染雾英语论文研究框架范文 篇一
标题：The Effects of Online Learning on Student Motivation and Engagement
Abstract:
This research paper aims to explore the effects of online learning on student motivation and engagement. With the rapid development of technology, online learning has become increasingly popular in educational settings. However, there is limited research on how online learning impacts student motivation and engagement. This paper will review existing literature on this topic and propose a research framework to investigate the effects of online learning on student motivation and engagement. The findings from this research will provide valuable insights for educators and policymakers in designing effective online learning environments.
Introduction:
In recent years, online learning has gained significant popularity due to its convenience and flexibility. It allows students to access educational materials and interact with instructors and fellow students without being physically present in a traditional classroom setting. However, there is a growing concern about the effects of online learning on student motivation and engagement. Some argue that online learning can lead to decreased motivation and disengagement, while others believe that it can enhance student motivation and engagement. Therefore, it is crucial to investigate the effects of online learning on these important factors in order to improve the quality of online education.
Literature Review:
Existing literature on online learning and student motivation and engagement is limited but provides some insights into the topic. Some studies suggest that online learning can lead to increased motivation and engagement due to its interactive and personalized nature. For example, students can access a wide range of resources and choose their own learning paths, which can increase their sense of autonomy and motivation. Additionally, online learning platforms often incorporate interactive features such as discussion boards and quizzes, which can promote student engagement. However, other studies argue that online learning may result in decreased motivation and engagement due to the lack of face-to-face interaction and social support. They claim that students may feel isolated and disconnected in online learning environments, leading to decreased motivation and engagement.
Research Framework:
Based on the literature review, this research proposes a framework to investigate the effects of online learning on student motivation and engagement. The framework includes the following components: online learning environment, student motivation, student engagement, and academic performance. The research will utilize quantitative methods, such as surveys and statistical analyses, to collect and analyze data. The participants will be students enrolled in online courses from different educational institutions. The research will examine the relationships between the variables and identify any significant effects of online learning on student motivation and engagement.
Conclusion:
This research paper aims to contribute to the existing literature by exploring the effects of online learning on student motivation and engagement. By investigating the relationships between online learning, motivation, engagement, and academic performance, this research will provide valuable insights for educators and policymakers in designing effective online learning environments. It is hoped that the findings from this research will contribute to the improvement of online education and enhance student learning outcomes.
英语论文研究框架范文 篇二
标题：The Impact of Social Media on Youth Mental Health
Abstract:
This research paper aims to examine the impact of social media on youth mental health. With the widespread use of social media platforms among young people, there is growing concern about the potential negative effects on their mental well-being. This paper will review existing literature on this topic and propose a research framework to investigate the relationship between social media use and youth mental health. The findings from this research will provide valuable insights for parents, educators, and mental health professionals in addressing the challenges posed by social media.
Introduction:
Social media has become an integral part of the lives of many young people, allowing them to connect with others, share experiences, and access information. However, there is increasing evidence suggesting that excessive social media use can have negative impacts on youth mental health. It is important to investigate this relationship in order to better understand the potential risks and develop strategies to promote positive mental health among young people.
Literature Review:
Existing literature on social media and youth mental health provides mixed findings. Some studies suggest that excessive social media use can contribute to mental health issues such as depression, anxiety, and low self-esteem. They argue that constant exposure to carefully curated and idealized representations of others' lives on social media can lead to negative social comparisons and feelings of inadequacy. Additionally, cyberbullying and online harassment are prevalent on social media platforms, which can further contribute to poor mental health outcomes. On the other hand, some studies argue that social media can have positive effects on youth mental health, such as providing a sense of belonging and support from online communities. They suggest that it is not the use of social media itself that is detrimental to mental health, but rather the way it is used and the content that is consumed.
