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網(wǎng)絡(luò)畢業(yè)論文精選(九篇)

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網(wǎng)絡(luò)畢業(yè)論文

第1篇:網(wǎng)絡(luò)畢業(yè)論文范文

近年來(lái)網(wǎng)絡(luò)游戲產(chǎn)業(yè)發(fā)展迅猛,游戲產(chǎn)品和服務(wù)供給的各個(gè)環(huán)節(jié)逐步完善,產(chǎn)業(yè)鏈初步成形。網(wǎng)絡(luò)游戲產(chǎn)生的機(jī)理是源于對(duì)高級(jí)化交互式數(shù)字娛樂(lè)的社會(huì)需求。需求拉動(dòng)供給,并且為供給鏈各環(huán)節(jié)提供價(jià)值分享。網(wǎng)絡(luò)游戲產(chǎn)業(yè)鏈各環(huán)節(jié)之間有著錯(cuò)綜復(fù)雜的相互關(guān)聯(lián)、相互依賴關(guān)系,上、下游之間存在擴(kuò)張和整合的可能性。網(wǎng)絡(luò)游戲產(chǎn)業(yè)模式的核心是運(yùn)營(yíng)模式,以及由此衍生發(fā)展收入模式、產(chǎn)品模式、技術(shù)進(jìn)步模式、利益分配模式等。隨著網(wǎng)絡(luò)游戲的發(fā)展,一種新的信息業(yè)趨勢(shì)也隨之未來(lái)。本文首先介紹了網(wǎng)絡(luò)游戲業(yè)的產(chǎn)業(yè)模式, 然后論述其代表的信息業(yè)網(wǎng)絡(luò)運(yùn)營(yíng)商和內(nèi)容提供商( ICP) 的緊密合作的新趨勢(shì), 最后對(duì)如何實(shí)現(xiàn)更好的合作提出建議。

課題意義:

游戲產(chǎn)業(yè)是文化產(chǎn)業(yè)中的重要領(lǐng)域。當(dāng)前,網(wǎng)絡(luò)游戲產(chǎn)業(yè)已經(jīng)成為備受各方關(guān)注的新興行業(yè)。據(jù)英國(guó)市調(diào)公司Juniper Research的最新一份調(diào)查報(bào)告指出,預(yù)計(jì)2011年全球游戲市場(chǎng)的整體產(chǎn)值會(huì)到達(dá)350億美金,而游戲產(chǎn)業(yè)也會(huì)成為全球最大的娛樂(lè)產(chǎn)業(yè),重要性遠(yuǎn)遠(yuǎn)超過(guò)電影、音樂(lè)等產(chǎn)業(yè)。隨著互聯(lián)網(wǎng)在我國(guó)的普及,中國(guó)網(wǎng)民的快速增長(zhǎng),網(wǎng)絡(luò)游戲在我國(guó)已經(jīng)逐步興起,并成為一個(gè)高利潤(rùn)、快速發(fā)展的產(chǎn)業(yè)領(lǐng)域。網(wǎng)絡(luò)游戲這個(gè)新興的游戲產(chǎn)業(yè),作為網(wǎng)絡(luò)歷史上最成功的盈利模式之一,網(wǎng)絡(luò)游戲已帶動(dòng)信息業(yè)的新趨勢(shì)的形成,日益顯示出巨大的市場(chǎng)潛力。分析中國(guó)網(wǎng)絡(luò)游戲產(chǎn)業(yè)的現(xiàn)狀,以及相關(guān)信息業(yè)的新趨勢(shì),對(duì)于促進(jìn)中國(guó)網(wǎng)絡(luò)游戲產(chǎn)業(yè)的健康發(fā)展具有重要的現(xiàn)實(shí)意義?;仡櫤涂偨Y(jié)近五年來(lái)我國(guó)網(wǎng)絡(luò)游戲產(chǎn)業(yè)研究的現(xiàn)狀,分析存在的問(wèn)題和未來(lái)研究的趨勢(shì),有著十分重要的理論意義。

主要任務(wù):

1. 收集有關(guān)網(wǎng)絡(luò)游戲的相關(guān)資料

2. 了解網(wǎng)絡(luò)游戲產(chǎn)業(yè),以及游戲產(chǎn)業(yè)帶來(lái)的問(wèn)題

3. 分析我國(guó)成功的游戲產(chǎn)業(yè)的成功因素有哪些

4. 依據(jù)這些因素,提出如何邁向信息業(yè)的新趨勢(shì)

5. 新趨勢(shì)發(fā)展對(duì)策的思考

面臨問(wèn)題:

1. 對(duì)論文的題目?jī)?nèi)涵了解不夠深刻,很難找到論文的核心所在

2. 收集資料的范圍太窄,不能全面的對(duì)校園文化進(jìn)行深入的了解

3. 思路進(jìn)入了誤區(qū),不能很好的打開思路

4. 對(duì)論文的結(jié)構(gòu)框架不能很好的駕馭

5. 知識(shí)面不夠廣泛,使信息來(lái)源很有限

解決方法:

1. 找相關(guān)的書籍對(duì)題目的意義進(jìn)行研究,通過(guò)分析和研究找到論文的核心所在

2. 利用空閑的時(shí)間在圖書館多看看相關(guān)方面的書籍和學(xué)術(shù)論文,增強(qiáng)自己的理論知識(shí)

3. 拜訪在這些方面經(jīng)驗(yàn)的人進(jìn)行了解,使自己的思路能得到進(jìn)一步的升華

第2篇:網(wǎng)絡(luò)畢業(yè)論文范文

網(wǎng)絡(luò)營(yíng)銷是一種以消費(fèi)者為導(dǎo)向,強(qiáng)調(diào)個(gè)人化的營(yíng)銷方式

網(wǎng)絡(luò)營(yíng)銷最大的特點(diǎn)在于以消費(fèi)者為主導(dǎo)。消費(fèi)者將擁有比過(guò)去更大的選擇自由,他們可根據(jù)自己的個(gè)性特點(diǎn)和需求在全球范圍內(nèi)尋找滿足品,不受地域限制。通過(guò)進(jìn)入感興趣的的企業(yè)網(wǎng)址或虛擬商店,消費(fèi)者可獲取產(chǎn)品的更多的相關(guān)信息,使購(gòu)物更顯個(gè)性。

這種個(gè)性消費(fèi)的發(fā)展將促使企業(yè)重新考慮其營(yíng)銷戰(zhàn)略以消費(fèi)者的個(gè)性需求作為提品及服務(wù)的出發(fā)點(diǎn)。但是,要真正實(shí)現(xiàn)個(gè)性營(yíng)銷還必須解決龐大的促銷費(fèi)用問(wèn)題。網(wǎng)絡(luò)營(yíng)銷的出現(xiàn)則為這一難題提供了可行的解決途徑。企業(yè)的各種銷售信息在網(wǎng)絡(luò)上將以數(shù)字化的形式存在,可以以極底的成本發(fā)送并能隨時(shí)根據(jù)需要進(jìn)行修改,龐大的促銷費(fèi)用因而得以節(jié)省。企業(yè)也可以根據(jù)消費(fèi)者反饋的信息和要求通過(guò)自動(dòng)服務(wù)系統(tǒng)提供特別服務(wù)。

網(wǎng)絡(luò)營(yíng)銷具有極強(qiáng)的互動(dòng)性是實(shí)現(xiàn)全程營(yíng)銷的理想工具

傳統(tǒng)的傳統(tǒng)的營(yíng)銷管理強(qiáng)調(diào)4P(產(chǎn)品、價(jià)格、渠道和促銷)組合,現(xiàn)代營(yíng)銷管理則追求4C(顧客、成本、方便和溝通),然而無(wú)論那一種觀念都必須基于這樣一個(gè)前提:企業(yè)必須實(shí)行全程營(yíng)銷,即必須由產(chǎn)品的設(shè)計(jì)階段開始就充分考慮消費(fèi)者的需求和意愿。

遺憾的是,在實(shí)際操作中這一點(diǎn)往往難以做到。原因在于消費(fèi)者與企業(yè)之間缺乏合適的溝通渠道或溝通成本太高。消費(fèi)者一般只能針對(duì)現(xiàn)有產(chǎn)品提出建議或批評(píng),對(duì)尚處于概念階段的產(chǎn)品難以涉足。此外,大多數(shù)的中小企業(yè)也缺乏足夠的資本用于了解消費(fèi)者的各種潛在需求,他們只能憑自身能力或參照市場(chǎng)領(lǐng)導(dǎo)者的策略進(jìn)行產(chǎn)品開發(fā)。

而在網(wǎng)絡(luò)環(huán)境下,這一狀況將有所改觀。即使是中小企業(yè)也可以通過(guò)電子布告欄、線上討論廣場(chǎng)和電子郵件等方式,以極底成本在營(yíng)銷的全過(guò)程中對(duì)消費(fèi)者進(jìn)行即時(shí)的信息搜索,消費(fèi)者則有機(jī)會(huì)對(duì)產(chǎn)品從設(shè)計(jì)到定價(jià)(對(duì)采用理解價(jià)值定價(jià)法的企業(yè)尤為重要)和服務(wù)等一系列問(wèn)題發(fā)表意見。這種雙向互動(dòng)的溝通方式提高了消費(fèi)者的參與性與積極性,更重要的是它能使、企業(yè)的決策有的放矢,從根本上提高消費(fèi)者滿意度。

網(wǎng)絡(luò)營(yíng)銷能滿足消費(fèi)者對(duì)購(gòu)物方便性的需求,提高消費(fèi)者的購(gòu)物效率

現(xiàn)代化的生活節(jié)奏已使消費(fèi)者用于外出在商店購(gòu)物的時(shí)間越來(lái)越短。在傳統(tǒng)的購(gòu)物方式中,從商品買賣過(guò)程來(lái)看,一般需要經(jīng)過(guò)看樣棗選擇商品棗確定所需購(gòu)買的商品棗付款結(jié)算棗包裝商品棗取貨(或送貨)等一系列過(guò)程。這個(gè)買賣過(guò)程大多數(shù)是在售貨地點(diǎn)完成的,短則幾分鐘,長(zhǎng)則數(shù)個(gè)小時(shí),在加上購(gòu)買為購(gòu)買商品去購(gòu)物場(chǎng)所的路途時(shí)間、購(gòu)買后的返途時(shí)間及在購(gòu)買地的逗留時(shí)間,無(wú)疑是大大延長(zhǎng)了商品的買賣過(guò)程,使消費(fèi)者為購(gòu)買商品而在時(shí)間和精力上作出很大的付出。同時(shí),擁擠的交通和日益擴(kuò)大的店面更延長(zhǎng)了消費(fèi)者購(gòu)物所耗費(fèi)的時(shí)間和精力。然而,在現(xiàn)代社會(huì),隨著生活節(jié)奏的加快,使得人們?cè)絹?lái)越珍惜閑暇時(shí)間,越來(lái)越希望在閑暇時(shí)間內(nèi)從事一些有益于身心的活動(dòng),并充分地享受生活。在這中情況下,人們用于外出購(gòu)物的時(shí)間越來(lái)越少。

第3篇:網(wǎng)絡(luò)畢業(yè)論文范文

1.1 Background of this study 1

1.2 The current situation in oral English learning of non-English major students 1

1.3 Overview of the development of web-based study at home 2

1.4 The significance of the study 2

2. Literature Review 4

2.1 Definition of learning strategies 4

2.2 Classification of learning strategies 5

2.3 Studies on speaking learning strategies 6

2.4 Factors of influencing the choice of speaking learning strategies 8

3. The methodology 10

3.1 The subjects 10

3.2 Instruments 10

3.3 Data collection 11

3.4 Data analysis 11

4. Results and discussion 16

4.1 Frequency of the use of speaking learning strategies 16

4.2 Frequency of the use of different speaking learning strategies. 16

4.3 Differences in the use of speaking learning strategies by speakers with different factors 17

5. Conclusion 19

Acknowledgements 20

References 21

Appendices 23

 

1. Introduction

In this part, four sections are included. There are background of this study, the current situation in oral English learning of non-English major students, overview of the Internet development in China and the significance of the study.

1.1 Background of this study

With the fast development of society and the increasing openness to the world, the demands to communicate in English have been expanded to a large degree. College students are required to have a good competence in speaking before entering the society. But the fact is that the actual competence of college students in speaking is far from being satisfactory. It is necessary for us to improve the awareness of using strategies.

In the field of language learning and teaching over the last few decades, a prominent shift has taken place, resulting in great emphasis on learners and learning rather than teachers and teaching. The study of learning strategies has seen an “explosion of activity”. [1]105 In recent years although the history of research into speaking learning strategies is not very long, the study on speaking learning strategies can provide students with valuable suggestions on how to improve oral English in terms of accuracy, fluency, and complexity. Almost 15 researchers abroad have studied on speaking learning strategies. In China, Huang Xiaohua and Chen Sijin have done a great contribution to studies on speaking leaning strategies.

Nowadays, the development of computer science and technology and the prevalence of networks have deeply influenced people’s life, also the language study. However, there are still few researches on the web-based speaking learning strategies. The thesis attempts to make a study on web-based speaking learning strategies.

1.2 The current situation in oral English learning of non-English major students

In China, the teaching of English as a foreign language has been greatly influenced by the traditional education system. The traditional way still pay much attention to the examinations in schools, including colleges and universities either, rather than the application of language. Linguistic form is always the focus of both textbooks and language tests. Besides, under this model, one teacher is always in charge of many students in one class, so the teacher becomes the center of the class and there is little chance for the students to practice oral English. The English language learning is seen as a “knowledge-imparting” process and the English language learning is seen as a “knowledge-receiving’ process. Therefore, there is a misleading that English learners are regarded as passive recipients and do not need any initiative.

According to the investigation by Shi in 2000, college graduates who have strong speaking ability only account for 5%; those who are very weak in speaking account for 37%; those who are competent in international conference discussions account for 7% and those who are competent in foreign trade negotiations account for 14%. In spite of the fact that college students have a long history of learning English, the critical situation still not shift and the ability for the college students to speak English is far from satisfactory.

1.3 Overview of the development of web-based study at home

With the rapid development of computer science and technology and the prevalence of networks, people’s life has been influenced. According to “Survey Report on Internet Development in China” provided by China Internet Network Information Center (CNNIC) in January 2007, study is the fourth main goal following getting entertained, making friends and getting resources. In English Learning Teaching, Multi-media Means have been also applied. No one can ignore the great influence of the Internet on people’s daily life, including English study. A lot of people have made full use of the Internet for English study, such as reading or listening global news, watching America or Europe movies or TV series, taking part in chatting rooms for English study, making frien ds from other countries online, etc.

Web-based study can make learning anytime, anywhere available, thereby providing the possibility for lifelong learning. It also changes the relationship between teachers and students and provides increased access to study. Besides, web-based study is a good way to improve the student's critical thinking and analytical skills. [2]245

1.4 The significance of the study 

With the development of global integration and the increased frequency of international communication, new and higher requirements in English study are put forward for college students. Gradually, more and more non-English major students realize the importance of oral English study and try to find out ways to improve their own oral English to a higher level. However, due to the influence of traditional teaching methods, long-time examination-oriented concept and ignorance to oral English in people’s mind, the current situation of college students, especially non-English major students, in oral English is far from being optimistic. From 1960s, language researchers home and abroad have focused on the relationship between oral English study and learning strategies and made deep study on speaking learning strategies.

