英文開(kāi)題報告格式(開(kāi)題報告格式及開(kāi)題報告的寫(xiě)法)
英文開(kāi)題報告格式
英文開(kāi)題報告格式
英語(yǔ)論文開(kāi)題報告是英語(yǔ)專(zhuān)業(yè)畢業(yè)生完成畢業(yè)論文中最重要的一環(huán)，通過(guò)開(kāi)題報告的書(shū)寫(xiě)，我們能明確所選英語(yǔ)論文題目的研究意義、價(jià)值及可行性，勾勒出論文的整體框架，依據論文開(kāi)題報告寫(xiě)出優(yōu)秀的英語(yǔ)畢業(yè)論文，下面是范文，歡迎閱讀了解英文開(kāi)題報告格式：
一、選題依據及意義（不少于300字）.
English, especially English reading and writing, has become an effective means to get access to all kinds of information and an indispensable means of international communication. As a matter of fact, English writing are vital to our individual development because it has been applied more and more in both our English study and future work.
However, according to my personal writing experience and teaching practice experience in Bobai Middle school, I found that the students' EFL writing ability is not so encouraging and satisfactory in senior high schools though they have learned English for several years in primary and middle school. Not a few of them do very poor in applying English to express their ideas, thoughts, feelings, etc. in EFL writing. Some of them even cannot produce a single correct sentence in their compositions. Those students may actually have something to write, but they just cannot express it correctly and appropriately in English. On one hand, they do not grasp sufficient active vocabularies to express themselves. On the other hand, they lack sense of sentence structure and composition structure to develop their composition. The last but not least, they don't know how to apply the materials they have read to improve their writing ability though they have read a lot.
Therefore, it's necessary and urgent to find an effective and practical approach to solve the poor performance in the students' EFL writing and improve their writing ability. Many scholars have proved that there is a strong relationship between reading and writing. From reading to writing can effectively enlarge the students' amount of vocabulary, cultivate their sense of sentence structure and composition structure, enrich their writing materials and promote their ability in using words and sentences. Therefore, from reading to writing approach is highly advocated in improving EFL writing in senior high schools.
二、研究目標與主要內容（含論文（設計）提綱，不少于500字）.
1.研究目標：
According to the New Curriculum Standards for senior high schools, listening, speaking, reading and writing are four basic skills and requirements for the students. However, the students' EFL writing ability in senior high schools is not so pleasant and encouraging. The prevalent EFL writing approaches （the product approach and the process approach） in senior high schools do not do much good to improve students' writing ability. This study aims to compare these two approaches with from reading to writing approach and show the advantages of applying from reading to writing approach in senior high schools.
From reading to writing approach advocates that writing should be integrated with reading so that the students can enlarge their vocabulary in reading, learn how to use language appropriately, how to apply their background knowledge, how to arrange the sentences, how to organize the composition, how to achieve coherence and unity and how to activate their mind when writing. In this way, the students can improve their writing ability effectively and efficiently. Therefore, the thesis tries to analyze the present reading and writing situation in senior high schools, expound the nature of reading and writing, discuss the necessity and feasibility of reading to writing approach, show the application of reading to writing approach in EFL writing practice and prove the effectiveness and practicality of reading and writing approach.
2.主要內容（提綱）：
1. Introduction
2. The present situation of English writing in senior high schools
3. The nature of reading and writing
3.1 The nature of reading
3.2 The nature of writing
4. The relationship between reading and writing
4.1 Reading paves the way for writing
4.2 Writing promotes reading
5. The necessity and feasibility of reading-to-writing
5.1 The necessity of reading-to-writing
5.2 The feasibility of reading-to-writing
6. The advantages of applying reading-to-writing approach
6.1 The definition of reading-to-writing approach
6.2 A comparison of reading-to-writing approach with product approach and process approach
7. The application of reading-to-writing approach
7.1 The principles of applying reading-to-writing approach
7.1.1 Paying equal attention to reading and writing
7.1.2 Paying equal attention to intensive reading and extensive reading
7.2 The selection of good reading materials
7.3 Ways of adapting reading-to-writing approach
7.3.1 Pre-writing reading
7.3.2 Writing from reading
7.3.3 Post -writing reading and rewriting
三、研究方法和手段。
（1）研究方法 .
1. Literature research method: read relevant books, journals and nets for research .
2. Comparative analysis method: compare the product approach and the process approach with from reading to writing approach and show the advantages of from reading to writing approach.
（2）研究手段 .
Collect, sort and search books, journals and dates from the library and on the internet.
