论文格式模板-英语论文模版--格式

论文格式模板-英语论文模版--格式

请注意，新的格式要求我都标红了

北京第二外国语学院 中瑞酒店管理学院

本科生学年论文

题目：_______________________________ _______________________________

系 别： 英语系_______________ 专 业： 英语（酒店与商务方向）

姓 名： 张 三 __ 读 学 位： 学 士 _ 师： 李四五 ____________

24磅字号，黑

两字姓名之间

中文标题：20磅字号，

宋体，加粗，

36磅字，黑体，

左边对齐，

删除英

左侧空两个英文字符位置，

下划线长度以第二

Abstract

Quality of teachers has always been paid great attention to, especially that of primary school teachers, who play the most influential role in stude nts’ elementary learning. In 2001, as the new National English Curriculum requires that English should be taught from Grade 3 in primary schools, a new type of primary school English teachers named “transferred teachers” came into being. Transferred teachers are those non-English-major primary school teachers who shift to teach English after graduation from a program

called

“In -service

Training

for

Teachers”. ……………………

study was carried out on the basis of the analysis of the errors on the recorded material of the English utterance borne out by these transferred teachers.

Key Words ：the first, the second, the third

四号字，Times New Romans 字关键词

Times New Romans 字

体四

英文撰写的论文

摘要，字数250

摘 要

教师素质一直都备受关注，特别是小学教师的素质更是如此，因为小学教师在学生初级阶段的学习起着举足轻重的作用。于2001年，应新英语课程标准的要求，英语要从小学三年级教起，因此，一种被称为“转岗教师”的小学英语教师产生了。“转岗教师”是指从在职转岗培训毕业后从事小学英语教学的非英语专业教师。至今为止，这些老师已经从事小学英语教育有四年多了，但很少关于这些转岗老师语音的后续调查。本研究基于转岗教师的语音情况，求证这些只受过三周英语专业培训和一年的在职培训的转岗教师是否有所进步且能胜任于小学英语教学。

由于时间有限，在1102名转岗教师中，6名被选为本研究的受试。本研究是通过给六位老师的英语口头表达录音，并对录音进行其错误分析。

关键词：关键词1，关键词2，关键词3

宋体，四号，加粗，居中；

宋体，小四号，加粗，后带

关键词3

中文撰写的论文摘要，

左侧缩

Contents

I . Introduction ............................................................................................................. 1 1.1 Background ........................................................................................................ 2 1.2 Significance of the Empirical Study ................................................................. 3 1.3 Purpose of the Present Study .. ……………... .………..................... .. ..……… 4 1.4 Structure of the Present Study ......................................................................... 5 II . Literature Review ................................................................................................... 6 2.1 Definition of Teachers’ Beliefs .......................................................................... 7 2.2 Teachers’ Beliefs and Teaching Behavior ........................................................ 8 2.3 The Expected Teach ers’ Beliefs of the New Curriculum ............................... 9 III. Method ................................................................................................................. 10 3.1 The Participants ............................................................................................... 11 3.2 Procedures ........................................................................................................ 12 IV . Results and Discussion ........................................................................................ 13 4.1 Status Quo of the Teachers’ Beliefs ................................................................ 14 4.1.1 Mean and Std. Deviation of the TQ …………………………………..…15 4.2 The Relationship between Teachers’ Beliefs and Their Teaching

Behavior ...................................................................................................................16 4.3 Teachers’ Most Concern in Course Planning .............................................. .17 V . Conclusion and Research Implications (18)

四号字，Times New Roman 字

从Introduction 开

始；各级标题小四号

字，Times New

5.1 The Importance of Teacher Training (19)

5.2 Modification of the Assessment System..................................................... (20)

5.3 Offering Adequate Teaching Facilities (21)

Works Cited (23)

Appendix I (24)

Appendix II (25)

目录设计要求：

1．各级标题序号要求一致。

2．作者可根据选题和行文需要, 自行设计

各级标题；但除了引论、本论、结论三大

部分以外，至少包含二级标题，至多不超

过三级标题。

A FOLLOW-UP STUDY ON TRANSFERRED TEACHERS’ ENGLIS H PRONUNCIATION

I. Introduction

1.1 Background

The recent societal trends outline new educational aims designed to create the

highly skilled teachers necessary for the 21st century. In such a new phase of

education, fruitful teaching outcome is based largely on new teaching skills,

which come from frequent teaching reflection and belief renewal. As a matter of fact, teachers’ beliefs tend to affect everything they do in

the cl assroom, no matter implicit or explicit. Furthermore, teachers’

articulate d……………………………….

