英文論文標(biāo)準(zhǔn)的格式

　　了解英語(yǔ)論文的基本結(jié)構(gòu)，確保英語(yǔ)論文的完整性對(duì)提高寫(xiě)作質(zhì)量有重要幫助。以下是小編帶來(lái)英文論文標(biāo)準(zhǔn)的格式的相關(guān)內(nèi)容，希望對(duì)你有幫助。

　　英文論文標(biāo)準(zhǔn)的格式

　　1、論文題目：（下附署名）要求準(zhǔn)確、簡(jiǎn)練、醒目、新穎。

　　2、目錄

　　目錄是論文中主要段落的簡(jiǎn)表。（短篇論文不必列目錄）

　　3、內(nèi)容提要：是文章主要內(nèi)容的摘錄，要求短、精、完整。字?jǐn)?shù)少可幾十字，多不超過(guò)三百字為宜。

　　4、關(guān)鍵詞或主題詞

　　關(guān)鍵詞是從論文的題名、提要和正文中選取出來(lái)的，是對(duì)表述論文的中心內(nèi)容有實(shí)質(zhì)意義的詞匯。關(guān)鍵詞是用作計(jì)算機(jī)系統(tǒng)標(biāo)引論文內(nèi)容特征的詞語(yǔ)，便于信息系統(tǒng)匯集，以供讀者檢索。

　　每篇論文一般選取3-8個(gè)詞匯作為關(guān)鍵詞，另起一行，排在提要的左下方。

　　主題詞是經(jīng)過(guò)規(guī)范化的詞，在確定主題詞時(shí)，要對(duì)論文進(jìn)行主題分析，依照標(biāo)引和組配規(guī)則轉(zhuǎn)換成主題詞表中的規(guī)范詞語(yǔ)。（參見(jiàn)《漢語(yǔ)主題詞表》和《世界漢語(yǔ)主題詞表》）。

　　5、論文正文：

　�。�1）引言：引言又稱(chēng)前言、序言和導(dǎo)言，用在論文的開(kāi)頭。 引言一般要概括地寫(xiě)出作者意圖，說(shuō)明選題的目的和意義, 并指出論文寫(xiě)作的范圍。引言要短小精悍、緊扣主題。

　　(2）論文正文：正文是論文的主體，正文應(yīng)包括論點(diǎn)、論據(jù)、 論證過(guò)程和結(jié)論。主體部分包括以下內(nèi)容：

　　a.提出問(wèn)題-論點(diǎn)；

　　b.分析問(wèn)題-論據(jù)和論證；

　　c.解決問(wèn)題-論證方法與步驟；

　　d.結(jié)論。

　　6、參考文獻(xiàn)

　　英文論文標(biāo)準(zhǔn)范例

　　1． 版式要求、字體字號(hào)及行距請(qǐng)參考論文手冊(cè)。大小標(biāo)題請(qǐng)用不同字號(hào)，粗體。

　　2． 文獻(xiàn)綜述及參考文獻(xiàn)不合要求，請(qǐng)按后面的要求重寫(xiě)。

　　3． 我根本分不清你哪是哪，請(qǐng)修改后重新提交，我再審閱。文獻(xiàn)綜述前寫(xiě)上“l(fā)iterature Review”， 開(kāi)題報(bào)告前寫(xiě)上 “Research Proposal” ,提綱前寫(xiě)上 “Outline”, 參考文獻(xiàn)前寫(xiě)上 “References”。

　　The Difference of Class Teaching methods among the Primary School, the Senior School and the High School

　　Abstract: Through the investigation research on the methods, ways and content of the elementary school, the junior school and the high school, this subject is aim to discuss the difference on classroom teaching methods among the elementary school, the junior school and the high school. Especially it’s from the angle of the psychology and teaching methods. How to show difference in the classroom teaching? How to solve the textbook connection in these three grades? The purpose of this research is to absorb the educators further attention and discussion on this topic. On the other hand, the teaching effect and teaching quality can be further advanced.