Research Framework:
Based on the literature review, this research proposes a framework to investigate the impact of social media on youth mental health. The framework includes the following components: social media use patterns, mental health outcomes, and mediating factors such as self-esteem and social support. The research will utilize both quantitative and qualitative methods, such as surveys and interviews, to collect and analyze data. The participants will be young people aged 13-25 years old. The research will examine the relationships between the variables and identify any significant impacts of social media use on youth mental health.
Conclusion:
This research paper aims to contribute to the existing literature by examining the impact of social media on youth mental health. By investigating the relationships between social media use patterns, mental health outcomes, and mediating factors, this research will provide valuable insights for parents, educators, and mental health professionals in addressing the challenges posed by social media. It is hoped that the findings from this research will contribute to the development of strategies to promote positive mental health among young people in the digital age.
英语论文研究框架范文 篇三
Abstract
第一章 绪论
一、研究缘起和意义
(一) 研究缘起
(二) 研究意义
二、文献综述
(一) 国内关于教学方法的研究
(二) 国外关于教学方法的研究
(三) 国内关于高中英语教学方法的研究
(四) 国外关于英语教学方法的研究
第二章 理论阐述
一、教学方法
(一) 教学方法的定义
(二) 从多维度理解教学方法
(三) 传统的教学方法和新课程提倡的教学方法
二、教学方法、教学方式、教学模式、教学策略的相关辨析
(一) 教学方法与教学方式
(二) 教学方法与教学模式
(三) 教学方法与教学策略
三、高中英语教学方法
(一) 高中英语教学方法的界定
(二) 高中英语教学方法的基本特征
(三) 高中英语教师教学方法与小学、初中教学方法的区别
(四) 高中英语教师教学方法的主要类型
第三章 高中英语教师教学方法使用的现状调查与分析
一、研究的对象和方法
(一) 研究的思路
(二) 研究的对象和方法
二、现状调查与分析
(一) 对高中英语教师的问卷调查
(二) 对高中学生的问卷调查
三、依据所做的调查研究对我国高中英语教师教学方法的运用现状做出分析
(一) 我国高中英语教师教学方法实施中存在的问题
(二) 问题产生的原因
(三) 我国高中英语教师教学方法变革的必要性
第四章 高中英语教师教学方法合理选择和运用
一、高中英语教师教学方法的影响因素
(一) 新的高中英语课程标准
(二) 高中英语教师
(三) 高中学生
(四) 高中英语学科的评价机制
二、高中英语教师教学方法应有的价值追求与评价的标准
(一) 能够促使高中英语生命课堂的诞生
(二) 能够让学生得到生命的享受
(三) 可以让英语课堂成为学生们创造的天地
(四) 具备不同于传统教学方法的特性
(五) 能够有效的和学生的学习方法进行融合
三、高中英语教师教学方法的选择和使用
(一) 高中英语教师教学方法选择和使用需要注意的因素
(二) 高中英语教师教学方法选择和使用的程序
第五章 高中英语教师教学方法变革的建议
一、从高中英语教师方面谈论变革
