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居中，华文新魏，小初，加粗浙江外国语学院居中，宋体，一号，加粗高职生毕业设计（论文）（ 届）居中，宋体，二号，加粗居中，宋体，小二号题目居中，宋体，小三号学院专业学号姓名指导教师完成日期2010年12月31日（无页码） 浙江外国语学院居中，宋体，一号，加粗高职生毕业设计（论文）目录一、高职毕业设计（论文）正文………………………………（ＸＸ～ＸＸ页）（一）摘要黑体，小四号（二）关键词（三）目录（四）正文（五）参考文献二、高职毕业设计（论文）过程管理材料……………………（ＸＸ～ＸＸ页）（一）毕业设计（论文）任务书……………………………ＸＸ页（二）毕业设计（论文）开题报告…………………………ＸＸＸ页（三）毕业设计（论文）检查指导情况记录表……………ＸＸＸ页（四）毕业设计（论文）指导教师评语……………………ＸＸＸ页注意：模版中的“XXX”表示待定页码内容，请根据实际内容填写，下同。（无页码） PromotingDynamicInterplaybetweenStudyandResearchinELTPractice左顶格，TimesNewRoman小四号，黑正体。标题居中，TimesNewRoman三号，黑正体。如有副标题，用冒号将主、副标题隔开。WuBenhu姓名居中，TimesNewRoman四号，正体。左顶格，TimesNewRoman小四号，正体。Abstract:Thispaperfirstexploresthesignificanceofresearchincomparisontotheothertwosourcesofhumanknowledge(i.e.experienceandreasoning)inthecontextofELTpracticeinChina.Itthenelaboratesthefourkindsofstudy:receptivestudy,productivestudy,criticalstudyandcreativestudy,andproposesapracticeofever-advancingintegrationofvarioustypesofstudywithdifferentlevelsofdepthofinformationprocessing.Itfinallydiscussespossiblerelationshipsbetweenstudyandresearchandsuggestsresearch-basedstudyandstudy-orientedresearchastwopotentialapproachestomutualstimulationbetweenstudyandresearchinELTpracticeinChina.Keywords:study;research;EnglishlanguageteachingTimesNewRoman小四号，正体。关键词以3—5个为宜，中间以分号隔开左顶格，TimesNewRoman小四号，黑正体。标题居中，宋体三号，黑正体。如有副标题，另起一行，居中，前加破折号。在英语教学中力求学习与研究的相互促进姓名居中，宋体四号，正体。吴本虎摘要:本文首先结合中国英语教学实际探讨了研究在教学中的重大作用，指出它是人类知识三大来源中最重要的一项；然后阐述了学习的四个层次，即接受性学习、运用性学习、评析性学习和创造性学习，还提出英语学习的全过程应当是一个在学习层次上包容性不断提高的实践，即能够融汇越来越多高层次学习的过程；最后讨论了学习与研究间的关系，并提出了在英语教学中实现学习研究相互促进的两种途径，即以研究为基点的学习和以学习为前导的研究。宋体小四号，正体。关键词以2-4个为宜，中间以分号隔开关键词：学习；研究；英语教学左顶格，宋体小四号，黑正体。（起始页码，居中） Contents（居中三号TimesNewRoman黑体）Abstract……………………………………………………………………………XX摘要………………………………………………………………………………XX1.IntroductionXX2.ThreesourcesofknowledgeXX2.1ExperienceXX2.2ReasoningXX2.3ResearchXX3.FourtypesofstudyXX3.1ReceptivestudyXX3.2ProductivestudyXX3.3CriticalstudyXX3.4CreativestudyXX4.PromotingdynamicinterplaybetweenstudyandresearchXX4.1SomepossiblewaysofELTpracticeconcerningstudyandresearchXX4.2TwoapproachestomutualstimulationbetweenstudyandresearchinELTXX5.ConclusionXXWorksCitedXX（页码，居中） PromotingDynamicInterplaybetweenStudy标题居中，TimesNewRoman三号，黑正体。如有副标题，用冒号将主、副标题隔开。andResearchinELTPractice指导教师姓名居中，TimesNewRoman四号，正体。FLC2008（English）WuBenhu章节标题或一级小标题单独占一行，左顶格，TimesNewRoman小四号，黑正体。Tutor:ChenChangyi1.Introduction每段开头空四个字符，行文多倍行距，1.25倍，两端对齐，TimesNewRoman小四号，正体。Studyandresearcharetwoofthemostconfusingtermsusedineducationalsettingsbecausetheycansometimesusequiteinterchangeablywhileonotheroccasionstheymayrefertosomethingremarkablydifferent.Whenwesay,“We’redoingastudyintohowmuchtimemiddleschoolstudentsspendlearningEnglish”,wemeanthatwearedoingresearchintothisissue.However,inthesentence“Aftersixyearsofstudyinschool,hesuccessfullyenteredZhejiangUniversityattheageof17”,the“study”usedhereisgenerallynotinterpretedas“research”.Nowadays,itisreasonablyacceptabletosaythatstudentscannotonlystudybutalsoresearch.Researchersneedtostudyinthecourseofresearch.Tobeteachers,theyshoulddosomeresearchwhilecontinuingtheirstudyofwhattheyareteachinginfurthereducation.InordertopromoteEnglishlanguageteaching(ELT)inschoolsandcollegesinChina,thispaperwillfirstdiscusstheroleofresearchintheacquisitionofknowledge,thenexaminethekindsofstudy,andfinallyexplorethedynamicinteractionbetweenstudyandresearchintermsofeducationaltheoryandpracticeinELTsettings.2.ThreesourcesofknowledgeResearchisoneofthethreemajormeansforhumanbeingstoacquireknowledgeoftheenvironmentincludingthenaturalworldandourhumansociety.Theothertwoare“experience”and“reasoning”(CohenandManion1)页：5夹注的格式要求：所引文献的作者在正文中不出现的情形：根据MLA格式，“作者的姓”加上“引文出现的页码”，不加文献的出版年份。所有夹注必须跟“参考文献目录”中的文献篇目完全对应。见注释和参考书目格式。.Theroleofresearchintheacquisitionofhumanknowledgecanhardlybeunderstoodfullywithoutbeingstudiedinconnectiontothatofexperienceandreasoning.Forthepurposeofachievingabetterunderstandingofresearch,theroleofexperienceandreasoningwillbeconsideredbeforethatofresearch.（页码居中，以下同） 二级及以下各级小标题单独占一行，左顶格，TimesNewRoman小四号，正体。2.1ExperienceExperienceisakindofdevelopmentofpersonalknowledgeoftheworld.Itisregardedasanindividuallyaccumulatedbodyofknowledge(CohenandManion1).Inaproblem-solvingsituation,peopletendtoresorttopersonalexperiencefirst.However,wheresolutionstoproblemsclearlyliebeyondthisbodyofpersonalexperience,itisoftenhelplesstoresorttopersonalexperience.Inthecaseofforeignlanguagelearning,thelearner’snativelanguageofteninterfereswithorfacilitatesthelearningofthetargetlanguage.Thiscanbeconsideredasaclearindicationofthelearner’srelianceonthepersonalexperienceinhisorherfirstlanguage.Itisarguablethatthepersonalexperienceisbynomeansreliablealthoughitissometimeshelpfulbecauseitcannotguaranteesmoothprogressandsuccessinforeignlanguagelearning.AsforEnglishlanguageteaching,ourexperienceofEnglishexaminationscanberesortedtowhenwehelpourstudentsprepareforthecollegeentranceexaminationofEnglish.However,itisdifficultforustoresorttoourpreviouspersonalexperiencewhenwearefacingtheproblemofhowtomotivatemiddleschoolstudentsincommunicativelanguageteachingasmanyofthemcanhardlyseeanychancetocommunicatedirectlywithnativespeakersofEnglish.2.2ReasoningReasoningistheactofformingconclusions,judgementsorinferencesbythinkinginalogicalmanner.Therearetwobasictypesofreasoning:oneisinductivereasoningandtheotherisdeductivereasoning.Inductivereasoningbeginswithobservationsandevidenceofempiricalregularitiesorempiricalrelationships(Howard8).Thisisamentalprocessfromanumberofspecificcasestoageneralideaunderlyingthem.WhenalearnerofEnglishcomesacrossexpressionssuchas“threebooks”,“manyships”,“twominutes”,heorshemayformahypothesisthat“-s”isusedtoindicatetheideaof“twoormore”.Itisnotdifficulttoseethatinductivereasoninginforeignlanguagelearningoftenleadstohypothesisformation.Deductivereasoningbeginswithbasicbeliefs,theories,assumptions,propositions,andsoon,thevalidityofwhichisassumedanduntested(Howard8)页：6夹注的格式要求：所引文献的作者在正文中不出现的情形：根据MLA格式，“作者的姓”加上“引文出现的页码”，不加文献的出版年份。所有夹注必须跟“参考文献目录”中的文献篇目完全对应。