硕士论文开题报告写作方法讲述.pptxVIP

开题报告中的各种问题 第五组、第六组 选定研究课题 1 注 意 1 课题本身要具有理论意义和现实意义。 2 所选的课题要切实可行，力所能及。 3 要“小题大做”。 1.课题本身是可以研究的。 2.有些题目可以研究，但收集数据十分困难。 3.科研人员的能力是否能满足学术和技术上的要求。 论文选题依据 1 国内外研究现状分析 2 选题的研究意义（含科学与实践意义） 国内外研究现状分析 Previous studies abroad Prabhu (1987) Willis (1996) Skehan (1996) Nunan (2011) Previous studies at home Lu ziwen (2002) Feng Bin (2003) Lijiang (2004) Lizheng (2005) Yin Shiyin (2005) Su Zhiming (2007) Hejing (2009) Theoretical Significance It will greatly enrich and develop the theory of task-based language teaching. Practical Significance It can solve the problems of implementation of TBLT in rural school. 研究的特色与创新之处 First, considerable studies on TBLT are investigated by researchers abroad and at home, but few of them pay attention find a modified model fit for Chinese English teaching. provide new suggestions for theoretical refinement and practical instruction in China. Second, most of the studies in this area are qualitative studies but not quantitative. quantitative study on TBLT is in great need to testify the former researches and deepen the research questions. 2 国外文献综述 文献综述 previous studies abroad Nunans framework skehans framework Williss framework Prabhus framework Prabhus framework Pre-task Task 1.guided and controlled by teacher 2.treated as a whole class activities 1.every learner should attempt the task by himself or in pairs. 2.teacher or classmates provide help if necessary. pay more attention two principal phases: Three kinds of activities: information-gap activity, reasoning- gap activity and opinion- gap activity Williss framework three principal phases: Pre-task Task cycle Language focus Introduction to topic and task 1. Task 2. Planning 3. Report 1. Analysis 2. Practice offer the clearest picture of how to put TBLT Skehans framework Pre-task During-task Post-task three - phases model : 1.Observing and doing a similar task 2.teaching 3.consciousness raising 4.Pre-task planning 1.task- completion 1. public performance 2. Analysis 3.Consciousne