(一) 转变高中英语教师的教育理念
(二) 高中英语教师在课堂教学中的变革
(三) 高中英语教师的专业素养与专业化发展的变革
二、对于考试与评价制度的变革
(一) 评价主体的变化
(二) 评价方式的变化
(三) 考试制度的变革
三、对于其他相关方面的变革
(一) 缩小班级规模,让差异性教学成为可能
(二) 建立高中英语的校本研究
(三) 重视信息技术在高中英语教学的使用
(四) 优化高中学生英语学习的方法
参考文献
攻读硕士学位期间科研成果
英语论文研究框架范文 篇四
过去曾有过“半部《论语》治天下”的说法。在延续一千多年的科举时代，《论语》也是国家录用官员考试的指定教科书。
但是随着时代的变迁，治理国家的环境变了，治理国家的方式自然也会发生根本性的变化。
因此在二十一世纪的今天，还指望通过两千多年前形成的《论语》上面制定的治理国家的方式来管理国家，是不切实际的。
所以我根据开放社会的理论、从国际视野的角度、围绕怎样学习文化知识和怎样学习做人的主题，从整部《论语》中选择了一半与此有关的部分，按照“教育、孝顺、仁爱、诚信、礼节、义利、察人、交友、鬼神、志向、反省、君子”这十二个分类推荐给大家，希望能对大家学会怎样做人有所参考。另外，为了保证《论语》的完整性，我们同时也在这本书的结尾，附上了整本《论语》的全文。一来可以让大家了解本书所选择的部分在《论语》中的具体出处，二来也可以为那些有兴趣学习整本《论语》的读者提供一个方便。
近来，外国语学院英语系的学生忙者摘抄《论语》，交谈中还时不时说几句“子曰”、“诗曰”。究其原因，原来是教授《语言与文化》的姚丽华老师布置了作业——全篇抄写《论语》并写出读后感。
《论语》是儒家学派的经典著作，由孔子及其再传弟子们编撰而成。古人说：“半部《论语》治天下。”它对中国历史和民族文化的影响可谓深远。《论语》之在中国，犹如《圣经》之在西方。目前，“英语潮”、“韩语潮”的兴起，却让我们将古代的精华遗忘在了角落。为了让大家对中国的经典著作，对中华民族博大精深的文化有更深入了解，增加自身素质，更为以后的英语翻译打下坚实的基础，老师才特有此布置。
要成为一名合格的英语翻译人才，首先就应该对本国的文化十分熟悉，，这样才能将正确的信息传达给外国人。“双语人才”是要掌握两种文化，并会熟练应用两种语言的人才。假如连自己本国的古典文化都不知道，又怎能传播我们的悠久历史呢?
对于人伦关系的探讨是孔子学说的重要组成部分。按照朱熹《四书章句——中庸》的说法，以孔子为代表的儒家将人伦关系大致分为五个方面：“君臣也，父子也，夫妇也，昆弟也，朋友之交也。”由此可见，朋友关系是人伦关系的重要方面。孔子的交友思想十分丰富，仅就《论语》而言，可以将其梳理为以下三个部分。一、朋友的作用
子曰：“视其所以，观其所由，察其所安，人焉廋哉?人焉廋哉?”(为政)子曰：“德不孤，必有邻。”(里仁)人在社会中不可能是孤立的，物以类聚，人以群分。从外部看，考察一个人所结交的朋友，就可以推断出这个人属于哪种类型。从内部看，人只有在朋友中间才能找到归属感。这种归属感不同于家的感觉。除了情感的寄托以外，“家”还有天然的血亲关系加以维系。朋友圈则不同，友情不仅可以满足情感表达交流的需要，还可以使人获得价值上的认同。纯粹的友情总是靠共同的取向得以维系的。一方面，我们通过朋友这面镜子，了解自己是谁;另一方面，我们在与朋友的交往中产生共鸣。子曰：“……有朋自远方来，不亦乐乎?……”(学而)子曰：“益者三乐，损者三乐。乐节礼乐，乐道人之善，乐多贤友，益矣。”(季氏)纯粹的友情带来的是超脱功利的快乐。
英语论文研究框架范文 篇五
学术论文格式范文(1)：对社会科学、自然科学、技术开发研究、综合科学的论述说理文章，通过运用概念、判断、推理、证明或反驳等逻辑思维手段.来分析表达科学研究中的成果。
它或是论述创新性研究工作成果的书面文件，或是某些实验性、理论性、观测性的新知识的科学客观记录，或是应用已知的科学原理在技术研究开发中取得新进展的理论总结。
按课题性质可分为基础理论研究、实验[试验]研究、应用开发研究等几种类型。
其基本要求是：①要有创新。
在感性认识的基础上进行理性的.演化，运用科学的逻辑思维方法.经过归纳处理形成理论的概念和系统、得到事物的发生、发展和变化的规律性。
③实事求是。
论文所表达的内容要有真实性。
科学即求实。
④论文规范。
写作格式规范，语言明确简洁、条理层次分明、图解形象、论述严谨、客观、通顺、准确。
学术论文是某一学术课题在实验性、理论性或预测性上具有的新的科学研究成果或创新见解和知识的科学记录，或是某种已知原理应用于实际上取得新进展的科学总结，用以提供学术会议上宣读、交流、讨论或学术刊物上发表，或用作其他用途的书面文件。
在社会科学领域，人们通常把表达科研成果的论文称为学术论文。
具有四大特点：①学术性 ②科学性 ③创造性 ④理论性
学术论文写作格式技巧：
一篇好的学术论文,必然要求先有好的构思,没有构思可能写出不错的散文,但是永远也写不出一篇好的论文.
