染雾英文论文标准的格式 篇一
Introduction:
In academic writing, it is essential to follow the standard format when writing an English research paper. This format ensures that the paper is organized, coherent, and professional. In this article, we will discuss the standard format for an English research paper.
Title:
The title of the research paper should be concise, clear, and informative. It should provide a glimpse of the content of the paper and attract the reader's attention.
Abstract:
The abstract is a brief summary of the research paper. It should provide a concise overview of the research objective, methodology, results, and conclusion. The abstract should be written in a single paragraph, usually not exceeding 250 words.
Introduction:
The introduction should provide background information on the research topic and clearly state the research problem or question. It should also explain the significance of the research and provide a brief overview of the methodology used.
Literature Review:
The literature review section should summarize the existing research and theories related to the research topic. It should critically analyze the previous studies, identify gaps in the literature, and explain how the current research will contribute to the field.
Methodology:
The methodology section should describe the research design, sample size, data collection methods, and data analysis techniques used in the study. It should provide enough detail for the study to be replicated by other researchers.
Results:
The results section should present the findings of the study in a clear and organized manner. It should include tables, graphs, and figures to support the findings. The results should be presented objectively, without interpretation or speculation.
Discussion:
The discussion section should interpret the results and relate them back to the research question or problem. It should explain the implications of the findings and discuss their limitations. The discussion section should also suggest areas for future research.
Conclusion:
The conclusion should summarize the main findings of the study and restate the research question or problem. It should also highlight the significance of the research and its potential impact on the field.
References:
The references section should provide a comprehensive list of all the sources cited in the research paper. It should follow a specific citation style, such as APA, MLA, or Chicago.
In conclusion, following the standard format for an English research paper is crucial for maintaining clarity, coherence, and professionalism. By organizing the paper into sections such as introduction, literature review, methodology, results, discussion, and conclusion, researchers can effectively communicate their findings and contribute to the body of knowledge in their respective fields.
英文论文标准的格式 篇二
Introduction:
Writing an English research paper requires adhering to a standard format to ensure coherence and clarity. In this article, we will discuss the essential elements of a well-structured English research paper.
Title:
The title of the research paper should be concise, informative, and indicative of the content. It should attract readers' attention and provide a clear idea of the paper's focus.
Abstract:
The abstract is a brief summary of the research paper, highlighting the research objective, methodology, results, and conclusion. It should be written in a single paragraph and not exceed 250 words.
Introduction:
The introduction sets the stage for the research by providing background information and stating the research problem or question. It should also explain the relevance of the research and provide a brief overview of the methodology.
Literature Review:
The literature review critically analyzes existing research and theories related to the topic. It identifies gaps in the literature and establishes the research's contribution to the field.
Methodology:
The methodology section describes the research design, sample size, data collection methods, and data analysis techniques. It provides sufficient detail for replication by other researchers.
Results:
The results section presents the findings in a clear and organized manner using tables, graphs, and figures. It should be objective and avoid speculation or interpretation.
Discussion:
The discussion section interprets the results and relates them to the research question. It explains the implications of the findings, discusses limitations, and suggests areas for future research.
Conclusion:
The conclusion summarizes the main findings, restating the research question. It highlights the significance of the research and its potential impact on the field.
References:
The references section provides a comprehensive list of cited sources, following a specific citation style like APA, MLA, or Chicago.
In conclusion, adhering to the standard format for an English research paper is crucial to ensure coherence and clarity. By following the sections of introduction, literature review, methodology, results, discussion, and conclusion, researchers can effectively communicate their findings and contribute to the existing body of knowledge in their field.
