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英语论文范文

时间:2016-04-21 来源:唯才教育网 本文已影响

篇一:英文论文范例

CONTENTS

(以上字体Times New Roman, 小3号;加粗)

(以下字体均为:Times New Roman;小4号;行距:1.5倍) ACKNOWLEDGEMENTS

Abstract (in English)…………………………………………………………………..1 Abstract (in Chinese) ………………………………………………………………….1

Ⅰ Introduction………………………………………………………………………...1

1.1Multi-Media With Erroneous Zones………………………………………………1

1.1.1 Erroneous Zone 1……………………………………………………………2

1.1.2 Erroneous Zone 2……………………………………………………………2

1.1.3 Erroneous Zone 3……………………………………………………………2

1.1.4 Erroneous Zone 4……………………………………………………………3 ⅡCountermeasures………………………………………………………………….3

2.1 Unsuitable Operation ……………………………………………………………4

2.2 Over stimulation In Courseware…………………………………………………4

2.3 Vague Content with Automatical Transformation…………………………………5

2.4 Neglect Of Teachers’ Function……………………………………………………5

ⅢConclusion…………………………………………………………………………..6

3.1 Prospect in English Teaching……………………………………………………...6

3.2 Personal Opinions of Further Research……………………………………………6

BIBLIOGRAPHY…………………………………………………………………….7 DECLARATION

Discussion on the Application of Multi-media

In English Teaching

(字体:Times New

Abstract: With the rapid development of computer and popularization of the network, the present teaching pattern that still uses traditional teaching method “one chalk, one blackboard” seems to be unable to meet the requirements in the present society any longer, and English teaching is no exception. The introduction of the multi-media teaching method to the English class has been one of the tendencies to the development of English teaching. But the misuse of the modern tools will surely result in the bad effect to English teaching. So English teachers should take an active part in the research of how to use the multi-media teaching method in English teaching and try to avoid its misuses.

Key words: multi-media; English teaching; overcome

(英文摘要和关键词都是两边对齐;5号字;行距:单倍; 字体:Times New Roman;

“Abstract” 和 “Key words” 两个词或词组要加粗)

(关键词之间用分号隔开;词与词之间相隔一个英文字符)

(空一行)

摘要:随着电脑和网络的迅速发展,那种“一盒粉笔,一块黑板”的传统教学模式的应用已远远不能满足现代社会对教学的需要。英语教学也不例外。怎样将多媒体运用于英语教学已成为教育趋势,但是一旦错误使用多媒体英语教学,将导致教学障碍从而给英语教学带来负面效果。英语教学者应当积极从事研究与克服多媒体英语教学的弊端。(300字以内) 关键词:多媒体;英语教学;克服

(英文摘要和关键词都是两边对齐;5号字;行距:单倍; 字体:楷体;“摘要”和“关键

词”两个词或词组要加粗)

(关键词之间用分号隔开) Roman;小3号字;居中;加粗)

(空一行)

? Introduction (一级标题4号字;字体:Times New Roman;加粗) (以下正文均为:小4号字;字体:Times New Roman;行距:1.5倍)

The application of multi-media in English teaching has broken the traditional

teaching pattern “one chalk, one blackboard”. It processes the words, images, voice and animation and other information by the computer and forms an all-around teaching system. It is not only a good medicine to the Chinese student with their mute English but also benefit to the improvement of students’ language ability and students’ subjective initiative shall be fully developed. It can improve teaching efficiency and teaching quality effectively.

1.1 Erroneous Zones in the Use of Multi-Media

(二级标题小4号;字体:Times New Roman;加粗)

Multi-media teaching is a brand news teaching model and poses a new challenge to teachers. If it is used improperly or used with erroneous zones in rational knowledge, it can bring much bad effect to the teaching.

1.1.1 The use of the multi-media as the leading teaching methods (与二级标题相同;加粗)

There are many outstanding strong points in multi-media teaching comparing with the traditional teaching. But it is not valid everywhere. It has both advantages and disadvantages. Some teachers cannot see the advantages and disadvantages of the multi-media in their teaching and cannot exploit to the fully the multi-media’s favorable conditions and avoid unfavorable ones. They cannot use the multi-media and ignore the function of teacher. The multi-media teaching programs of theirs are only the accumulation of letters, images, and the contents of books, just like a refurbished version of the book. There is no innovation in their class. They just show the multi-media teaching program in their English class and teacher just like a projectionist. Teacher become the slave of the multi-media and cannot be as the leading teaching main subject.

