英语论文methodology模板
Word文档，我给你!!!
在进行Methodology写作的过程中，要对我们所使用的方法和研究手段进行详细的描述，保证其清晰度和准确性，并解释我们为什么选择这种方法。在这个过程中，详细的方法介绍是极为必要的，因为这样其他人才能够从我们的解说和介绍中学到问题解决的方法和精髓，这有助于其他人积极地开展工作研究。在Methodology的写作过程中，需要注意以下几个方面：阅读的受众；不同类型的方法；论文Methodology的方法；确定我们的研究方式。在Methodology的写作之初，一定要指定是否用定量方法来测量数据、定性的方法来描述现象或两种方法同时进行研究。在进行问题研究的时候，一定要对我们选择的framework(框架)进行解释说明，并说明我们选择的原因。例如，如果我们要对一种new behavior modification program(新的行为修改程序)进行研究分析，以便了解其是否减少了课堂上的捣乱行为，那么我们就要提到我们所研究的方法，并解释我们所采用这种定量方法的原因，以及探索学生不当行为的干预和频率之间的关系。描述数据收集过程在Methodology的写作中，我们要详细叙述我们是如何收集原始数据或档案检索信息的。如果我们的研究涉及到人或动物以及他们的状态，就需要说明我们获得了学校机构审查委员会的批准，以便说明我们这样做的合理性。在定量研究中，我们还要对实验过程的信息进行分析、测试或调查，这也包括分段取样的过程，另外，我们还需要引用数据收集工具的信度和效度。如果我们进行了定性研究，我们需要通过调查方法对相关数据进行解释，如案例研究、参与观察、分析或焦点小组，这个时候我们需要采用相关的参考文献来增加论文的可信度。讨论数据分析总结用于分析经验数据的策略，并搜集学习过程中汇聚在一起的主观报告的意义和价值，例如，如果调查每周工作20小时以内的学生是否平均分高于每周工作20个小时或更多的学生，我们可能会使用卡方检验来比较两组的平均分；如果描述定性的分析，就需要透露任何影响我们解释的个人偏见，并提及使用的软件工具，以便识别主题和进行叙事。注意潜在的局限性在进行Methodology写作的过程中，记得叙述出任何研究的弱点以及可能混淆的结果。这样的例子有很多，例如：调查回收率低、小样本尺寸、感叹词的不可预见性或不参加焦点小组等等。评论限制可能会扭曲数据和结论，而承认局限性并不一定影响有效性；相反，它作为一种识别领域需要得到进一步的研究和学习。
可以做啊。你要做成什么样子的，需要提供素材？
论文methodology模板
introduction of how objectives will be achieved (methodology) Method (how the results were achieved): explanation of how data was collected/generated · explanation of how data was analyzed explanation of methodological problems and their solutions or effects SOME EXAMPLES OF DIFFERENT TYPES OF RESEARCHanalysis: classes of data are collected and studies conducted to discern patterns and formulate principles that might guide future actioncase study: the background， development， current conditions and environmental interactions of one or more individuals， groups， communities， businesses or institutions is observed， recorded and analyzed for stages of patterns in relation to internal and external parison: two or more existing situations are studied to determine their similarities and lation-prediction: statistically significant correlation coefficients between and among a number of factors are sought and interpretedevaluation: research to determine whether a program or project followed the prescribed procedures and achieved the stated design-demonstration: new systems or programs are constructed， tested and evaluatedsurvey-questionnaire: behaviors， beliefs and observations of specific groups are identified， reported and experiment: one or more variables are manipulated and the results heory construction: an attempt to find or describe principles that explain how things work the way they d analysis: predicting or forecasting the future direction of
上面那条里的调查观察文献属于methods，定量和定性才属于methodology
可以做啊。你要做成什么样子的，需要提供素材？
英语论文中的methodology
Teaching Aims: Get students learn the basical skeleton of Master the theoretical source of methodology( micro) Method Explanation Discussion ( students to teacher) Contents 一 教学法框架图 Methodology Approach system 3p 3T 听说领先模式 整体阅读 Teaching model technique Mode teaching art form ｛ media (resource) achievement 二 教学法理论源泉 心理学对教学法的影响 1）19、20世纪上、心理学不发达 “翻译法”“直接法”主导。 2）行为主义心理学– “听说法”三个实践 A 桑代克（美）饿猫取食 B 巴甫洛夫 （狗试验） C 斯金纳（美）白鼠实验 3）认识心理学冲击 （1） 格式塔理论完形 （2）布鲁纳认识理论探索发现 （3） 乔姆斯基语言学习理论生成 三 英文粉笔字书法技能训练 1 字母笔顺 2 练习（四线三格) 3 书写方法和技巧 4 举例字母书写教学 四 Homework 1 书写26个大小写字母 2 写一个字母和一个连写教学教案 3 粉笔字过关测试（3周） Aim 掌握呈现技能 Method 讲解 看VCD 讨论 练习 Contents: 一、1含义 2原则 A 呈现内容简洁、准确 B 呈现要生动、形象 C 呈现用语准确、规范 D 利用环境和创造情景结合起来 E 呈现时，教师是讲解员或示范表演者 二 呈现技能类型 1 使用直观教具辅助呈现 A 图片呈现 B 简笔画呈现 C 投影片呈现 D 实物呈现 E 图表呈现 2 使用身体语言呈现 3 问卷呈现 4 用故事呈现 5 用录音材料呈现 6 用歌曲呈现 7 用游戏呈现 三 Homework 根据TEFC教材写一份呈现教案 并微格教学 Teaching Vocabulary Aims： 1 Assumptions about vocabulary and vocabulary Methods for presenting new vocabulary Ways to consolidate Ways to help students develop vocabulary building Vocabulary and vocabulary building Resenting new words Here are more ways to present and explain vocabulary: 1) Draw pictures， diagrams and