1.2 Significance of the Empirical Study

As education promotion is inevitable in the new phase of education, ….....

……

II. Literature Review

2.1 Definition of Teacher s’ Beliefs

Definition of beliefs may vary according to different experts. ………. 2.2 Teachers’ Beliefs and Teaching Behavior

The western countries had gone through 3 decades …….; Breen et al 2001; Borg 2003; Burns 2005). ……

二级、三级标题：Times

New Roman ，小四号，

各级标题均顶格，一级标题后紧接文 字或二级标题，不空

行，但与下一个一级

标题之间需空行。一级标题：Times New Roman ，四号，加粗。

论文标题，四号字，Times New Romans 字体，加粗，

居中，行距1.5倍，距页首空一行，距正文空两行。

各级标题必须与目

各个段落顶格开

III. Method

The survey consisted of 3 instruments:

3.1 The Participants

10 schools from 5 of the cities in GD Province participated in this study. …………

3.2 Procedures

Firstly, the researchers invited the teachers to fill in the Teacher Questionnaire (TQ) and fixed a time with the teachers for classroom………………….

无特殊需求，

……

IV. Results and Discussion

4.1 Status Quo of the Teachers’ Beliefs

4.1.1 Mean and Std. Deviation of the TQ

................................................................................................................................ V. Conclusion and Research Implications

The present research carried out a survey of the status quo of teachers’ beliefs and their teaching behavior in the New Curriculum context in Guangdong Provi nce by means of questionnaire, ……….

5.1 The Importance of Teacher Training

From the interviews, the author found......

正文从阿拉伯数字1开始标页码，底端居中，只需数字，至参考文献（Work Cited）

或附录(Appendix)结束。各段落段前、段后均为0.5行间距。

Works Cited

Chopin, Kate. The Awakening. New York: Cambridge UP, 1996. Nelles, William. “Edna Pontellier’s Revolt against Nature.” American

Literature Realism 32.1(1990): 43-50.

吴明隆：《问卷统计分析实务——SPSS 操作与应用》, 重庆：重庆大学出版社，

2010。

参考文献都应左对齐；英语献超出一

参考文献放在

毕业论文正文之后。单独一

标题距页首空一行，

英文论文格式要求

附件1： 英文论文格式要求 1.论文排版要求 论文需报送全文，文稿请用Word录入排版，A4版面，单倍行距，页边距上下各2.5 cm、左右各2 cm，页眉页脚取默认值，插入页码居中。全文字数不超过5000字，版面不超进5页。全文使用Time New Roman字体。 2.文章结构 论文应依次包含论文题目、作者姓名、作者单位及通讯地址、摘要、关键词、正文、参考文献、作者简介等。 3.论文题目 三号字体、加粗，居中排；副标题另起一行，小三加粗；英文题目中，所有实词的首字母大写（虚词小写）。 4.作者姓名 作者姓名用四号字体、居中排，多位作者之间用逗号区分，姓大写、加粗，名首字母大写，中间不加连字符，段前空1行。 5.作者单位及通讯地址 作者单位及通讯地址用五号字体、居中排，全部内容置于括号中，段后空一行。 6.摘要 “Abstract”一词五号加粗，内容五号字体。不少于200个词，用过去时态叙述作者工作，用现在时态叙述作者结论。 — 1 —