见注释和参考书目格式。.Thisisamentalactivityfromageneralideatospecificcases.Inforeignlanguagelearning,ifwelearnagrammaticalruleoraword-formationrulefirst,thenweapplyittomakeasentenceortocoinanewword.Forexample,accordingtotheEnglish word-formationrulethattheprefix“un-”andanadjectivemaycombinetoformanotheradjectivewithnegativeoroppositeforceinit:“un-”and“happy”gotogethertoform“unhappy”withthemeaningof“nothappy”.Thereisanobviouslimitationinreasoningasanactivity.AccordingtoCohenandManion,“it[reasoning]wasnolongerrelatedtoobservationandexperienceandbecamemerelyamentalexercise”(3).页：7夹注的格式要求：所引文献的作者在正文中出现的情形：根据MLA格式，只要列出“引文出现的页码”就可，不用加文献的出版年份，也不用再列上作者的姓。见注释和参考书目格式。Thatistosay,thecredibilityofreasoning,whetherinductiveordeductive,willbequestionableoncereasoningisnotconnectedtothereality.Nowconsiderthehypothesisthat“-s”usedwithacountablenounindicatestheideaof“twoormore”again.AsnotedbyQuirkandhisco-authors,“unlikesomelanguageswherepluralimplies‘twoormore’,Englishmakesthedivisionafter‘morethanone’:onehalfday,onedayBut:oneandahalfdays,twodays,oneortwodays”(297).页：7夹注的格式要求：所引文献的作者在正文中出现的情形：根据MLA格式，只要列出“引文出现的页码”就可，不用加文献的出版年份，也不用再列上作者的姓。见注释和参考书目格式。Here,itisclearthatreasoningitselfcannotguaranteeitsself-correction.Similarly,theapplicationoftheword-formationruleinthepreviousparagraphcannotpreventlearnersfrommakingunacceptableadjectivessuchas“*unhonest”,“*unactive”.Whensucherrorsoccur,theyareconsideredascasesofovergeneralizationreflectingthelimitationofinductivereasoning.Althoughreasoninghasitsweaknesses,itscontributionstothehumanknowledgeareenormous.AsCohenandManionstate,theroleofreasoningintheacquisitionofhumanknowledgeisthreefold:1)thesuggestionofhypotheses;2)thelogicaldevelopmentofthesehypotheses;and3)theclarificationandinterpretationofscientificfindingsandtheirsynthesisintoaconceptualframework(4).Theimplicationoftheirremarkshintsthatreasoningnotonlydirectsbutalsoconstructsthedevelopmentofhumanknowledge,includingourknowledgeoflanguageandlanguagelearningandteaching.2.3ResearchResearchcanbedefinedfromdifferentperspectives.Fromtheviewofinformationprocessing,researchreferstotheprocessofobtainingandanalysinginformation(HitchcockandHughes5).Consideringitsdesignfeatures,research“hasbeendefinedbyKerlingerasthesystematic,controlled,empiricalandcriticalinvestigationofhypotheticalpropositionsaboutthepresumedrelationsamongnaturalphenomena(CohenandManion4).CohenandManionelaboratethethreeadvantagesofresearchincomparisontoexperienceandreasoning:First,researchissystematicandcontrolledbecauseitsoperationsarebasedonreasoningwhereasexperiencecannotbesystematicandself-correctingbecauseofitshaphazardmannerindealingwithaproblem.Second,researchisempiricalbecauseitresortstoexperienceforvalidationwhereasreasoningisnotempiricalbecauseofitssubjectivenature.Third,onlyresearchisself-corrective.Thisself-corrective functioningisguaranteedintwoways.Ontheonehand,thescientificmethodofresearchhasbuilt-inmechanismstoprotectresearchersfromerror.Ontheotherhand,theresearcher’sproceduresandresultsareopentopublicexaminationbyfellowprofessionals(CohenandManion4).