　　Key Words: The Primary School, the Junior School, the High School, classroom teaching, difference

　　1. The origin of this subject

　　For many years, the elementary school and the middle school’s English education basis in many domestic schools are quite weak. The quality of teachers and the facilities are far behind. Their teaching research are backwardness. It is common in many schools that learning English is just to help students graduation and enter into advanced school. So if students get good marks, they can’t be scolded for their bad spoken English.

　　Among the elementary school, the junior school and the high school, the primary school’s English teaching just started. Though students has been taught, the real situation is not optimistic. In addition, English is not held in the important status. Schools and teachers show less attention on it. Students themselves and their parents are also ignorant of it. In addition, the English class is few every week, sometimes also occupied by other courses, teaching material usage condition is quite chaotic, teachers have low acquisition on students, furthermore, the teaching effect is not good.

　　While in junior school, most of areas, especially in class experimental schools it is natural for them to change the textbooks. With new content, wide capacity. On the other hand, students in those areas are lack of knowledge foundations, which lead them to fail to study it well. What’s more, some schools’ teaching facilities are old. Teachers teaching skills are to be improved. Thus, the junior English study is just like building house in the air. Moreover, teachers in junior schools has to catch up with the textbook pace in order to complete the teaching task. As a result of it, many students in Grade Two has lost interest in English. Some of them has given it up.

　　Similarly, teachers in high school are facing the wide capacity of the course material, wide knowledge, wide grammar, a large quantities of words and expressions, sophisticated sentences and so on. In addition, the teachers’ quality in high school are irregular, most of the teaching ways are single. As a result, students can’t catch up with it. So can their low interest. They have to give it up. Such situation has caused some educators worry.

　　In these years, teachers in the primary school, the junior school and the high school lose themselves in their own textbook.. The research activity is pided. In fact, teachers in different grades have few knowledge of other grades material, the common usage of teaching ways. What’s more, they couldn’t estimate the future students’ level. All of the above shows teachers have blindness in their teaching and make the running-in period longer. So the purpose for me to choose this topic is aim to solve the following four questions:

　　Q1: What kind of psychology features does students in the elementary school, the junior school and the high school have?

　　Q2: According to these features, how do teachers choose the appropriate and effective classroom teaching methods?

　　Q3: What’s the difference in the elementary school, the junior school and the high school?

　　Q4: How to solve the textbook material problems so as to improve the efficiency?

　　2. The limitation of the subject

　　2.1 The age criteria and grades of the reference of the subject

　　In the primary school: 9-12

　　In the junior school: 12-16

　　In the high school: 16-19

　　2.2 The material used

　　In the primary school: New Criteria English

　　In the junior school: Materials from people’s publication

　　So does high school.

　　2.3 the basic principle and theory referred by the subject research

　　3. The method and ways of the research

　　4. The content of this subject research—The difference of English classroom teaching method

　　4.1 Happy teaching method are used in the elementary school.

　　Under the principle of students’ predominate, teachers’ teaching dominate, launch students’ learning activity according to the rule of children’s psychology.

　　4.2 Interest teaching method used in junior school

　　The youths are in a stage of growth, especially interested in the changeable circumstance. So Interest is their source of their learning motivation. Teachers should look for variety of teaching skills.

　　4.3 Task-based-learning teaching method used in high school

　　Students from the junior school have wide range of English levels. As a matter of fact, excellent students has no language environment to practise, while most of students with study problems have given up it. In order to change this tramp, the task-based-learning is used.

　　5. The ways to this subject research

　　5.1 The content of the investigation statistics chart

　　5.2 The teaching ways of the investigation statistics chart

　　6. Conclution

　　It is obvious that the psychology difference among the elementary school, the junior school and the high school. So there’s much difference of classroom teaching methods. But according to the investigation result, there’s stable factor for every stage development. So while teachers has done well in their class teaching, they should also pay attention to other grades’ teaching situation, including the material choice and the students’ usage. So as to have the most knowledge of future students, which can reduce the teaching blindness to make better teaching effect.