What’s more, the Internet and computer science has played a more and more important role in people’s life and influenced language learning further. It is evidently an admirable thing, but there is little guidance to the English study online. The study on web-based learning strategies is few, even the study on web-based speaking learning strategies is almost blank. Therefore, this paper chooses a certain amount of non-English major students in ZUST, and studies their present situation or problems during using speaking learning strategies online, hoping to help them to find a suitable way to study online and finally achieve the ultimate goal of improving oral English.

 

2. Literature Review

In this part, four topics are discussed respectively. They are: definition of learning strategies, classification of learning strategies, studies on speaking learning strategies, factors of influencing the choice of speaking learning strategies.

2.1 Definition of learning strategies

In most of the studies, speaking learning strategies are not separated from learning strategies. The general definition of learning strategies is “mental or behavior activity related to some specific stage in the overall process of language acquisition or language use.” [3]154 In the short history of researches on learning strategies, lots of researches abroad gave definition of learning strategies from perspective of their study. Here are some.

Weinstein and Mayer insist that learning strategies are the behaviors and thoughts that a learner engages in during learning. Learning strategies are intended to influence the learner’s encoding process. 54 The researchers above all think learning strategies are actions useful to language learning but differ in the way learning strategies work.

In 1990, Cohen defines learning strategies as learning processes which are consciously selected by the learners. The element of choice is important here because this is what gives a strategy its special character. These are also moves which the learners are at least partially aware of, even if full attention is not being given to them. 78

In addition, Tarone defines language strategies as “an attempt to develop linguistic and sociolinguistic competence in target language –to incorporate these into one’s interlanguage competence.” [11]65-66 Stern gives the definition as “best reserved for general tendencies or overall characteristic of the approach employed by the language learner, leaving techniques as the term to refer to particular forms of observable learning behavior.& rdquo; [12]57-58

2.2 Classification of learning strategies

2.2.1 Classification of learning strategies abroad

Learning strategies have been classified by many scholars. However, most of these studies do not differ much with each other. Here are three typical classifications:

In the classification of O’Malley and Chamots, there are 3 major types of strategies, namely, cognitive strategies, meta-cognitive strategies and social/affective strategies. [13]155 O’Malley and Chamot make the classification depending on the level or type of processing involved. The disadvantage of O’Malley and Chamot’s classification is that it has difficulties in its application because the definition of each strategies item seems to be a little vague.

The classification scheme provided by Oxford is believed to be the most comprehensive classification to date. Oxford divided language strategies into two major groups, namely, direct strategies and indirect strategies. [14]54-55

1) Direct strategies: Memory strategies, Cognitive strategies, Compensation strategies.

2) Indirect strategies: Meta-cognitive strategies, Social strategies, Affective strategies.

The classification by Oxford has been widely used and accepted.

Cohen, in his work Strategies in Learning and Using a Second Language divided learners’ strategies into two types: language learning strategies and language using strategies. [15]124 Cohen’s classification seems clear and easy to understand, but it is difficult to tell whether it is for language learning or for language use. Besides, his study did not pay attention to meta-cognitive strategies, while many researchers believe that meta-cognitive strategies are one of the most important strategies to language learning.

2.2.2 Classification of learning strategies in China

As we know, in most of the studies, speaking learning strategies are not separated from learning strategies. In China, many researchers have made great contribution to learning strategies. In order to have a good understanding of learning strategies, many researchers focus on the classification of learning strategies. Cheng& Zhen and Wen are two prominent researchers.

Cheng& Zhen put forward two classification schemes. The first one is based on the role that strategies play in the learning process. There are cognitive strategies, meta-cognitive strategies, affective strategies and communicative strategies. The second one is based on areas of language knowledge and skills. There are strategies for learning pronunciation, grammar, vocabulary and strategies for developing listening, speaking, reading and writing skills. [16]56

Wen draws a complete system for language learning strategies. In this system, language learning strategies are divided into two categories: the beliefs about language learning and the learning strategies. The former concerns a learner’s viewpoint about how to learn a foreign language, and these beliefs decide the learning strategies one uses. The latter is subdivided into two groups: management skills and learning skills. Management skills are usually related to the language materials, including making study plans, evaluating one’s progress, measuring and modulating one’s affective state and so on; while learning skills generally include how to acquire the abilities in listening, speaking, reading and writing, how to deal with new words, how to learn pronunciation and so on. [17]54

2.3 Studies on speaking learning strategies

2.3.1 Nature of oral English

Oral English is different from written English in many ways. Oral English is usually not pre-organized and neat as written English. The sentence in oral English is usually shorter, even not completed or simpler, sometimes wrong in grammar.  Also, we can find that oral English is always much up-dated and could express speaker’s ideals by tones of voice, intonation and stress.

The words are being spoken as they are being decided and as they are being understood. Once spoken, they are gone. While the reader can reread, the listener can have memory problems that will lead to misunderstandings or a request for a repetition. Furthermore, the listener may miss a part of what was said, perhaps through noise, or a moment’s distraction. [18]85

2.3.2 Studies on speaking learning strategies abroad

With the further study of learning strategies, some researchers have made detailed study on speaking learning strategies. Speaking strategies, which are closely related to strategies as in McDonugh’s review, turned out to be a focus among researchers of SLA. L2 researchers on speaking strategies were always divided into two camps:    

1) Socio-linguistically orientated researchers, such as Tarone, who considered such strategies as social interaction.

2) Psycho-linguistically orientated researchers, represented by Faerch and Kasper, who recognized them as part of a planning process.

Through employing the me thodology of interpreting transcripts of learners’ language,the two camps set a destination of ascertaining various lists of possible strategies available to L2 learners, which were separately described by Poulisse and Bialystok. [19]78-79

The most comprehensive project into speaking strategies was conducted at the University of Nijmegen by Kellerman, Bongaerts, and Poulisse in the 1980s. In these studies by the Nijmegen group, verbal report and other methods were used for investigating the situation of the use of L2 speaking strategies, especially those used in compensating for gaps in communicative ability.

O’Malley and Chamot conducted an empirical interventionist study, which “is one of the most comprehensive studies of learner strategies to date”. [20]65 After the test, the members who were given precise and clear training in meta-cognitive,cognitive,and social strategies and affective strategies improved significantly more than the controlled group.

Cohen, Weaver and Li investigated the effects of a range of speaking strategies on three tasks performed by university foreign language students: a self-description, a story retelling, and a description of a favorite city at University of Minnesota. In 2000, there are also three major studies reviewed by Cohen, which dealt with training of speaking strategies, founded on the categorization of speaking strategies. One study was conducted with a survey of 122 first-year and fourth-year students in the English Department at an Egyptian university,half students receiving the treatment and half in the controlled group. A second study involved 60 undergraduates in compulsory English for Arts Student course. 75

2.3.3 Studies on speaking learning strategies at home

From the early 1980s, researchers in China began to pay more and more attention to speaking learning strategies. A thesis named “An investigation of learning strategies in colloquial communication that Chinese EFL learners in China employ” was accomplished by Huang Xiaohua in 1984. In 1985, Huang Xiaohua took a further research on relationship between speaking strategies and speaking proficiency among seniors of English major in Guangzhou Foreign Language Institute. They found that the use of learning strategies was relative to increased language achievement or proficiency and learning strategies had been firmly affirmed to play an active role in language learning. [23]287-307

In 1990, Chen Siqing Published “A study of communication strategies in interlanguage production by Chinese EFL learners” in an international magazine—Language Learning. In the study, the frequency, type and efficiency of using communication strategies by twelve students of foreign language majors were observed and described. [24]24-26

2.3.4 Factors of influencing the choice of speaking learning strategies

During the recent studies on learning strategies, many researchers have found that the use of speaking learning strategies is affected by many factors. And the most common factors are age, language proficiency, learning style, learning beliefs, gender, motivation and culture.

1) Age has been found to affect the use of oral English strategies. Older learners often use complex, sophisticated strategies. Young children respond more readily and intuitively to language “acquisition” in social and communicative situations, while older learners can learn language more steadily by means of cognitive and academic approaches. [25]154

2) L2 proficiency Bialystock found that functional practice correlated significantly with second language proficiency in tenth graders, whereas functional practice, formal practice, and monitoring were related to L2 proficiency in twelfth graders. [26]25

3) Learning styles also affect the choice of L2 learning strategies. Learning styles make a big difference in choosing learning strategies or the learning behavior of an individual.

4) Learning beliefs, as researchers, Weden, Horwitz; Abranham and Vann; Gerardo; Pedro; Yang, suggested, play an important role in dictating the use of learning strategies.

5) Gender differences in the use of learning strategies are indicated by several studies of Oxford and Nyikos, Oxford and Green, Kaylani e.

6) Motivation is also important in successful second language learning. Gardner, D. & L. Miller are typical researchers. Schumann, Oxford and Nyikos, Ehrman and Oxford, Okada also concern much about motivation and learning strategies.

7) Culture may play an important role in shaping particular learning behaviors, as some researchers indicated. Researchers such as O’Malley, Politzer and McGroa try, Scarcella, Carson, Hino, Kohn, Carson and Nelson, Levine, Reves and Leaver and Parry make researches on it. [27]85

 

3. The methodology

The study was conducted to investigate the current situation of speaking learning strategies used by students from non-English majors who have oral English study online by means of questionnaire survey. The whole chapter is composed of the following components: the subjects, the instruments, data collection, data analysis.

3.1 The subjects

3.1.1 Purpose

The major purposes of the study are: 1) to study the frequency of the use of speaking learning strategies during oral English study online; 2) to find out the differences in the frequency of the use of different speaking learning strategies; 3) to identify the differences in the use of speaking learning strategies by speakers with different factors including gender, major, personality, self-rated proficiency level; 4) to point out that the positive use of speaking learning strategies online is helpful to the improvement of oral English.

3.1.2 Participants

The participants are 107 college students of non-English major in ZUST. They are from different majors and are respectively from science and arts. And also, they are from different grades of different levels.

3.2 Instruments

The questionnaire has been used to gather information on the speaking learning strategies used by students of non-English major who have oral English study online. The students are required to finish the questionnaire in 10 minutes. The questionnaire contains 30 questions, concluding 6 questions about meta-cognitive strategies, 4 questions about cognitive strategies, 6 questions about memory strategies, 4 questions about compensation strategies, 5 questions about affective strategies, and 5 questions about social strategies. It uses five scales ranging from A (“never”) to E (“always”). The latter letter indicates a more frequent use of the Internet or strategies. The first part of the survey questionnaire is for the status of using the Internet for oral English study in ZUST. The second part focuses on the use of six types of strategies. The detailed reflection of different speaking learning strategies used in oral English study online can be represented as below: 1) memory strategies, such as setting up nets of relationships, making use of image and sound, reviewing, acting and so on; 2) cognitive strategies, such as practicing, receiving, and conveying information, analyzing and inferring, setting up rules for inputting and output information; 3) compensation strategies, such as guessing, overcoming deficiencies of language knowledge in speaking and writing; 4) meta-cognitive strategies, such as focusing on key points of learning, arranging and planning learning, evaluating learning; 5) affective strategies, such as lowering anxiety, encouraging oneself, learning about one’s own state of affect; 6) social strategies, such as enquiring about questions, cooperating with others, sympathizing others. The questionnaire is in Chinese, in order to make the participants understand the items better.

3.3 Data collection

The students majoring in science, especially the students majoring in engineering and students majoring in arts of business trade and humanity in ZUST, take part in this survey. The survey conducted during a week in April in 2010. There are different methods or procedures to collect the data in the researches of speaking learning strategies, such as observation, interview, questionnaire, verbal report, diary, etc. Each method has its advantages and disadvantages as well. But considering time-saving principal and the conception of building an environmental society, this survey is made online. During this period, we contact 3 students majoring in engineering in ZUST and then other students to take part in the survey. The students are required to answer the questionnaire in 10 minutes. The participants are advised not to be so bad in English to guarantee the quality of the survey. Then the data will undergo descriptive statistics. Descriptive statistics indicate the average level of the use of speaking learning strategies, the difference between two sets of scores, such as the relationship between some learners’ factors and the use of speaking learning strategies, such as gender, major, personality, self-rated proficiency, and the possibility and reliability of the data.

3.4 Data analysis

This paper analyzes the data collected in the research. Section one indicates the frequency of the use of speaking learning strategies during oral English study online. Section two shows the differences in the frequency of the use of different speaking learning strategies. Section three provides the differences in the use of speaking learning strategies by speakers with different factors including gender, major, personality, self-rated proficiency level. For the convenience of calculating, A (“never&rd quo;) to E (“always”) in the questionnaire count 1-5 scores gradually. And all use mean and Std. Deviation to make a contrast between each other and check the possibility of the results.

3.4.1 Frequency of the use of speaking learning strategies

Table 3.1 Frequency of the use of speaking learning strategies online and in real life

Category Online In real life

Overall strategies  2.50 4.02

Memory strategies 2.30 4.33

Cognitive strategies 2.57 3.04

Compensation strategies 2. 82 4.83

Meta-cognitive strategies 2. 53 3.12

Affective strategies 2.19 3.03

Social strategies 2.24 4.08

The table 3.1 above shows the mean scores of the use of speaking learning strategies online and in the real life respectively. It is clearly that the frequency of the overall use of speaking learning online only accounts 2.50, greatly lower than that in the real life, which holds 4.02. Besides, the respective scores of the use of different speaking learning strategies are relatively lower than that in the real life.

3.4.2 Frequency of the use of different speaking learning strategies

Table 3.2 Frequency of the use of different speaking learning strategies

Category Mean Std. Deviation

Memory strategies 2.30 2.29

Cognitive strategies 2.57 3.33

Compensation strategies 2. 82 4.91

Meta-cognitive strategies 2. 53 5.18

Affective strategies 2.19 3.43

Social strategies 2.24 3.07

The table 3.2 above shows the mean scores and std. deviation of the use of different speaking learning strategies online. As the survey shows, the most frequent speaking learning strategies used by students are compensation strategies, which accounts for 2.82. The latter two are cognitive strategies and meta-cognitive strategies, which accounts for 2.57 and 2.53 respectively. Affective strategies only have 2.19, which are comparatively low to the overall level.

3.4.3 Differences in the use of speaking learning strategies by speakers with different factors

3.4.3.1 Use of the speaking strategies by different gender

Table 3.3 Frequency of the use of speaking learning strategies by different gender

Category Male Female

Overall strategies  2.33 2.67

Memory strategies 2.28 2.32

Cognitive strategies 2.53 2.61

Compensation strategies 2.51 2.55

Meta-cognitive strategies 2.49 2.57

Affective strategies 2.18 2.20

Social strategies 2.21 2.27

From table 3.3, we can see that there is no big significant difference in using memory strategies, cognitive strategies, compensation strategies, meta-cognitive strategies, affective strategies and social strategies between different genders. The overall strategies used by females hold 2.67, higher than 2.33 for males. The use of learning strategies by females is more frequent than the males. Also, the scores of respective speaking learning strategies by the females are always higher than the males.