(SeeTable1)页：8在正文中引述表格应称为“Table1”、“Table2”等，应避免用“thistable”、“thefollowingtable”等说法。CohenandManion’selaborationrevealsthatresearchcombinesthestrengthsofbothexperienceandreasoningwhileavoidingtheirweaknesses.Therefore,researchcanberegardedasthemostpowerfulmeanstoacquirenewknowledge.ItisbeneficialforbothteachersandstudentstointegrateresearchintotheirstudyandteachingofEnglish.Table1.页：8把表格保持在同一页：先选中表格标题和表格本身，用“格式”→“段落”→“换行和分页”→勾选“与下一段同页”即可。（注意：表格的标题在表格的上面，而插图的标题在插图的下面。）AComparisonbetweenExperience,ReasoningandResearchExperienceReasoningResearchSystematicandcontrolled×√√Empirical√×√Self-correcting××√Whenwecombineexperienceandreasoningthroughresearch,wecanreflectonexperiencetoformhypothesesthroughreasoningand,atthesametime,obtainempiricalevidencethroughexperiencetotestandmodifythehypothesesderivedfromreasoning.Forexample,whenalearnerfirstresortstoinductivereasoningtoformthehypothesisthat“-s”indicatestheideaof“twoormore”.Later,thelearnermayhappentoproduceoutputsuchas“*oneandahalfhour”throughdeductivereasoningonthebasisoftheexistinghypothesisandgetthecorrectivefeedbackfromtheteacher.Withsuchfeedbackasnegativeempiricalevidence,heorshewouldmodifytheexistinghypothesistoreachtheconclusionthat“Englishmakesthedivisionafter‘morethanone’”(Quirketal.297).3.FourtypesofstudyInagenerallyacceptedsense,studyreferstothementalactivitiesinacquiringknowledge.AccordingtoTheRandomHouseDictionaryoftheEnglishLanguage,“study”means“applicationofthemindtotheacquisitionofknowledge,asbyreading,investigation,orreflection”(“Study,”def.1888).页：8词典词条的夹注：将词条在双引号中列出，后加“def.”，再加页码。（参见文后词条的参考文献条目。）Fromthisdefinition,wecanidentifytwokindsofstudy:oneisreceptivestudymainlythroughreadingandtheotheriscriticalstudythroughinvestigationorreflection.Moretypesofstudycanberecognisedwhenwemakereferencetodifferenteducationaltheoreticalsources.“Productivestudy”isproposedheretodeveloptheeducationalidea“Usewhatyouhavejustreadtolearnwhatyouhavejustread”(BiehlerandSnowman438).“Creativestudy”canbeapotentialdirectionineducationwhenweacceptSternbergandWilliams’sadvice“Youcanlearnandteachcreativethinking”and“developcreativityinyourself,inyourstudents,andinyour colleaguesandstaffmembers”(1).Inthissection,theseideaswillbetentativelydevelopedintheELTcontext.3.1ReceptivestudyReceptivestudyoccurswhenyoureceiveinformationfromtheoutsideworld.Inthecaseofforeignlanguagelearning,successfulreceptivestudyisexpectedtobebasedonKrashen’s“morecomprehensibleinput”(39)andAusubel’s“meaningfulreceptionlearning”(Hohn224).Here,meaningfulcommunicationisthekeytosuccess.Inreceptivestudy,youselectandtakeinwhatisnewandmeaningfultoyou.3.2ProductivestudyProductivestudyoccurswhenyouusewhatyouhavelearned.Thisismoredemandingbecauseitresultsfromyourrecallingwhatyouhavelearned.Forexample,ifyouwanttoretellastoryinEnglish,youhavetomemoriseenoughwordsandsentencepatternsaswellastheplotofthestory.Inreceptivestudy,youmaytrysomeinformedwiseguesseswiththehelpofthecontextofcommunication.However,guessingtechniquesareoflittleuseinlanguageproduction.Inforeignlanguagelearning,thereisakindofspecialproductionformemorisationratherthanforcommunication:itoccurswhenyoureciteanewtextbyrepeatingitagainandagainsilentlyoraloudtoyourselforwhenyouwriteitforseveraltimes.Productivestudycanhelplearnersconsolidatetheknowledgeofthetargetlanguageanddevelopfluencyandaccuracy.However,itisnotveryhelpfulforthedevelopmentoflearners’analyticalskillsandcreativepotentialsifthelearnersaresatisfiedwithsuchreproductivefluencyandaccuracy.Intheclassroomsofmanymiddleschools,itisnotdifficulttoseeastudentflipthroughthepagestofindouttheanswertotheteacher’squestionandreaditaloud.Table2ComparingtheComponentsofStudyPlansbetweenSuccessfulandUnsuccessfulLearnersofEnglish(Adaptedfrom文秋芳58页：9中文参考文献的夹注：用汉字列出作者的姓名，后面加上页码，以便跟后面的参考文献篇目相对应，不要用拼音形式，以便跟参考文献中的篇目相对应。)ComponentsofastudyplanSuccessfullearners(5)Unsuccessfullearners(5)What55When42How51Why51Answer:Differencebetweenthemspecific/concrete/cleargeneral/abstract/vague 3.3CriticalstudyCriticalstudycomesfromyouranalysisofwhatyouhavelearned.Youranalysisisessentiallycharacterisedbycriticalthinking.AselaboratedbyWood,criticalthinkingdoesnotmeantocriticiseorfindfault.Itmeans“touseavarietyofmentalactivitiestoacquiregreaterunderstandingandinsight”and“thesementalactivitiesincludeaskingwhy,makingcomparisonsandcontrasts,analyzingcausesandeffects,orlookingforproblemsandsolutions”(Wood305).Inaclassofstudyskilltraining,theteacherpresentedtheresearchfindingsasshowninTable2andthenaskedthestudentstouseapairofadjectivesoppositeinmeaningtodescribethemajordifferencebetweenthesuccessfullearners’studyplansandthoseofunsuccessfullearners.Itwasdifficultforthestudentstoindicatethedifferencewithantonymousadjectives.Sotheteacherhadtogiveoneadjectivetoelicittheotherfromthestudents.Thisshowsthedemandingnatureofcriticalthinking.3.4CreativestudyCreativestudyleadsyoufromthestageofreceivingandusingknowledgetothestageofdiscoveringnewknowledgebyresearchstartedfromcriticalthinking.Itischaracterisedbycreativethinking,acombinationofdivergentthinkingandconvergentthinking.AccordingtoEncyclopaediaBritannica,divergentthinkingis“anactivitythatleadstonewinformation,orpreviouslyundiscoveredsolutions,ratherthantoapredetermined,correctsolution”(“DivergentThinking”).页：10百科全书条目的夹注：只要将百科全书的条目放入夹注中即可。（见《MLA科研论文写作规范》第215-216页。）Itisakindofmentalactivityconsideringdifferentperspectivesanddiscoveringtheunderlyingimplicitrelationshipsbetweenthefactorsinvolved.Inforeignlanguagelearning,whenthelearnerwantstofindouttherelationshipbetweenformsandfunctionofthetargetlanguage,heorshewillbeengagedindiscoveringhowalinguisticformcanbeusedtoperformdifferentcommunicativefunctionsorhowacommunicativefunctioncanbeperformedwithdifferentlinguisticforms.Convergentthinkingisanactivitywhichresortsto“one’sabilitiestoassembleandorganizeinformation”andtriestoreach“adefinedgoalintheachievementofaneffectivesolutiontoaproblem”bymakinguseof“thecomponentsofone’spastandpresentexperienceinorganizingordirectingone’sresponse”(“ConvergentThinking”).Inthecaseofusingthetargetlanguage,thelearnermayselectthemostappropriatelinguisticmeansfromhisorherinterlinguisticrepertoiretoperformacertaincommunicationtasksuchasorganisinghisorherargumentsinachallengingdebate. ReceptivestudyProductivestudyCriticalstudyCreativestudyJunior1Junior2Junior3Senior1Senior2Senior3College1College2Figure1.TheEver-advancingIntegrationofDifferentTypesofStudy页：11插图的标题置于插图的下面。