① 急用一篇關於「研究性學習的題目」的例子，關於英語的。（最好是西方國家節日談趣）
Christmas
The history of Christmas dates back over 4000 years. Many of our Christmas traditions were celebrated centuries before the Christ child was born. The 12 days of Christmas, the bright fires, the yule log, the giving of gifts, carnivals(parades) with floats, carolers who sing while going from house to house, the holiday feasts, and the church processions can all be traced back to the early Mesopotamians.
Many of these traditions began with the Mesopotamian celebration of New Years. The Mesopotamians believed in many gods, and as their chief god - Mark. Each year as winter arrived it was believed that Mark would do battle with the monsters of chaos. To assist Mark in his struggle the Mesopotamians held a festival for the New Year. This was Zagmuk, the New Year's festival that lasted for 12 days.
The Mesopotamian king would return to the temple of Mark and swear his faithfulness to the god. The traditions called for the king to die at the end of the year and to return with Mark to battle at his side.
To spare their king, the Mesopotamians used the idea of a "mock" king. A criminal was chosen and dressed in royal clothes. He was given all the respect and privileges of a real king. At the end of the celebration the "mock" king was stripped of the royal clothes and slain, sparing the life of the real king.
The Persians and the Babylonians celebrated a similar festival called the Sacaea. Part of that celebration included the exchanging of places, the slaves would become the masters and the masters were to obey.
Early Europeans believed in evil spirits, witches, ghosts and trolls. As the Winter Solstice approached, with its long cold nights and short days, many people feared the sun would not return. Special rituals and celebrations were held to welcome back the sun.
In Scandinavia ring the winter months the sun would disappear for many days. After thirty-five days scouts would be sent to the mountain tops to look for the return of the sun. When the first light was seen the scouts would return with the good news. A great festival would be held, called the Yuletide, and a special feast would be served around a fire burning with the Yule log. Great bonfires would also be lit to celebrate the return of the sun. In some areas people would tie apples to branches of trees to remind themselves that spring and summer would return.
The ancient Greeks held a festival similar to that of the Zagmuk/Sacaea festivals to assist their god Kronos who would battle the god Zeus and his Titans.
The Roman's celebrated their god Saturn. Their festival was called Saturnalia which began the middle of December and ended January 1st. With cries of "Jo Saturnalia!" the celebration would include masquerades in the streets, big festive meals, visiting friends, and the exchange of good-luck gifts called Strenae (lucky fruits).
The Romans decked their halls with garlands of laurel and green trees lit with candles. Again the masters and slaves would exchange places.
"Jo Saturnalia!" was a fun and festive time for the Romans, but the Christians though it an abomination to honor the pagan god. The early Christians wanted to keep the birthday of their Christ child a solemn and religious holiday, not one of cheer and merriment as was the pagan Saturnalia.
But as Christianity spread they were alarmed by the continuing celebration of pagan customs and Saturnalia among their converts. At first the Church forbid this kind of celebration. But it was to no avail. Eventually it was decided that the celebration would be tamed and made into a celebration fit for the Christian Son of God.
Some legends claim that the Christian "Christmas" celebration was invented to compete against the pagan celebrations of December. The 25th was not only sacred to the Romans but also the Persians whose religion Mithraism was one of Christianity's main rivals at that time. The Church eventually was successful in taking the merriment, lights, and gifts from the Saturanilia festival and bringing them to the celebration of Christmas.
The exact day of the Christ child's birth has never been pinpointed. Traditions say that it has been celebrated since the year 98 AD. In 137 AD the Bishop of Rome ordered the birthday of the Christ Child celebrated as a solemn feast. In 350 AD another Bishop of Rome, Julius I, choose December 25th as the observance of Christmas
② 求一篇關於英語的研究性學習開題報告什麼題目都行。
畢業論文題目：An Analysis of Symbolism in The Scarlet Letter
1 . Aim and Significance
Nathaniel Hawthorne is a great romantic novelist in America in the nineteenth century. He is deeply influenced by Puritanism consciousness, Transcendental philosophy and mysticism. As a result, instead of giving the objective description of the world, he always gives a symbolic meaning to an objective thing to express his true understanding of the world, trying his best to discover the hidden meaning through the symbols. Therefore, if we want to deeply understand Hawthorne』s writing style, it is essential for us to make a thorough research on the symbols and symbolism in his works. The Scarlet Letter is Hawthorne』s masterpiece, which makes him well known around the world, and it is also one of the most remarkable works in American literature. This novel with an everlasting glamour mainly lies in Hawthorne』s skillful handling of symbolism. From the title to the arrangement of the plot, then to the description of the characters and objects, the author uses only a few words to express rich meanings, which leaves us much room for imagination. The author of the paper develops a deep interest in The Scarlet Letter after having finished reading this novel. What strikes the author most is the scarlet letter 「」. It runs through the whole novel, and manifests in various forms at different time, places and scenes. Furthermore, the meaning of the scarlet letter 「A」 becomes richer and more complicated as the plot further develops.