3.4.3.2 Use of the speaking strategies by different majors

Table 3.4 Frequency of the use of speaking learning strategies by different major

Category Science Arts

Overall strategies  2.36 2.64

Memory strategies 2.25 2.35

Cognitive strategies 2.51 2.63

Compensation strategies  2.59  2.47

Meta-cognitive strategies 2.31 2.33

Affective strategies 2.15 2.23

Social strategies 2.19 2.29

From table 3.4, the overall use of speaking learning strategies by students from arts occupies 2.64, while the use of those from science occupies 2.36. The students from arts use speaking learning strategies a little more frequent than those of the science. Also, this contrast between males and females can be seen by the scores of each speaking learning strategies in the table3.4.

3.4.3.3 Use of the speaking strategies by different personalities

Table 3.5 Frequency of the use of speaking learning strategies by different personality

Category Extroverted Introverted

Overall strategies  2.50 2.42

Memory strategies 2.27 2.33

Cognitive strategies 2.58 2.56

Compensation strategies 2.56 2.50

Meta-cognitive strategies 2.28 2.34

Affective strategies 2.19 2.17

Social strategies 2.26 2.21

From table 3.5, the scores of the extroverted students and the introverted students are near the same. And it is not fixed that the scores of the extroverted ones are higher than the introverted ones by each strategies. The score of memory strategies by the introverted occupies 2.33, 0.05 higher than the extroverted. Also, we can see that the score of the meta-cognitive strategies by the introverted is 0.06 higher. There is no big difference in the use of the speaking strategies with different personality, but normally the speaking learning strategies used by the outgoing and confident students are more frequent, especially social strategies, affective strategies and compensation strategies.

3.4.3.4 The use of the speaking strategies by different self-rated proficiency levels

Table 3.6 Frequency of the use of speaking Learning

 strategies by different self-rated proficiency level

Category High Medium Low

Overall strategies  2.53 1.61 0.89

Memory strategies 1.84 1.71 1.12

Cognitive strategies 2.19 1.97 0.98

Compe nsation strategies 1.51 1.57 1.90

Meta-cognitive strategies 2.57 1.63 0.83

Affective strategies 2.83 1.88 0.67

Social strategies 2.11 1.54 0.83

In this part, students are divided into three groups by self-rated proficiency level, namely, high, medium and low. Table 3.6 clearly shows that the strategies used by the participants are significantly and positively related to their proficiency level. The good students with higher-rated proficiency level use more speaking learning strategies and relatively the students with low-rated proficiency level use less speaking learning strategies. In addition, the compensation is often used by the ones who are relatively weak in English, which occupy 1.9 point in the table 3.6.

 

4. Results and discussion

4.1 Frequency of the use of speaking learning strategies

As the survey shows, the overall use of speaking learning strategies online is still low. The possible reason should be:

First, the college students have not thought high of or even realized the great potential and function of the net to learning. Although the Internet can capture students’ attention easily, it is not often used for study. Students are used to and willing to study in class or by textbooks or homework.

Second, even though a part of students realized the value of Internet to study, they do not know how to study. The further negative effect is that they lose the interest in oral English practicing easily. This may need the teachers to guide them and enlighten their mind with fleshing ideas, innovation and updated rich information about the ways to practice oral English on the Internet.

Third, there is no admirable and pleasant atmosphere for web-based study. As nearly all the students live in the dormitory, they are easily affected by each other. So, an environment full of interaction is advocated. The teachers or the students themselves could build some forums, unions or study groups to arise the atmosphere of study.

The last but not the least, the Internet has so much temptation to allure the students to have some entertainment. So, the Internet itself may reduce the speaking learning use. Students are always weak in self-motivated learning ability and ability to study independently online. As to this, the students themselves should pay more efforts on it.

4.2 Frequency of the use of different speaking learning strategies.

From the data we can see that the most frequent speaking learning strategy used by students online is the compensation strategies. This may be the reason that the average oral English level of non-English major students is not high and a big amount of them is low. When they could not understand what the other talks about during the conversation, they will ask them to repeat or slow down the speed. Since the storage of their vocabulary is limited, when they could not remind of the words or sentences needed, they will choose other words or sentences to replace these words or sentences. And when they could not express themselves clearly, they will try to give examples to elaborate it.

The lower ones to compensation strategies in the survey are cognitive strategies and meta-cognitive strategies. It is gratified that students have an identifying goal of study in English learning and they also take advantage of the Internet resources under a pleasant condition by watching America movie or TV series or listening VOA, BBC, etc. They also try to seek the better way to improve oral English and have the ability to make arrangements.

Affective strategies, memory strategies and social strategies are comparatively lower in the data. Students are easy to be depressed about their oral English and sometimes have the thought to let it be. When confronted with new words on movies, TV series, websites, chatting online, etc, students will not write them down or try to find their meanings. Social strategies could contribute much but are limited by the traditional study habits online. Students have not formed the habits to practice English by e-mails, chatting rooms or other methods online.

4.3 Differences in the use of speaking learning strategies by speakers with different factors

As we can see from the use of the speaking strategies by different genders, majors, personality, and self-rated proficiency level above, English learning factors do affect the oral learning inline.

As to the gender, females pay more attention to the use of speaking learning strategies and have more talents in language learning. Female students are not engaged in many entertainments such as games, etc. But both males and females should make best use of the advantages and bypass the disadvantages

As to the major, the scores of the students majoring in arts are conspicuously superior to the students majoring in science. The thinking pattern and the advantage of sharing emotion and social practice of the students majoring in art makes them superior in the use of speaking learning strategies, while the students majoring in science pay much on the technologies and data than language itself.

As to personality, the extroverted ones gain much. The extroverted personality always represents confident, outgoing and communicating or sharing much with others. The confident and outgoing ones always have a higher self-rated proficiency. If one is more confident and outgoing, then he or she will pay more efforts on how to improve oral English and gain more opportunity to have a communication with others.

As to self-rated proficiency, it is clear that the students with higher self-rated proficiency level use more speaking learning strategies and the students with lower self-rated proficiency level use less speaking learning strategies. In turn, the ones who use varied speaking learning strategies more frequently can always achieve better outcomes in oral English. But as the Internet is only one assisting tool to oral English learning, so, we can not say that it is definitely a deciding factor. But it is sure that frequent use of strategies do contributes to the results of the oral English learning.

At present, however, not too many students regard the speaking learning strategies important, and have not formed a good study mode online. So, I would like to bring up some advice for reference: 1)lowering anxiety and practicing step by step; 2)preparing and planning for using speaking learning strategies; 3)selecting and using proper and suitable strategies for yourself; 4)summarizing your oral study and making adjustments accordingly; 5)going outside and practicing more and more. How to get rid of the barriers of the negative factors and make full use of the positive ones is a wise but a difficult thing. Also, to make full use of the Internet in study and put the speaking learning strategies into the oral English study online are meaningful but still a long way.

 

5. Conclusion

The above discussion of study and research is by no means comprehensive but it deserves our study.

 Nowadays, Internet is an interesting and fashionable thing to us. It has attracted our eyeballs for a long time and occupied plenty of our time as well. The introduction of Internet brings new vigor to teaching and learning process, but it also tends to be inefficient during the study. Thus, the frequency of using speaking learning strategies online is low. This requires the proper use of speaking learning strategies and efforts by the students.

As the study shows, the most frequent speaking learning strategies used online is compensation strategies. It may after all be accepted as a good way to circumvent the weakness in oral English, but not a good and long-time way to improve oral English level. Other strategies do deserve to use and have some requirements to the learners: the use of cognitive strategies and meta-cognitive strategies requires learners know how to make arrangements for study and have the ability to self-control during the study online. The study of affective strategies shows that an enterprising and perseverant mind is advocated in practicing oral English. Memory strategies request the learners to be more diligent and hardworking to English study. At last, the social strategies are functional and demand the students to explore more gateways of practicing oral English online.

It is evident that learners’ factors can easily affect the use of speaking learning strategies online and some factors can not be changed at once. But, if the learners could foster strengths and circumvent weaknesses, and absorb the shining points from the others, there will be a new look of oral English learning.

Speaking learning strategies is by no means helpful to the improvement of oral English, although this paper could not give affirmative support to it. But we can see that the good learners always use speaking learning strategies more frequently.

All in all, it is greatly expected that the learners could make full use of the website and speaking learning strategies during the study online and there will be a better atmosphere of practicing oral English online in the future.

 

Acknowledgements

My initial thanks go to my supervisor Louqing, who patiently supervised my dissertation and was at times very willing to offer me illuminating advice or suggestions. Without her help, I could not have finished this dissertation.

I am also indebted to other teachers and my classmates who have not only offered me their warm encouragements but also shared with me their ideas and books. They are Yangxue, Chenliang, Fanyanlong, wangbo and many others.

My greatest personal debt is to my grandparents and parents, who have cultivated a soul of sensitivity, hospitality, and honesty out of me, and offered a harbor of happiness and sweetness for me.

The remaining weakness and possible errors of the dissertation are entirely my own.

 

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Appendices

浙江科技學(xué)院非英語(yǔ)專業(yè)大學(xué)生網(wǎng)上英語(yǔ)口語(yǔ)學(xué)習(xí)策略調(diào)查問(wèn)卷

                           

一、個(gè)人簡(jiǎn)況

姓名:              

性別:                 A 男            B女  

             

科別:                A 理工科        B文科 

你的性格特征:                 A內(nèi)向           B外向       

你認(rèn)為你目前的英語(yǔ)綜合水平:   A很差           B一般         C優(yōu)秀

二、網(wǎng)上英語(yǔ)口語(yǔ)學(xué)習(xí)策略調(diào)查

(元認(rèn)知策略使用情況調(diào)查)

1、我尋求好的網(wǎng)上口語(yǔ)練習(xí)的時(shí)間和地點(diǎn)。

A從不     B很少    C有時(shí)      D經(jīng)常    E總是

2、上網(wǎng)學(xué)習(xí)時(shí),我能把握上網(wǎng)學(xué)習(xí)的時(shí)間和內(nèi)容。

A從不     B很少    C有時(shí)      D經(jīng)常    E總是

 

3、對(duì)于如何上網(wǎng)提高英語(yǔ)口語(yǔ)能力,在不同時(shí)期,我有明確的目標(biāo)。

A從不     B很少    C有時(shí)      D經(jīng)常    E總是

4、我總在尋求更好的口語(yǔ)學(xué)習(xí)方法。

A從不     B很少    C有時(shí)      D經(jīng)常    E總是

5、我思考和評(píng)價(jià)自己的上網(wǎng)學(xué)習(xí)方法從而找出存在的問(wèn)題和解決方法。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

6、在說(shuō)話前, 我先把想說(shuō)的話組織好再說(shuō)。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

(認(rèn)知策略使用情況調(diào)查)

7、我瀏覽各種英文網(wǎng)站、聽英文錄音VOA,BBC,. etc及看英文視頻等,聽和練習(xí)口語(yǔ)。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

8、在用英語(yǔ)聊天時(shí),我會(huì)猜想對(duì)方下一句會(huì)說(shuō)什么。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

9、聽VOA,BBC,. etc 或歐美劇等英文視頻時(shí),我會(huì)模仿其說(shuō)話方式、語(yǔ)音語(yǔ)調(diào)及用詞。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

10、聽VOA,BBC,. etc 或歐美劇等英文視頻時(shí),我會(huì)小聲跟著說(shuō)。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

(記憶策略使用情況調(diào)查)

11、我反復(fù)觀看喜歡的歐美劇,以便加深印象。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

12、記單詞時(shí), 我會(huì)想到同根的詞或近義詞、反義詞等相關(guān)詞匯。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

13、在英文網(wǎng)站上遇到新單詞我就猜它的意思。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

14、一遇到生詞就查字典嗎?

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

15、我把上網(wǎng)遇到的生詞記在單詞本上。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

16、我用金山詞霸等網(wǎng)上字典在線查找生詞的意義及用法。

 A從不    B很少      C有時(shí)     D經(jīng)常   E總是

(補(bǔ)償策略使用情況調(diào)查)

17、QQ聊或聊天室語(yǔ)音等方式交流時(shí), 我會(huì)努力猜測(cè)TA接下去將說(shuō)什么。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

18、QQ聊或聊天室語(yǔ)音等方式交流時(shí), 當(dāng)不懂對(duì)方所言時(shí),會(huì)請(qǐng)求對(duì)方重復(fù)或放慢語(yǔ)速。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

19、QQ聊或聊天室語(yǔ)音等方式交流時(shí), 當(dāng)與別人交談時(shí)想不起某個(gè)詞 時(shí), 我會(huì)使用同義詞(組)。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

20、當(dāng)不能表達(dá)自己時(shí), 我會(huì)舉例等方式進(jìn)行解釋。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

(情感策略使用情況調(diào)查)

21、在網(wǎng)絡(luò)環(huán)境中害怕別人發(fā)現(xiàn)你英語(yǔ)方面的不足嗎? 

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

22、為了把口語(yǔ)說(shuō)好,我經(jīng)常自我鼓勵(lì)。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

23、說(shuō)英語(yǔ)緊張時(shí), 我會(huì)想辦法消除它。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

24、上網(wǎng)學(xué)習(xí)英語(yǔ)后,我的學(xué)習(xí)興趣提高了。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

25、我會(huì)與家人、同學(xué)、老師等探討口語(yǔ)學(xué)習(xí)的感受

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

(社交策略使用情況調(diào)查)

26、用英語(yǔ)寫郵件或聊天時(shí),我請(qǐng)對(duì)方糾正我的錯(cuò)誤。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

27、通過(guò)網(wǎng)上交流很容易在學(xué)習(xí)上和同學(xué)結(jié)成朋友。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

28、必要時(shí),交談借助手勢(shì)、表情等進(jìn)行表達(dá)。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

29、交談時(shí),我把精力放在意思表達(dá)上。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

30、在口語(yǔ)表達(dá)時(shí),我直接向?qū)Ψ奖硎咀约河龅嚼щy,向?qū)Ψ綄で髱椭?/p>

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

浙江科技學(xué)院非英語(yǔ)專業(yè)大學(xué)生非網(wǎng)絡(luò)狀態(tài)下英語(yǔ)口語(yǔ)學(xué)習(xí)策略調(diào)查問(wèn)卷

(元認(rèn)知策略使用情況調(diào)查)

1、我尋求好的網(wǎng)上口語(yǔ)練習(xí)的時(shí)間和地點(diǎn)。

A從不     B很少    C有時(shí)      D經(jīng)常    E總是

2、學(xué)習(xí)時(shí),我能把握學(xué)習(xí)的時(shí)間和內(nèi)容。

A從不     B很少    C有時(shí)      D經(jīng)常    E總是

 

3、對(duì)于如何提高英語(yǔ)口語(yǔ)能力,在不同時(shí)期,我有明確的目標(biāo)。

A從不     B很少    C有時(shí)      D經(jīng)常    E總是

4、我總在尋求更好的口語(yǔ)學(xué)習(xí)方法。

A從不     B很少    C有時(shí)      D經(jīng)常    E總是

5、我思考和評(píng)價(jià)自己的學(xué)習(xí)方法從而找出存在的問(wèn)題和解決方法。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

6、在說(shuō)話前, 我先把想說(shuō)的話組織好再說(shuō)。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

(認(rèn)知策略使用情況調(diào)查)

7、我參加有利于英語(yǔ)提高的活動(dòng),聽和練習(xí)口語(yǔ)。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

8、在用英語(yǔ)聊天時(shí),我會(huì)猜想對(duì)方下一句會(huì)說(shuō)什么。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

9、聽英語(yǔ)時(shí),我會(huì)模仿其說(shuō)話方式、語(yǔ)音語(yǔ)調(diào)及用詞。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

10、聽英語(yǔ)時(shí),我會(huì)小聲跟著說(shuō)。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

(記憶策略使用情況調(diào)查)

11、我反復(fù)朗讀喜歡的英語(yǔ)文章,以便加深印象。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

12、記單詞時(shí), 我會(huì)想到同根的詞或近義詞、反義詞等相關(guān)詞匯。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

13、遇到新單詞我就猜它的意思。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

14、一遇到生詞就查字典嗎?