7.关键词 “Keywords”一词五号加粗，内容五号字体。英文关键词之间用逗号，需列出3～5个。 （正文之前的所有内容左右各缩进2字符。） 8.正文 五号Time New Roman通排，首行缩进1字符，采用单倍行距；文中所用计量单位，一律按国际通用标准或国家标准，如hm2，kg等；文中年代、年月日、数字一律用阿拉伯数字表示。 文中各级标题采用阿拉伯数字分级编序，一律左顶格排版。一级标题四号字体加粗，形如1，2，3，…排序；二级标题小四号字体加粗，形如1.1，1.2，…排序；三级标题五号字体加粗，形如1.1.1，1.1.2，…排序。各级标题数字后空1全角空格，段前段后各空0.5行，当两级标题在一起时，两级标题之间不空行。 文中图、表应有自明性，且随文出现。图以10幅为限。尽量采用Word文档以插入表格方式制作三线表。图（表）须有图（表）题，紧随文后，且在同一页面。图中文字、符号或坐标图中的标目、标值须写清。标目应使有符合国家标准的物理量和单位符号。表的内容切忌与插图和文字内容重复。 表题五号字体加粗，排表上居中，段前1行，段后0.5行；表栏头五号字体，各栏居左；表序号按流水排序，表格后空1行。图题五号字体加粗，排图下居中，段前1行，段后0.5行；图注小五号字体，排图题下居中，接排。图文、表文五号字体。 — 2 —

英语论文模板(格式)69493

On Extra-curricular Activities and Cultivation of English Communicative Ability of College Students Applicant: XX Supervisor: XX Faculty: XXX May 10, 2008 XXX University

摘 要 ............................................................................................. (ii) Abstract ............................................................................................. (iii) 1. Introduction ......................................................................................... (1) 1.1 The Significance of Topic .......................................................................................... (1) 1.2 Research Methods.......................................................................................... ..................... 1 2. Theory Research ........................................................................................................................... 1 2.1 Linguistics Rationale ....................................................................................... (1) 2.1.1 Theory of Communicative Competence by D. H. Hymes (1) 2.1.2 Theory of Communicative Competence by Canale & Swain .................................. 2 2.1. 3 Theory of Communicative Competence by Bachman (2) 2.2 Theoretical Basis of the Topic ........................................................................................... .. 2 2.2.1 Piaget's Theory ...................................................................................... (2) 2.2.2 American Scholar-- Alan Andean &Weir about ― Role Play............‖.. (3) 2.3 Related Studies (3) 2.3.1 Researches Abroad................................................................................................... 3 2.3.2 Researches in China ................................................................................................. 3 3. Presentation of the English Teaching ............................................................................................ 4 3.1 The Drawbacks of Traditional Teaching Methods .............................................................. 4 3.2 Modern Interest Teaching —— CLT .................................................................................... 4 3.2.1 Definition of CLT .................................................................................................... 4 3.2.2 The Content and Substance of CLT ......................................................................... 5 3.2.3 CLT in the Use of English Out-of-class Activities .................................................. 4. Out-of-class Activities and Cultivation of Communication Ability ............................................. 4.1 The Role of Out-of-class Activities in Training of Communication Ability ....................... 6 6 6 4.2 Current Situation of College Students 4.3 Analysis on the Causes for Problems .................................................................................. 8 4.4 Carrying Out the Out-of-class Activities in Scientific and Effective Way .......................... 9 -of-class ’LeaOutrning ............................................ 7 4.5 A Suggested Framework for Strategy Study ..................................................................... 11 4.5.1 Introduction ............................................................................................................ 11 4.5.2 An Out-of-class English Learning Center .............................................................. 11 5. Conclusion ...........................................................................................

关于英语论文提纲格式模板.doc

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文体：文章应语法正确，技术用词准确。标题应该以最简洁的语言概括文章内容。如果标题较长，请采用title: subtitle的形式。 数学公式：文中的数学公式不得手写，必须打印。公式如果在文中多次被引用，应该编号。公式之间，公式和正文之间都应该空一行。单位：文中所用的度量衡单位应为国际单位。可在括号内，单位对应表中列出其他单位。有关国际单位的使用(standard practice for use of the international system of units)可以通过电话1-800-548-2723向asce索取。其他相关使用，如anmc metric editorial guide，5th ed，1992 可向美国国家公制协会索取(american national metric council，1735n.lynn street,suite 950,arlington,va 22209-2022) 图表： 标题说明和图例：插入的图表应该以出现顺序编号(figure 1，figure 2，table 1，table 2)。图的说明和标题，包括图的序号应该位于图的下方。表的说明和标题，包括表的序号应该位于表格上方。