1.1.2 The change of the “Teacher Teaching” into “Machine Teaching” and the ignorance of the main teaching status of students

The multi-media teaching encourages students to combine speaking and practice and to strengthen the memory. But some teachers consider that advanced teaching methods must bring the advanced teaching ideas. Some teachers use the

multi-media as the teaching tools. Teacher still acts as the center of the teaching and students are still the passive accepter. Force-feed type educates still give full play to their remarkable skill (Bernard, 1995;210). (夹注方法:1. 写出作者的姓名(英语学者用last name,中国学者用其姓名的全称)加逗号;2. 作品出版时间加分号;

3. 参考作品的页码) (夹注内容应放在应放在标点符号之前)

1.1.3 The replacement of the Student-to-Teacher with Student-to-Machine.

There is a very friendly interface in the multi-media teaching program. Students can choose different study content according to their own practical study standard and their own interests. But this does not mean that teacher can give up. Teaching is a mutual activity to both teacher and students. Teacher and students can communicate with each other by talk, information commutation and feedback to implement teaching plan and accomplish teaching target (Christopher, 1986: 46). If the multi-media is used blindly in teaching processing, only think a lot of student-to-machine talk and ignore the student-to-teacher communication, the relation between the student and teacher will become dim as time passes. Further more, the relation between the student and teacher will become dim as time passes. Further more, the multi-media will be cold reception by students. The enchantment of the class does not exist any more and the teaching effect is seriously influenced. How we can make the best use of the multi-media teaching program and how to improve our teaching effect is left to every teacher.

1.1.4 The misunderstanding of multi-media method

Some teachers pursue the newest high technology and braveness simply, make the teaching program to the achievement exhibition of the multi-media teaching and cannot use the multi-media to put the axe in the helve that cannot be solved in the traditional teaching. They do not look the multi-media as the assistant teaching tool. They make the multi-media teaching program very beautiful and flaming, but this just detracts students’ attention and bothers students’ observation. We must know that the multi-media assistant teaching is not only the art, but also the science. As the assistant English teaching software, solving the problems met in English teaching should be the

primary. We should look the actual effect of the software, not emphasis on the eyewash.

Ⅱ Countermeasures (一级标题4号字;字体:Times New Roman;加粗)

The countermeasures are the measures and the remedies which the educators can take measures to correct the misunderstandings or misusing of multi-media English teaching.

2.1 (二级标题小4号;字体:Times New Roman;加粗)

Take the man as the primary and adopt the advantages of the multi-media. When we make the multi-media teaching program, we must know that it is only and can be only the assistant teaching tool for our teaching. Students and teacher should be always the primary. Teacher is the leading and students are the principal part. With the interposition of multi-media, teacher is less participated in the class and students are more active in the class. But this does not mean that teacher is not the leading any longer, Teacher is always the designer of the class, exponential of the study and the organizer of the class. The teaching art is improved. Teacher should pay more attention to giving students advices. Further more, teacher should set up his own teaching style in his multi-media teaching program to make his lessons more vivid and vigorous. Every teacher must not be controlled by the multi-media. The multi-media teaching program is not the repeat of the hook, (来自:WWw.hn1c.com 唯 才教 育 网:英语论文范文)not the relish of the lessons, it is the re-creation which can meet the requirement of teaching contents and students' practical cites by teacher.