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

15、我把遇到的生詞記在單詞本上。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

16、我會(huì)努力查找生詞的意義及用法。

 A從不    B很少      C有時(shí)     D經(jīng)常   E總是

(補(bǔ)償策略使用情況調(diào)查)

17、英語(yǔ)聊天時(shí),我會(huì)努力猜測(cè)TA接下去將說(shuō)什么。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

18、英語(yǔ)聊天時(shí),當(dāng)不懂對(duì)方所言時(shí),會(huì)請(qǐng)求對(duì)方重復(fù)或放慢語(yǔ)速。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

19、英語(yǔ)聊天時(shí), 當(dāng)與別人交談時(shí)想不起某個(gè)詞時(shí), 我會(huì)使用同義詞(組)。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

20、當(dāng)不能表達(dá)自己時(shí), 我會(huì)舉例等方式進(jìn)行解釋。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

(情感策略使用情況調(diào)查)

21、害怕別人發(fā)現(xiàn)你英語(yǔ)方面的不足嗎? 

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

22、為了把口語(yǔ)說(shuō)好,我經(jīng)常自我鼓勵(lì)。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

23、說(shuō)英語(yǔ)緊張時(shí), 我會(huì)想辦法消除它。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

24、一番努力學(xué)習(xí)后,我的學(xué)習(xí)興趣提高了。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

25、我會(huì)與家人、同學(xué)、老師等探討口語(yǔ)學(xué)習(xí)的感受

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

(社交策略使用情況調(diào)查)

26、用英語(yǔ)聊天時(shí),我請(qǐng)對(duì)方糾正我的錯(cuò)誤。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

27、英語(yǔ)打開新的世界,結(jié)交更多的朋友。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

28、必要時(shí),交談借助手勢(shì)、表情等進(jìn)行表達(dá)。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

29、交談時(shí),我把精力放在意思表達(dá)上。

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

30、在口語(yǔ)表達(dá)時(shí),我直接向?qū)Ψ奖硎咀约河龅嚼щy,向?qū)Ψ綄で髱椭?/p>

A從不    B很少      C有時(shí)     D經(jīng)常   E總是

謝謝您的合作!

 

誠(chéng) 信 承 諾

我謹(jǐn)在此承諾:本人所寫的畢業(yè)論文《基于網(wǎng)絡(luò)的英語(yǔ)口語(yǔ)學(xué)習(xí)策略研究》均系本人獨(dú)立完成,沒(méi)有抄襲行為,凡涉及其他作者的觀點(diǎn)和材料,均作了注釋,若有不實(shí),后果由本人承擔(dān)。

 

第4篇:網(wǎng)絡(luò)畢業(yè)論文范文

>> 提高獨(dú)立學(xué)院本科生畢業(yè)論文質(zhì)量的實(shí)踐與探索 提高本科畢業(yè)論文質(zhì)量的探索 網(wǎng)絡(luò)教育本科畢業(yè)論文質(zhì)量管理方法研究與實(shí)踐 提高民辦高校藝術(shù)類本科畢業(yè)論文質(zhì)量的探索與實(shí)踐 提高本科畢業(yè)論文質(zhì)量的研究與實(shí)踐 提高地方高校學(xué)生畢業(yè)論文質(zhì)量的研究與實(shí)踐 提高藥學(xué)本科畢業(yè)論文質(zhì)量的探討與實(shí)踐 探索新形勢(shì)下提高本科畢業(yè)論文質(zhì)量的途徑 應(yīng)用型本科院校提高學(xué)生畢業(yè)論文質(zhì)量的探索 提高生物技術(shù)專業(yè)畢業(yè)論文質(zhì)量的思考和實(shí)踐 基于PDCA法提高本科畢業(yè)論文質(zhì)量的實(shí)踐 提高學(xué)前教育專業(yè)畢業(yè)論文質(zhì)量的對(duì)策研究 提高開放教育學(xué)生畢業(yè)論文質(zhì)量的幾點(diǎn)措施 農(nóng)學(xué)類本科生畢業(yè)論文質(zhì)量提升的對(duì)策研究與實(shí)踐 提高獨(dú)立學(xué)院畢業(yè)論文質(zhì)量的對(duì)策與措施 提高本科畢業(yè)論文設(shè)計(jì)質(zhì)量的探索與實(shí)踐 提高環(huán)境工程專業(yè)畢業(yè)論文(設(shè)計(jì))質(zhì)量的探索與實(shí)踐 新形勢(shì)下提高高等教育工科專業(yè)本科畢業(yè)論文質(zhì)量探索 如何提高本科畢業(yè)論文質(zhì)量 淺議如何提高本科畢業(yè)論文質(zhì)量 常見問(wèn)題解答 當(dāng)前所在位置:l.

[5]King, F., et al. Defining Distance Learning and Distance Education[J].AACE Journal, 2001,9(1): 1-14.

[6]Wagner, E. D. Emerging Learning Trends and the World Wide Web. Webbased Training[M]. Englewood Cliffs:Educational Technology Publications,2001:33-50.

[7]范太華,等.網(wǎng)絡(luò)教育與網(wǎng)絡(luò)學(xué)習(xí)[M].長(zhǎng)沙:中南大學(xué)出版社,2013:127-129.

[8]Khan, B. Webbased training. Englewood Cliffs[M].Englewood Cliffs:Educational Technology Publications,2001:14.

[9]王宇飛,孔維宏.淺談網(wǎng)絡(luò)教育環(huán)境下的個(gè)別化學(xué)習(xí)和協(xié)作學(xué)習(xí)[J].現(xiàn)代遠(yuǎn)距離教育,2004(1):54.

[10]肖寶華.論開放教育畢業(yè)論文質(zhì)量的有效保障[J].繼續(xù)教育研究,2011(7):62.

[11]梁紅麗.現(xiàn)代遠(yuǎn)程教育畢業(yè)論文工作現(xiàn)狀分析與對(duì)策研究[J]. 湖南廣播電視大學(xué)學(xué)報(bào),2006(4):28.

[12]基更,D.遠(yuǎn)距離教育基礎(chǔ)[M]. 丁新,譯. 北京:中央廣播電視大學(xué)出版社,1999:142-146.

[13]孫耀庭.畢業(yè)論文的遠(yuǎn)程指導(dǎo)與過(guò)程監(jiān)控[J].中國(guó)遠(yuǎn)程教育,2007(4):40.

[14]蔣亦華.我國(guó)本科畢業(yè)論文制度的闡釋與建構(gòu)[J].現(xiàn)代大學(xué)教育,2009(2):101.

[15]Dohmen, G. A New Field of Educational Research and Activity [J]. Distance Education, l976:65.

[16]蔣華林,張曉秋.網(wǎng)絡(luò)教育畢業(yè)論文指導(dǎo)教師隊(duì)伍建設(shè)的問(wèn)題與對(duì)策[J].高等建筑教育,2009(4):150.

第5篇:網(wǎng)絡(luò)畢業(yè)論文范文

【關(guān)鍵詞】本科畢業(yè)設(shè)計(jì)(論文) 管理層級(jí)別 工作流程 校園信息化

【中圖分類號(hào)】G642 【文獻(xiàn)標(biāo)識(shí)碼】A 【文章編號(hào)】1006-9682(2011)09-0039-02

本科畢業(yè)設(shè)計(jì)(論文)是本科生學(xué)習(xí)生涯培養(yǎng)計(jì)劃中的重要組成部分,是培養(yǎng)學(xué)生綜合運(yùn)用大學(xué)四年所學(xué)的理論知識(shí)和基本技能,分析解決實(shí)際問(wèn)題和歷練初步科學(xué)研究能力的最重要課程。因此畢業(yè)設(shè)計(jì)(論文)在本科生教育中的重要性不言而喻。[1]《教育部辦公廳關(guān)于加強(qiáng)普通高等學(xué)校畢業(yè)設(shè)計(jì)(論文)工作的通知》(教高廳[2004]4號(hào))指出各類普通高等學(xué)校要進(jìn)一步強(qiáng)化和完善畢業(yè)設(shè)計(jì)(論文)的規(guī)范化要求與管理,從時(shí)間安排、組織實(shí)施等方面切實(shí)加強(qiáng)和改進(jìn)畢業(yè)設(shè)計(jì)(論文)環(huán)節(jié)的管理,決不能降低要求。[2]目前本科畢業(yè)設(shè)計(jì)(論文)工作進(jìn)行還停留在手工管理階段,并沒(méi)有將畢業(yè)設(shè)計(jì)(論文)工作有效信息化;而在少數(shù)已經(jīng)開展本科畢業(yè)設(shè)計(jì)(論文)工作網(wǎng)上實(shí)施的院校,基本上沒(méi)有將本科畢業(yè)設(shè)計(jì)(論文)階段的全程工作在網(wǎng)絡(luò)上實(shí)施,只是將階段性工作在網(wǎng)絡(luò)上進(jìn)行,并沒(méi)有充分利用信息化和網(wǎng)絡(luò)化的優(yōu)勢(shì)。

隨著校園網(wǎng)絡(luò)信息技術(shù)的發(fā)展與完善,現(xiàn)有的技術(shù)完全能夠?qū)崿F(xiàn)通過(guò)計(jì)算機(jī)網(wǎng)絡(luò)將本科畢業(yè)設(shè)計(jì)(論文)信息化、網(wǎng)絡(luò)化、系統(tǒng)化,實(shí)行全校統(tǒng)一管理。[3]本文將以哈爾濱工程大學(xué)本科畢業(yè)設(shè)計(jì)(論文)的多年網(wǎng)上實(shí)施與管理經(jīng)驗(yàn)為基礎(chǔ),介紹本科畢業(yè)設(shè)計(jì)(論文)工作通過(guò)網(wǎng)絡(luò)進(jìn)行統(tǒng)一管理的相關(guān)內(nèi)容。

一、畢業(yè)設(shè)計(jì)(論文)管理現(xiàn)狀

傳統(tǒng)的畢業(yè)設(shè)計(jì)(論文)管理模式主要存在以下問(wèn)題:①畢業(yè)設(shè)計(jì)(論文)題目和任務(wù)書的不確定性。由于個(gè)別指導(dǎo)教師責(zé)任心不強(qiáng),畢業(yè)設(shè)計(jì)(論文)過(guò)程中增、減或改題目和任務(wù)書現(xiàn)象嚴(yán)重,學(xué)生對(duì)題目的理解極差。②畢業(yè)設(shè)計(jì)(論文)題目重復(fù)使用,題目、內(nèi)容缺少創(chuàng)新,而且學(xué)生容易產(chǎn)生抄襲往屆畢業(yè)設(shè)計(jì)(論文)的現(xiàn)象。③畢業(yè)設(shè)計(jì)(論文)沒(méi)有實(shí)現(xiàn)真正意義上的雙選。畢業(yè)設(shè)計(jì)選題方式一般都由管理人員任意指定或者指導(dǎo)教師單向選擇學(xué)生,沒(méi)有考慮到學(xué)生的興趣和以后畢業(yè)設(shè)計(jì)(論文)方向同就業(yè)的聯(lián)系,畢業(yè)設(shè)計(jì)(論文)選題本應(yīng)該是師生共同完成的。④畢業(yè)設(shè)計(jì)(論文)工作中師生交流不方便。由于時(shí)間工作限制,傳統(tǒng)工作方式中,師生交流遠(yuǎn)遠(yuǎn)不夠。⑤畢業(yè)設(shè)計(jì)(論文)工作不透明。傳統(tǒng)工作方式不能完善的監(jiān)控全體教師和學(xué)生的工作進(jìn)度和質(zhì)量。⑥畢業(yè)設(shè)計(jì)(論文)材料保存不方便。傳統(tǒng)工作方式采用紙質(zhì)材料保存,耗費(fèi)了大量紙張和存放空間,而且極易丟失或損壞。材料的收集和統(tǒng)計(jì)也費(fèi)時(shí)費(fèi)力。

正因?yàn)閭鹘y(tǒng)的畢業(yè)設(shè)計(jì)(論文)管理方式存在以上諸多缺點(diǎn),一些本科院校又沒(méi)有意識(shí)到畢業(yè)設(shè)計(jì)在整個(gè)教學(xué)工作中的重要地位,沒(méi)有很好的實(shí)施方式加強(qiáng)管理,畢業(yè)設(shè)計(jì)(論文)過(guò)程管理松懈,直接導(dǎo)致了畢業(yè)設(shè)計(jì)質(zhì)量下降,又影響了本科畢業(yè)生能力的培養(yǎng)。

二、網(wǎng)絡(luò)化的積極意義和實(shí)施的難點(diǎn)及對(duì)策

1.積極意義

隨著計(jì)算機(jī)技術(shù)的發(fā)展,尤其是web應(yīng)用系統(tǒng)開發(fā)技術(shù)的發(fā)展,各高等院校校園網(wǎng)建設(shè)發(fā)展迅速,辦公室、學(xué)生機(jī)房、實(shí)驗(yàn)室等也已通過(guò)校園網(wǎng)實(shí)現(xiàn)了互連互通,這就為教學(xué)管理信息化、數(shù)字化、網(wǎng)絡(luò)化提供了必要條件,通過(guò)改變傳統(tǒng)的管理模式,運(yùn)用信息技術(shù)進(jìn)行科學(xué)管理,極大地提高了教學(xué)工作的效率。[4]將本科畢業(yè)設(shè)計(jì)(論文)的流程梳理清晰,合理設(shè)置各個(gè)過(guò)程階段,全程化的本科畢業(yè)設(shè)計(jì)(論文)的網(wǎng)上實(shí)施與管理同樣可以取得積極的成果。