四、參考文獻目錄（作者、書(shū)名或論文（設計）題目、出版社或刊號、出版年月或出版期號）.
[1] Judith Oster. 1984. From Reading to Writing: A Composition Text with Reading for English as a Second Language [M]. Columbus: A Bell & Howell Company.
[2] Judith A. Standford. 2000. Developing Connections: Short Reading for Writers （Second Edition） [M]. California: Mayfield Publishing Company.
[3] 蔡明德. 論英語(yǔ)閱讀教學(xué)對寫(xiě)作的影響及教學(xué)啟示[D]. 華中師范大學(xué)， 2003.
[4] 陳立平. 從閱讀與寫(xiě)作的關(guān)系看寫(xiě)作教學(xué)中的范文教學(xué)[J]. 外語(yǔ)與外語(yǔ)教學(xué)， 2001,（04）.
[5] 陳昕. 淺談?dòng)⒄Z(yǔ)閱讀與寫(xiě)作的關(guān)系[J]. 科技信息（科學(xué)教研）， 2008,（01）.
[6] 高利華. 英語(yǔ)寫(xiě)作教學(xué)中結果法與過(guò)程法的對比研究[J]. 大同職業(yè)技術(shù)學(xué)院學(xué)報， 2003,（03）.
[7] 劉上扶. 英語(yǔ)寫(xiě)作論[M]. 南寧：廣西教育出版社， 1998.
[8] 劉燁. 以讀促寫(xiě)在高中英語(yǔ)寫(xiě)作教學(xué)中的應用研究[D]. 西北師范大學(xué)， 2006.
[9] 羅靜. 英語(yǔ)教學(xué)以讀促寫(xiě)教學(xué)法新探[J]. 現代技能開(kāi)發(fā)， 2003,（03）.
[10] 王薔. 英語(yǔ)教學(xué)法教程[M]. 北京：高等教育出版社， 2000.
[11] 韋巖峰. 提高英語(yǔ)閱讀能力的`有效途徑[J]. 青海師范大學(xué)學(xué)報（哲學(xué)社會(huì )科學(xué)版）， 2004,（06）.
[12] 相廷禮. EFL閱讀與寫(xiě)作能力的相關(guān)性分析[D]. 山東大學(xué)， 2007.
[13] 肖福壽. 英語(yǔ)寫(xiě)作教學(xué)的原則與策略[M]. 上海：上海大學(xué)出版社， 2007.
[14] 謝薇娜. 談閱讀與寫(xiě)作的交融性[J]. 外語(yǔ)教學(xué)， 1994,（04）.
[15] 熊杰. 高中英語(yǔ)閱讀教學(xué)中結合寫(xiě)作練習提高學(xué)生寫(xiě)作能力的研究[D]. 西北師范大學(xué)，2006.
[16] 中華人民共和國教育部制訂。 全日制義務(wù)教育普通高級中學(xué)英語(yǔ)課程標準（實(shí)驗稿）[M]. 北京：北京師范大學(xué)出版社，2003.
五、文獻綜述（在對選題涉及的研究領(lǐng)域的文獻進(jìn)行廣泛閱讀或調查的基礎上，對該領(lǐng)域的研究現狀、發(fā)展動(dòng)態(tài)等內容進(jìn)行綜述，并提出自己的見(jiàn)解和研究思路。不少于700字）.
It is necessary and compulsory to learn about the prior studies about this thesis, since theyare helpful to make this study more persuasive and creative.
Liu Ye （2006） points out that English as a foreign language has become a sure access to information of all sorts and an indispensable means of international communication. Besides, he also said that with the shift from the ability of manipulating the linguistic structure to the ability of using the language to communicate in written/spoken forms in English, EFL writing was considered as a tool for people to communicate in a real situation. Xiong Jie （2005） also points out that both reading and writing are powerful and highly individual tools for thinking, learning and discovering, and both perform the function of communication. Judith Oster （1984） points out in his book From Reading to Writing: A Composition Text with Reading for English as a Second Language:
―Reading puts us in touch with other minds and feelings and experiences. We also experience the ways in which the writers have organized information, chosen words, structured arguments. We can see how well a good writer expresses himself; what makes that writing so effective, what we can learn from it. Reading gives us ideas we may not have imagined, information we may not have had…… It may stimulate us to think, to feel, to read, or even to argue against the writer's view‖。
From the studies above, we can see that English reading and writing are very important everyone's individual development.
