本科生毕业论文开题报告论文题目微课在小学英语课堂中的应用研究——以语法课堂为例TheApplicationofMicro-teachinginPrimarySchoolEnglishTeaching------TakingtheGrammarClassasanExample作者所在系别外语系作者所在专业英语作者所在班级B13712作者姓名杨雨婷作者学号201323186指导教师姓名麻蕊指导教师职称讲师整篇文档通用的页面设置参数为：A4打印纸（29.7厘米×21厘米）。英文及阿拉伯数字字体均为TimesNewRoman。页面左右页边距各2.5厘米，上下页边距各2.5厘米。页眉距边界1.5厘米，页脚距边界1.75厘米。完成时间2016年12月北华航天工业学院教务处制此页无页码说明1．根据学校《毕业设计(论文)工作暂行规定》，学生必须撰写《毕业设计（论文）开题报告》。开题报告作为毕业设计（论文）答辩委员会对学生答辩资格审查的依据材料之一。2．开题报告应在指导教师指导下，由学生在毕业设计（论文）工作前期内完成，经指导教师签署意见及所在专业教研室论证审查后生效。开题报告不合格者需重做。3．毕业设计开题报告各项内容要实事求是，逐条认真填写。文字表达要明确、严谨，语言通顺，外来语要同时用原文和中文表达。第一次出现缩写词，须注出全称。4．开题报告中除最后一页外均由学生填写，填写各栏目时可根据内容另加附页。5．阅读的主要参考文献应在10篇以上，其中外文资料应占一定比例。本学科的基础和专业课教材一般不应列为参考资料。6．参考文献的书写应遵循毕业设计（论文）撰写规范要求。7．开题报告应与文献综述、一篇外文译文和外文原文复印件同时提交，文献综述的撰写格式按毕业设计（论文）撰写规范的要求，字数在2000字左右。此页无页码此页无页码本页不得删除本页三个单元格内格式为：楷体_GB2312（中文），TimesNewRoman（西文和阿拉伯数字），小四号字，两端对齐，首行缩进2字符（点击“格式”“段落”“特殊格式”“首行缩进”“度量值”2字符，单倍行距，段前0行，段后0行。不允许调整本页各单元格的大小。选题意义ThenewEnglishcurriculumemphasisthatEnglishteachingreformshouldfocusoncultivatingstudents'interestinEnglishlearning,andadvocatedthatthemoderneducationaltechnologyshouldbecombinedeffectivelywiththestudents'Englishlearning.Micro-teachingiswelcomedbymoreandmoreeducatorsbecauseofitsfactorssuchasshortandpithy,strongknowledge,richformsandsoon.ThestudyaccordingtothesubjectcharacteristicsofprimaryschoolEnglishandthecharacteristicsofMicro-teaching,comparativelyanalysistwocasesofapplicationofMicro-teachinginprimaryschoolEnglishgrammarteaching,whichnotonlyhasguidingsignificancefordesignanddevelopmentofMicro-teachinginprimaryschoolEnglishteaching,butalsocanenrichthestudyofMicro-teaching.国内外研究现状概述MostoftheknowledgeabouttheMicro-teachinginChinahasbeenfocusedontheknowledgepointsandteachinglinks,andthecarrierismicrovideo.However,thedefinitionoftheconceptofMicro-teachingisnotclear,differentscholarshavedifferentdefinitionoftheMicro-teaching.Fromtheperspectiveofresourcecomposition,Micro-teachingisresource,suchasHuTieshengandotherscholars’opinion;Fromtheperspectiveofteachingtheory,Micro-teachingiscurriculumandteachingactivities,suchasZhangYichun,LiJiahouandotherscholars’opinion.AmericanSeniorinstructionaldesignerDavidPenroseputforwardtheconceptofMicro-teachingfirstlyintheautumnof2008.HecalledMicro-teaching“knowledgepulse”.Hebelievesthatwiththesupportofthecorrespondingworkanddiscussion,themicroknowledgepulsecanachievethesameeffectwiththelongtimeclassroomteaching.预计研究过程中可能遇到的困难和问题，以及解决的措施Thedifficultiesthatmaybeencounteredandthesolutionsareasfollows:Firstly,Idon'tknowmuchaboutthecurrentsituationofEnglishteachinginprimaryschoolsandtheproblemsthatoftenariseduetomylimitedpersonalabilityandknowledge.Tosolvethisproblem,IwillsearchtheInternetforinformationaboutEnglishTeachinginprimaryschools.Besides,Iwillgotothelocalprimaryschooltoconductafiledsurvey,andtoconsultsomeEnglishteachersaboutthis.Secondly,I’mnotveryunderstandthedesignandproductionofMicro-teaching,soitisdifficultformetoevaluateaMicro-teaching.Therefore,Iwillnotonlysearchtherelatedinformationinlibraryandontheinternet,butalsoconsultmyteacherswhohaveexperienceofdesignMicro-teaching.此页无页码开题报告审定纪要时间地点主持人参会教师姓名职务（职称）姓名职务（职称）会议记录摘要记录人：指导教师意见指导教师签字：年月日教研室意见教研室主任签字：年月日本页内容由各相关教师手写