2. Main Methods and Ways of Studies:
The research into the symbolism in The Scarlet Letter can make readers deeply understand Hawthorne』s writing style. First, by way of exploring the various symbolic meanings of the scarlet letter 「A」 to different characters and the changing symbolic
meanings of the scarlet letter 「A」 at different time, places and scenes, the thesis can help readers have a better understanding of the rich meanings of the letter 「A」 in the novel and the process of moral growth of the main characters. Second, the research into the symbolic meanings of the characters』 names, various objects in the novel and the symbolic meanings of Pearl can make readers deeply understand Hawthorne』s unique artistic writing characteristics, the profound social significance revealed by the novel and the author』s writing aims.
3. Reference Books and Materials Available:
刁培萼. 教育文化學[M]. 南京: 江蘇教育出版社, 2000.
范蔚. 新課程標准視野下的課堂教學審美化[J]. 西南師范大學學報. 2003, 3: 83~87.
Brown, H. D. Principles of Language Learning and Teaching. Beijing: Foreign Language Teaching and Research Press, 2002.
David，Crystal. The Cambridge Encyclopedia of Language. Beijing: Foreign Language Teaching and Research Press, 1997
③ 高中英語研究性學習課題目錄有哪些
1）商品名稱中的英文與漢譯方法探究
（2）中學生英語水平提高幅度與英文歌曲聽唱之間的關系調查
（3）中西文化差異探討
（4）中英美人之間的交際習慣
（5）性格與英語學習
（6）飲食行業的英語規范
（7）趣味英語收集
（8）旅遊景區的標識英語
④ 我需要一個好的英語研究性課題的題目，定什麼好
您好，可以安排國家級」十三五「課題掛主持人、參與人，3～5個月完成，網上可查，專門用於評職稱，希望我的回答對您有幫助，望採納！！！
⑤ 研究性課題用什麼題目好
高適（700—765) ，盛唐詩人。字達夫、仲武，滄州(今河北省景縣)人,居住在宋中(今河南商丘一帶)。有《高常侍集》、《中興間氣集》等傳世。永泰元年（765年）卒，終年64歲，贈禮部尚書，謚號忠。
高適為唐代著名的邊塞詩人，與岑參並稱「高岑」。筆力雄健，氣勢奔放，洋溢著盛唐時期所特有的奮發進取、蓬勃向上的時代精神。少孤貧，愛交遊，有游俠之風，並以建功立業自期。早年曾游歷長安，後到過薊門、盧龍一帶，尋求進身之路，都沒有成功。在此前後，曾在宋中居住，與李白、杜甫結交。其詩直抒胸臆，不尚雕飾，以七言歌行最富特色，大多寫邊塞生活。
天寶八載(749)，經睢陽太守張九皋推薦,應舉中第,授封丘尉。十一載,因不忍「鞭撻黎庶」和不甘「拜迎官長」而辭官，又一次到長安。次年入隴右、河西節度使哥舒翰幕，為掌書記。
