英文開題報(bào)告格式(開題報(bào)告格式及開題報(bào)告的寫法)
英文開題報(bào)告格式
英文開題報(bào)告格式
英語論文開題報(bào)告是英語專業(yè)畢業(yè)生完成畢業(yè)論文中最重要的一環(huán)，通過開題報(bào)告的書寫，我們能明確所選英語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(jù)論文開題報(bào)告寫出優(yōu)秀的英語畢業(yè)論文，下面是范文，歡迎閱讀了解英文開題報(bào)告格式：
一、選題依據(jù)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(biāo)與主要內(nèi)容（含論文（設(shè)計(jì)）提綱，不少于500字）.
1.研究目標(biāo)：
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(nèi)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(xiàn)目錄（作者、書名或論文（設(shè)計(jì)）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. 論英語閱讀教學(xué)對寫作的影響及教學(xué)啟示[D]. 華中師范大學(xué)， 2003.
[4] 陳立平. 從閱讀與寫作的關(guān)系看寫作教學(xué)中的范文教學(xué)[J]. 外語與外語教學(xué)， 2001,（04）.
[5] 陳昕. 淺談?dòng)⒄Z閱讀與寫作的關(guān)系[J]. 科技信息（科學(xué)教研）， 2008,（01）.
[6] 高利華. 英語寫作教學(xué)中結(jié)果法與過程法的對比研究[J]. 大同職業(yè)技術(shù)學(xué)院學(xué)報(bào)， 2003,（03）.
[7] 劉上扶. 英語寫作論[M]. 南寧：廣西教育出版社， 1998.
[8] 劉燁. 以讀促寫在高中英語寫作教學(xué)中的應(yīng)用研究[D]. 西北師范大學(xué)， 2006.
[9] 羅靜. 英語教學(xué)以讀促寫教學(xué)法新探[J]. 現(xiàn)代技能開發(fā)， 2003,（03）.
[10] 王薔. 英語教學(xué)法教程[M]. 北京：高等教育出版社， 2000.
[11] 韋巖峰. 提高英語閱讀能力的`有效途徑[J]. 青海師范大學(xué)學(xué)報(bào)（哲學(xué)社會科學(xué)版）， 2004,（06）.
[12] 相廷禮. EFL閱讀與寫作能力的相關(guān)性分析[D]. 山東大學(xué)， 2007.
[13] 肖福壽. 英語寫作教學(xué)的原則與策略[M]. 上海：上海大學(xué)出版社， 2007.
[14] 謝薇娜. 談閱讀與寫作的交融性[J]. 外語教學(xué)， 1994,（04）.
[15] 熊杰. 高中英語閱讀教學(xué)中結(jié)合寫作練習(xí)提高學(xué)生寫作能力的研究[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)英語課程標(biāo)準(zhǔn)（實(shí)驗(yàn)稿）[M]. 北京：北京師范大學(xué)出版社，2003.
五、文獻(xiàn)綜述（在對選題涉及的研究領(lǐng)域的文獻(xiàn)進(jìn)行廣泛閱讀或調(diào)查的基礎(chǔ)上，對該領(lǐng)域的研究現(xiàn)狀、發(fā)展動(dòng)態(tài)等內(nèi)容進(jìn)行綜述，并提出自己的見解和研究思路。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(nèi)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(yù)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.
開題報(bào)告格式及開題報(bào)告的寫法
開題報(bào)告格式及開題報(bào)告的寫法
一、科研課題開題報(bào)告的含義與作用
著名的物理學(xué)家愛因斯坦說過，提出一個(gè)問題比解決一個(gè)問題更重要。何謂有價(jià)值、有創(chuàng)見性的問題?這樣的問題從何而來呢?這需要研究者長期實(shí)踐、細(xì)心觀察和深思熟慮。當(dāng)課題或自己提出的問題贏得社會認(rèn)可后，就要把自己的研究方案設(shè)計(jì)好，即撰寫科研課題開題報(bào)告。
科研課題開題報(bào)告(研究設(shè)計(jì))就是課題研究方案的設(shè)計(jì)、規(guī)劃和制定。換言之，就是當(dāng)課題方向確定之后，課題負(fù)責(zé)人在調(diào)查研究的基礎(chǔ)上撰寫的報(bào)請上級批準(zhǔn)的選題計(jì)劃。開題報(bào)告主要說明這個(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(zhǔn)備如何開展研究等問題，也可以說是對課題的論證和設(shè)計(jì)。
撰寫科研課題開題報(bào)告是提高選題質(zhì)量和水平的重要環(huán)節(jié)，是創(chuàng)新新知，不是可有可無的。正如學(xué)者文翁說過，“搞好開題報(bào)告的主要目的是促使大家理清研究思路，完善研究設(shè)計(jì)”。制定課題研究計(jì)劃和安排，是為解決自己提出的問題提供探索的途徑。科研課題開報(bào)告，它初步規(guī)定了課題研究各方面的具體內(nèi)容和步驟，對整個(gè)研究工作的順利開展起著關(guān)鍵的作用。對于科研經(jīng)驗(yàn)較少的人來講，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，課題開題報(bào)告水平的高低，是一個(gè)課題質(zhì)量與水平的重要反映。沒有科學(xué)的開題報(bào)告(研究設(shè)計(jì))，就沒有科學(xué)而有價(jià)值的成果。
二、撰寫科研課題開題報(bào)告的基礎(chǔ)性工作
寫好科研課題開題報(bào)告要了解它們的基本結(jié)構(gòu)與寫法，但“汝果欲學(xué)詩，功夫在詩外”，重要的還是要做好基礎(chǔ)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，才不會在別人已經(jīng)研究很多、很成熟的情況下，重復(fù)別人走過的路，而是站在別人研究的基礎(chǔ)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(chǔ)理論知識。理論基礎(chǔ)扎實(shí)，研究工作才能有一個(gè)堅(jiān)實(shí)的基礎(chǔ)，否則，沒有理論基礎(chǔ)，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(qiáng)理論學(xué)習(xí)，只有這樣制定出的報(bào)告和方案才能更科學(xué)、更完善。
三、科研課題開題報(bào)告(研究方案)的結(jié)構(gòu)與寫法
撰寫開題報(bào)告是進(jìn)行科研課題申請的首要工作。通過開題報(bào)告的思考與寫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(dá)到自己的預(yù)期目標(biāo)?若分析后覺得不現(xiàn)實(shí)，則可以立即調(diào)整自己的方向和目標(biāo)，使課題目標(biāo)的達(dá)成有可能性，從而避免“大題小作”或“小題大作”。課題開題報(bào)告的寫法根據(jù)課題研究的類別略有不同。但一般地說，科研課題開題報(bào)告主要包括以下幾個(gè)方面:
(一)課題名稱
課題名稱就是課題的名字。這看起來是個(gè)小問題，但實(shí)際上很多人寫課題名稱時(shí)，往往寫得不準(zhǔn)確、不恰當(dāng)，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的“只會生孩子，不會起名字”。那么，如何給課題起名稱呢?
1、名稱要準(zhǔn)確、規(guī)范