在網(wǎng)絡(luò)化管理的選題過(guò)程中,所有題目對(duì)學(xué)生公開展示,學(xué)生可以方便快捷的進(jìn)行選題,老師可以有針對(duì)性地進(jìn)行確認(rèn)或拒絕,被拒絕的學(xué)生亦能及時(shí)進(jìn)行重新選擇其他感興趣的題目。各項(xiàng)材料的提交和處理具有實(shí)時(shí)性,信息回復(fù)便捷,這便有效地提高了工作的效率和準(zhǔn)確性。由于畢業(yè)設(shè)計(jì)(論文)各階段的電子資料在網(wǎng)上系統(tǒng)都可隨時(shí)查詢,所以工作中各階段的進(jìn)度管理更加方便快捷,監(jiān)控能力與工作效率得到了極大的改善。通過(guò)網(wǎng)絡(luò)化畢業(yè)設(shè)計(jì)(論文)系統(tǒng)平臺(tái),學(xué)生可以每周通過(guò)網(wǎng)絡(luò)平臺(tái)提交周記,匯報(bào)畢業(yè)設(shè)計(jì)(論文)的工作進(jìn)度和遇到的問(wèn)題,指導(dǎo)教師同樣可以通過(guò)網(wǎng)絡(luò)平臺(tái)及時(shí)的對(duì)學(xué)生的問(wèn)題進(jìn)行回復(fù)批閱。這在方便了指導(dǎo)教師對(duì)學(xué)生的指導(dǎo)、增進(jìn)師生交流的同時(shí),又提高了畢業(yè)設(shè)計(jì)(論文)工作的效率。

2.實(shí)施的難點(diǎn)及對(duì)策

對(duì)畢業(yè)設(shè)計(jì)(論文)工作的全過(guò)程實(shí)行高效地全程化管理,難點(diǎn)在于理順各職能部門間的權(quán)限范圍及時(shí)間重疊關(guān)系,并讓各部門群體在互補(bǔ)制約的前提下協(xié)同工作,進(jìn)而探索出完善的質(zhì)量監(jiān)控體系。[5]這里的職能部門涉及廣泛,職能關(guān)系和工作范圍在某一階段是相互重疊的,關(guān)系復(fù)雜化、隨機(jī)化,每個(gè)階段都存在不同級(jí)別的驗(yàn)收與評(píng)閱簽字等。上述內(nèi)容,怎樣合理、互不影響地同時(shí)交替進(jìn)行,是本科畢業(yè)設(shè)計(jì)(論文)系統(tǒng)設(shè)計(jì)的難點(diǎn)。

為有效解決上述難點(diǎn),在需求分析階段詳細(xì)記錄好復(fù)雜的業(yè)務(wù)邏輯流程,保證工作流程的準(zhǔn)確性,各個(gè)工作階段在網(wǎng)絡(luò)系統(tǒng)中體現(xiàn)為時(shí)間節(jié)點(diǎn),校教務(wù)處負(fù)責(zé)人根據(jù)學(xué)校畢業(yè)設(shè)計(jì)(論文)管理工作規(guī)定,控制時(shí)間結(jié)點(diǎn)的開關(guān),使得整個(gè)工作過(guò)程按序進(jìn)行,系統(tǒng)設(shè)計(jì)前詳細(xì)分析總結(jié)了各參與者在不同階段的工作內(nèi)容,設(shè)計(jì)中協(xié)調(diào)好各角色人員在各階段的職能權(quán)限邏輯關(guān)系,達(dá)到互不影響。在多次反復(fù)論證、修改、測(cè)試通過(guò)之后,拿出本科畢業(yè)設(shè)計(jì)(論文)系統(tǒng)的具體工作流程框架。

三、本科畢業(yè)設(shè)計(jì)(論文)系統(tǒng)流程設(shè)計(jì)

構(gòu)建網(wǎng)絡(luò)化的本科畢業(yè)設(shè)計(jì)(論文)管理系統(tǒng),首先根據(jù)本科畢業(yè)設(shè)計(jì)(論文)管理辦法將本校的畢業(yè)設(shè)計(jì)(論文)工作流程詳細(xì)劃分為不同的實(shí)施階段,各個(gè)角色在每一階段都有各自的權(quán)限,數(shù)據(jù)庫(kù)表中設(shè)置相應(yīng)字段加以區(qū)分,并且通過(guò)設(shè)置時(shí)間節(jié)點(diǎn)分隔每一階段流程。以哈爾濱工程大學(xué)本科畢業(yè)設(shè)計(jì)(論文)管理系統(tǒng)為例,將論文工作分成5個(gè)階段。

1.立題階段

各指導(dǎo)教師根據(jù)學(xué)院要求在網(wǎng)上提交一個(gè)或多個(gè)立題論證書,由院系各教研室或團(tuán)隊(duì)負(fù)責(zé)人對(duì)本團(tuán)隊(duì)教師提交的立題論證書進(jìn)行審核,審核通過(guò)的題目才可以在選題階段接受學(xué)生選題。

2.選題階段

審核通過(guò)的立題論證書全部對(duì)學(xué)生開放,院系基層組織負(fù)責(zé)人將選題時(shí)間結(jié)點(diǎn)打開,學(xué)生申請(qǐng)自己所感興趣的題目,等待相應(yīng)的立題教師通過(guò)申請(qǐng),如果教師通過(guò)該學(xué)生申請(qǐng),則確立一對(duì)一的指導(dǎo)關(guān)系,如果教師拒絕該學(xué)生選擇本題目,該學(xué)生可以再次申請(qǐng)選擇其他題目。

3.開題階段

選題階段結(jié)束后,指導(dǎo)教師與學(xué)生確立了對(duì)應(yīng)指導(dǎo)關(guān)系。指導(dǎo)教師提交任務(wù)書,任務(wù)書經(jīng)院學(xué)術(shù)組織負(fù)責(zé)人審核通過(guò)后,學(xué)生根據(jù)指導(dǎo)教師下達(dá)的任務(wù)書內(nèi)容認(rèn)真撰寫開題報(bào)告并提交。指導(dǎo)教師對(duì)所帶學(xué)生提交的開題情況及開題報(bào)告進(jìn)行評(píng)閱并網(wǎng)上簽字確認(rèn)。

4.中期階段

由各院系負(fù)責(zé)人選擇需要抽查進(jìn)行中期答辯的學(xué)生百分比,借助系統(tǒng)隨機(jī)抽取接受中期檢查的學(xué)生,抽到的學(xué)生名單如果需要修改可以由學(xué)術(shù)組織負(fù)責(zé)人在線修改。通知需要抽查到的學(xué)生準(zhǔn)備進(jìn)行中期答辯,院系負(fù)責(zé)人對(duì)進(jìn)行中期答辯的教師進(jìn)行分組,并中期答辯信息,包括答辯時(shí)間、地點(diǎn)、答辯教師和學(xué)生名單。

5.答辯階段

由各院系負(fù)責(zé)人以教研室或?qū)I(yè)為單位,對(duì)參加答辯的指導(dǎo)教師和學(xué)生進(jìn)行分組,并指派答辯組長(zhǎng)及秘書,統(tǒng)計(jì)學(xué)生論文和答辯PPT上傳情況及指導(dǎo)教師和評(píng)閱教師的評(píng)閱情況。指導(dǎo)教師對(duì)自己指導(dǎo)的學(xué)生論文進(jìn)行評(píng)閱和評(píng)分。答辯組長(zhǎng)把本組答辯學(xué)生分發(fā)給組內(nèi)教師進(jìn)行評(píng)閱,指定教師對(duì)分發(fā)到本人的學(xué)生論文進(jìn)行評(píng)閱并評(píng)分?;鶎咏M織負(fù)責(zé)人網(wǎng)上公布答辯分組情況、答辯時(shí)間、地點(diǎn),組織教師和學(xué)生現(xiàn)場(chǎng)答辯。各答辯組長(zhǎng)在答辯工作結(jié)束后,網(wǎng)上提交答辯委員會(huì)評(píng)分表。

本科畢業(yè)設(shè)計(jì)(論文)工作的完成需要貫穿以上五個(gè)工作階段,各個(gè)階段緊密連接,互不重疊,這就需要若干時(shí)間結(jié)點(diǎn)加以控制。時(shí)間結(jié)點(diǎn)處于打開狀態(tài)時(shí),對(duì)應(yīng)的功能模塊是可用的,反之相應(yīng)功能不能使用。校級(jí)負(fù)責(zé)人通過(guò)時(shí)間結(jié)點(diǎn)狀態(tài)的開關(guān)可以有效控制各項(xiàng)工作的先后順序,為各學(xué)院對(duì)本學(xué)院工作進(jìn)度的統(tǒng)籌提供了有效的保障手段。

四、網(wǎng)絡(luò)化管理成果分析

哈爾濱工程大學(xué)本科畢業(yè)設(shè)計(jì)(論文)管理系統(tǒng)自2008年投入使用。2008年首先在計(jì)算機(jī)學(xué)院試點(diǎn)使用,得到了學(xué)校的認(rèn)可及學(xué)院教師和學(xué)生的好評(píng)。從2009年開始,校教務(wù)處開始在全校院系范圍內(nèi)推廣和使用,現(xiàn)已承擔(dān)了3屆本科生畢業(yè)設(shè)計(jì)(論文)工作在線實(shí)施和管理任務(wù)。該系統(tǒng)從畢業(yè)設(shè)計(jì)工作的起始階段開始對(duì)畢業(yè)設(shè)計(jì)工作的全過(guò)程進(jìn)行動(dòng)態(tài)管理。簡(jiǎn)化了學(xué)院領(lǐng)導(dǎo)管理任務(wù),數(shù)據(jù)和材料實(shí)時(shí)更新,學(xué)生和指導(dǎo)教師交流更加便捷,大大提高了工作效率,使用結(jié)果表明本系統(tǒng)運(yùn)行安全可靠,功能較全,能滿足高校畢業(yè)設(shè)計(jì)網(wǎng)絡(luò)管理的要求。為高校畢業(yè)設(shè)計(jì)指導(dǎo)和管理提供了新的模式。

五、結(jié)束語(yǔ)

畢業(yè)設(shè)計(jì)(論文)工作是高校實(shí)現(xiàn)培養(yǎng)目標(biāo)的重要教學(xué)環(huán)節(jié)之一,是教學(xué)、科研與社會(huì)實(shí)踐的一個(gè)重要結(jié)合點(diǎn),是衡量高等教育質(zhì)量的一項(xiàng)重要指標(biāo)。[6]畢業(yè)設(shè)計(jì)(論文)在培養(yǎng)大學(xué)生進(jìn)行科學(xué)研究基本訓(xùn)練和提高綜合實(shí)踐能力等方面,具有不可替代的作用,深入研究本科畢業(yè)設(shè)計(jì)(論文)工作的實(shí)質(zhì)內(nèi)容、改革過(guò)程化管理的相應(yīng)環(huán)節(jié)或步驟是高校教師義不容辭的責(zé)任與義務(wù)。畢業(yè)設(shè)計(jì)網(wǎng)站是畢業(yè)設(shè)計(jì)教學(xué)改革的產(chǎn)物,充分發(fā)揮畢業(yè)設(shè)計(jì)網(wǎng)站的作用,能極大的提高畢業(yè)設(shè)計(jì)(論文)的管理與質(zhì)量。相信本科畢業(yè)設(shè)計(jì)(論文)工作的全程網(wǎng)絡(luò)化實(shí)施與管理不僅具有一定的推廣價(jià)值,對(duì)校園信息化和數(shù)字化建設(shè)更具有重要的指導(dǎo)意義。

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4 王建林、汪雪琴、王雅英等.本科畢業(yè)設(shè)計(jì)管理信息系統(tǒng)[J].電氣電子教學(xué)學(xué)報(bào),2008(6):103~104

第6篇:網(wǎng)絡(luò)畢業(yè)論文范文

【關(guān)鍵詞】開放教育;畢業(yè)論文;質(zhì)量;保障

1.開放教育學(xué)生畢業(yè)論文存在的問(wèn)題及原因分析

1.1當(dāng)前開放教育學(xué)生畢業(yè)論文設(shè)計(jì)存在的問(wèn)題

(1)畢業(yè)論文設(shè)計(jì)作弊問(wèn)題,主要有以下三種形式:第一種形式為論文全文或大部分網(wǎng)上抄襲,具體表現(xiàn)為直接全部抄襲網(wǎng)上的論文。甚至不加任何修改,或者大部分抄襲網(wǎng)上文章的內(nèi)容,其拼湊的痕跡非常明顯。第二種形式是購(gòu)買論文,主要是通過(guò)網(wǎng)上或者非法中介提供論文,學(xué)生支付一定數(shù)目的金錢來(lái)?yè)Q取論文。第三種形式是他人論文,這種形式主要是學(xué)生通過(guò)家人、朋友找到本專業(yè)的大學(xué)生、研究生或老師,來(lái)為學(xué)生論文。

(2)論文選題問(wèn)題。盡管各省級(jí)電大對(duì)開放教育不同專業(yè)提供了許多論文選題的題目,但是一般多帶有指導(dǎo)性,不是論文的直接選題。學(xué)生提交的論文通常表現(xiàn)為大題小作,且題目陳舊,新穎性、創(chuàng)新性較差,影響了畢業(yè)論文的質(zhì)量。

(3)學(xué)生論文的論述和寫作規(guī)范問(wèn)題。學(xué)生的論述一般層次不分、語(yǔ)言套話、白話、13號(hào)居多,缺乏專業(yè)語(yǔ)言的嚴(yán)謹(jǐn)規(guī)范,在寫作規(guī)范上,不能按照學(xué)術(shù)論文的要求來(lái)完成,不會(huì)使用引注和文獻(xiàn),甚至不會(huì)確定每個(gè)問(wèn)題的名稱用語(yǔ)和目錄的級(jí)別問(wèn)題等。

1.2當(dāng)前開放教育學(xué)生畢業(yè)論文設(shè)計(jì)存在問(wèn)題的原因影響開放教育學(xué)生畢業(yè)論文設(shè)計(jì)質(zhì)量的原因是多方面的,歸納起來(lái)主要有以下三點(diǎn)

(1)學(xué)生自身的問(wèn)題。由于開放教育的寬口徑入學(xué)方式,很多開放教育專科學(xué)生由于在中專沒(méi)有過(guò)論文寫作環(huán)節(jié)訓(xùn)練,本科學(xué)生很多選擇的是非原專業(yè)學(xué)習(xí),因此,專業(yè)學(xué)術(shù)水平不高。(2)論文指導(dǎo)教師的問(wèn)題。主要體現(xiàn)在兩個(gè)方面:一是指導(dǎo)教師的責(zé)任心問(wèn)題,絲毫不考慮指導(dǎo)論文的水平問(wèn)題。二是論文指導(dǎo)教師本身的水平問(wèn)題,如有的工作站的論文指導(dǎo)教師指導(dǎo)的專業(yè)方向根本就不是指導(dǎo)教師本人的專業(yè)方向,當(dāng)然也就談不上深入指導(dǎo)了。三是論文指導(dǎo)教師的知識(shí)層次的問(wèn)題,指導(dǎo)教師對(duì)本專業(yè)的發(fā)展不夠關(guān)注,知識(shí)陳舊,很難使自己指導(dǎo)的論文有新穎性和創(chuàng)新性。(3)開放教育工作站的問(wèn)題。有的開放教育工作站為了保證自己的生源和學(xué)生畢業(yè),對(duì)學(xué)生采取遷就心理,甚至放縱學(xué)生。鑒于開放教育學(xué)生論文設(shè)計(jì)質(zhì)量存在的問(wèn)題和原因,開放教育管理部門應(yīng)對(duì)學(xué)生畢業(yè)論文設(shè)計(jì)引起足夠的重視,針對(duì)存在的問(wèn)題和原因,采取各種措施來(lái)提高學(xué)生論文設(shè)計(jì)的質(zhì)量。