There are many EFL writing approaches, among which the process approach and the product approach are the two prevalent ones. Wang Qiang （2000） points out that the product approach pays great attention to the accuracy of the final product but ignores the process. The product approach is a traditional one, which follows this pattern: the teacher gives a to//biyelunwen./picpositions. Liu Shangfu （1998） thinks that the disadvantages outweigh its advantages in the product approach. The advantage is that the students can get a clear idea of the style, organization, etc. of the composition. But there are obvious disadvantages: the students don't feel free to write because the given to//biyelunwen./picments after the students' works are handed in and, most importantly, the students usually put their works aside after handed down. In this way, the product approach does little good to improve students' writing ability because it only trains their usage of words and grammar knowledge but not improves their mind and sense of writing composition.
Wang Qiang （2000） considers that the process approach does not only pay attention to what students do while they are writing but also attaches great importance to what the students （and the teacher） do before they start writing and after they finish writing. Liu Shangfu （1998） thinks that the process approach puts much emphasis on the students' writing process and help to discover, analyze and solve problems in the students writing process. In process approach, writing is a process of brainstorming, outlining, drafting, sharing, revising and evaluating. In this approach, the students can feel free to express themselves, get guidance from their teachers or peers, experience every details of writing and broaden their mind. But it still has its disadvantages: it costs the students a lot of time and it does no good to the students to form a habit of writing in a limit time. That is because the students usually have a heavy learning tasks in senior high schools and all kinds of examinations require the students to write in a given time.
As mentioned above, we can see that the product approach and process approach are not so feasible and practical in English learning in senior high schools.
As a matter of tact, the positive effects of combining reading to improve writing has been recognize for ages. It can be testified by Chinese proverbs ―He who reads tremendously owns a gifted pen‖ and ―You will become a poet yourself if you have read three hundred Tang poems thoroughly‖。 We can see that the integration of reading and writing in reading have long been used in native language learning and considered as an effective way in improving native language learning. However, the combination of reading and EFL writing in China has just begun. Yang Jing （2003） made a study on improving students' English writing ability through the course of comprehensive English. She deemed that the course of comprehensive English played an important role in providing language knowledge as well as training in language skills. Liu Ye （2006） points out that from reading to writing approach can motivate students into active reading and writing, present a real-life communicative situation and improving writing skills. From the internal law of language development, reading and writing skills were related closely. The process of reading was actually the one that readers gained and internalized the information of language knowledge, the process of input. However, the process of writing was the one that writers presented the knowledge that they had learned or acquired, the process of output. There was no doubt that reading-input, was the foundation of writing-output. And on the other hand, writing –output was the result of reading-input. All in all, some scholars have expounded the possibility of integrating reading and writing on the perspective of theoretical explanation and empirical inference. Some others have carried out experimental researches to testify the feasibility and efficiency of the integration of reading and writing.
In short, researches both at home and abroad on EFL writing have made great contributions to this field. This thesis lays its emphasis on the importance of preparing for writing in common English reading and practice writing in daily English learning, proves the effectiveness and practicability of from reading to writing approach and provides an effective and practical approach for the students to improve their EFL writing ability.
六、工作進(jìn)度安排（時(shí)間、內容、步驟）.
1. Preparation period.
1）. From the time 10th Nov, 2007 to 8th Jan, 2008, I would search for the related materials in order to set down the title, preparing the report of the paper.
2）. From the time 9th Jua,2008 to 22nd Jua,2008, I would search for suitable goal, approach and content , finishing the report.
3）. From the time 23rd Jan, 2008 to 1st Mar, 2008, I would read the materials carefully and search for more.
2. Written period.
1）. From the time 1st to 11th Mar, 2008, I would generalize the materials and the data.
2）. From the time 12th Mar, to 10th Apr, 2008, I would finish the first draft.
3）. From the time 12th to 25th Apr, 2008, I would hand in the paper to the teacher and revise it according to her advice.
4）. From the time 25th to 27th Apr, 2008, I would truly finish the paper and make it checked, preparing for argument.
3. Oral defense period.
七、預期成果。
The BA thesis: From reading to writing: an Effective and Practical Approach in Improving Students' EFL Writing ability in Senior High Schools.