安史之亂後，曾任淮南節度使、彭州刺史、蜀州刺史、劍南節度使等職，官至左散騎常侍,封渤海縣侯。世稱「高常侍」。《舊唐書·高□傳》說：「有唐已來，詩人之達者，唯□而已。」
高適生平和創作可分四個時期:
①開元二十年前,謀事不成，困守宋中，是詩歌創作開始時期；
②開元二十年至天寶八載，首次出塞，浪遊無成，為創作極盛時期；
③天寶八載至十四載，側身下僚，從戎入幕，創作才能繼續得到發揮；
④至德元載(756)後，仕途得意,雖然也寫過一些佳作，但總的說來，較前三個時期遜色。
高適詩題材廣泛，內容豐富，現實性較強。主要有以下幾類：
①邊塞詩，成就最高。代表作如《燕歌行》、《薊門行五首》、《塞上》、《塞下曲》、《薊中作》、《九曲詞三首》等，歌頌了戰士奮勇報國、建功立業的豪情，也寫出了他們從軍生活的艱苦及嚮往和平的美好願望，並揭露了邊將的驕奢淫逸、不恤士卒和朝廷的賞罰不明、安邊無策,流露出憂國愛民之情。高適有些贊美不義戰爭、歧視少數民族的作品，如《李雲南征蠻詩》等,是這類詩歌的糟粕。
②反映民生疾苦的詩。這些詩比較深刻地揭露了統治者與廣大人民之間的矛盾，如《自淇涉黃河途中作十三首》之九、《東平路中遇大水》等，真實地描寫了廣大農民遭受賦稅、徭役和自然災害的重壓,對他們的困苦境遇表示同情,他還寫過一些贊美「良吏」的詩，從「仁政」思想出發，提倡輕徭薄賦，在當時也有一定的進步作用。
③諷時傷亂詩。大抵指斥弊政，對統治者的驕奢淫逸有所批判，如《古歌行》、《行路難二首》等。還有一些詩作於安史亂後，對政局流露出憂慮和憤慨，如《酬裴員外以詩代書》、《登百丈峰二首》等。
④詠懷詩，數量最多，思想內容比較復雜。象《別韋參軍》、《淇上酬薛三據兼寄郭少府微》、《效古贈崔二》、《封丘作》等，抒寫了懷才不遇、壯志難酬的憂憤，對現實有所不滿。
而像《賦得還山吟送沈四山人》、《人日寄杜二拾遺》等,或抒發友情和別意,或嚮往隱居生活，情意真摯，頗有感染力。這類詩中也有一些企羨功名富貴和吹捧達官貴人之作，並無可取。此外，還有一些詠史之作如《宋中十首》，以及某些描寫旅途景色的詩如《使青夷軍入居庸三首》、《赴彭州山行之作》，也頗有佳句。高適的詩在當時已享有聲名。《新唐書·高適傳》說他「以氣質自高。每一篇已，好事者輒傳布」。殷□《河嶽英靈集》也稱許他「多胸臆語,兼有氣骨,故朝野通賞其文」。王士□指出高詩風格為「悲壯而厚」（《帶經堂詩話》）。
感情深摯，意氣駿爽，語言端直，筆力渾厚，是高適詩風的基本特點。以詩體而論，高詩古體勝過近體,尤以七古最為擅長。歌行長篇，波瀾浩瀚,聲情頓挫，最是沉雄激壯。五古質朴古直，接近漢魏古詩的氣息。近體則以七律和七絕為優。高適作品的編集，原有天寶七載左右張九皋編、顏真卿作序的詩集，今佚。新、舊《唐書》著錄其文集20卷，亦不存。今有《四庫全書》所收明汲古閣影宋抄本《高常侍集》，凡詩8卷、文2卷。又有《四部叢刊》影印明活字本8卷。另有明張遜業、許自昌等輯本，皆為2卷。明楊一統輯《高適集》1卷。敦煌《唐詩選殘卷》、《高適詩集殘卷》等，尚存部分佚詩。注本有今人劉開揚《高適詩集編年箋注》、孫欽善《高適集校注》，皆附年譜。研究高適生平的著述有王達津《詩人高適生平系詩》、彭蘭《高適系年考證》、周勛初《高適年譜》、傅璇琮《唐代詩人叢考·高適年譜中的幾個問題》。
⑥ 在寫畢業論文，開題報告中有一個「國內外研究現狀」，不知道怎麼寫，我的論文題目是《試析謹慎性原則在會
《試析謹慎性原則在會計實務中的應用論文 這個我幫忙的
⑦ 在寫畢業論文，開題報告中有一個「國內外研究現狀」，不知道怎麼寫，我的論文題目是《試析謹慎性原則在會
論點，來是正確、鮮明闡述作者觀點的自句子，是一篇文章的靈魂、統帥。任何一篇文章只有一個中心論點，一般可以有分論點。
論點應該正確、鮮明、概括，是一個完整的判斷句，絕不可模稜兩可。
①正確性：論點的說服力根植於對客觀事物的正確反映，而這又取決於作者的立場、觀點、態度、方法是否正確，如果論點本身不正確，甚至是荒謬的，再怎麼論證也不能說服人。因此，論點正確是議論文的最起碼的要求。
②鮮明性：贊成什麼、反對什麼，要非常鮮明，千萬不能模稜兩可，含糊不清。