2.提高開放教育畢業(yè)論文設(shè)計(jì)質(zhì)量的有效保障

2.1抓好畢業(yè)論文寫作輔導(dǎo),提高論文寫作的規(guī)范性

由于開放教育的學(xué)生一般都沒(méi)有受過(guò)科研寫作訓(xùn)練,所以很多學(xué)生不知道如何進(jìn)行畢業(yè)論文設(shè)計(jì)和查閱文獻(xiàn),因此,萬(wàn)方數(shù)據(jù)必須對(duì)學(xué)生進(jìn)行畢業(yè)論文設(shè)計(jì)的寫作輔導(dǎo)。在寫作輔導(dǎo)中以講座的形式向?qū)W生講授什么是論文,論文的一般要求,如何撰寫論文.論文與總結(jié)、調(diào)查報(bào)告的區(qū)別,如何設(shè)計(jì)論文的結(jié)構(gòu)和論文各級(jí)標(biāo)題的名稱,以及如何查閱文獻(xiàn)和使用文獻(xiàn),如何引注,論文設(shè)計(jì)的格式規(guī)范等。在寫作輔導(dǎo)中,要以具體的范例向?qū)W生進(jìn)行說(shuō)明,便于學(xué)生理解和接受。

2.2把好畢業(yè)論文開題關(guān),為論文寫作打好基礎(chǔ)

在學(xué)生知道如何進(jìn)行畢業(yè)論文設(shè)計(jì)以后,教師要對(duì)學(xué)生選定的問(wèn)題進(jìn)行輔導(dǎo),通常學(xué)生選定問(wèn)題較大或者缺乏針對(duì)性,這就需要教師幫助學(xué)生確定選題。在教師幫助學(xué)生確定論文選題后,就要讓學(xué)生設(shè)計(jì)論文開題報(bào)告,主要包括選題的目的和意義及研究現(xiàn)狀、論文提綱、參考的文獻(xiàn)、研究過(guò)程的進(jìn)度和時(shí)間安排等。通過(guò)論文開題,保證了學(xué)生論文選題的合理性,為學(xué)生下一步寫好論文打下基礎(chǔ)。

2.3充分利用網(wǎng)絡(luò)交流平臺(tái),全程輔導(dǎo)學(xué)生論文設(shè)計(jì)

學(xué)生論文寫作過(guò)程中教師可以充分利用網(wǎng)絡(luò)平臺(tái)來(lái)對(duì)學(xué)生論文寫作過(guò)程進(jìn)行全程輔導(dǎo)。在實(shí)踐中可以利用“人人網(wǎng)”或QQ的及時(shí)交流反饋功能進(jìn)行輔導(dǎo)和反饋,教師及時(shí)輔導(dǎo)學(xué)生在論文寫作中出現(xiàn)的問(wèn)題,為學(xué)生提供幫助。通過(guò)指導(dǎo)教師的全程輔導(dǎo),學(xué)生在完成論文過(guò)程中要多次提交論文稿,可以有效杜絕學(xué)生論文和購(gòu)買論文作弊現(xiàn)象,而且通過(guò)學(xué)生進(jìn)行多次修改也提高了學(xué)生畢業(yè)論文的寫作水平。利用網(wǎng)絡(luò)平臺(tái)論文指導(dǎo)交流,指導(dǎo)教師可以充分利用晚上和周末時(shí)間和學(xué)生進(jìn)行交流,這樣能有效地保證學(xué)生畢業(yè)論文設(shè)計(jì)的質(zhì)量。

2.4有效應(yīng)對(duì)論文作弊,保證論文質(zhì)量

如前所述,當(dāng)前開放教育學(xué)生論文設(shè)計(jì)存在的主要問(wèn)題就是作弊問(wèn)題,為了有效防止學(xué)生的論文作弊問(wèn)題,指導(dǎo)教師要通過(guò)輔導(dǎo)來(lái)防止學(xué)生論文作弊,學(xué)生的開題題目和論文提綱一經(jīng)確定,不得隨意更改;還有通過(guò)和學(xué)生論文就寫作過(guò)程的交流,可以發(fā)現(xiàn)學(xué)生對(duì)論文的把握和理解,如果學(xué)生根本不能回答教師在輔導(dǎo)中提出的問(wèn)題,則學(xué)生很有作弊的可能。

3.進(jìn)一步提高開放教育畢業(yè)論文設(shè)計(jì)質(zhì)量的建議保證開放教育學(xué)生畢業(yè)論文的質(zhì)量不是一個(gè)工作站、一個(gè)地區(qū)的問(wèn)題,而應(yīng)該是整個(gè)開放教育的問(wèn)題,在上述措施實(shí)施的同時(shí),還應(yīng)在以下四個(gè)方面加以完善

3.1嚴(yán)格指導(dǎo)教師的選定.在學(xué)生畢業(yè)論文的設(shè)計(jì)中,指導(dǎo)教師起著至關(guān)重要的作

用,是保障學(xué)生畢業(yè)論文質(zhì)量的關(guān)鍵,因此,學(xué)生畢業(yè)論文指導(dǎo)教師的選定是一個(gè)極為重要的問(wèn)題。畢業(yè)論文指導(dǎo)教師一般應(yīng)該從各級(jí)開放教育工作站附近高校相關(guān)專業(yè)的教師中選定,建立論文指導(dǎo)教師人才庫(kù),要求論文指導(dǎo)教師具有較高的學(xué)術(shù)水準(zhǔn)和高度的責(zé)任心,并建立競(jìng)爭(zhēng)選用機(jī)制,這樣可以充分保證畢業(yè)論文指導(dǎo)教師的質(zhì)量,進(jìn)而為學(xué)生畢業(yè)論文質(zhì)量提供保證。

3.2網(wǎng)絡(luò)平臺(tái)的開發(fā)應(yīng)用

網(wǎng)絡(luò)技術(shù)的發(fā)展為人們交流提供了極大的方便,因此,網(wǎng)絡(luò)技術(shù)也應(yīng)運(yùn)用到開放教育的畢業(yè)論文設(shè)計(jì)中,可以由省級(jí)電大建立一個(gè)專門的學(xué)生畢業(yè)論文寫作過(guò)程管理與監(jiān)控系統(tǒng)網(wǎng)絡(luò)平臺(tái),并為各教學(xué)點(diǎn)和工作站提供專用窗口,這樣共同實(shí)現(xiàn)對(duì)學(xué)生畢業(yè)論文的管理,有效地提高學(xué)生畢業(yè)論文的質(zhì)量。

3.3畢業(yè)論文規(guī)范標(biāo)準(zhǔn)的制定

中央電大作為遠(yuǎn)程開放教育的主管單位,應(yīng)按照專業(yè)方向制定畢業(yè)論文的標(biāo)準(zhǔn)規(guī)范,并統(tǒng)一標(biāo)準(zhǔn),再由各級(jí)省級(jí)電大制定畢業(yè)論文設(shè)計(jì)實(shí)施細(xì)則,這樣從管理上就有了畢業(yè)論文設(shè)計(jì)的統(tǒng)一標(biāo)準(zhǔn)和規(guī)范。

3.4三級(jí)論文把關(guān)制度嚴(yán)格論文淘汰制

為了嚴(yán)格論文的管理和評(píng)審,還應(yīng)建立嚴(yán)格的論文評(píng)審和答辯制度,在指導(dǎo)教師輔導(dǎo)學(xué)生論文給出初評(píng)成績(jī)后,應(yīng)再設(shè)立一級(jí)論文評(píng)審組評(píng)審,由評(píng)審組給出評(píng)審成績(jī)。第三級(jí)環(huán)節(jié)為論文答辯,所有學(xué)生的畢業(yè)論文要全部參加答辯。綜上所述,由于開放教育學(xué)生畢業(yè)論文設(shè)計(jì)存在著諸多問(wèn)題,因此,必須采取有效的措施來(lái)提高開放教育學(xué)生畢業(yè)論文設(shè)計(jì)的質(zhì)量,保證開放教育的質(zhì)量,促進(jìn)開放教育的發(fā)展。使開放教育一直保持較好的社會(huì)聲譽(yù)和影響力。

【參考文獻(xiàn)】

[1]姜昕.高校遠(yuǎn)程教育畢業(yè)論文質(zhì)量探索[J].中國(guó)科教創(chuàng)新導(dǎo)刊,2008,(29):169.

[2]梁紅麗.現(xiàn)代遠(yuǎn)程教育畢業(yè)論文工作現(xiàn)狀分析與對(duì)策研究[J].湖南廣播電視大學(xué)學(xué)報(bào),2006,(4):28-30.

第7篇:網(wǎng)絡(luò)畢業(yè)論文范文

【關(guān)鍵詞】遠(yuǎn)程開放教育 畢業(yè)論文 管理系統(tǒng) ASP

遠(yuǎn)程開放教育是利用計(jì)算機(jī)網(wǎng)絡(luò)技術(shù)和多媒體技術(shù)所建立的具有雙向交互功能的教學(xué)平臺(tái)進(jìn)行教學(xué)的一種教學(xué)形式,是高等教育的重要組成部分,在高等教育大眾化以及普及化階段扮演著重要角色。在遠(yuǎn)程開放教育的教學(xué)環(huán)節(jié)中,畢業(yè)論文是完成專業(yè)培養(yǎng)目標(biāo)中的最重要的教學(xué)環(huán)節(jié),也是培養(yǎng)學(xué)生綜合運(yùn)用所學(xué)的基本理論和知識(shí)去解決實(shí)際問(wèn)題的能力的重要手段。隨著計(jì)算機(jī)網(wǎng)絡(luò)的普及和各個(gè)院校的校園網(wǎng)絡(luò)的日益完善,各遠(yuǎn)程教育院校已廣泛采用遠(yuǎn)程教育平臺(tái)開展課程教學(xué),但采用網(wǎng)絡(luò)平臺(tái)進(jìn)行畢業(yè)論文指導(dǎo)環(huán)節(jié)的目前來(lái)看還比較少,基本還是采用傳統(tǒng)面授的指導(dǎo)模式。為了提高該教學(xué)環(huán)節(jié)的工作效率,打破傳統(tǒng)的面對(duì)面畢業(yè)論文指導(dǎo)模式,本文設(shè)計(jì)了一種網(wǎng)上畢業(yè)論文管理系統(tǒng)。經(jīng)過(guò)實(shí)踐,該系統(tǒng)可以為學(xué)生、教師、班主任和管理員提供一個(gè)交互平臺(tái),規(guī)范了教師、班主任及管理人員在論文指導(dǎo)過(guò)程中的管理工作,極大地提高了教師、學(xué)生、班主任和管理人員的工作效率。

1 系統(tǒng)分析

本系統(tǒng)是根據(jù)地市級(jí)廣播電視大學(xué)(簡(jiǎn)稱電大)開展遠(yuǎn)程開放教育的實(shí)際,涵蓋了學(xué)生的畢業(yè)論文教學(xué)環(huán)節(jié)的全過(guò)程,實(shí)現(xiàn)了學(xué)生分組、論文選題、畢業(yè)論文相關(guān)文檔的提交與管理以及成績(jī)統(tǒng)計(jì)與管理等功能。

1.1 系統(tǒng)需求分析

該系統(tǒng)是針對(duì)地市級(jí)電大畢業(yè)論文管理的現(xiàn)狀,堅(jiān)持“以服務(wù)學(xué)生為中心”的辦學(xué)理念,解決論文輔導(dǎo)具體業(yè)務(wù)的網(wǎng)絡(luò)化與自動(dòng)化,達(dá)到利用該平臺(tái)進(jìn)行畢業(yè)論文的選題、提交、指導(dǎo)、評(píng)價(jià)與查詢等具體業(yè)務(wù)的自動(dòng)化管理目的,為支持電大師生網(wǎng)上非實(shí)時(shí)畢業(yè)論文輔導(dǎo)教學(xué)活動(dòng)提供了互動(dòng)平臺(tái)。該系統(tǒng)主要針對(duì)地市級(jí)電大遠(yuǎn)程開放教育的學(xué)生,因此用戶群主要定位有四種,分別是系統(tǒng)管理人員、班主任、學(xué)生和指導(dǎo)老師。系統(tǒng)管理人員主要是完成系統(tǒng)數(shù)據(jù)維護(hù)、各類用戶權(quán)限的分配、系統(tǒng)安全維護(hù)等。班主任主要是負(fù)責(zé)學(xué)生分組、督促與查看學(xué)生論文進(jìn)度情況、統(tǒng)計(jì)班級(jí)論文完成情況和溝通聯(lián)系學(xué)生等。學(xué)生主要是根據(jù)時(shí)間節(jié)點(diǎn)完成畢業(yè)論文的選題、論文初稿的提交、查看指導(dǎo)老師的評(píng)語(yǔ)、修改論文、提交終稿等。指導(dǎo)老師主要是布置畢業(yè)論文選題、審核選題、跟蹤查看學(xué)生論文、寫出修改意見與評(píng)語(yǔ)、給出論文成績(jī)等。由于針對(duì)的是四種不同類型、不同權(quán)限的用戶,因此該系統(tǒng)必須具備友好的用戶界面、簡(jiǎn)單的操作流程和專業(yè)的管理模式,這樣才能使系統(tǒng)的所有使用人員經(jīng)過(guò)簡(jiǎn)單的業(yè)務(wù)培訓(xùn)就能很好地得到應(yīng)用。

1.2 業(yè)務(wù)流程分析

地市級(jí)電大畢業(yè)論文工作的一般業(yè)務(wù)流程是:教學(xué)管理部門(教研室)畢業(yè)論文指導(dǎo)任務(wù);畢業(yè)班班主任根據(jù)本班學(xué)生情況進(jìn)行分組并分配指導(dǎo)老師;指導(dǎo)老師與班主任組織學(xué)生開會(huì)并畢業(yè)論文選題范圍;學(xué)生進(jìn)行選題;指導(dǎo)老師查看選題并同意撰寫初稿并提交給指導(dǎo)老師;指導(dǎo)老師審核,這樣反復(fù)幾次后,最終定稿,并給出初評(píng)成績(jī)。教學(xué)管理部門負(fù)責(zé)整個(gè)流程的監(jiān)管。鑒予此,本系統(tǒng)的主要工作業(yè)務(wù)流程如圖1所示。

1.3 總體功能分析

設(shè)計(jì)開發(fā)網(wǎng)上畢業(yè)論文管理系統(tǒng)的目的是利用計(jì)算機(jī)網(wǎng)絡(luò)解決師生論文輔導(dǎo)存在時(shí)空矛盾的關(guān)鍵問(wèn)題,同時(shí)還可以利用計(jì)算機(jī)強(qiáng)大的管理統(tǒng)計(jì)功能對(duì)論文進(jìn)行有效管理,從而提高師生和管理人員的工作效率。在實(shí)際工作的調(diào)研過(guò)程中發(fā)現(xiàn),網(wǎng)上畢業(yè)論文管理系統(tǒng)主要涉及學(xué)生管理、論文選題、論文提交、論文評(píng)價(jià)、論文查詢與統(tǒng)計(jì)等幾個(gè)方面。根據(jù)這幾方面數(shù)據(jù)管理上的需求,把系統(tǒng)分以下幾個(gè)模塊:系統(tǒng)用戶管理、學(xué)生分組管理、選題管理、論文文章管理、成績(jī)管理。系統(tǒng)總體功能模塊結(jié)構(gòu)如圖2所示。