開(kāi)題報告格式及開(kāi)題報告的寫(xiě)法
開(kāi)題報告格式及開(kāi)題報告的寫(xiě)法
一、科研課題開(kāi)題報告的含義與作用
著(zhù)名的物理學(xué)家愛(ài)因斯坦說(shuō)過(guò)，提出一個(gè)問(wèn)題比解決一個(gè)問(wèn)題更重要。何謂有價(jià)值、有創(chuàng )見(jiàn)性的問(wèn)題?這樣的問(wèn)題從何而來(lái)呢?這需要研究者長(cháng)期實(shí)踐、細心觀(guān)察和深思熟慮。當課題或自己提出的問(wèn)題贏(yíng)得社會(huì )認可后，就要把自己的研究方案設計好，即撰寫(xiě)科研課題開(kāi)題報告。
科研課題開(kāi)題報告(研究設計)就是課題研究方案的設計、規劃和制定。換言之，就是當課題方向確定之后，課題負責人在調查研究的基礎上撰寫(xiě)的報請上級批準的選題計劃。開(kāi)題報告主要說(shuō)明這個(gè)課題有價(jià)值進(jìn)行研究，自己有條件進(jìn)行研究以及準備如何開(kāi)展研究等問(wèn)題，也可以說(shuō)是對課題的論證和設計。
撰寫(xiě)科研課題開(kāi)題報告是提高選題質(zhì)量和水平的重要環(huán)節，是創(chuàng )新新知，不是可有可無(wú)的。正如學(xué)者文翁說(shuō)過(guò)，“搞好開(kāi)題報告的主要目的是促使大家理清研究思路，完善研究設計”。制定課題研究計劃和安排，是為解決自己提出的問(wèn)題提供探索的途徑。科研課題開(kāi)報告，它初步規定了課題研究各方面的具體內容和步驟，對整個(gè)研究工作的順利開(kāi)展起著(zhù)關(guān)鍵的作用。對于科研經(jīng)驗較少的人來(lái)講，一個(gè)好的方案，可以使他們明確課題研究的方向，避免發(fā)生進(jìn)行一段時(shí)間后不知道下一步干什么的情況，保證整個(gè)研究工作有條不紊地進(jìn)行。可以說(shuō)，課題開(kāi)題報告水平的高低，是一個(gè)課題質(zhì)量與水平的重要反映。沒(méi)有科學(xué)的開(kāi)題報告(研究設計)，就沒(méi)有科學(xué)而有價(jià)值的成果。
二、撰寫(xiě)科研課題開(kāi)題報告的基礎性工作
寫(xiě)好科研課題開(kāi)題報告要了解它們的基本結構與寫(xiě)法，但“汝果欲學(xué)詩(shī)，功夫在詩(shī)外”，重要的還是要做好基礎性工作。首先，要了解別人在這一領(lǐng)域研究的基本情況。研究工作最根本的特點(diǎn)就是要有創(chuàng )造性，熟悉了別人在這方面的研究情況，才不會(huì )在別人已經(jīng)研究很多、很成熟的情況下，重復別人走過(guò)的路，而是站在別人研究的基礎上，從事更高層次、更有價(jià)值的東西去研究;其次，要掌握與研究課題相關(guān)的基礎理論知識。理論基礎扎實(shí)，研究工作才能有一個(gè)堅實(shí)的基礎，否則，沒(méi)有理論基礎，你就很難深人進(jìn)去，很難有真正的創(chuàng )造。因此，我們進(jìn)行科學(xué)研究，一定要多方面地收集資料。要加強理論學(xué)習，只有這樣制定出的報告和方案才能更科學(xué)、更完善。
三、科研課題開(kāi)題報告(研究方案)的結構與寫(xiě)法
撰寫(xiě)開(kāi)題報告是進(jìn)行科研課題申請的首要工作。通過(guò)開(kāi)題報告的思考與寫(xiě)作可以幫助我們清楚地了解自己為什么要做這個(gè)課題，究竟想做什么，想得到什么，怎么做，能否達到自己的預期目標?若分析后覺(jué)得不現實(shí)，則可以立即調整自己的方向和目標，使課題目標的達成有可能性，從而避免“大題小作”或“小題大作”。課題開(kāi)題報告的寫(xiě)法根據課題研究的類(lèi)別略有不同。但一般地說(shuō)，科研課題開(kāi)題報告主要包括以下幾個(gè)方面:
(一)課題名稱(chēng)
課題名稱(chēng)就是課題的名字。這看起來(lái)是個(gè)小問(wèn)題，但實(shí)際上很多人寫(xiě)課題名稱(chēng)時(shí)，往往寫(xiě)得不準確、不恰當，從而影響整個(gè)課題的形象與質(zhì)量。這就是平常人們所說(shuō)的“只會(huì )生孩子，不會(huì )起名字”。那么，如何給課題起名稱(chēng)呢?
1、名稱(chēng)要準確、規范