毕业论文开题报告 (172).doc

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1、附件5：华北科技学院外国语学院毕业论文开题报告论文题目：AStudyonReverseLearningMethodtoImproveMiddleSchoolStudentsListening 学生姓名： 学 号： 专 业： 英 语 班 级： 指导教师： 职 称： 20 年 月 日开题报告填写要求1. 开题报告作为毕业设计（论文）答辩委员会对学生答辩资格审查的依据材料之一。在指导教师指导下，学生在毕业设计（论文）工作开始前完成，指导教师签署意见、教研室审查后生效；2. 学生应按照统一要求（从教务处网站下载开题报告标准格式电子文档）填写开题报告，其中：字体小4号宋体，行距20磅，日期的填写一律用阿

2、拉伯数字书写，如“2006年1月17日”或“2006-01-17”；3. 根据专业的具体情况，学生应查阅一定数量的参考文献（不包括辞典、手册）；4. 完成后及时交给指导教师签署意见。 届本科毕业设计（论文）开题报告1选题背景和研究意义 With the world information network, the development of globalization, recognized by the role of English as a tool has been more and more people, learning English is no longer confine

3、d to the exam, deaf English has gradually been discarded by teachers and students, the new curriculum also increased the students Xin said, but there is a requirement, because some students are lazy in daily learning to listen to, to say, the hearing in entering the junior middle school stage of lea

4、rning is poor, and slowly lose confidence; although there are some students often listen to the tape, but the effect is poor, also gradually lose interest, while the junior high school stage of learning English is the key stage of foundation, so there is an urgent need to adopt an effective method t

5、o make students listening ability can be improved, so as to promote the learning ability of a qualitative leap in english. In this case, the author introduced the converse method into English teaching and achieved good results. The middle school English Curriculum Standard it: middle school English

6、teaching should encourage students through positive attempt, self inquiry, self discovery and active practice learning style, the formation of English learning process and method has the characteristics of high school students. Middle school students have mastered the basic knowledge, encourage them

7、 to actively explore bold learning, and tap their learning potential, to form effective learning strategies and improve their autonomous learning ability, this is the time entrusts with the responsibility of teachers. In English teaching, many teachers are used to teach the students first, then to e

8、xplain the words, make sentences and expand, and then carry out the teaching of listening. This kind of fixed mode of vocabulary, sentence and hearing, the author thinks that there are several drawbacks:1 deprived students of logical reasoning ability Hearing the words in the text in a minority, hig

9、h school students have a basic knowledge of vocabulary, syntax and grammar, most of the sentence to read, do not understand the individual words through the context can also guess, to eliminate the vocabulary obstacles before class, is not conducive to develop students guessing ability, logical reas

10、oning ability the professor took a lot of time and vocabulary.2 the vocabulary of students is not very strong Teaching vocabulary before class, monotonous study, students in a passive situation, the word is not very strong. Only by putting the words into the listening and listening to the students t

11、hrough the listening context and the context can the students really understand and master it. The so-called word from the sentence, the sentence is the truth.3 is not conducive to students learning Students are in many aspects, not only by listening, but also in extracurricular learning, if there i

12、s no guessing ability, and ability, encountered do not understand the word to the dictionary, it will definitely hinder the students obtain the information speed, especially in listening comprehension, students will be stranded. Therefore, the research and application of the reverse teaching method

13、is of great significance to the teaching of English listening in middle school.2论文的主要内容和提纲 This paper studies the application of reverse teaching method in English listening in middle school, the feasibility through research and analysis of its significance and value on the reverse teaching method i

14、n English Listening Teaching in middle school, and then through the analysis of the existing problems in the teaching of English listening, further explore how to play the role of reverse teaching method in middle school English listening in the teaching, hoping to further promote the development of

15、 middle school English Teaching in china.Outline:abstract1. Introduction2.The introduction of reverse teaching method(1) theory(2)specific practices3. The application of reverse teaching method in English Listening Teaching in middle school(1) middle school students in English listening problems(2)

16、teachers in teaching problems(3) the application of reverse teaching method(4) reverse teaching method implementation steps4. The application value of reverse teaching method5. Conclusion3主要参考文献1 He Zujia; experimental study on metacognitive strategy training in English Listening Teaching J; foreign

17、 language teaching; the 2005 issue of the 022 Ma Ying Ying; from the perspective of information processing in the morphological errors in English listening J; Journal of Foshan University (SOCIAL SCIENCES EDITION); 2006 issue of the 013 Yuan Liuyan; the application of context theory in English Liste

18、ning Teaching J Journal of Shaoxing University (EDUCATION EDITION), 2006, issue 014 Fu Yi; Peng Hongbing; the training of cognitive strategies in English listening J; Jiangxi education research; the 2007 issue of the year 095 Xie Jie; College English listening comprehension obstacles J; Journal of H

19、ubei Institute of education; 2007 issue of the year 116 Sun Xiaoqian; Du Yan; the application of Schema Theory in English Listening Teaching in Higher Vocational Education J; China Science and technology information; the 2008 issue of the year 037 Tang Li; J; English Listening Barriers and coping st

20、rategies; (Business Education Research); 2008 038 Gao Lijuan; Gu Xiuling; psychological quality and its influence on listening comprehension; J; Journal of Heilongjiang Institute of education; 2008 issue of the period of 059 Zou Shuli; how to break through the English listening obstacles J; Neijiang

21、 science and technology; the 2008 issue of the 0610 Chang Baoshan Iron & Steel Co.; Ltd; several factors affecting listening comprehension and solutions J; Chinas out of school education (Theory); 2009 issue 014.进度安排1. November, 20 January, 20 Choosing the topic2. January, 20 March, 20 Writing the l

22、iterature review and the thesis proposal3. Early April, 20 Oral defense of thesis proposal4. April, 20 Early May, 20 Writing the first draft5. May, 20 Mid-June, 20 Revising and finishing the final draft6. Mid-May, 20 Evaluating the process of the work7. Mid-June, 20 Making preparations for the thesis defense5.指导教师意见（对本论文的深度、广度及工作量的评价） 指导教师（签字）：年 月 日6.答辩小组意见答辩小组组长（签字）：年 月 日7.系（教研室）审查意见系（教研室）主任（签字）：年 月 日