英语教育专业论文目录格式怎么设置？在毕业论文的写作过程中，指导教师一般都要求学生编写目录。论文目录是大家动笔行文前的必要准备，下面就详细为大家讲解英语教育专业论文目录该怎么写。
论文目录范文样本一：跨专业和本科师范专业英语教育硕士的学科教学知识的比较研究
Acknowledgements
摘要
Abstract
1. Introduction
1.1 Research background
1.2 Research purpose and significance
1.3 Framework of the thesis
2. Literature Review
2.1 Pedagogical content knowledge (PCK)
2.2 Relevant researches
2.2.1 Relevant researches on PCK
2.2.2 Relevant researches on full-time Master of English Education
3. Research Design
3.1 Research questions
3.2 Participants
3.3 Research instruments
3.3.1 Questionnaire
3.3.2 Interview
3.4 Data collection and analysis
4. Results and Discussion
4.1 The current situation of PCK of Masters of English Education
4.2 The differences of PCK between interdisciplinary and non-interdisciplinaryMasters of English Education in terms of PCK
4.2.1 Teaching objective knowledge
4.2.2 Subject matter knowledge
4.2.3 Teaching strategy knowledge
4.2.4 Context knowledge
4.2.5 Self-reflection knowledge
5. Conclusions
5.1 Major findings
5.2 Implications
5.2.1 Measures for improving teaching objective knowledge
5.2.2 Measures for improving subject matter knowledge
5.2.3 Measures for improving teaching strategy knowledge
5.2.4 Measures for improving context knowledge
5.2.5 Measures for improving self-reflection knowledge
5.3 Limitation of this study
5.4 Suggestions for further study
Bibliography
Appendix Ⅰ Questionnaire
Appendix Ⅱ Interview
论文目录范文样本二：教育硕士培养项目对跨专业英语教育硕士的教师自我效能感的影响研究
Acknowledgements
摘要
Abstract
1. Introduction
1.1 Research background
1.2 Research significance
1.3 Research purposes and research questions
1.4 Layout of the dissertation
2. Literature Review
2.1 Self-efficacy
2.1.1 Definitions of self-efficacy
2.1.2 Sources of self-efficacy
2.2 Teacher self-efficacy
2.2.1 Conceptions of teacher self-efficacy
2.2.2 Functions of teacher self-efficacy
2.2.3 Measurements of teacher self-efficacy
2.3 Studies on influential factors of teacher self- efficacy
2.3.1 Studies on influential factors of in-service teacher self-efficacy
2.3.2 Studies on influential factors of pre-service teacher self-efficacy
2.4 Summary of previous studies
3. Research Design
3.1 Research methodology
3.2 Context and participant
3.2.1 Context
3.2.2 Participants
3.3 Instruments
3.3.1 The questionnaire
3.3.2 Interview
3.3.3 Classroom observation
3.4 Data collection and analysis
3.4.1 Data collection
3.4.2 Data analysis
4. Results and Discussion
4.1 Results
4.1.1 The current level of trans-disciplinary English M.Ed. students' self-efficacy
4.1.2 The contributing factors of EFL M.Ed.program on trans-disciplinaryEnglish M.Ed.students' teacher self-efficacy development
4.1.2.1 The education philosophy of EFL M.Ed.program
4.1.2.2 The curriculum design of EFL M.Ed.program
4.1.2.3 The teaching methods of EFL M.Ed.program
4.1.2.4 The assessment methods of EFL M.Ed. program
4.1.3 The less helpful factors of EFL M.Ed.program on trans-disciplinaryEnglish M.Ed.students' teacher self-efficacy development
4.1.3.1 The curriculum design of EFL M.Ed. program
4.1.3.2 The teaching methods of EFL M.Ed.program
4.1.3.3 The assessment methods of EFL M.Ed.program
4.2 Discussion
4.2.1 Trans-disciplinary English M.Ed.students' perception of their currentteacher efficacy
4.2.2 EFL M.Ed.program factors
5. Conclusions and Implications
5.1 Major findings
5.2 Implications
5.3 Limitations
Bibliography
Appendix One
Appendix Two
论文目录范文样本三：跨专业英语教育硕士的学习现状探究
Acknowledgements
Abstract
摘要
1. Introduction
1.1 Research background
1.2 Research purpose and significance
1.3 Research questions and methodology
1.4 Framework of the thesis
2. Literature Review
2.1 Relevant researches on cross-discipline
2.1.1 Definition of cross-discipline
2.1.2 Different veiwpoints of cross-discipline
2.2 Relevant researches on cross-disciplinary postgraduates
2.2.1 Researches on cross-disciplinary postgraduates
2.2.2 The factors related to cross-disciplinary postgraduates
2.2.3 Different veiwpoints of cross-disciplinary postgraduates
2.3 Relevant researches on the development of cross-disciplinary postgraduates
2.3.1 The study on weaknesses of cross-disciplinary postgraduates
2.3.2 The study on strengths of cross-disciplinary postgraduates
2.3.3 The study on education of cross-disciplinary postgraduates
3. Research Methodology
3.1 Research questions
3.2 Participants of the research
3.3 Research instruments
3.3.1 Interview
3.3.2 Classroom observation
3.3.3 Narration
3.4 Data collection and analysis
4. Results and Discussion
4.1 Study situation of cross-disciplinary M.Ed students
4.1.1 Course study situation of cross-disciplinary M.Ed students
4.1.2 Teaching practice situation of cross-disciplinary M.Ed students
4.1.3 Research situation of cross-disciplinary M.Ed students
4.2 Weaknesses of cross-disciplinary M.Ed students
4.2.1 Lack knowledge base
4.2.2 Relatively-low English professional quality
4.2.3 Heavy pressure
4.3 Strengths of cross-disciplinary M.Ed students
4.3.1 Proper study attitude
4.3.2 Reasonable plan
4.3.3 Multiple knowledge
4.3.4 Curiosity to the new subject
4.4 Reasons for the weaknesses and strengths of cross-disciplinary M.Edstudents
4.4.1 Cross-disciplinary M.Ed students themselves
4.4.2 Education of cross-disciplinary M.Ed students
4.5 Influences of the weaknesses and strengths of cross-disciplinary M.Edstudents
4.5.1 Good influences
4.5.2 Bad influences
5. Conclusions
5.1 Major findings of the research
5.2 Implications of this study
5.2.1 Implications for M.Ed students
5.2.2 Implications for education of M.Ed students
5.3 Limitations of the study and suggestions for further study
Bibliography
Appendix
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