学策略，这样才能促进英语教学与学习的发展进步。学生签名： 年 月 日指导教师意见本阶段为论文的完善阶段。在这一阶段，论文作者态度认真，对论文进行了反复修改和润色，使论文格式基本规范，文中无重大语法和拼写错误，完成了一篇合格的学士学位论文，建议认真做好答辩准备工作。指导教师签名： 年 月 日本科生毕业设计（论文）个人工作总结学号学生姓名专业英语（师范）毕业设计(论文)题目On Autonomous English Learning of the Rural Junior Middle School Students under the Influence of Their English Learning Psychology时间自 2012 年 11 月10日 至2013 年 5 月2日工作总结作为英语师范的学生，为了选择一个很好的毕业研究课题以完成毕业论文的撰写，在2012年9月初至2012年11月中旬期间实习英语教学和实习班主任的过程中，注意观察英语课堂上学生的反应和课后表现，逐步确定了相关的研究主题，即研究农村学生学习心理与其自主学习的关系。因此进行了相关的问卷调查，抽选了初中三个年级男女不同的一百名学生有针对性地调查问卷。通过问卷、访谈、适当家访、详细记录学生的课堂、作业、考试成绩等方式深入了解了农村初中生的英语学习心理特点及其影响下的学习主动性。同时在上网搜集相关文献资料的过程中，发现了现今农村初中学生的学习背景及状况：受主客观因素的影响，学生学习心理特征呈现四种类型（超我、自我、消沉、逆反），而农村初中学生像普通初中学生一样，他们的学习心理包括情感、动机、意愿和归因等。而这些学习心理因素在一定程度上影响了学生的学习主动性，无论积极或是消极方面，都很好地解释了农村学生在英语学习中的具体表现。在此基础上，提出了适当的教学策略，希望达到师生互动、合作学习、最