毕业论文手册示范

1浙江教育学院本科毕业论文（设计）（届）题目微格教学训练对英语师范生基本教学语言学院外国语学院专业英语班级03英语本科班学号学生姓名指导教师完成日期2007年5月16日2浙江教育学院本科毕业论文（设计）手册目录一、浙江教育学院本科毕业论文(设计)正文（2～XXX页）二、浙江教育学院本科毕业论文(设计)过程管理材料（XX～XX页）（一）本科毕业论文(设计)工作记录卡……………………XXX（二）本科毕业论文(设计)任务书…………………………XXX（三）本科毕业论文(设计)开题报告………………………XXX（四）本科毕业论文(设计)文献综述………………………XXX（五）本科毕业论文(设计)外文翻译………………………XXX（六）本科毕业论文(设计)指导教师评语表………………XXX（七）本科毕业论文(设计)评阅教师评语表………………XXX（八）本科毕业论文(设计)答辩委员会评语表……………XXX（九）本科毕业论文(设计)答辩记录表……………………XXX注意：样版中的“XXX”表示待定页码内容，请根据实际内容填写，下同。3第一部分毕业设计(论文)正文4浙江教育学院本科毕业设计(论文)目录注：此处的摘要提纲的页码还是用数字标注，不是I、II！！Abstract..................................................................................................................................5摘要.......................................................................................................................................5Outline...................................................................................................................................6提纲.......................................................................................................................................71.Introduction.......................................................................................................................82.Literaturereview................................................................................................................92.1Microteaching...............................................................................................................92.1.1Definitionofmicroteaching................................................................................92.1.2Feedbackasanimportantfactorofmicroteaching............................................102.2Definitionandclassificationofbasiclanguageofinstructioncompetence(BLIC)...102.3RelationshipbetweenmicroteachingandBLIC........................................................113.Theimpactofmicroteachingtrainingonpre-serviceEnglishteachers’BLICcultivation............................................................................................................................113.1Researchquestions.....................................................................................................113.2Researchdesign..........................................................................................................113.2.1Subjects..............................................................................................................113.2.2Researchmethods..............................................................................................123.3Findingsanddiscussion.............................................................................................123.3.1ImprovementsofBLIC......................................................................................123.3.2AttitudetowardstheBLICdeficiencies............................................................143.3.3AttitudetowardstheimpactofmicroteachingtrainingonBLICcultivation....163.3.4Feedbackontrainees’twodifferentperformancesfromsupervisorsandpeers164.Suggestionsonmicroteachingtraining...........................................................................174.1PayingmoreattentiontoBLIC..................................................................................174.2Givingmorefeedback................................................................................................174.3ReinforcingthesupervisionofimprovingtheBLIC.................................................185.Conclusion.......................................................................................................................19WorksCited.........................................................................................................................19Appendix.............................................................................................................................215ASurveyStudyoftheImpactofMicroteachingTrainingonPre-serviceEnglishTeachers’BLICCultivationGuoHuashenAbstract:Thepaperadoptsthedefinitionandclassificationofbasiclanguageofinstructioncompetence(BLIC)putforwardbyMengXiankaiasthemajortheoreticalbasisofthisstudy.Withaviewtoexploringtheimpactofmicroteachingtrainingonpre-serviceEnglishteachers’basiclanguageofinstructioncompetencecultivation,theauthorcarriesoutaquestionnairesurveyatrandomamongsixtypre-serviceEnglishteacherswhowereenrolledintoZhejiangNormalUniversityintheyearof2003andchoosesthequantitativeapproachtoanalyzetheresults.Itshowsthatmicroteachingtraininghelpstocultivatepre-serviceEnglishteachers’BLICtoagreatextent,butitsdeficiencieslieintheevaluationofthestudents’performanceintheprocessofmicroteachingtraining,thesupervisionofthestudents’improvementintheirBLICshortcomings,etc.Inviewoftheseproblems,theauthormakessomesuggestionsonimprovingmicroteachingtraining.Keywords:microteaching;pre-serviceEnglishteachers；basiclanguageofinstructioncompetence(BLIC)；questionnairesurvey微格教学训练对英语师范生基本教学语言技能培养影响的调查研究郭华申摘要:本文以孟宪恺对基本教学语言技能的定义和分类方法为研究的主要理论指导，对浙江师范大学2003级六十名英语师范生就微格教学训练对英