　　Literature:

　　1.《國(guó)家英語(yǔ)課程》(實(shí)驗(yàn)) 中華人發(fā)共和國(guó)教育部

　　2.張慶林 《當(dāng)代認(rèn)知心理學(xué)在教學(xué)中的應(yīng)用》

　　3.張大均 《教學(xué)心理學(xué)》西南師范大學(xué)出版社

　　4.關(guān)文信主編 《新課程理念與初中英語(yǔ)課堂教學(xué)實(shí)施》首師大出版社出版

　　5.孫玉梅主編 《現(xiàn)代英語(yǔ)教學(xué)法》東北師大出版

　　6.何廣鏗著 《英語(yǔ)教學(xué)研究》廣東高等教育出版社

　　7.《中小學(xué)外語(yǔ)教學(xué)》全國(guó)核心期刊

　　8.C.Kyriacou.Essential Teaching Skills, Nelson Thornes Ltd.2001

　　9.T.Hedge Teaching and Learning in the Language Classroom DUP 2000

　　10.J.Jarmer How to Teach English Longman 1998.

　　11.J.Jarmer The Practice of English Language Teaching Pearson Education Limited 2001

　　12.H.G.Widdowson Teaching Language as communication DUP 1996

　　13.楊忠,張揚(yáng).國(guó)外英語(yǔ)教學(xué)流派及我國(guó)英語(yǔ)教學(xué)改革.長(zhǎng)春:東北師范大學(xué)出版社,1999

　　14.薛中梁.英語(yǔ)課堂教學(xué)過(guò)程.合肥:安徽教育出版社,2002

　　英語(yǔ)論文寫(xiě)作規(guī)范

　　(一)選題：

　　應(yīng)嚴(yán)格做到一人一題，應(yīng)使用簡(jiǎn)體中文寫(xiě)作，論文中出現(xiàn)的數(shù)字、計(jì)量單位等應(yīng)按照我國(guó)圖書(shū)報(bào)刊編輯要求和法定計(jì)量標(biāo)準(zhǔn)書(shū)寫(xiě)，英語(yǔ)譯文必須按現(xiàn)行通用譯法翻譯。

　　(二)字?jǐn)?shù)：

　　各院系可根據(jù)專(zhuān)業(yè)特點(diǎn)確定合理的正文字?jǐn)?shù)，建議不少于4000字。

　　(三)內(nèi)容及編排順序：

　　內(nèi)封、中文題目、中文摘要、關(guān)鍵詞、英文題目、Abstract、Keywords、目錄、引言(緒論)、正文主體部分、結(jié)論(結(jié)束語(yǔ))、主要參考文獻(xiàn)(含注釋)、附錄、致謝。

　　(四)正文文獻(xiàn)引用：

　　根據(jù)中華人民共和國(guó)國(guó)家標(biāo)準(zhǔn)GB7714—2005《文后參考文獻(xiàn)著錄規(guī)則》中關(guān)于正文文獻(xiàn)引用的規(guī)定，我校采用順序編碼制引用文獻(xiàn)(詳見(jiàn)寫(xiě)作模板)。

　　(五)圖、表和公式

　　1、內(nèi)容要求：

　　每一個(gè)圖、表均應(yīng)有簡(jiǎn)短確切的文字標(biāo)題。圖應(yīng)使人只看圖、圖題和圖例，不閱讀正文就可理解圖意。表除了文字標(biāo)題外，必要時(shí)應(yīng)將表中的符號(hào)、標(biāo)記、代碼，以及需要說(shuō)明的事項(xiàng)作為表注橫排于表題下。正文中的公式、算式或方程式等可使用公式編輯器編寫(xiě)。