系統(tǒng)用戶管理:用戶分為管理人員、班主任、教師和學(xué)生。每個(gè)用戶根據(jù)自己的角色擁有不同的權(quán)限。例如管理人員和班主任可以查看每個(gè)指導(dǎo)老師對(duì)學(xué)生畢業(yè)論文的指導(dǎo)進(jìn)度。指導(dǎo)老師只能查看自己所指導(dǎo)學(xué)生的進(jìn)度和相關(guān)信息等。該功能模塊就是實(shí)現(xiàn)對(duì)各種不同權(quán)限用戶的管理,如輸入與修改用戶基本信息等。

學(xué)生分組管理:這個(gè)功能主要是針對(duì)班主任的。班主任根據(jù)教務(wù)部門的要求按照學(xué)生人數(shù)和指導(dǎo)老師的數(shù)量進(jìn)行學(xué)生分組,指定學(xué)生的論文指導(dǎo)老師。之所以對(duì)學(xué)生進(jìn)行分組并指定指導(dǎo)老師,是為了便于教學(xué)部門監(jiān)管教師與學(xué)生之間的論文指導(dǎo)工作。

選題管理:該功能模塊是實(shí)現(xiàn)畢業(yè)論文題目的與查看、選題查詢、學(xué)生選題、更改選題、審核選題等功能。畢業(yè)論文題目可以由指導(dǎo)老師進(jìn)行并限定選題人數(shù),也可以由學(xué)生自己命題由指導(dǎo)老師審核。經(jīng)審核后畢業(yè)論文題目進(jìn)入指導(dǎo)老師的選題庫(kù),該指導(dǎo)老師所帶的學(xué)生都可以查看并進(jìn)行選題。當(dāng)學(xué)生選題人數(shù)超過(guò)畢業(yè)論文限定選題人數(shù)時(shí),就要求指導(dǎo)老師要進(jìn)行篩選,并指定學(xué)生進(jìn)行重新選題。

論文文章管理:本系統(tǒng)采用上傳與下載的文章管理方式來(lái)實(shí)施論文指導(dǎo)過(guò)程。具體實(shí)施方式是學(xué)生上傳文章給指導(dǎo)老師,指導(dǎo)老師查看并下載文章,然后指導(dǎo)老師線下評(píng)閱文章并在文章中標(biāo)注修改意見,然后把標(biāo)注有修改意見的文章上傳給指導(dǎo)老師,重復(fù)該過(guò)程直至論文定稿。

成績(jī)管理:該模塊主要是實(shí)現(xiàn)教師對(duì)學(xué)生的畢業(yè)論文進(jìn)行評(píng)分、并錄入或修改學(xué)生成績(jī),按照指導(dǎo)學(xué)生的論文進(jìn)行指導(dǎo)小結(jié)的錄入等。

輔助交流管理:該模塊主要是實(shí)現(xiàn)指導(dǎo)老師信息的、學(xué)生提問(wèn)、老師答疑、師生互動(dòng)討論等功能。

2 系統(tǒng)主要模塊實(shí)現(xiàn)

本系統(tǒng)是基于ASP三層架構(gòu)進(jìn)行開發(fā)的,前端開發(fā)工具采用HTML+CSS+JavaScript,后端開發(fā)工具采用,整體開發(fā)環(huán)境為ASP+IIS6.0+Access2003。操作系統(tǒng)是Windows server 2003,服務(wù)器采用其內(nèi)置Web服務(wù)器IIS6.0。系統(tǒng)客戶端通過(guò)IIS6.0與ASP應(yīng)用程序進(jìn)行聯(lián)接。底層數(shù)據(jù)庫(kù)系統(tǒng)開發(fā)采用Access2003,因?yàn)锳ccess2003與Windows操作系統(tǒng)系統(tǒng)及ASP環(huán)境之間具有很好的兼容性。

2.1 用戶管理模塊實(shí)現(xiàn)

本系統(tǒng)涉及到多個(gè)用戶,每個(gè)用戶擁有不同的權(quán)限,管理員用戶具有最高權(quán)限,包括所有設(shè)置、創(chuàng)建編輯所有用戶權(quán)限。不同權(quán)限用戶登錄系統(tǒng)后產(chǎn)生的界面不同,因此系統(tǒng)的訪問(wèn)控制機(jī)制非常重要。本系統(tǒng)的訪問(wèn)控制機(jī)制是:給每張表每個(gè)模塊賦予一個(gè)ID,并根據(jù)用戶權(quán)限把ID寫入用戶數(shù)據(jù)信息表字段中,當(dāng)用戶登錄系統(tǒng)時(shí),先讀取用戶數(shù)據(jù)信息表,然后根據(jù)數(shù)據(jù)表中的字段里所包含的ID號(hào)來(lái)顯示相應(yīng)的用戶管理界面。

2.2 選題管理模塊實(shí)現(xiàn)

選題管理模塊主要包括我的選題列表、添加選題、批量導(dǎo)入選題、選題確認(rèn)修改、導(dǎo)出我的選題和所有選題構(gòu)成。我的選題列表主要列舉出可供選題的題目和相關(guān)選題細(xì)節(jié),并供學(xué)生進(jìn)行選題;添加選題主要是實(shí)現(xiàn)教師或?qū)W生添加論文題目,教師可以批量導(dǎo)入或?qū)С鲞x題信息,而學(xué)生只能添加一個(gè)自己的選題并選擇所添加的選題。添加選題界面如圖3所示。

2.3 文章管理模塊實(shí)現(xiàn)

文章管理模塊主要包括文章上傳與文章下載功能。文章上傳功能可以實(shí)現(xiàn)將文章上傳給指定某個(gè)用戶,如圖4所示。例如,當(dāng)指導(dǎo)老師點(diǎn)擊文章上傳按鈕時(shí),會(huì)顯示該指導(dǎo)老師所指導(dǎo)的所有學(xué)生,然后可以選擇某位學(xué)生,把文章上傳給該學(xué)生。文章下載功能可以實(shí)現(xiàn)定位下載功能,例如點(diǎn)擊文章下載,會(huì)顯示所有該指導(dǎo)老師所指導(dǎo)學(xué)生上傳的文章,點(diǎn)擊某篇文章就可以下載該文章。

2.4 成績(jī)管理模塊實(shí)現(xiàn)

成績(jī)管理模塊主要有錄入初評(píng)成績(jī)、錄入評(píng)審成績(jī)、指導(dǎo)小結(jié)和查詢導(dǎo)出功能。錄入初評(píng)成績(jī)是指導(dǎo)老師根據(jù)指導(dǎo)論文的質(zhì)量給學(xué)生錄入定稿成績(jī);錄入評(píng)審成績(jī)是指定的評(píng)審老師對(duì)學(xué)生論文評(píng)定成績(jī)進(jìn)行評(píng)審,并錄入評(píng)審成績(jī)。指導(dǎo)小結(jié)是供指導(dǎo)老師填寫小組的指導(dǎo)小結(jié);查詢導(dǎo)出是實(shí)現(xiàn)查詢或?qū)С鏊x學(xué)期、所選班級(jí)的全部指導(dǎo)論文。

3 結(jié)束語(yǔ)

遠(yuǎn)程教育網(wǎng)上畢業(yè)論文管理系統(tǒng)是為了解決電大學(xué)生在畢業(yè)論文指導(dǎo)過(guò)程中遇到的工作效率低、交互性差、時(shí)空矛盾嚴(yán)重等問(wèn)題,而采用ASP+IIS6.0+Access2003等技術(shù)設(shè)計(jì)開發(fā)的一個(gè)非常實(shí)用的管理系統(tǒng)。通過(guò)學(xué)校近幾年的使用,該系統(tǒng)能夠?qū)崿F(xiàn)多班級(jí)選題管理的具體化、直觀化、規(guī)范化,指導(dǎo)論文的網(wǎng)絡(luò)化、合理化和公開化,很好地促進(jìn)了學(xué)生與指導(dǎo)老師之間的互動(dòng)交流,極大地提高了畢業(yè)論文指導(dǎo)的工作效率。

參考文獻(xiàn)

[1]李瑩.遠(yuǎn)程開放教育輟學(xué)研究:結(jié)論與反思[J].開放教育研究,2014,20(3):79-87.

[2]毛林,田林,謝汶.基于Internet的網(wǎng)上論文輔導(dǎo)系統(tǒng)設(shè)計(jì)與研究[J].中國(guó)遠(yuǎn)程教育,2010(11):58-61.

[3]覃發(fā)兵,葛玉輝.基于Java Web組件技術(shù)的畢業(yè)設(shè)計(jì)管理系統(tǒng)[J].計(jì)算機(jī)應(yīng)用,2010,30(1):321-323.

[4]徐遠(yuǎn)棋,曾海.網(wǎng)上畢業(yè)論文管理系統(tǒng)的設(shè)計(jì)與實(shí)現(xiàn)[J].微型電腦應(yīng)用,2013,29(10):42-44.

[5]陳永強(qiáng),謝維成,李茜.ASP數(shù)據(jù)庫(kù)開發(fā)經(jīng)典實(shí)例精解[M].北京:機(jī)械工業(yè)出版社,2006.

[6]曾小平,吳暾華.本科畢業(yè)設(shè)計(jì)管理系統(tǒng)的設(shè)計(jì)與實(shí)現(xiàn)[J].微型機(jī)與應(yīng)用,2011,30(18):83-85.

作者簡(jiǎn)介

熊子?xùn)|(1984-),男,廣東省梅州市人。碩士學(xué)位?,F(xiàn)為梅州市廣播電視大學(xué)教技科科員。

張志方(1967-),男,廣東省梅州市人。碩士學(xué)位?,F(xiàn)為梅州市廣播電視大學(xué)教技科主任。

曾三明(1979-),江西省贛州市人。大學(xué)本科學(xué)歷?,F(xiàn)為梅州市廣播電視大學(xué)教研室主任。

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工程造價(jià)管理(本)

所有實(shí)踐課程

物流管理(本)

所有實(shí)踐課程

工程造價(jià)管理(專)

所有實(shí)踐課程

環(huán)境藝術(shù)設(shè)計(jì)(本)

畢業(yè)論文

2017年12月上、中旬

2018年3月下旬

建筑工程(本)

畢業(yè)論文

文化產(chǎn)業(yè)(本)

畢業(yè)論文

工程造價(jià)管理(本)

畢業(yè)論文

2017年12月上、中旬

到學(xué)校自考辦(西南交通大學(xué)遠(yuǎn)程與繼續(xù)教育學(xué)院5408房間)

2018年3月下旬

西南交通大學(xué)自考辦

028-87600449

物流管理(本)

畢業(yè)論文

電子商務(wù)(本)

畢業(yè)論文

英語(yǔ)(專)

英語(yǔ)(本)

聽力 、 口語(yǔ)

口譯與聽力

2018年3月1日至3月29日

網(wǎng)上報(bào)考

2018年4月21日

西華師大自考辦

內(nèi)江師院自考辦

四川大學(xué)自考辦

西科大自考辦

sc.51100.net

028-82009200

國(guó)際貿(mào)易(本)

畢業(yè)論文

2017年12月1日至12月15日

2018年3月下旬

四川大學(xué)

自考辦

51100.net

028-85412537

聯(lián)系人:邱老師

法律(本)

畢業(yè)論文

公共事業(yè)管理(本)

畢業(yè)論文

行政管理(本)

畢業(yè)論文

英語(yǔ)(本)

畢業(yè)論文

新聞學(xué)(本)

畢業(yè)論文

旅游管理(本)

畢業(yè)論文

對(duì)外漢語(yǔ)(本)

畢業(yè)論文

中英合作商務(wù)管理(本)

畢業(yè)論文

中英合作金融管理(本)

畢業(yè)論文

美術(shù)教育(專)

實(shí)踐課程

2018年6月

電話報(bào)名

2018年7月

護(hù)理學(xué)(專)

1、生化實(shí)驗(yàn)2、病理實(shí)驗(yàn)3、藥理實(shí)驗(yàn)4、臨床實(shí)習(xí)5、生理實(shí)驗(yàn)

2017年12月

網(wǎng)上報(bào)考

2018年3月至6月

人力資源管理(本)

畢業(yè)論文

2017年12月1日至12月15日

2018年3月下旬

漢語(yǔ)言文學(xué)(本)

畢業(yè)論文

2017年11月

網(wǎng)上報(bào)考

2018年3月

四川師范大學(xué)自考辦

crjy.sicnu.edu.cn

028-84760759

數(shù)學(xué)教育(本)

畢業(yè)論文

漢語(yǔ)言文學(xué)教育(本)

畢業(yè)論文

物業(yè)管理(本)

畢業(yè)論文

應(yīng)用化學(xué)(本)

畢業(yè)論文

學(xué)前教育(本)

畢業(yè)論文

社會(huì)工作與管理(本)

畢業(yè)論文

應(yīng)用化學(xué)(本)

微生物學(xué)與微生物學(xué)檢驗(yàn)

環(huán)境影響與評(píng)價(jià)

有機(jī)化學(xué)(二)

信器分析(一)

2018年3月9日

現(xiàn)場(chǎng)報(bào)名

2018年3月10日上午

201年3月10日下午

2018年3月11日上午

2018年3月11日下午

四川師范大學(xué)自考辦

028-84760802

應(yīng)用化學(xué)(專)

微生物學(xué)

無(wú)機(jī)化學(xué)(二)

分析儀器結(jié)構(gòu)與維護(hù)

工業(yè)分析

食品理化檢驗(yàn)

2018年3月11日上午

2018年3月11日下午

2018年3月10日下午

2018年3月10日上午

2018年3月10日上午

物業(yè)管理(本)

物業(yè)管理與實(shí)務(wù)(實(shí)踐)

2018年3月10日上午

028-84760255

學(xué)前教育(專)

幼兒教師實(shí)習(xí)指導(dǎo)(實(shí)踐)

028-84760713

學(xué)前教育(本)

幼兒教師教研指導(dǎo)(實(shí)踐)

教育管理(本)

畢業(yè)論文

2017年12月30日之前

網(wǎng)上查詢細(xì)則,材料郵寄學(xué)校自考辦報(bào)名

2018年3月

成都師范學(xué)院自考辦

028-66054321

cdnu.edu.cn

會(huì)計(jì)(本)

畢業(yè)論文

2017年11月14日至11月24日

網(wǎng)上報(bào)名

Swufe-online.com

2018年3月24日

西南財(cái)經(jīng)大學(xué)自考辦

028-87352955

聯(lián)系人:尹曉瑾

金融(本)

畢業(yè)論文

工商企業(yè)管理(本)

畢業(yè)論文

財(cái)稅(本)

畢業(yè)論文

市場(chǎng)營(yíng)銷(本)

畢業(yè)論文

經(jīng)濟(jì)學(xué)(本)

畢業(yè)論文

營(yíng)養(yǎng)食品與健康(本)

1、所有實(shí)驗(yàn)

