大學(xué)本科畢業(yè)論文格式模板
論文是描述科研成果進(jìn)行學(xué)術(shù)交流的一種工具，需要遵循一定的格式標(biāo)準(zhǔn)，下面是小編搜集整理的一篇大學(xué)本科畢業(yè)論文格式模板，歡迎閱讀參考。
摘 要(三號(hào)宋體，加粗，居中)
語(yǔ)言和文化的關(guān)系近年來(lái)已成為研究熱點(diǎn)。二十世紀(jì)八、九十年代，文化教學(xué)研究在西方世界已獲得大力發(fā)展。受此影響，國(guó)內(nèi)的外語(yǔ)文化研究也取得一些進(jìn)展, 研究人員日益關(guān)注如何把對(duì)文化的理解和掌握貫穿于第二語(yǔ)言和外語(yǔ)的教與學(xué)中。語(yǔ)言學(xué)家伊利欣克爾教授(Eli Hinkel)主編的《第二語(yǔ)言教與學(xué)的文化因素》一書講述了關(guān)于第二語(yǔ)言文化的研究。該書重點(diǎn)講述文化因素在語(yǔ)言研究方面的應(yīng)用及其研究成果在語(yǔ)言教學(xué)中的應(yīng)用，并闡明了第二語(yǔ)言的學(xué)習(xí)以及人們的世界觀是如何在第二語(yǔ)言和第二文化的背景中影響其學(xué)習(xí)、理解及交流的。
在該書引言部分，原作者簡(jiǎn)要介紹了文化研究與文化教學(xué)的重要概念和理論基礎(chǔ)，并對(duì)每個(gè)章節(jié)加以評(píng)述，從而揭示了文化因素是如何影響第二語(yǔ)言學(xué)習(xí)的各個(gè)方面的。第一章主要介紹了如何理解文化和語(yǔ)言的關(guān)系，并通過(guò)對(duì)香港大學(xué)學(xué)生課堂行為的研究, 追溯到東西方課堂文化差異的淵源。另外，對(duì)蘇格拉底與孔子有關(guān)教育和生活、教育目標(biāo)、教育的作用、課堂活動(dòng)的框架等內(nèi)容進(jìn)行了討論。本論文作者在對(duì)以上部分進(jìn)行翻譯與思考之后，得出這樣一個(gè)觀點(diǎn)和結(jié)論：學(xué)生的課堂行為與教師的期望存在差距，是源自不同的教學(xué)思想和哲學(xué)根源。這就給外語(yǔ)教學(xué)提出了一個(gè)亟待重視和解決的問(wèn)題，即要把對(duì)文化的理解和掌握始終貫穿在外語(yǔ)教學(xué)中。
(中文摘要內(nèi)容不少于500漢字，為小四號(hào)宋體，行距為固定值，24磅)
關(guān)鍵詞(小四號(hào)宋體、加粗)：(冒號(hào))翻譯;第二語(yǔ)言;教與學(xué);文化因素;(小四號(hào)宋體，關(guān)鍵詞之間用分號(hào)分隔)
特別提醒：關(guān)鍵詞一般為3-5個(gè)，能夠該充分概括論文主旨的詞匯或術(shù)語(yǔ)。
(此處另起一頁(yè)，方法：點(diǎn)出“插入”---分隔符---分頁(yè)符---確定即可)
Abstract(三號(hào)，Times New Roman，居中)
In recent years, the relationship between language and culture has become hot in research, and culture in teaching research has achieved great development. Researchers have become increasingly aware of how to promote cultural understanding and mastery in foreign language teaching and learning. The language professor Eli Hinkel has published a book named Culture in Second Language Teaching and Learning which gives advice about the research of foreign language culture. This book focuses on culture as it is applied to language research and the applications of its findings in language pedagogy. In addition, it focuses on second language learning and the ways in which people’s worldviews affect their learning, understanding and communication. Then, the author continues to introduce the main content of the two chapters translated.