　　2、格式要求：

　　圖、表、公式均應(yīng)有編號(hào)，編號(hào)使用阿拉伯?dāng)?shù)字編排，從“圖1”、“表1”和“(1)”連續(xù)編號(hào)順延到“主要參考文獻(xiàn)”之前。圖、表、公式較多時(shí)，可分章編號(hào)。

　　圖、表均應(yīng)有文字標(biāo)題，圖、表的編號(hào)與文字標(biāo)題之間用冒號(hào)隔開(kāi)，圖的編號(hào)和標(biāo)題應(yīng)位于圖的下方居中，表的編號(hào)和標(biāo)題應(yīng)位于表的上方居中，表的編排建議采用國(guó)際通行的`三線表。

　　公式應(yīng)另起行并左縮進(jìn)若干字符，與周?chē)�文字留出足夠的空間區(qū)分開(kāi)。如有兩個(gè)以上的公式，應(yīng)用從“1”開(kāi)始的阿拉伯?dāng)?shù)字進(jìn)行編號(hào)，并將編號(hào)置于括號(hào)內(nèi)。公式的編號(hào)應(yīng)右端對(duì)齊，標(biāo)注于該式所在行(當(dāng)有續(xù)行時(shí)，應(yīng)標(biāo)注于最后一行)。

　　較長(zhǎng)的公式需要轉(zhuǎn)行時(shí)，只能在+，-，×，÷，<，>處轉(zhuǎn)行。上下式盡可能在等號(hào)“=”處對(duì)齊。公式中分?jǐn)?shù)線的橫線，其長(zhǎng)度應(yīng)等于或略大于分子和分母中較長(zhǎng)的一方。如正文書(shū)寫(xiě)分?jǐn)?shù)，應(yīng)盡量將其高度降低為一行，如將分?jǐn)?shù)線書(shū)寫(xiě)為“/”，將根號(hào)改為負(fù)指數(shù)。

　　(六)文中標(biāo)題：

　　1、人文社科類(lèi)專(zhuān)業(yè)：一般按五級(jí)標(biāo)題進(jìn)行標(biāo)注

　　(1)一級(jí)標(biāo)題為“一、”、“二、”、“三、” ……;

　　(2)二級(jí)標(biāo)題為“(一)”、“(二)”、“(三)” ……;

　　(3)三級(jí)標(biāo)題為“1.”、“2.”、“3.” ……;

　　(4)四級(jí)標(biāo)題為“(1)”、“(2)”、“(3)” ……;

　　(5)五級(jí)標(biāo)題為“①”、“②”、“③” ……。

　　2、理工類(lèi)專(zhuān)業(yè)：一般按四級(jí)標(biāo)題進(jìn)行標(biāo)注

　　(1)一級(jí)標(biāo)題為“1 ”、“2 ”、“3 ” ……;

　　(2)二級(jí)標(biāo)題為“1.1”、“2.1”、“3.1” ……;

　　(3)三級(jí)標(biāo)題為“1.1.1”、“2.1.1”、“3.1.1” ……;

　　(4)四級(jí)標(biāo)題：“1.1.1.1”、“2.1.1.1”、“3.1.1.1”……;

　　(七)版式：

　　使用 A4(210 mm×297 mm)標(biāo)準(zhǔn)大小的白紙打印并裝訂(距左10mm處裝訂)成冊(cè);每一頁(yè)的上方(天頭)和左側(cè)(訂口)應(yīng)分別留邊25mm，下方(地腳)和右側(cè)(切口)應(yīng)分別留邊20mm;可根據(jù)需要在頁(yè)眉和頁(yè)腳加注相關(guān)內(nèi)容;從阿拉伯?dāng)?shù)字“1”起自正文所在頁(yè)至致謝所在頁(yè)連續(xù)編號(hào);單面打印。

　　格式規(guī)整就如同字跡工整，一目了然可以給導(dǎo)師好的印象，建議大家仔細(xì)閱讀然后參考整理論文格式。