③新穎性：論點應該盡可能新穎、深刻，能超出他人的見解，不是重復他人的老生常談，也不是無關痛癢、流於一般的泛泛而談，應該盡可能獨特、新穎。
論點的位置一般有四個：文題、開頭、文章中間、結尾。但較多情況是在文章的開頭，段落論點也是如此。當開始與結尾出現類似的語句時，開頭的為論點，結尾處的是呼應論點。
有的議論文的論點在文章中用明確的語句表達出來，我們只要把它們找出來即可；有的則沒有用明確的語句直接表述出來，需要讀者自己去提取、概括。概括出的句子不應含有修辭等手法。
⑧ 英語教學畢業論文選題有哪些
學術堂整理了9個英語教學畢業論文題目，並提供了寫作思路的指導：
1、初中英語課堂教學的開放性探究
寫作提示-寫作思路:文章通過與自己多年的教學經驗相結合，來談談中學英語課堂實踐，研究中學英語課堂的開放性活動，為學生構建一個自主、自由、活躍的課堂生活。
2、淺析初中英語教學中學生主動性的培養
寫作提示-寫作思路:通過中學生學習的主體作用的發揮，可以讓學生在學習的道路上取得事半功倍的學習效果。如何讓它充分發揮？首先要建立協調、和諧、互補的師生關系，激發學生的主體意識，其次要嘗試探嘗試探究性教學，發展學生主體能力。
3、淺析初中英語學困生的成因及其轉化策略
寫作提示-寫作思路:初中階段是英語學習的重要時期，由於多方面原因，學生中途掉隊的現象十分普遍。本文根據學困生的成因，針對性地提出了心理、學法、習慣等方面有效促進了學困生的轉化。
4、淺談打造初中英語有效課堂教學的策略
寫作提示-寫作思路:有效課堂就是課堂達到教師教得有效，學生學得有效，學生對知識的掌握和靈活運用達到有效，它真正實現了教學效益的最大化。教師教得不再那麼累了，學生學得不再那麼苦了，而學習效率卻真正提高了。實施有效課堂讓筆者更新了教學理念，轉變了教育思想，提高了教學藝術水平。重新審視以前的教學工作，反思過去的教學行為，筆者深切感受到了有效課堂的優質效果。那麼如何打造有效的課堂教學呢？筆者認為應從下面加個方面做起。
5、有聲思維法在初中英語閱讀教學中的優勢及運用
寫作提示-寫作思路:一、前言根據克拉申（1985）所創立的二語習得輸入假說理論可知，語言輸入在二語或外語學習者的語言學習過程中佔有極其重要的地位。對初中生而言，他們正處於英語學習的初級階段，需要大量的英語語料的輸入。輸入方式有兩種聽力與閱讀。劉潤清（2002）為代表的北派觀點主張中國英語教學應以「聽說為本、讀寫並重」，而南派英語教學的代表董亞芬（2003）則主張「中國英語教學應始終以讀寫為本」。
6、提高我縣初中英語教學質量的建議
寫作提示-寫作思路:黔西縣是畢節試驗區的東大門和貴陽市的後花園，享有「中國杜鵑花都」 的美譽，近年來，在縣委、政府「科教興縣」戰略的引領下，全縣教育事業蒸蒸日上，特別是突破高中教育、義務教育均衡發展和中職教育方面取得長足的發展。但是，我縣的教育發展中也凸顯了許多亟待解決的問題。譬如，鄉鎮學校教師缺編問題嚴重，教育教學質量總體水平不高等。
7、情境教學法在初中英語語法教學中的運用
寫作提示-寫作思路:在英語教學過程中，英語語法的教學是一個很重要的部分，我們不能過分的強調語法的作用，又絕對不能忽視必要的語法學習。然而，長期以來，在傳統的教學法的影響下，很多老師都是為了語法而教語法，學生往往學了語法而不知道怎麼用。語法教學要改變過去滿堂灌的現象，關鍵在於英語教師應具備語法教學交際化的意識和技巧，使語法在具體的語境中讓學生得以體會，在實戰中演練。
8、淺析農村初中英語課堂中的合作教學
寫作提示-寫作思路:在新課改背景下，教師應轉變傳統的「一言堂」的講課方法，並要把主導者的身份轉變成學生學習的引導者，逐漸使學生實現其學習的主體地位。為了適應這一轉變，在農村初中英語課堂中，教師應適時搞好合作教學，使學生實現合作學習，從而最大限度地提高英語教學效率。
9、初中英語課外作業創新性設計探究
寫作提示-寫作思路:恰當的課後作業可以促進學生對所學知識的鞏固，久而久之，會促使學生養成良好的學習習慣，強化英語學習觀念。本文結合筆者的教學實踐，從研究目前初中英語作業布置中存在的問題入手，探討了改進初中英語作業布置的創新性策略。
⑨ 我需要一個好的初中英語研究性課題的題目，定什麼好呢
Science report