英文論文標準的格式

　　了解英語論文的基本結構，確保英語論文的完整性對提高寫作質(zhì)量有重要幫助。以下是小編帶來英文論文標準的格式的相關內(nèi)容，希望對你有幫助。

　　英文論文標準的格式

　　1、論文題目：（下附署名）要求準確、簡練、醒目、新穎。

　　2、目錄

　　目錄是論文中主要段落的簡表。（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。字數(shù)少可幾十字，多不超過三百字為宜。

　　4、關鍵詞或主題詞

　　關鍵詞是從論文的題名、提要和正文中選取出來的，是對表述論文的中心內(nèi)容有實質(zhì)意義的詞匯。關鍵詞是用作計算機系統(tǒng)標引論文內(nèi)容特征的詞語，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個詞匯作為關鍵詞，另起一行，排在提要的左下方。

　　主題詞是經(jīng)過規(guī)范化的詞，在確定主題詞時，要對論文進行主題分析，依照標引和組配規(guī)則轉換成主題詞表中的規(guī)范詞語。（參見《漢語主題詞表》和《世界漢語主題詞表》）。

　　5、論文正文：

　�。�1）引言：引言又稱前言、序言和導言，用在論文的開頭。 引言一般要概括地寫出作者意圖，說明選題的目的和意義, 并指出論文寫作的范圍。引言要短小精悍、緊扣主題。

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

　　a.提出問題-論點；

　　b.分析問題-論據(jù)和論證；

　　c.解決問題-論證方法與步驟；

　　d.結論。

　　6、參考文獻

　　英文論文標準范例

　　1． 版式要求、字體字號及行距請參考論文手冊。大小標題請用不同字號，粗體。

　　2． 文獻綜述及參考文獻不合要求，請按后面的要求重寫。

　　3． 我根本分不清你哪是哪，請修改后重新提交，我再審閱。文獻綜述前寫上“l(fā)iterature Review”， 開題報告前寫上 “Research Proposal” ,提綱前寫上 “Outline”, 參考文獻前寫上 “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 divided. 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.《國家英語課程》(實驗) 中華人發(fā)共和國教育部

　　2.張慶林 《當代認知心理學在教學中的應用》

　　3.張大均 《教學心理學》西南師范大學出版社

　　4.關文信主編 《新課程理念與初中英語課堂教學實施》首師大出版社出版

　　5.孫玉梅主編 《現(xiàn)代英語教學法》東北師大出版

　　6.何廣鏗著 《英語教學研究》廣東高等教育出版社

　　7.《中小學外語教學》全國核心期刊

　　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.國外英語教學流派及我國英語教學改革.長春:東北師范大學出版社,1999

　　14.薛中梁.英語課堂教學過程.合肥:安徽教育出版社,2002

　　英語論文寫作規(guī)范　　(一)選題：

　　應嚴格做到一人一題，應使用簡體中文寫作，論文中出現(xiàn)的數(shù)字、計量單位等應按照我國圖書報刊編輯要求和法定計量標準書寫，英語譯文必須按現(xiàn)行通用譯法翻譯。

　　(二)字數(shù)：

　　各院系可根據(jù)專業(yè)特點確定合理的正文字數(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、關鍵詞、英文題目、Abstract、Keywords、目錄、引言(緒論)、正文主體部分、結論(結束語)、主要參考文獻(含注釋)、附錄、致謝。

　　(四)正文文獻引用：

　　根據(jù)中華人民共和國國家標準GB7714—2005《文后參考文獻著錄規(guī)則》中關于正文文獻引用的規(guī)定，我校采用順序編碼制引用文獻(詳見寫作模板)。

　　(五)圖、表和公式

　　1、內(nèi)容要求：

　　每一個圖、表均應有簡短確切的文字標題。圖應使人只看圖、圖題和圖例，不閱讀正文就可理解圖意。表除了文字標題外，必要時應將表中的符號、標記、代碼，以及需要說明的事項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。

　　2、格式要求：

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

　　圖、表均應有文字標題，圖、表的編號與文字標題之間用冒號隔開，圖的編號和標題應位于圖的下方居中，表的編號和標題應位于表的上方居中，表的編排建議采用國際通行的`三線表。

　　公式應另起行并左縮進若干字符，與周圍文字留出足夠的空間區(qū)分開。如有兩個以上的公式，應用從“1”開始的阿拉伯數(shù)字進行編號，并將編號置于括號內(nèi)。公式的編號應右端對齊，標注于該式所在行(當有續(xù)行時，應標注于最后一行)。

　　較長的公式需要轉行時，只能在+，-，×，÷，<，>處轉行。上下式盡可能在等號“=”處對齊。公式中分數(shù)線的橫線，其長度應等于或略大于分子和分母中較長的一方。如正文書寫分數(shù)，應盡量將其高度降低為一行，如將分數(shù)線書寫為“/”，將根號改為負指數(shù)。