2、畢業(yè)論文

2017年12月1日至2018年1月15日

電話或到學(xué)校自考辦報(bào)名,四川理工學(xué)院繼續(xù)教育學(xué)院:四川理工學(xué)院匯北校區(qū)食堂4樓408辦公室

2018年3月中下旬

四川理工學(xué)院自考辦

0813-5505572

聯(lián)系人:張老師

電子商務(wù)(專)

1、課程考核

2、課程設(shè)計(jì)

2017年12月

到學(xué)校自考辦

1、2018年3月第1周

2、2018年3月上旬

成都信息工程大學(xué)自考辦

028-87077790

聯(lián)系人:梁老師

小學(xué)教育(本)

畢業(yè)論文

2017年12月

電話或到學(xué)校自考辦

2018年3月

西華師范大學(xué)自考辦

0817-2314317

13219131715姚老師

體育教育(本)

畢業(yè)論文

2018年1月4日至10日(法定假日除外)

電話或到學(xué)校自考辦(成都體育學(xué)院繼續(xù)教育處306室)

2018年3月14日?qǐng)?bào)到,3月15日考核

成都體育學(xué)院自考辦

028-85050130

數(shù)字媒體藝術(shù)(本)

所有實(shí)踐課程、畢業(yè)設(shè)計(jì)(開題、答辯)

2017年12月4日至2018年1月15日

信函或到學(xué)校自考辦

2018年3月下旬

西南科技大學(xué)自考辦

0816-6089268

zk.swust.net.cn/

信息管理與服務(wù)(本)

機(jī)械制造與自動(dòng)化(本)

電子信息技術(shù)(本)

建筑經(jīng)濟(jì)管理(本)

物流管理(專)

實(shí)踐課程

2018年3月12日

到學(xué)校成教院

2018年3月26日

四川交通職業(yè)技術(shù)學(xué)院

028-85094025

秘書學(xué)(本)

畢業(yè)設(shè)計(jì)

2017年12月1日至12月30日

到學(xué)校自考辦

2018年4月初

成都學(xué)院

自考辦

028-84612006

聯(lián)系人:李老師

鄉(xiāng)(鎮(zhèn))村管理(專)

所有實(shí)踐

2017年12月

信函、電話或到學(xué)校自考辦

2018年3月第2周

四川農(nóng)業(yè)大學(xué)自考辦

0835-2885763

林業(yè)及園林高新技術(shù)與管理(本)

畢業(yè)設(shè)計(jì)

2017年12月

2018年3月第2周

汽車服務(wù)工程(本)

汽車電子控制技術(shù)(實(shí)踐)

汽車檢測(cè)診斷技術(shù)(實(shí)踐)

2017年12月1日至12月8日

到學(xué)校自考辦

2018年3月下旬

西華大學(xué)

自考辦

028-87721841

畢業(yè)設(shè)計(jì)

電氣工程與自動(dòng)化(本)

電力電子技術(shù)(實(shí)踐)

單片機(jī)原理及應(yīng)用(實(shí)踐)

自動(dòng)控制原理(一)(實(shí)踐)

工業(yè)過(guò)程與過(guò)程控制(實(shí)踐)

計(jì)算機(jī)控制系統(tǒng)(實(shí)踐)

畢業(yè)設(shè)計(jì)

工程管理(本)

畢業(yè)設(shè)計(jì)

2017年12月1日至12月10日

網(wǎng)上查詢細(xì)則(網(wǎng)址:jjy.pzhu.cn)郵箱報(bào)名(郵箱:1277155636@qq.com)、現(xiàn)場(chǎng)報(bào)名

2018年3月1日

攀枝花學(xué)院

自考辦

0812-3372897

信息技術(shù)教育(本)

數(shù)據(jù)庫(kù)Visual Foxpro及學(xué)校應(yīng)用(實(shí)踐)

Photoshop圖形處理(實(shí)踐)

計(jì)算機(jī)網(wǎng)絡(luò)基本原理(實(shí)踐)

畢業(yè)論文

2017年11月10日至11月30日

2017年12月2日至12月20日(論文)

到學(xué)校自考辦(綿陽(yáng)師范學(xué)院數(shù)學(xué)與計(jì)算機(jī)科學(xué)學(xué)院自學(xué)考試辦公室一樓410房間)

2018年1月10日?qǐng)?bào)到及開始實(shí)踐性環(huán)節(jié)考核

2018年1月6日論文答辯

綿陽(yáng)師范學(xué)院自考辦

第9篇:網(wǎng)絡(luò)畢業(yè)論文范文

關(guān)鍵詞: 經(jīng)濟(jì)管理類本科 畢業(yè)論文指導(dǎo)模式 存在問(wèn)題 重構(gòu)

近年來(lái),高校大規(guī)模擴(kuò)招及本科學(xué)生就業(yè)形勢(shì)嚴(yán)峻,學(xué)生為了能在限定的時(shí)間內(nèi)找到一份滿意的工作,就把畢業(yè)論文放在了從屬地位,加上用人單位很少關(guān)注畢業(yè)論文,更造成了學(xué)生對(duì)畢業(yè)論文的怠慢心理,致使本科畢業(yè)論文質(zhì)量日趨下降。其中,經(jīng)濟(jì)管理類本科畢業(yè)論文的質(zhì)量更是令人擔(dān)憂。

一、經(jīng)濟(jì)管理類畢業(yè)論文指導(dǎo)模式中存在的問(wèn)題

目前,在高校畢業(yè)論文指導(dǎo)環(huán)節(jié)中普遍存在一些問(wèn)題,主要集中在如下方面:

1.指導(dǎo)時(shí)間偏少。

本科生的畢業(yè)論文指導(dǎo)工作,基本上都是從大四第一個(gè)學(xué)期開始,有些院??赡芴崆耙稽c(diǎn),也是從大三第二個(gè)學(xué)期才啟動(dòng),而這個(gè)學(xué)期本科生的上課壓力比較大。當(dāng)他們剛剛對(duì)畢業(yè)論文有一些想法時(shí),考試又將他們的想法打斷。到了大四,各種求職、考試等壓力撲面而來(lái),到他們真正安心寫作畢業(yè)論文時(shí),距離畢業(yè)時(shí)間已經(jīng)不多了。因此,從大三第二個(gè)學(xué)期開始畢業(yè)論文的指導(dǎo),已經(jīng)是比較晚了,表面看起來(lái)還有一年時(shí)間,可實(shí)際有效時(shí)間不到兩個(gè)月。這時(shí),指導(dǎo)教師指導(dǎo)基礎(chǔ)較弱的學(xué)生,他們被提升的空間已經(jīng)很小了。

2.整體指導(dǎo)的策略。

現(xiàn)行畢業(yè)論文的指導(dǎo)模式從指導(dǎo)策略上來(lái)看,屬于一種整體指導(dǎo)。這種模式是指導(dǎo)教師從多方面指導(dǎo)本科生的畢業(yè)論文,包括論文的主題、結(jié)構(gòu)、表達(dá)和學(xué)術(shù)創(chuàng)新等。這種指導(dǎo)模式的結(jié)果是,學(xué)生自己不努力收集資料進(jìn)行論文寫作,大部分甚至全部依靠指導(dǎo)教師。這樣的指導(dǎo)策略,使指導(dǎo)教師非常辛苦,而本科生畢業(yè)論文的質(zhì)量卻呈逐年下滑的趨勢(shì),期望學(xué)生通過(guò)寫作畢業(yè)論文培養(yǎng)其獨(dú)立分析與解決問(wèn)題的能力的目標(biāo)沒(méi)有達(dá)到。

3.缺乏獎(jiǎng)懲措施。

指導(dǎo)教師指導(dǎo)完本科畢業(yè)論文,答辯委員會(huì)打過(guò)分之后,本科生的畢業(yè)論文就被束之高閣。某個(gè)學(xué)生的畢業(yè)論文是否真的應(yīng)得某個(gè)分?jǐn)?shù),畢業(yè)論文有沒(méi)有抄襲的成分,也就沒(méi)有人去關(guān)注了。由于沒(méi)有明確具體的監(jiān)督和獎(jiǎng)懲制度,指導(dǎo)教師、本科生和有關(guān)的管理部門對(duì)畢業(yè)論文實(shí)質(zhì)上都是不太重視的。在這種情況下,指導(dǎo)教師對(duì)本科生畢業(yè)論文的重視程度必然會(huì)有所下降。

二、經(jīng)濟(jì)管理類畢業(yè)論文指導(dǎo)模式的重構(gòu)

針對(duì)上述經(jīng)濟(jì)管理類畢業(yè)論文指導(dǎo)模式中存在的問(wèn)題,筆者認(rèn)為,應(yīng)該對(duì)經(jīng)濟(jì)管理類畢業(yè)論文指導(dǎo)模式進(jìn)行重構(gòu),主要表現(xiàn)在以下方面:

1.指導(dǎo)教師和學(xué)生之間進(jìn)行“雙向選擇”。

目前,大多數(shù)高校對(duì)畢業(yè)論文采用的都是配給制,即由學(xué)院將學(xué)生平均分給每個(gè)教師指導(dǎo),很容易出現(xiàn)學(xué)生的選題方向不是指導(dǎo)教師的研究范圍,給指導(dǎo)教師帶來(lái)困難。如:無(wú)法把握選題的意義,無(wú)法判斷使用材料的準(zhǔn)確度,無(wú)法判斷論文有沒(méi)有新見解,無(wú)法判斷論文是否具有實(shí)用價(jià)值,等等。這樣,指導(dǎo)教師只能從形式上予以指導(dǎo),論文的質(zhì)量很難把握。因此,要提高本科畢業(yè)論文的質(zhì)量,必須打破這種配給制,實(shí)行師生互選的制度,優(yōu)化指導(dǎo)工作。筆者認(rèn)為,具體操作可以這樣:首先,征集學(xué)生的選題或選題方向,然后按學(xué)科方向?qū)W(xué)生劃分到不同的學(xué)科,由教師來(lái)選擇學(xué)生;教師選定以后將結(jié)果反饋給學(xué)生,學(xué)生如果對(duì)教師不滿意,可以提出來(lái)?yè)Q指導(dǎo)教師。在“經(jīng)濟(jì)管理類本科的畢業(yè)論文調(diào)查問(wèn)卷”中,有這樣一個(gè)問(wèn)題:你希望畢業(yè)論文課題分組應(yīng)采取的方式?78%的學(xué)生反映,希望教師和學(xué)生能夠進(jìn)行雙向選擇。因?yàn)椋瑹o(wú)論是教師還是學(xué)生都已經(jīng)對(duì)對(duì)方有所了解,尤其是教師,他在選學(xué)生的時(shí)候就考慮到了自己能不能指導(dǎo)學(xué)生提交的選題。所以,雙向選擇是一種優(yōu)化畢業(yè)論文指導(dǎo)工作的方式,也是提高本科畢業(yè)論文質(zhì)量的一種切實(shí)的制度保證。

2.對(duì)學(xué)生采用習(xí)慣培養(yǎng)的方式。

前已述及,本科畢業(yè)論文的寫作一般都安排在第四學(xué)年集中進(jìn)行。這種突擊戰(zhàn)必須以學(xué)生訓(xùn)練有素為前提。因此,筆者認(rèn)為,要提高本科畢業(yè)論文的質(zhì)量與水平,必須科學(xué)安排、強(qiáng)化平時(shí)訓(xùn)練、循序漸進(jìn)、變突擊式為習(xí)慣性培養(yǎng)式。當(dāng)我們?nèi)∠四甓日撐牡慕虒W(xué)方式后,必須找到一種替代的方式,平時(shí)訓(xùn)練這一環(huán)不能少。筆者認(rèn)為,可以落實(shí)到學(xué)科課程的教學(xué)中去,通過(guò)加強(qiáng)學(xué)科課程平時(shí)作業(yè)的學(xué)術(shù)性訓(xùn)練,既可以在平時(shí)的練習(xí)中作要求,也可以撰寫學(xué)術(shù)述評(píng)或?qū)W科課程論文的形式予以強(qiáng)化。在一門學(xué)科課程結(jié)束時(shí),或要求學(xué)生就學(xué)科課程中的某一問(wèn)題研究現(xiàn)狀進(jìn)行梳理,加以評(píng)價(jià),或提交有自己一定見解、符合學(xué)術(shù)規(guī)范的學(xué)科論文。這樣不僅可以培養(yǎng)學(xué)生刻苦鉆研、發(fā)現(xiàn)和解決問(wèn)題的能力,而且可以形成良好的學(xué)風(fēng)。

3.采取多渠道的指導(dǎo)模式。

所謂多渠道指導(dǎo)模式,就是以網(wǎng)絡(luò)指導(dǎo)為主體,輔之以傳統(tǒng)的課堂教學(xué)指導(dǎo)和學(xué)生課外學(xué)術(shù)活動(dòng)引導(dǎo)。具體實(shí)施如下:第一,在正式寫作畢業(yè)論文之前,充分利用計(jì)算機(jī)網(wǎng)絡(luò)。實(shí)行見面與不見面相結(jié)合的指導(dǎo)方式,使師生間的交流渠道變得暢通。通過(guò)網(wǎng)絡(luò),可以實(shí)現(xiàn)師生適時(shí)異地交流,同時(shí)也可通過(guò)電子郵件實(shí)現(xiàn)異地不同步的及時(shí)交流。第二,將本科生的畢業(yè)論文與傳統(tǒng)的課堂教學(xué)有機(jī)聯(lián)系起來(lái)。通過(guò)調(diào)查我們發(fā)現(xiàn),現(xiàn)在的本科生畢業(yè)論文寫不好,是因?yàn)槠诳撐淖x得少,理論基礎(chǔ)薄弱,因此,教師在課堂上應(yīng)多講期刊論文的前沿動(dòng)態(tài)。同時(shí),教師要結(jié)合自己的課程和自己的論文寫作經(jīng)驗(yàn),向本科生談?wù)撐脑撊绾芜x題、如何查找資料、如何選用相關(guān)理論等。第三,利用各種學(xué)術(shù)活動(dòng)激發(fā)本科生的學(xué)術(shù)興趣和論文寫作能力。如,院系進(jìn)行教工的學(xué)術(shù)論文或教研論文研討會(huì),邀請(qǐng)本科生參加。

本科畢業(yè)論文是學(xué)生創(chuàng)新素養(yǎng)與學(xué)識(shí)水平的一個(gè)重要的標(biāo)志。但這種教學(xué)方式是以精英教育為背景的,它與當(dāng)今高等教育大眾化的情勢(shì)并不十分貼近。在高等教育大眾化的前提下,必須優(yōu)化指導(dǎo)、相互協(xié)調(diào),對(duì)經(jīng)濟(jì)管理類畢業(yè)論文指導(dǎo)模式進(jìn)行重構(gòu)。從而,切實(shí)提高本科論文的質(zhì)量,提升高校的教學(xué)水平。

參考文獻(xiàn):

[1]胡小燕.本科畢業(yè)論文(設(shè)計(jì))質(zhì)量滑坡原因分析及對(duì)策[J].科技廣場(chǎng),2005,(11).

[2]冀滿祥.本科畢業(yè)論文(設(shè)計(jì))質(zhì)量監(jiān)控的實(shí)踐與思考[J].山西農(nóng)業(yè)大學(xué)學(xué)報(bào):社會(huì)科學(xué)版,2005,(2).