The introduction part mainly talks about some important conceptions and fundamental theories about culture and language in teaching research, and the original author’s comment. It points out how culture factors have influenced many different aspects of second language learning and using. Then Chapter One touches briefly on just a few of the studies that have contributed to an understanding of the relationship between culture and language, Through researches on students’ classroom behavior in Hong Kong University, the origin of the cultural differences has been explored. Besides, Chapter One also details the viewpoints of Confucius and Socrates in education and life, the role of education, teacher’s role, and arrangement of classroom activities. The conclusion can be made by the author of the thesis that the reason why students’ classroom behaviors and teachers’ expectations disparate is that they have different teaching ideological and philosophical roots. This has caused a serious problem with the foreign language teaching --- culture has to run through foreign language teaching and learning practice all along.
(英文摘要內(nèi)容應(yīng)與中文摘要內(nèi)容相對(duì)應(yīng)，小四號(hào)Times New Roman，固定值24磅)
Key words(小四號(hào)Times New Roman，加粗): (冒號(hào)) translating; second language; teaching and learning; culture (與中文關(guān)鍵詞對(duì)應(yīng)，小四號(hào)Times New Roman，關(guān)鍵詞之間用分號(hào)分隔)
(此處另起一頁(yè))
Contents(三號(hào)Times New Roman，加粗，居中)
(目錄中文內(nèi)容為小四號(hào)宋體，英文內(nèi)容為小四號(hào)Times New Roman)
摘 要 I
Abstract II
1 Translation 1
1.1引言:第二語(yǔ)言教學(xué)中的文化因素研究 1
1.1.1文化與語(yǔ)言 1
1.1.2文化的研究和社會(huì)語(yǔ)言學(xué) 2
1.1.3當(dāng)前觀點(diǎn) 5
1.2.文化、交流與學(xué)習(xí) 6
1.2.1蘇格拉底和孔子的論述 7
1.2.2教育目標(biāo) 9
1.2.3教師的角色 11
1.2.4參與框架 14
1.2.5蘇格拉底與孔子講道的聯(lián)系 16
1.2.6結(jié)論 17
2 Comment 19
Acknowledgements 23
Bibliography 24
(小四號(hào)Times New Roman)
(此部分制作方式：先點(diǎn)擊第4列的“插入”，再“引用”---“索引和目錄”---“目錄”---將“顯示頁(yè)碼”、“頁(yè)碼右對(duì)齊”劃鉤，“制表符前導(dǎo)符”選 “第二種”，即如上所示虛線，格式選 “來(lái)自模板”，大綱級(jí)別選“3”.其他不動(dòng)即可。)
說(shuō)明：從正文開(kāi)始加頁(yè)眉和頁(yè)腳，正文奇數(shù)頁(yè)眉為本人畢業(yè)設(shè)計(jì)(論文)題目，偶數(shù)頁(yè)眉為“西南石油大學(xué)本科畢業(yè)設(shè)計(jì)(論文)”，頁(yè)碼在頁(yè)腳，頁(yè)眉和頁(yè)腳均為五號(hào)宋體、居中。
1 Translation(一級(jí)標(biāo)題，三號(hào)Times New Roman，頂格，加粗)
1.1引言: 研究第二語(yǔ)言教學(xué)中的文化因素(二級(jí)標(biāo)題，小三號(hào)宋體，頂格，加粗)
1.1.1文化與語(yǔ)言(四號(hào)宋體，頂格，加粗)
可以毫不夸張地說(shuō)，幾乎在對(duì)人類社會(huì)、群體、體系、行為以及人類活動(dòng)進(jìn)行的研究中，都有許多不同的對(duì)文化的……(正文：首行空兩格，小四號(hào)宋體，固定值24磅。下同)Thomas(1983，P91)(正文中的注釋內(nèi)容，小四號(hào)宋體。下同)指出，教師……
1.1.2文化的研究和社會(huì)語(yǔ)言學(xué)(四號(hào)宋體，頂格，加粗)