Intheproblem-solvingsituation,divergentthinkingwillresultinnewinformationandanumberofpreviouslyundiscoveredsolutions.Andsubsequently,convergentthinkingwillplayitsroletoanalyzeandsynthesizesuchnewly-acquiredinformationinthecontextoftheexistingknowledgeandworkoutonepracticalsolutiononthebasisoftheenrichedorrestructuredknowledgesystemwhichintegratesthenewinformationwiththepreviouslyexistingknowledgebase.Consideringtheforeignlanguagelearningexperienceasadevelopmentalprocess,wecanreasonablyarguethatthisprocessisoneoftheever-advancingintegrationofdifferenttypesofstudy.(SeeFigure1)4.Promotingdynamicinterplaybetweenstudyandresearch4.1SomepossiblewaysofELTpracticeconcerningstudyandresearchBeforeweproposetheactionofpromotingdynamicinterplaybetweenstudyandresearch,weneedfirsttoconsiderthreepossiblewaysofELTpractice:1)“studywithoutresearch”,2)“researchwithoutstudy”,and3)“studyplusresearch”.IfourELTpracticeisakindofstudywithoutresearch,itwillconsequentlypreventusfrombecomingefficientadvancedlearnersandusersofthetargetlanguage.Ifitisoneofresearchwithoutstudy,itwillsubsequentlypreventusfromachievinggreaterprogressorsuccessinresearch.OnlywithanELTpracticeinthemutualstimulationofstudyandresearchcanweeventuallybecomemoreefficientadvancedlearnersofEnglishandhighlysuccessfulresearchersinEnglishlanguagelearningandteaching.4.2TwoapproachestomutualstimulationbetweenstudyandresearchinELTYoumaystarteitherwithstudyorwithresearch.Whateveryoustartwith,youareexpectedtofollowtheprinciple“Donotforgetresearchwhilestudyinganddonot abandonstudywhiledoingresearch”.Thisprinciplesuggeststwoapproachestomutualstimulationbetweenstudyandresearch:oneisresearch-basedstudyandtheotherisstudy-orientedresearch.Whenyouareengagedinresearch-basedstudy,youareadvisedtotakethefollowingguidelinesintoconsideration:(1)Goonindependentthinkingtofindproblemswheneveryoustudy.(2)Resorttocriticalthinkingtoanalysetheproblemwhereveryouhaveone.(3)Startcreativethinkingtosolvetheproblemhoweverdifficultitis.Whenyouareconductingstudy-orientedresearch,youwillbebenefitedfromthefollowingtips:1)Returntostudywhenyouarenotclearaboutsomefactsinresearch.2)Resumeyourstudywhenyouhavenoguidingprincipleinresearch.3)Furtheryourstudywhenyouhaveaccomplishedyourresearchproject.5.ConclusionTheabovediscussionofstudyandresearchandtherelationshipbetweenthemisbynomeanscomprehensivebutitcanserveourpurposetoimproveELTpracticeasapointofdeparture.Theideaof“promotingdynamicinterplaybetweenstudyandresearch”isonetheauthorhascherishedforalongtimeandletthein-serviceteachersofEnglishsharewhentheycometorefreshthemselvesintheirfurthereducationprogrammes.Thepurposeofthispaperistodemystifytheloftyterm“research”andhelpourfellowteachersofEnglishtointegratetheirstudyandteachingwithresearch. WorksCited页：13在MLA格式规范中，用WorksCited.