英语师范专业毕业设计

毕业论文(设计/翻译)开题报告

外国语学院

论文（设计/翻译）题目： Unit1 Cultural Relics

专业：英语师范

年级(班）： 2013级

学号： 201303214090

姓名：方倩

指导教师：徐辉

2017年 1 月 6 日

重庆文理学院

外国语学院本科毕业论文（设计）开题报告

1.选题的目的和意义：

With the development of modern English teaching, the present situation calls on a new standard of teaching. And the new standard provides harmonious atmosphere for students to absorb the culture and the knowledge. Firstly, the constructivist theory asks for the previous structure to build new things. In this way, a new lesson should not only contain familiar vocabularies, sentences, grammar and topic but also new ones with teachers’ guidance. Second ly, because of the foreign culture, students feel a long distance with the text book. Using some pictures and videos can help students to understand the key points. What’s more, setting situations can lead students to task-oriented atmosphere. Various form s of study can rise students’ interest as well. All in all, English teaching enables students to have a better understanding about Chinese culture and the foreign culture.

I choo se Unit1 “Cultural Relics” taken from PEP in the second book of high school to make a lesson designing. Firstly, this unit asks students to pay attention to the cultural relics not only from China but also any other countries. And students are able to get familiar with related expressions. Secondly, in this unit students are able to express ideas with the restrictive attributive clause and non-restrictive attributive clause correctly. Also, PPP model (presentation, practice, product), PWP model (pre-reading, while-reading, post-reading), TBLT model (task-based langauage teaching) will be used during my design.

2.国内外研究现状（文献综述）：

Firstly, the constructivist theory calls on knowledge fundament which has been developed in the eighties of the 20th century. It has developed a new system and idea of former experience. Also, it’s like making a new building and the teacher is the worker and the duty is to make the fundament stronger so that the top can be well-built. That’s to say, the new knowledge should be taught on the old one. And the teacher needs to design environments and interact with learns to foster inventive, creative, critical learners. Before the class, students have learned a lot about the restrictive attributive clause. So according to that, it’s easy to let students understand the restrictive attributive clause and non-restrictive attributive clause. From the book Teaching Reading Skills in A Foreign Language London, it calls on that all the reading skill should pay attention to the life experience of students.

Also, in the book of A Course in English Language Teaching and Modern pedagogy, many teaching methods are mentioned, including PPP model, PWP model, TBLT model and so on.

Howatt proposes a weak and strong version of CLT which means communicative language teaching, which rose to prominence in the 1970s and the early 1980s in both Europe and the United States and thinks highly of the communication among students during the teaching. All the teaching form can be shown by role plays, real situations, debates, and surveys.

The PPP model means Presentation, Practice and Product. In the first stage, usually the teacher can teach the topic grammar or language materials which is the main part of the class so that students can move to the next stage well. During the next stage, students are asked to practice the material to keep a better use of it. In the last stage, students are asked to use the sentences structures to do something, maybe a poster, a role play. In this way, the teacher can check if students have digested the whole class.

The PWP model is usually used in many kinds of situations, such as reading, listening and writing. It includes three parts: Pre-, While-, Post-. Usually Pre- can lead to the topic, and it can provide guiding activities to let students suit the new knowledge. And the second part is the main part of study while the Post- is the practice part.

The TBLT (Task-based Language Teaching) is the most famous method among others because of it wildly use. Actually, it is a further development of Communicative Language Teaching. It tends to ask students to study in a particular situation and they have to finish a task by using the language terms. This can provide students’ abilities of communicating in real situations and dealing things in English way.

From all the former teaching experience, mainly, the school and the teachers may not pay attention to the social use of language, so as a result of that, students cannot use the language item in real situation. So from the new standard, all the specialists focus on the social use. From the Communication Strategies in East—West Interactions in Smith: Discourse Across Cultures, it mentioned the importance of communication during Language teaching, and it lists a great number of activities in class. Actually, all the methods should not be used separately; some of them can be used together. “Learning by using, learning by doing.”It is wildly propagandized in the social teaching; students are the main part of teaching, while teachers are the leaders, guiders and advisers. Also, from some teaching plans, I can know how to matter some types of class, especially from the Foreign Language Teaching Schools. Those professors thought out of a lot advanced methods of dealing problems in real class.

3. 研究的主要内容或拟解决的主要问题：

In my designing, the key point is to let students have a better understanding about the cultural relics and master the restrictive and non-restrictive attributive clause. The teaching difficulty is to raise students’interest to the topic and use the new sentence pattern. Students are able to use new sentence patterns correctly and write and talk about the cultural relics freely so that they can have a better viewpoint of protecting the traditional culture and pass it to the next generation.

4. 选题研究作计划：

From Oct.8 2016 to Dec.20,2016: Confirming the subject and collecting relevant reference;

From Dec.21,2016 to Jan.7,2017: Accomplishing the opening report and proceeding oral defense;

From Jan.8,2017 to Mar.31,2017: Writing and editing draft;

From Apr.1,2017 to May 13,2017:Editing and Completing the final version.

5. 参考文献：

1. Tarone,E.1987,“Communication Strategies in East—West Interactions in Smith: Discourse Across Cultures” Englewood Cliffs, NJ :Prentice Hall.

2. Willis，J.& Willis,D.2002. Challenge and Change in Language Teaching [M]. Shanghai foreign Education Press.

3. Nuttall C.1982. Teaching Reading Skills in A Foreign Language London: Heinemann

Education Books.

4. 陈琳，王蔷，程晓堂.2004.普通高中英语课程标准（实验）解读[M].南京：江

苏教育出版社.

5. 王峰，陈文，2016第三期，《语言教育》“从多媒体外语教学到多模态话语设计——《多模态话语分析与外语教学》评介”，大连外国语大学。

6. 黄燕，2016第181期，《基础教育外语教学研究》“命题功能与内容错位对学生自我效能感的影响”，国家基础教育实验中心外语教育研究中心。

7. 邓奕贤，2016年11月第39卷，《中小学外语教学（中学篇）》“高中英语Project 教学实践与反思”，北京师范大学。

8. 楼宇烈，2016年10月第288期，《中国教师》“文化要‘走出去’，首先是要‘走

回来’”，05-08页，北京师范大学。

9. 王蔷，2006，《英语教学法教程》第二版，高等教育出版社。

10. 张丽莉.2013.在阅读课中培养学生人文素养的策略[J].中小学外语教学（中学篇），（4）：31-36.

6. 指导教师意见：

签名：

年月日7.开题答辩小组意见：

教研室主任或组长签名：

年月日

备注：1. 开题报告应在教师指导下由学生独立撰写，交指导教师审阅，并接受学院和学校检查。

2. 毕业论文和设计的开题内容根据实际情况填写，正文双面打印，另行装订成册。