英文论文标准的格式 篇三
1、论文题目：（下附署名）要求准确、简练、醒目、新颖。
2、目录
目录是论文中主要段落的简表。（短篇论文不必列目录）
3、内容提要：是文章主要内容的摘录，要求短、精、完整。字数少可几十字，多不超过三百字为宜。
4、关键词或主题词
关键词是从论文的题名、提要和正文中选取出来的，是对表述论文的中心内容有实质意义的词汇。关键词是用作计算机系统标引论文内容特征的词语，便于信息系统汇集，以供读者检索。
每篇论文一般选取3-8个词汇作为关键词，另起一行，排在提要的左下方。
主题词是经过规范化的词，
在确定主题词时，要对论文进行主题分析，依照标引和组配规则转换成主题词表中的规范词语。（参见《汉语主题词表》和《世界汉语主题词表》）。
5、论文正文：
（1）引言：引言又称前言、序言和导言，用在论文的开头。 引言一般要概括地写出作者意图，说明选题的目的和意义, 并指出论文写作的范围。引言要短小精悍、紧扣主题。
(2）论文正文：正文是论文的主体，正文应包括论点、论据、 论证过程和结论。主体部分包括以下内容：
a.提出问题-论点；
b.分析问题-论据和论证；
c.解决问题-论证方法与步骤；
d.结论。
6、参考文献
英文论文标准范例
1． 版式要求、字体字号及行距请参考论文手册。大小标题请用不同字号，粗体。
2． 文献综述及参考文献不合要求，请按后面的要求重写。
3． 我根本分不清你哪是哪，请修改后重新提交，我再审阅。文献综述前写上“literature Review”， 开题报告前写上 “Research Proposal” ,提纲前写上 “Outline”, 参考文献前写上 “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.《国家英语课程》(实验) 中华人发共和国教育部
2.张庆林 《当代认知心理学在教学中的应用》
3.张大均 《教学心理学》西南师范大学出版社
4.关文信主编 《新课程理念与初中英语课堂教学实施》首师大出版社出版
5.孙玉梅主编 《现代英语教学法》东北师大出版
6.何广铿著 《英语教学研究》广东高等教育出版社
7.《中小学外语教学》全国核心期刊
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.杨忠,张扬.国外英语教学流派及我国英语教学改革.长春:东北师范大学出版社,1999
14.薛中梁.英语课堂教学过程.合肥:安徽教育出版社,2002
【拓展】英语论文写作规范
(一)选题：
应严格做到一人一题，应使用简体中文写作，论文中出现的数字、计量单位等应按照我国图书报刊编辑要求和法定计量标准书写，英语译文必须按现行通用译法翻译。
(二)字数：
各院系可根据专业特点确定合理的正文字数，建议不少于4000字。
(三)内容及编排顺序：
内封、中文题目、中文摘要、关键词、英文题目、Abstract、Keywords、目录、引言(绪论)、正文主体部分、结论(结束语)、主要参考文献(含注释)、附录、致谢。
(四)正文文献引用：
根据中华人民共和国国家标准GB7714—2005《文后参考文献著录规则》中关于正文文献引用的规定，我校采用顺序编码制引用文献(详见写作模板)。
(五)图、表和公式
1、内容要求：
每一个图、表均应有简短确切的文字标题。图应使人只看图、图题和图例，不阅读正文就可理解图意。表除了文字标题外，必要时应将表中的符号、标记、代码，以及需要说明的事项作为表注横排于表题下。正文中的公式、算式或方程式等可使用公式编辑器编写。
2、格式要求：
图、表、公式均应有编号，编号使用阿拉伯数字编排，从“图1”、“表1”和“(1)”连续编号顺延到“主要参考文献”之前。图、表、公式较多时，可分章编号。
图、表均应有文字标题，图、表的编号与文字标题之间用冒号隔开，图的编号和标题应位于图的下方居中，表的编号和标题应位于表的上方居中，表的编排建议采用国际通行的`三线表。
公式应另起行并左缩进若干字符，与周围文字留出足够的空间区分开。如有两个以上的公式，应用从“1”开始的阿拉伯数字进行编号，并将编号置于括号内。公式的编号应右端对齐，标注于该式所在行(当有续行时，应标注于最后一行)。
较长的公式需要转行时，只能在+，-，×，÷，<，>处转行。上下式尽可能在等号“=”处对齐。公式中分数线的横线，其长度应等于或略大于分子和分母中较长的一方。如正文书写分数，应尽量将其高度降低为一行，如将分数线书写为“/”，将根号改为负指数。
(六)文中标题：
1、人文社科类专业：一般按五级标题进行标注
(1)一级标题为“一、”、“二、”、“三、” ……;
(2)二级标题为“(一)”、“(二)”、“(三)” ……;
(3)三级标题为“1.”、“2.”、“3.” ……;
(4)四级标题为“(1)”、“(2)”、“(3)” ……;
(5)五级标题为“①”、“②”、“③” ……。
2、理工类专业：一般按四级标题进行标注
(1)一级标题为“1 ”、“2 ”、“3 ” ……;
(2)二级标题为“1.1”、“2.1”、“3.1” ……;
(3)三级标题为“1.1.1”、“2.1.1”、“3.1.1” ……;
(4)四级标题：“1.1.1.1”、“2.1.1.1”、“3.1.1.1”……;
(七)版式：
使用 A4(210 mm×297 mm)标准大小的白纸打印并装订(距左10mm处装订)成册;每一页的上方(天头)和左侧(订口)应分别留边25mm，下方(地脚)和右侧(切口)应分别留边20mm;可根据需要在页眉和页脚加注相关内容;从阿拉伯数字“1”起自正文所在页至致谢所在页连续编号;单面打印。
格式规整就如同字迹工整，一目了然可以给导师好的印象，建议大家仔细阅读然后参考整理论文格式。