(一)谋篇构思的思路与要求
1.构思要围绕主题展开若要使学术论文写得条理清晰、脉络分明，必须要使全文有一条贯穿线，这就是论文的主题。
学术论文影响读者主要就是靠其主题来实现的。
因此，下笔写学术论文前，谋篇构思就要围绕主题，构思要为主题服务。
正如法国的画家米勒(Millet)所说：“所谓构思，是指把一个人的思想传递给别人的艺术”。
可见这一条十分重要。
2.构思学术论文布局，要力求结构完整统一
在对一篇学术论文构思时，有时会发现需要按时间顺序编写，有时又会需要按地域位置(空间)顺序编写，但更多的还是需要按逻辑关系编写，即要求符合客观事物的内在联系和规律，符合科学研究和认识事物的逻辑。
但不管属于何种情形，都应保持合乎情理、连贯完整。
有时，构思出现几种写作方案，这就需要进行比较，在比较中，随着思考的不断深化，写作思路又会经历一个由庞杂到单纯，由千头万绪到形成一条明确线索的过程，此时，应适时抓住顿悟之机，按照古人之去“应机立断，须定一途”的精神，确定一种较好方案。
3.要作读者分析
撰写并发表任何一篇科技文章，其最终目的是让别人读的，因此，构思时要求做“心中装着读者”，多作读者分析。
有了清晰的读者对象，才能有效地展开构思，也才能顺利地确定立意、选材以及表达的角度硕士毕业论文提纲模板范文论文。
一般说来，读者可分为专业读者、非专业读者、主管领导或科技工作主管机构负责人等，人们对科技文章的要求与评估标准各异。
对于学术论文来说，其读者对象为同行专业读者，因此，构思要从满足专业需要与发展的角度去思考，确定取舍材料与表达深度与广度，明确学术论文的重点。
(二)如何提高构思能力
因此，重要的问题在于通过写作实践训练思维能力，思维能力提高了，构思学术论文的能力将随之提高。
据资料报导，世界上先拟制定作提纲，然后按提纲进行写作的科技人员，约占总数的95%。
英语论文研究框架范文 篇六
Acknowledgements 4-6
Contents 6-10
List of Figures 10-12
List of Tables 12-20
Abstract 20-22
摘要 23-25
Chapter 1 Introduction 25-32
Purpose of the study and research questions 28-29
Significance of the study 29-30
Organization of the study 30-31
A note on terminology 31-32
Chapter 2 Literature review 32-51
T/TP and coherence in English writing 32-35
Defining coherence 32-33
T/TP as means to realize coherence 33-35
T/TP in EFL/ESL writing 35-42
T/TP and coherence in EFL/ESL writing 35-37
T/TP in EFL/ESL writing as compared to NS writing 37-42
T/TP in English research articles by EFL/ESL scholars 42-44
The factors that influence T/TP in EFL/ESL writing 44-47
Training in T/TP 47-49
Summary 49-51
Chapter 3 Theoretical background 51-70
Systemic Functional Grammar 51-55
Five dimensions of language as a semiotic system 51-53
Three metafunctions of language as a functional system 53-54
Three lines of meaning from metafunctions 54-55
Theme and thematic progression 55-70
Theme 56-62
Thematic progression 62-70
Chapter 4 Research Design 70-88
The participants and the educational context 70-73
Background of the participants and the participating school 70
The allocation of participants to the training 70-71
The sample sizes 71-72
The pilot study 72-73
The interventional procedures 73-74
The questionnaire 74-75
The training 75-80
Considerations behind the training 75-76
The training material 76-79
The role of the researcher as the trainer 79-80
Data analysis 80-86
Analysis of the writing 80-86
Analysis of the questionnaire 86
Ethical considerations 86-88
Informed consent 86-87
Anonymity 87
Harm 87-88
Chapter 5 Results and analysis of pre-training writing 88-115
Comparison of Themes in EEL pre-training writing and CEL pre-writing 88-102
Topical,textual and interpersonal Themes 88-91
Topical Themes:marked and unmarked Themes 91-95
Textual Themes:continuatives,conjunctions and conjunctive adjuncts 95-100
Interpersonal Themes 100-102
Comparison of thematic progression in EEL pre-training writing and CEL pre-writing 102-110
Linear,constant,summative and split progressions 102-107
