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1、航海专业毕业论文本团队专业从事航海技术论文写作与论文发表服务，擅长案例分析、数据统计、图表绘制以及航海技术相关理论分析等。专科本科论 有文 300 起，具体价 敏钱 有咨 泥询【论文伍老师 Q 任Q 爱: 3 充0 好0 金4 币0 了9 美8 豆3 丁】航海技术论文题目：论母语在航海英语教学中扮演的角色【论文主要内容】：我国现阶段的航海教育采用高等航海教育和中等航海教育相结合的教育体制,航海教育既要满足国家教育主管部门的教学要求,又要满足“STCW78/公约”的适任要求。航海专业的学生毕业后,绝大部分要从事远洋运输业务,本科层次主要培养方向是具有创造力的管理者,专科层次则是重点培养具有实践能
2、力的实用型人才,其专业的自身特点和职业环境要求他们具有较强的语言交际能力和一定的阅读能力,而在实际工作中有很大一部分毕业生不能自如地应用英语进行工作交流。随着航运业的发展,尤其在我国加入世界贸易组织之后,英语在航运领域的应用越来越广泛。我国作为主要的海员劳务输出国之一,在竞争中一直处于不利地位,船员的英语交流存在障碍是一个重要的原因。因而在航海类教育中非常有必要使用双语教学,提高学生的英语交流能力,尽早改变这种现状。根据国内外航运市场需求,为切实提高航海类学生的英语应用能力,青岛远洋船员学院自 2007 年开始试行学生航海专业课双语授课,英语专业教师积极开展航海专业的双语教学的探索与实践。笔者
3、作为航海英语专业教师也参与了双语教学的授课与探索,在教学实践中取得了良好效果,总结了一些经验和体会,在此提出来,希望对今后的航海专业双语教学有所帮助。本论文包含 5 部分,第一章介绍了本论文的研究背景和意义;第二章为文献回顾;第三章介绍了本研究的方法和过程;第四章为结果的讨论;第五章是结论,同时提出了建议以及本研究的局限。本文的研究对象来自于本校 2007 级航海英语专业的 41 名学生,对他们一年级下学期和二年级上学期的英语成绩采取了定量分析的方法,并输入计算机用社会科学软件包 SPSS12.0 进行了描述性分析,配对分析。结果发现:学生普遍认为不管是从个人的角度还是社会发展的角度都非常有必
4、要进行双语教学;采取英语占 70%,汉语占 30%的双语教学模式取得了较大成功。由于本校的学生英语基础较差,加上航海英语的特点,在授课过程中需要母语-汉语的辅助教学,从学生上下两个学期的成绩提升中也证实了它的成功。【论文提纲】：中文摘要AbstractContentsChapter One Introduction1.1 The background of the study1.2 The necessity of bilingual teaching in maritime English education1.2.1 Professional features of maritime ed
5、ucation determines the necessity of bilingual teaching1.2.2 Present shipping market exerts higher requirement of English level for Chinese sailors1.2.3 The low status of the maritime English teaching1.2.4 Drawbacks in present maritime English education1.3 The framework of the studyChapter Two litera
6、ture Review2.1 The definition of ESP2.2 A Review on the ESP Development2.2.1 Background of ESP Research2.2.2 The Generation of ESP2.2.3 The Taxonomy of ESP2.2.4 The Development of ESP2.3 Literature over Review2.3.1 Theoretical Framework2.3.1.1 Register Analysis2.3.1.2 Genre Analysis2.3.1.3 Pragmatic
7、s2.3.2 ESP Teaching Practice2.3.2.1 Genre-based Method2.3.2.2 Problem-based Learning (PBL)2.3.2.3 Task-based Learning (TBL)2.3.2.4 Case Method2.3.3 Studies of ESP in China2.4 Studies of Maritime English in China2.5 Bilingual Teaching2.5.1 The Definition for “bilingual teaching”in China and Abroad2.5
8、.2 Classification of Bilingual Teaching2.5.2.1 Immersion:2.5.2.2 Maintenance2.5.2.3 Transition:2.5.3 Bilingual Teaching in China2.5.4 Bilingual Maritime English TeachingChapter Three Methodology3.1 The Theoretical Basis for “Bilingual Teaching”3.1.1 Think Tank Model3.1.2 The Thresholds Theory3.1.3 T
9、he Interdependent Hypothesis3.2 Objectives3.3 Subjects and Methods3.4 The Maritime English Bilingual Teaching Mode3.4.1 The Question, Inquiring as the Main Features of the Classroom Teaching Mode3.4.1.1 Teaching Mode of Question of Competition with Multi-Media3.4.1.2 Teaching Mode of Question Explor
10、ation3.4.2 Teaching Mode of Creating “Situation”as the Main Features of the Classroom Teaching3.4.2.1 Teaching Mode of Role-Playing3.4.2.2 Television Exploration Mode3.4.3 “Multimedia”as the Main Features of the Classroom Teaching Mode3.4.3.1 Creation of Context-Based Multimedia-Aided Teaching3.4.3.
11、2 Multimedia Network of Human-Computer Interaction Mode3.4.4 “Self-study”for the Chief Feature of Classroom Instruction Mode3.5 Goal and RequestChapter Four Results and Discussion4.1 Basic Information4.1.1 The Students of ME4.1.2 Attitudes towards ME and Chinese in teaching process of ME4.2 Results4
12、.3 Analyses and Discussions of the Results4.3.1 ME Classroom Teaching Activities and Homework for ME4.3.2 ME TeachersQualificationsChapter Five Conclusions5.1 Conclusion5.2 Limitations5.3 Suggestions5.3.1 Increasing the Instructors Skills of “Bilingual Teaching”5.3.2 Scientific Curriculum and Proper Textbooks5.3.3 The Cooperation and Communication among Maritime CollegesReferences个人简历发表的学术论文
