① 急用一篇关于“研究性学习的题目”的例子，关于英语的。（最好是西方国家节日谈趣）
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 求一篇关于英语的研究性学习开题报告什么题目都行。
毕业论文题目：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. 教育文化学[M]. 南京: 江苏教育出版社, 2000.
范蔚. 新课程标准视野下的课堂教学审美化[J]. 西南师范大学学报. 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 高中英语研究性学习课题目录有哪些
1）商品名称中的英文与汉译方法探究
（2）中学生英语水平提高幅度与英文歌曲听唱之间的关系调查
（3）中西文化差异探讨
（4）中英美人之间的交际习惯
（5）性格与英语学习
（6）饮食行业的英语规范
（7）趣味英语收集
（8）旅游景区的标识英语
④ 我需要一个好的英语研究性课题的题目，定什么好
您好，可以安排国家级”十三五“课题挂主持人、参与人，3～5个月完成，网上可查，专门用于评职称，希望我的回答对您有帮助，望采纳！！！
⑤ 研究性课题用什么题目好
高适（700—765) ，盛唐诗人。字达夫、仲武，沧州(今河北省景县)人,居住在宋中(今河南商丘一带)。有《高常侍集》、《中兴间气集》等传世。永泰元年（765年）卒，终年64岁，赠礼部尚书，谥号忠。
高适为唐代著名的边塞诗人，与岑参并称“高岑”。笔力雄健，气势奔放，洋溢着盛唐时期所特有的奋发进取、蓬勃向上的时代精神。少孤贫，爱交游，有游侠之风，并以建功立业自期。早年曾游历长安，后到过蓟门、卢龙一带，寻求进身之路，都没有成功。在此前后，曾在宋中居住，与李白、杜甫结交。其诗直抒胸臆，不尚雕饰，以七言歌行最富特色，大多写边塞生活。
天宝八载(749)，经睢阳太守张九皋推荐,应举中第,授封丘尉。十一载,因不忍“鞭挞黎庶”和不甘“拜迎官长”而辞官，又一次到长安。次年入陇右、河西节度使哥舒翰幕，为掌书记。
安史之乱后，曾任淮南节度使、彭州刺史、蜀州刺史、剑南节度使等职，官至左散骑常侍,封渤海县侯。世称“高常侍”。《旧唐书·高□传》说：“有唐已来，诗人之达者，唯□而已。”
高适生平和创作可分四个时期:
①开元二十年前,谋事不成，困守宋中，是诗歌创作开始时期；
②开元二十年至天宝八载，首次出塞，浪游无成，为创作极盛时期；
③天宝八载至十四载，侧身下僚，从戎入幕，创作才能继续得到发挥；
④至德元载(756)后，仕途得意,虽然也写过一些佳作，但总的说来，较前三个时期逊色。
高适诗题材广泛，内容丰富，现实性较强。主要有以下几类：
①边塞诗，成就最高。代表作如《燕歌行》、《蓟门行五首》、《塞上》、《塞下曲》、《蓟中作》、《九曲词三首》等，歌颂了战士奋勇报国、建功立业的豪情，也写出了他们从军生活的艰苦及向往和平的美好愿望，并揭露了边将的骄奢淫逸、不恤士卒和朝廷的赏罚不明、安边无策,流露出忧国爱民之情。高适有些赞美不义战争、歧视少数民族的作品，如《李云南征蛮诗》等,是这类诗歌的糟粕。
②反映民生疾苦的诗。这些诗比较深刻地揭露了统治者与广大人民之间的矛盾，如《自淇涉黄河途中作十三首》之九、《东平路中遇大水》等，真实地描写了广大农民遭受赋税、徭役和自然灾害的重压,对他们的困苦境遇表示同情,他还写过一些赞美“良吏”的诗，从“仁政”思想出发，提倡轻徭薄赋，在当时也有一定的进步作用。