Back,contextual and new Themes 107-110
Summary 110-115
Chapter 6 Results and analysis of post-training writing 115-137
Comparison of Themes in EEL post-training writing and CEL post-writing 115-129
Topical,textual and interpersonal Themes 115-117
Topical Themes:marked and unmarked Themes 117-121
Textual Themes:continuatives,conjunctions and conjunctive adjuncts 121-126
Interpersonal Themes 126-129
Comparison of thematic progression in EEL post-training writing and CEL post-writing 129-132
Linear,constant,summative and split progressions 129-131
Back,contextual and new Themes 131-132
Summary 132-137
Chapter 7 Results and analysis of pre- and post- training writing 137-155
Comparison of Themes in pre- and post- training writing 137-147
Topical,textual and interpersonal Themes 137-139
Topical Themes:marked and unmarked Themes 139-142
Textual Themes:continuatives,conjunctions and conjunctive adjuncts 142-145
Interpersonal Themes 145-147
Comparison of thematic progression in pre- and post- training writing 147-150
Linear,constant,summative and split progressions 147-149
Back,contextual and new Themes 149-150
Summary 150-155
Chapter 8 Results and analysis of the questionnaire 155-165
Findings from closed questions 155-160
EEL participants' general attitude to training on T/TP 155-157
EEL participants' perception of the usefulness of the training on T/TP 157-158
EEL participants' perception of the learnability of T/TP 158-159
EEL participants' perception of the applicability of T/TP in writing 159-160
Findings from open questions 160-164
The changes that occurred 161-162
The perceived difficulty of applying the theory of T/TP in writing 162-163
The reasons for the perceived difficulty in learning 163
EEL participants' suggestions for future training 163-164
Summary 164-165
Chapter 9 Discussion 165-195
Findings with regard to research questions 165-187
Chinese college students' use of T/TP in pre-training writing 165-172
Chinese college students' use of T/TP in post-training writing 172-181
Effects of the training on T/TP in Chinese college students' English writing 181-187
Positioning the study within the literature 187-190
T/TP in Chinese college students' English writing 187-189
Effects of training on Chinese college students' use of T/TP 189-190
Implications 190-194
Pedagogical implication 190-193
Methodological implication 193-194
Limitations 194-195
Chapter 10 Conclusion 195-200
Summary 195-197
Putting everything together 197-199
Suggestions for future work 199-200
Notes 200-202
References 202-214
Appendix 1: Plan for the interventional procedures 214-215
Appendix 2: The post-training questionnaire 215-217
Appendix 3: Training material 217-229
Appendix 4: Teachers' guide to the training 229-237
Appendix 5: Consent form for EEL group 237-238
Appendix 6: Consent form for CEL group 238-239
Appendix 7: Consent form for NS group 239