，TimesNewRoman，三号，加粗Biehler,RobertF.&JackSnowman.页：13在MLA格式规范中，作者姓名全部拼出。第一个作者的姓和名要倒过来，第二个作者的姓和名不用倒过来。PsychologyAppliedtoTeaching.5thed.Boston:HoughtonMifflin,1986.Boling,D.“Theatomizationofmeaning.”Language41,1965:555-573.Cohen,Louis&LawrenceManion.ResearchMethodsinEducation.4thed.London:Routledge,1994.页：13这是书的参考文献条目。“ConvergentThinking.”EncyclopaediaBritannica.1996ed.页：13表示1996年版。CD-ROM.Chicago:EncyclopaediaBritannicaInc.,1996.Hitchcock,Graham&DavidHughes.ResearchandtheTeacher:AQualitativeIntroductiontoSchool-BasedResearch.页：13这是有副书名的条目。2ndeds.London:Routledge,1995.Hohn,RobertL.ClassroomLearningandTeaching.WhitePlains,NY:Longman,1995.Howard,GeorgeS.BasicResearchMethodsintheSocialSciences.Glenview,Illinois:页：13如果城市不太为人所知，则需要加上州名。Scott,ForesmanandCompany,1985.Krashen,StephenD.“Applicationofpsycholinguisticresearchtotheclassroom.”Ed.Long,MichaelH.&JackC.Richards.MethodologyinTESOL:BookofReading.NewYork:NewburyHouse,1987:33-44.页：13这是书中的一个章节或论文的条目。Peters,M&T.B.Stephen.“Interactionroutinesasculturalinfluencesuponlanguageacquisition.”InSchieffelin,B.B.&E.Ochs,eds.LanguageSocializationAcrossCultures.Cambridge:CambridgeUniversityPress,1986:80-96.Quirk,Randolph,etal.AComprehensiveGrammaroftheEnglishLanguage.London:Longman,1985.Sternberg,RobertJ.&WendyM.Williams.HowtoDevelopStudentCreativity.Alexandria,Virginia:AssociationforSupervisionandCurriculumDevelopment,1996.需参考10篇以上文献。Wood,Nancy.V.StrategiesforCollegeReadingandThinking.NewYork:McGraw-Hill,1991.陈渊，国外英语教材初探，《外国语》第一期，1979：66-68。文秋芳.英语学习策略论.上海:上海外语教育出版社,1996.页：13中文条目列在英文条目之后，跟英文条目一样按音序排列。中文条目宋体小四张美芳，翻译学—关系繁多的综合性学科，黄国文主编，《语文研究群言集》。广州：中山大学出版社，1997：308-318。（先英文后中文，按字母顺序排列，以上如有不清楚，请参照“注释和参考文献格式要求”（另一个文档，已发给各位老师和同学）（页码，居中） Acknowledgement（TimesNewRomans四号黑体）（用英文写，应以简短的文字对在课题研究和论文撰写过程中曾直接给予帮助的人员，如指导教师、答疑教师及其他人员，表示自己的谢意。）(TimesNewRomans小四号)（页码，居中） 毕业设计（论文）任务书一、设计（论文）任务目的与要求：二、参考资料：三、毕业设计（论文）工作期限：任务书发给日期2010年9月16日设计（论文）工作自2010年10月1日至2010年12月31日设计（论文）指导教师系负责人（页码，居中） 毕业设计（论文）开题报告题目一、选题依据（背景与意义，国内外发展状况）二、研究目标及主要内容（页码，居中） 三、研究方法与手段四、进度安排五、参考文献选题是否合适：是□否□课题能否实现：能□不能□指导教师（签字）年月日（页码，居中） 毕业设计（论文）检查情况记录表一、初稿检查(审阅学生论文初稿或初步设计，提出修改、完善的指导性意见)指导教师签字：年月日二、正稿核定（审核学生完成的设计（论文）正稿，提出定稿意见）指导教师签字：年月日（页码，居中） 毕业设计（论文）指导教师评语一、指导教师评语：二、建议成绩：指导教师签字：年月日（页码，居中） 居中，华文新魏，小初，加粗浙江外国语学院居中，宋体，一号，加粗高职生毕业设计（论文）答辩记录（ 届）居中，宋体，二号，加粗居中，宋体，小二号题目居中，宋体，小三号学院专业学号姓名指导教师完成日期2010年12月31日 毕业设计（论文）答辩记录一、毕业设计（论文）的简介：二、答辩中提出的主要问题及回答的情况答辩委员会（签章）：年月日 毕业设计（论文）答辩成绩评定表一、答辩小组成员名单：姓名职称姓名职称二、答辩评语：三、答辩成绩答辩组组长签字：年月日 附件:毕业设计（论文）评分标准一、指导教师评分项目及标准评审项目评分内容分数分项得分（一）*设计（论文）选题（立题的意义、选题的专业性、合适程度。）10分（二）*设计（论文）的专业水平（收集处理信息与实际动手能力，综合运用基本理论与基本技能的能力）50分（三）*设计（论文）的文字表述与图表质量（概念清楚、论述严密、数据可靠；结构严谨、逻辑关系清晰）20分（四）*论文的规范要求（参考文献达到规定数量；格式规范；达到规定字数；中英文摘要、关键词）20分总分100分二、评述人评分项目及标准评审项目评分内容分数分项得分（一）参见上表（一）10分（二）参见上表（二）50分（三）参见上表（三）20分（四）参见上表（四）20分总分100分三、设计(论文)答辩委员会评分项目及标准评审项目评分内容分数分项得分（一）参见上表（一）10分（二）参见上表（二）40分（三）参见上表（三）10分（四）参见上表（四）20分（五）*答辩表现（在规定的时间内简明扼要、重点突出地阐述设计（论文）的主要内容；准确流利地回答答辩中提出的各种问题）20分总计100分四、总成绩各项分数总分等级指导教师打分评述人打分答辩委员会打分指导教师（签字）评述人（签字）论文评委（签字）年月日备注：毕业设计(论文)等级分五档：优秀、良好、中等、及格、不及格