③讽时伤乱诗。大抵指斥弊政，对统治者的骄奢淫逸有所批判，如《古歌行》、《行路难二首》等。还有一些诗作于安史乱后，对政局流露出忧虑和愤慨，如《酬裴员外以诗代书》、《登百丈峰二首》等。
④咏怀诗，数量最多，思想内容比较复杂。象《别韦参军》、《淇上酬薛三据兼寄郭少府微》、《效古赠崔二》、《封丘作》等，抒写了怀才不遇、壮志难酬的忧愤，对现实有所不满。
而像《赋得还山吟送沈四山人》、《人日寄杜二拾遗》等,或抒发友情和别意,或向往隐居生活，情意真挚，颇有感染力。这类诗中也有一些企羡功名富贵和吹捧达官贵人之作，并无可取。此外，还有一些咏史之作如《宋中十首》，以及某些描写旅途景色的诗如《使青夷军入居庸三首》、《赴彭州山行之作》，也颇有佳句。高适的诗在当时已享有声名。《新唐书·高适传》说他“以气质自高。每一篇已，好事者辄传布”。殷□《河岳英灵集》也称许他“多胸臆语,兼有气骨,故朝野通赏其文”。王士□指出高诗风格为“悲壮而厚”（《带经堂诗话》）。
感情深挚，意气骏爽，语言端直，笔力浑厚，是高适诗风的基本特点。以诗体而论，高诗古体胜过近体,尤以七古最为擅长。歌行长篇，波澜浩瀚,声情顿挫，最是沉雄激壮。五古质朴古直，接近汉魏古诗的气息。近体则以七律和七绝为优。高适作品的编集，原有天宝七载左右张九皋编、颜真卿作序的诗集，今佚。新、旧《唐书》著录其文集20卷，亦不存。今有《四库全书》所收明汲古阁影宋抄本《高常侍集》，凡诗8卷、文2卷。又有《四部丛刊》影印明活字本8卷。另有明张逊业、许自昌等辑本，皆为2卷。明杨一统辑《高适集》1卷。敦煌《唐诗选残卷》、《高适诗集残卷》等，尚存部分佚诗。注本有今人刘开扬《高适诗集编年笺注》、孙钦善《高适集校注》，皆附年谱。研究高适生平的著述有王达津《诗人高适生平系诗》、彭兰《高适系年考证》、周勋初《高适年谱》、傅璇琮《唐代诗人丛考·高适年谱中的几个问题》。
⑥ 在写毕业论文，开题报告中有一个“国内外研究现状”，不知道怎么写，我的论文题目是《试析谨慎性原则在会
《试析谨慎性原则在会计实务中的应用论文 这个我帮忙的
⑦ 在写毕业论文，开题报告中有一个“国内外研究现状”，不知道怎么写，我的论文题目是《试析谨慎性原则在会
论点，来是正确、鲜明阐述作者观点的自句子，是一篇文章的灵魂、统帅。任何一篇文章只有一个中心论点，一般可以有分论点。
论点应该正确、鲜明、概括，是一个完整的判断句，绝不可模棱两可。
①正确性：论点的说服力根植于对客观事物的正确反映，而这又取决于作者的立场、观点、态度、方法是否正确，如果论点本身不正确，甚至是荒谬的，再怎么论证也不能说服人。因此，论点正确是议论文的最起码的要求。
②鲜明性：赞成什么、反对什么，要非常鲜明，千万不能模棱两可，含糊不清。
③新颖性：论点应该尽可能新颖、深刻，能超出他人的见解，不是重复他人的老生常谈，也不是无关痛痒、流于一般的泛泛而谈，应该尽可能独特、新颖。
论点的位置一般有四个：文题、开头、文章中间、结尾。但较多情况是在文章的开头，段落论点也是如此。当开始与结尾出现类似的语句时，开头的为论点，结尾处的是呼应论点。
有的议论文的论点在文章中用明确的语句表达出来，我们只要把它们找出来即可；有的则没有用明确的语句直接表述出来，需要读者自己去提取、概括。概括出的句子不应含有修辞等手法。
⑧ 英语教学毕业论文选题有哪些
学术堂整理了9个英语教学毕业论文题目，并提供了写作思路的指导：
1、初中英语课堂教学的开放性探究