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Paper Title (use style: paper title) Subtitle as needed Authors Name/s per 1st Affiliation (Author) line 1 (of Affiliation): dept. name of organization line 2: name of organization, acronyms acceptable line 3: City, Country line 4: e-mail: name@https://www.sodocs.net/doc/fd3682831.html, Authors Name/s per 2nd Affiliation (Author) line 1 (of Affiliation): dept. name of organization line 2: name of organization, acronyms acceptable line 3: City, Country line 4: e-mail: name@https://www.sodocs.net/doc/fd3682831.html, Abstract—This electronic document is a “live” template. T he various components of your paper [title, text, heads, etc.] are already defined on the style sheet, as illustrated by the portions given in this document. DO NOT USE SPECIAL CHARACTERS, SYMBOLS, OR MATH IN YOUR TITLE OR ABSTRACT. (Abstract) Keywords-component; formatting; style; styling; insert (key words) I.I NTRODUCTION (H EADING 1) This template provides authors with most of the formatting specifications needed for preparing electronic versions of their papers. All standard paper components have been specified for three reasons: (1) ease of use when formatting individual papers, (2) automatic compliance to electronic requirements that facilitate the concurrent or later production of electronic products, and (3) conformity of style throughout a conference proceedings. Margins, column widths, line spacing, and type styles are built-in; examples of the type styles are provided throughout this document and are identified in italic type, within parentheses, following the example. PLEASE DO NOT RE-ADJUST THESE MARGINS. Some components, such as multi-leveled equations, graphics, and tables are not prescribed, although the various table text styles are provided. The formatter will need to create these components, incorporating the applicable criteria that follow. II.T YPE S TYLE AND F ONTS Wherever Times is specified, Times Roman or Times New Roman may be used. If neither is available on your word processor, please use the font closest in appearance to Times. Avoid using bit-mapped fonts if possible. True-Type 1 or Open Type fonts are preferred. Please embed symbol fonts, as well, for math, etc. III.E ASE OF U SE A.Selecting a Template (Heading 2) First, confirm that you have the correct template for your paper size. This template has been tailored for output on the US-letter paper size. If you are using A4-sized paper, please close this template and download the file for A4 paper format called ―CPS_A4_format‖. B.Maintaining the Integrity of the Specifications The template is used to format your paper and style the text. All margins, column widths, line spaces, and text fonts are prescribed; please do not alter them. You may note peculiarities. For example, the head margin in this template measures proportionately more than is customary. This measurement and others are deliberate, using specifications that anticipate your paper as one part of the entire proceedings, and not as an independent document. Please do not revise any of the current designations. IV.P REPARE Y OUR P APER B EFORE S TYLING Before you begin to format your paper, first write and save the content as a separate text file. Keep your text and graphic files separate until after the text has been formatted and styled. Do not use hard tabs, and limit use of hard returns to only one return at the end of a paragraph. Do not add any kind of pagination anywhere in the paper. Do not number text heads-the template will do that for you. Finally, complete content and organizational editing before formatting. Please take note of the following items when proofreading spelling and grammar: A.Abbreviations and Acronyms Define abbreviations and acronyms the first time they are used in the text, even after they have been defined in the abstract. Abbreviations such as SI, MKS, CGS, sc, dc, and rms do not have to be defined. Do not use abbreviations in the title or heads unless they are unavoidable. B.Units ?Use either SI (MKS) or CGS as primary units. (SI units are encouraged.) English units may be used as secondary units (in parentheses). An exception would be the use of English units as identifiers in trade, such as ―3.5-inch disk drive‖. ?Avoid combining SI and CGS units, such as current in amperes and magnetic field in oersteds. This often leads to confusion because equations do not balance dimensionally. If you must use mixed units, clearly state the units for each quantity that you use in an equation.