毕业论文注意格式

1、苏州大学本科生毕业论文 毕业论文设计封面（封面颜色和格式学院统一）毕业论文（设计）任务书学生填写；请参考“本科生毕业论文（设计）工作条例”第1213页，附件四。文献综述报告或读书报告文献综述报告（sample）Anderson, C.在其发表于1995年1月The Economist杂志上的The Accidental Superhighway一文中指出，发展写作与沟通能力的基础是发展思维能力，因此引导学生如何思考是写作教学的关键。Hatcher, D.在Combining Critical Thinking and Written Composition: The Sum of the Wh

2、ole Is Greater Than the Parts一文中介绍了Barbara Walvoord提出的过程教学法。过程教学法注重在写作过程中的指导，以求发展学生思考能力，但是过程教学法在实践中存在信息传输的瓶颈，而且给教师和学生增加了负担，效率不高。Bernie Dodge的Some thoughts about WebQuests一文和Tom March的Why WebQuests?, an introduction一文介绍了由他们提出的WebQuest（网络主题探究）的基本特点、适用范围和操作方法。WebQuest从根本上解决了信息传输问题，并且给教师和学生提供了海量资料，而这些正是

3、过程教学法所缺乏的。Frizler, K.的The Internet as an Educational Tool in ESOL Writing Instruction一文中介绍了如何利用互联网的一些优势来指导非英语母语学生用英语写作，其中不少观点对我撰写这篇论文很有启发，在论文中多次被引用。Kilian, C.的How an Online Course Works以及Hiltz, S. R.发表于1990年6月Technological Horizons in Education (T.H.E.) Journal上的Collaborative learning: The Virtual C

4、lassroom Approach一文对我也颇有启发。但是本文所述的互联网辅助高中英语写作指导与上述教学法在教学对象、操作方式、教学目的等方面又有着很大的区别。McDonough, J.和McDonough, S.的Research Methods for English Language Teachers一书和Brown, J.的Understanding Research in Second Language Learning一书对我设计教学实验及收集分析实验数据很有帮助。顾佩娅的漫游Internet英语世界Internet辅助英语教学一书对我解决实验中的技术问题颇有帮助。在撰写这篇论文之

5、前，我还阅读了大量英语教学方面的期刊杂志，如中国英语教学等，虽然在文章中并未引用，但使我了解了国内外机辅外语教学、远程教育和英语写作教学的现状及发展趋势，在整个论文撰写过程中能够收放自如。总之，这些论著在我撰写论文的过程中给了我莫大的帮助，阅读这些论著还使我学到很多论文之外的东西。AcknowledgementsTimes New Roman,/英文14号字。用复数。加黑。居中。 (sample)I would like to express my sincere appreciation to those who have kindly helped me during the past f

6、ew days as my thesis was being written.Times New Roman,/英文12号字。不要用中文四号或五号字。 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

7、 and Ms GUAN 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

8、 my parents, 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号字。加黑。居中。 (sample)AbstractWith the development of information technology, the Internet is playing a

9、 more and more Times New Roman,/英文12号字。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 A

10、pproach focuses 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 i

11、nquiry-oriented 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 educat

12、ional tool 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

13、.Key words：Process Approach；WebQuest；Internet Assisted English Composition Instruction；Elaborative Faculty；Transmission of Information摘要：(sample)随着信息技术的发展，互联网在教学过程中正扮演着越来越重要的角色。传统的高中英语写作课没有为学生提供一个无障碍的课堂交流环境，学生的思维能力并未得到很好的开发。过程教学法注重在写作过程中的指导，以求发展学生思考能力。然而，过程教学法仍然无法打破信息传输的瓶颈。与此同时，写作和批注的过程对教师和学生来说都是一个相

14、当沉重的负担。网络主题探究是一种以探究为取向的活动，在这个活动中，学习者所接触的全部或部分信息都来自互联网。网络主题探究的一些优点可以用来辅助英语写作教学，但其本身并不是一种教学法。本文以互联网在高中英语写作指导中的应用为核心，通过一个教学实验来说明互联网辅助高中英语写作课程的优点和局限性。同时，本文还对这一新的教学方法的意义，以及教师在运用这一教学方法时需要考虑的问题进行了讨论。关键词：过程教学法；网络主题探究；互联网辅助英语写作指导；思维能力；信息传输CONTENTS复数。Times New Roman/英文14号字。加黑。居中。(sample)Abstract.1Chapter 1用Ch

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

16、on.5Chapter 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 R

17、esponses.104.2.3 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.11C

18、hapter 5 Conclusion135.1 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.14Bibliog

19、raphy.15Chapter 1 Introduction用Chapter One/ Chapter I 均可。Times New Roman/英文12号字。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 shou

20、ld also play a significant role in teaching and learning 正文用Times New Roman/英文12号字。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

21、 assisted high school 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 tradition

22、al classroom. Frizler (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

23、 on the wall, above 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 brief

24、ly explaining it; 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 classroo

25、m activities. Though 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 Approa

26、chDr. Barbara Walvoord 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 pap

27、ers modeled on different 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 trad

28、itional approaches 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

29、problems. First, 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

30、those with the traditional 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 B

31、ernie Dodge and 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

32、 for the activity; catch the reader's 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:

33、give a step-by-step description, 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

34、 the process; add higher 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 &

35、Authenticity; (2) Developing 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 obj

36、ects and the purpose of a 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

37、as to achieve rapid and wide 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. I

38、n an Internet assisted English 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 i

39、s to make the process approach 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 assist

40、ed high school English composition 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

41、 two smaller classes, according 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 convention

42、al way and teaching Class 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

43、to write their first drafts 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 so

44、me ways to solve these problems.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

45、 publish them online so that 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

46、many problems as possible 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.Fin

47、ally, collect the final scripts 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 we

48、re held in both classes. 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

49、 two approaches and to find 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 Result

50、s of the ExperimentChart 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引用图表 From the changes of score distribution in Chart 2, both approaches proved helpful to

51、 improve students overall 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 stati

52、stics of the questionnaires 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%Re

53、ading and commenting on my 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 c

54、omputers at the beginning.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 lo

55、t of sources online. WWW (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

56、 Chart 1.)4.2.2 Timely Teacher 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, stu