写作提示-写作思路:文章通过与自己多年的教学经验相结合，来谈谈中学英语课堂实践，研究中学英语课堂的开放性活动，为学生构建一个自主、自由、活跃的课堂生活。
2、浅析初中英语教学中学生主动性的培养
写作提示-写作思路:通过中学生学习的主体作用的发挥，可以让学生在学习的道路上取得事半功倍的学习效果。如何让它充分发挥？首先要建立协调、和谐、互补的师生关系，激发学生的主体意识，其次要尝试探尝试探究性教学，发展学生主体能力。
3、浅析初中英语学困生的成因及其转化策略
写作提示-写作思路:初中阶段是英语学习的重要时期，由于多方面原因，学生中途掉队的现象十分普遍。本文根据学困生的成因，针对性地提出了心理、学法、习惯等方面有效促进了学困生的转化。
4、浅谈打造初中英语有效课堂教学的策略
写作提示-写作思路:有效课堂就是课堂达到教师教得有效，学生学得有效，学生对知识的掌握和灵活运用达到有效，它真正实现了教学效益的最大化。教师教得不再那么累了，学生学得不再那么苦了，而学习效率却真正提高了。实施有效课堂让笔者更新了教学理念，转变了教育思想，提高了教学艺术水平。重新审视以前的教学工作，反思过去的教学行为，笔者深切感受到了有效课堂的优质效果。那么如何打造有效的课堂教学呢？笔者认为应从下面加个方面做起。
5、有声思维法在初中英语阅读教学中的优势及运用
写作提示-写作思路:一、前言根据克拉申（1985）所创立的二语习得输入假说理论可知，语言输入在二语或外语学习者的语言学习过程中占有极其重要的地位。对初中生而言，他们正处于英语学习的初级阶段，需要大量的英语语料的输入。输入方式有两种听力与阅读。刘润清（2002）为代表的北派观点主张中国英语教学应以“听说为本、读写并重”，而南派英语教学的代表董亚芬（2003）则主张“中国英语教学应始终以读写为本”。
6、提高我县初中英语教学质量的建议
写作提示-写作思路:黔西县是毕节试验区的东大门和贵阳市的后花园，享有“中国杜鹃花都” 的美誉，近年来，在县委、政府“科教兴县”战略的引领下，全县教育事业蒸蒸日上，特别是突破高中教育、义务教育均衡发展和中职教育方面取得长足的发展。但是，我县的教育发展中也凸显了许多亟待解决的问题。譬如，乡镇学校教师缺编问题严重，教育教学质量总体水平不高等。
7、情境教学法在初中英语语法教学中的运用
写作提示-写作思路:在英语教学过程中，英语语法的教学是一个很重要的部分，我们不能过分的强调语法的作用，又绝对不能忽视必要的语法学习。然而，长期以来，在传统的教学法的影响下，很多老师都是为了语法而教语法，学生往往学了语法而不知道怎么用。语法教学要改变过去满堂灌的现象，关键在于英语教师应具备语法教学交际化的意识和技巧，使语法在具体的语境中让学生得以体会，在实战中演练。
8、浅析农村初中英语课堂中的合作教学
写作提示-写作思路:在新课改背景下，教师应转变传统的“一言堂”的讲课方法，并要把主导者的身份转变成学生学习的引导者，逐渐使学生实现其学习的主体地位。为了适应这一转变，在农村初中英语课堂中，教师应适时搞好合作教学，使学生实现合作学习，从而最大限度地提高英语教学效率。
9、初中英语课外作业创新性设计探究
写作提示-写作思路:恰当的课后作业可以促进学生对所学知识的巩固，久而久之，会促使学生养成良好的学习习惯，强化英语学习观念。本文结合笔者的教学实践，从研究目前初中英语作业布置中存在的问题入手，探讨了改进初中英语作业布置的创新性策略。
⑨ 我需要一个好的初中英语研究性课题的题目，定什么好呢
Science report