2.2 Pay attention to actual effect and be intent on nothing but usefulness. Although computer has the function of multi-media and super-media, it can only be a media in teaching program. Some teachers take it as all-media. They cannot look the multi-media computer all round from the sides of media. They use computer to complete every thing they can do. The blackboard is only the ornament within their vision and computer becomes another book to students. As we all know, the function of the multi-media does not always work. We must think over when, where and how

篇二:纯英语毕业论文范文

XX学院本科生英语专业毕业论文装订顺序(APA格式) (注:此格式用于文学、翻译方向之外的所有论文)

1. 毕业论文封面(汉语) 2. 毕业论文首页 (英语) 3. 致谢(英文)

4. 毕业论文中文摘要及关键词 5. 毕业论文英文摘要及关键词 6. 目录 7. 正文

8. 尾注(可选)

9. 参考文献(英语文献在前,汉语文献在后) 10. 附录(可选)

附:论文模板(模板内容仅供参考,毕业生可根据实际情况填写)

学号:

使用情况调查

系名 称: 外 语 系专 业 名 称: 年 级: 姓 名: 指 导 教 师:

2008 年 5 月 日

The Use of Linking Adverbials by Chinese

College English Learners

A Thesis Submitted

to Faculty of International Studies of

Henan Normal University

in Partial Fulfillment of the Requirements

for the Degree of Bachelor of Arts

By Liu Hiatao

Supervisor:Li Qingdong

May 5, 2008

like to thank all those who

have given me their generous helps, commitment and

enthusiasm, which have been the major driving force to complete the current paper. ?

I

无论在口语还是在写作中,中国大学英语学习者在连接副词的使用上都有过多使用的倾向。影响中国大学英语学习者使用连接副词的因素是多方面的,

如母 ( II

篇三:英语本科毕业论文优秀范文

××大学毕业设计(论文)

题 目Analysis of the contextual meaning of English Word 作 者 张 芳 丹 层 次 本 科 专 业 英 语 学 号 指导教师

×年×月×日

××大学成人高等教育

毕业论文(设计)评审表

注:此表一式二份,与学籍表一起进入学员毕业档案

××大学

毕业设计(论文)任务书

学院

学生姓名: 学号: 专业:英语

1 设计(论文)题目及专题:Analysis of the contextual meaning of English Word 2 学生设计(论文)时间:自年日开始至年日止

3 设计(论文)所用资源和参考资料:

〔1〕Nida , E .A . Language in Culture and Society. New York : Harper&Row . 1964. (the whole book) 〔2〕Ogden, C. K and Richard, I. A. The Meaning of Meaning 〔M〕. London: Rout ledge and Kegan PAUL. 1923. (the whole book) 〔3〕Saeed, J. I. Semantics. Oxford: Blackwell. 1997. (from page 53 to 132)〔4〕胡壮麟.语言学教程〔M〕.北京:北京大学出版社.2005.6 (the whole book)〔5〕何伟.英语语篇中的时态研究. 北京大学出版社.2008.2 (from page 50 to 193)4 设计(论文)完成的主要内容:

Ⅰ. Contextual Meaning and Figures of Speech 5 提交设计(论文)形式 (设计说明与图纸或论文等)及要求:

〔1〕要求认真、独立完成毕业论文(设计)的写作〔2〕要求按照学校规定的论文(设计)格式撰写论文(设计) 〔3〕要求及时同指导老师进行沟通,按步骤完成论文(设计)的写作和答辩工作。6 发题时间:年月

指导教师: (签名)

学 生: (签名)

Analysis of the contextual meaning of English Words

张芳丹

Abstract

As is known to us, the context is the environment that the word is used, it often determines the exact meaning of words. Nowadays, more and more words appear to express new concepts with the development of the science and technology. But not every concept has its own word. Therefore, many common words are used to express some new concepts, then a common word has its special meaning due to the place where it is used, namely contextual meaning. In this paper, the author divides context into two parts: figures of speech, culture. The analysis on contextual meaning of English words is able to provide a clue for understanding the meaning of English words used in some special context rightly as well as to avoid embarrassment caused by interpreting a word literally.

Key Words

English words; context; contextual meaning

Ⅰ. Contextual Meaning and Figures of Speech

Ti is known to all that language is the means of communication. In communication, figurative language is often employed by writers or speakers to make his idea concrete and vivid. A fresh, proper figure of speech can appeal to the imagination, create mental picture and make the speech or writing vivid, impressive and interesting. English, as a communication device, are full of figures of speech. Most of figures of speech are based on resemblance in image. They may be direct or implied comparison, likening inanimate objects to people or addressing them as such. Some figures of speech are based on the association between the things and people, between the part and the whole, or between opposite things, etc. others come into being through usage, proverbial relationship or exaggeration. To