maps to show meanings or connection of meanings; 2) Use real objects to show meanings; 3) Mime or act to show meanings， brushing teeth， playing Ping- Pong; 4) Use synonyms or antonyms to explain meanings; 5) Use lexical sets， cook: fry， boil， bake， grill; 6) translate and exemplify， especially with technical words or words with abstract meaning; 7) Use word formation rules and common 3 Consolidating vocabulary 1) Labelling: Students are given a They are to write the names of objects indicated in the A competitive element can be introduced by making the first student to finish the 2) Spotting the differences: Students are put into Each member of the pair receives a picture which is slightly different from his partner’ Students hide the pictures from one another an then， by a process of describing， questioning and answering， discover what the differences 3) Describing and drawing 4) Playing a game 5) Using word thermometers 6) Using word series 7) Word bingo 8) Word association 9) Odd man out 10) Synonyms and antonyms 11) Using word categories 12) Using word net-work 4 Developing vocabulary building strategies 1) Review regularly 2) Guess meaning 3) Guess meaning from context 4) Organize vocabulary effectively 5) Use learning vocabulary Conclusion In this unit we started with discussions about vocabulary and vocabulary Many students devote large amounts of time and energy to the learning of vocabulary， but they still complain that their vocabulary size is not large enough or they cannot avoid Generally speaking， there are two One problem is that students treat vocabulary items Considering the large size of English vocabulary， there is no wonder that students complain about their small vocabulary Another problem is that many students learn vocabulary in ineffective ways such as rote So it is very important to make students aware that not all words are equally important and that effective ways of vocabulary learning help to reduce Although much of the work of vocabulary learning is the responsibility of the students， teachers’ guidance and help are If teachers present new vocabulary items effectively， it saves a lot of time and energy for Besides， teachers’ work should also include helping students to develop vocabulary building Teaching Reading Aims: How do people read? What do people read? What are the skills involved in reading ? What are the principles for teaching reading? What are the common types of activities in teaching reading? How do we read? This section attempts to clarify and illustrate some aspects of the nature of If the students fail to understand the nature of reading， they will adopt inappropriate and ineffective reading strategies; if teachers fail to do so， they will be unable to help the students to develop effective reading 2 What do we read? Think about your experience of learning E What kind of texts did you read? Short stories? Tales? Essays? Diaries? Plays and poems? Biographies? It seems there is a great But what do we read in There are 3 Skills involved in reading comprehension Recognizing the script of a language Understanding the explicitly stated information Understanding conceptual meaning Understanding the communicative value of sentences Deducing the meaning of unfamiliar lexical items Understanding relations between sentences Understanding references Recognizing indicators in discourse Recognizing the organization of the text Making inferences 4 Principles and models for teaching reading Bottom-up model Top-down model 5 Pre-reading activities Predicting Predicting based on the title Predicting based on vocabulary Predicting based on the T/F questions Setting the scene Skimming Scanning Summary on pre-reading activities 6 While-reading activities Information transfer activities SOPHISTICATED INPUT (SI) TRANSITION DEVICE (TD) OUTUT (OP) Summary on transition devices Reading comprehension questions Understanding references Making inferences Summary on while-reading activities 7 Post-reading Activities Discussion questions Reproducing the text Role play Gap-filling Retelling False summary Writing 8 conclusion In this unit， we started with the discussions about how and what people read in real We think the teaching of reading in traditional pedagogy does not reflect how and what people read in real Most of the traditional reading exercises are actually testing students’ reading We have emphasized that the teaching of reading should focus on developing students’ reading skills and strategies， which can be achieved through pre-， whileand post-reading In Sections5，6， and 7， we have provided a number of types of activities that teachers can do in teaching Of course different texts need different teaching We hope teachers can apply the ideas suggested in the unit to design their own reading tasks
introduction of how objectives will be achieved (methodology) Method (how the results were achieved): explanation of how data was collected/generated · explanation of how data was analyzed explanation of methodological problems and their solutions or effects SOME EXAMPLES OF DIFFERENT TYPES OF RESEARCHanalysis: classes of data are collected and studies conducted to discern patterns and formulate principles that might guide future actioncase study: the background， development， current conditions and environmental interactions of one or more individuals， groups， communities， businesses or institutions is observed， recorded and analyzed for stages of patterns in relation to internal and external parison: two or more existing situations are studied to determine their similarities and lation-prediction: statistically significant correlation coefficients between and among a number of factors are sought and interpretedevaluation: research to determine whether a program or project followed the prescribed procedures and achieved the stated design-demonstration: new systems or programs are constructed， tested and evaluatedsurvey-questionnaire: behaviors， beliefs and observations of specific groups are identified， reported and experiment: one or more variables are manipulated and the results heory construction: an attempt to find or describe principles that explain how things work the way they d analysis: predicting or forecasting the future direction of
上面那条里的调查观察文献属于methods，定量和定性才属于methodology
英语论文methodology怎么写
在进行Methodology写作的过程中，要对我们所使用的方法和研究手段进行详细的描述，保证其清晰度和准确性，并解释我们为什么选择这种方法。在这个过程中，详细的方法介绍是极为必要的，因为这样其他人才能够从我们的解说和介绍中学到问题解决的方法和精髓，这有助于其他人积极地开展工作研究。在Methodology的写作过程中，需要注意以下几个方面：阅读的受众；不同类型的方法；论文Methodology的方法；确定我们的研究方式。在Methodology的写作之初，一定要指定是否用定量方法来测量数据、定性的方法来描述现象或两种方法同时进行研究。在进行问题研究的时候，一定要对我们选择的framework(框架)进行解释说明，并说明我们选择的原因。例如，如果我们要对一种new behavior modification program(新的行为修改程序)进行研究分析，以便了解其是否减少了课堂上的捣乱行为，那么我们就要提到我们所研究的方法，并解释我们所采用这种定量方法的原因，以及探索学生不当行为的干预和频率之间的关系。描述数据收集过程在Methodology的写作中，我们要详细叙述我们是如何收集原始数据或档案检索信息的。如果我们的研究涉及到人或动物以及他们的状态，就需要说明我们获得了学校机构审查委员会的批准，以便说明我们这样做的合理性。在定量研究中，我们还要对实验过程的信息进行分析、测试或调查，这也包括分段取样的过程，另外，我们还需要引用数据收集工具的信度和效度。如果我们进行了定性研究，我们需要通过调查方法对相关数据进行解释，如案例研究、参与观察、分析或焦点小组，这个时候我们需要采用相关的参考文献来增加论文的可信度。讨论数据分析总结用于分析经验数据的策略，并搜集学习过程中汇聚在一起的主观报告的意义和价值，例如，如果调查每周工作20小时以内的学生是否平均分高于每周工作20个小时或更多的学生，我们可能会使用卡方检验来比较两组的平均分；如果描述定性的分析，就需要透露任何影响我们解释的个人偏见，并提及使用的软件工具，以便识别主题和进行叙事。注意潜在的局限性在进行Methodology写作的过程中，记得叙述出任何研究的弱点以及可能混淆的结果。这样的例子有很多，例如：调查回收率低、小样本尺寸、感叹词的不可预见性或不参加焦点小组等等。评论限制可能会扭曲数据和结论，而承认局限性并不一定影响有效性；相反，它作为一种识别领域需要得到进一步的研究和学习。
可以做啊。你要做成什么样子的，需要提供素材？
英语论文methodology有哪些
定性分析法分为：定性分析的主要关注点、何时使用定性分析、定性分析的策略、定性分析数据收集方法和非结构化或半结构化访谈五个方面，详说的话太占篇幅，这位同学可以访问
qualitative data collection;quantitative data collection; orthe mixed-methods (which means the combination of the two methods above)Positivism;C