2 Comment (一級(jí)標(biāo)題，三號(hào)Times New Roman，頂格，加粗)
Culture in Second Language Teaching and Learning by Eli Hinkel, the professor of linguistics, culture and language project director of Seattle University, focuses on the impact of social and cultural factors on foreign language teaching and learning, and introduces the study of language and cultural interaction to foreign language teachers and linguists. In addition, it also notes that …(正文：首行空4個(gè)英文字符格，小四號(hào)Times New Roman，固定值24磅。)
注：如果層次多，可參看具體說(shuō)明。
層 次 說(shuō) 明
一級(jí)標(biāo)題 三號(hào)宋體，頂格，加粗
二級(jí)標(biāo)題 小三號(hào)宋體，頂格，加粗
三級(jí)標(biāo)題 四號(hào)宋體，頂格，加粗
四級(jí)標(biāo)題 小四號(hào)宋體，頂格，加粗
五級(jí)標(biāo)題 首行空兩格，小四號(hào)宋體
正 文 首行空兩格，小四號(hào)宋體;
正文中的注釋內(nèi)容，五號(hào)宋體
Acknowledgements(另起一頁(yè)，三號(hào)Times New Roman，加粗居中)
(謝辭內(nèi)容為小四號(hào)Times New Roman，固定值24磅)First of all, I am deeply grateful to my supervisor Hu Xinyun for her unreserved help, and her insightful criticisms and suggestion. She spent much precious time discussing with me about my thesis. At the same time, she encourages me constantly in the process of writing this thesis. Form her valuable instruction and guidance, I have benefited a lot, and these help has formed a kind of invisible strength in my writing this thesis.
This paper has grown out of my interest in culture in the second language teaching and learning. Under the guidance of some other English teacher and with the help of some of my classmates, I has finished my thesis and benefited a lot. Thanks will also go to them for their valuable guidance and help.
(另起一頁(yè)，三號(hào)Times New Roman，加粗、居中)
(參考文獻(xiàn)內(nèi)容為小四號(hào)Times New Roman)(格式采用“論文寫作”課上講過(guò)的APA格式或MLA格式，且全文統(tǒng)一使用一種格式。另外，Bibliography中的文獻(xiàn)在論文中必須相應(yīng)被參考過(guò)。)
Bibliography
[1] Hinkel, Eli. Culture in Second Language Teaching and Learning. Shanghai Foreign Languages Education Press, 2000.
[2] A.S.Hornby. The Oxford advanced Learner’s English-Chinese Dictionary. Trans.
Shi Xiaoshu, et al. Ed. Sally Wehmeier. Oxford University, 1988
[3] Lado, R. Language Teaching: A Scientific Approach. New York: Mc-Graw-Hill,2000.
[4] Scollon, R., & Scollon, S. Wong. Intercultural Communication. Oxford: Oxford:Blackwell, 2000.
[5] 陳炳宗，展明朝編譯. 《英漢多功能詞典》. 外語(yǔ)教學(xué)與研究出版社，1996.
[6] 陳俊森，樊薇薇，鐘華. 《跨文化交際與外語(yǔ)教育》.華中科技出版社，2006.
[7] 李勇康. “《第二語(yǔ)言教與學(xué)的文化因素》評(píng)述”. 《雁北學(xué)報(bào)》， 2004, 20(3):82-83.
[8] 孫薇. “文化因素對(duì)英語(yǔ)教學(xué)的影響與作用”. 《池州師專學(xué)報(bào)》,2004，18(5)：110-111.
[9] 王偉華. “社會(huì)文化因素與外語(yǔ)教學(xué)”. 《外語(yǔ)學(xué)刊(黑龍江大學(xué)學(xué)報(bào))》，1987，(2)：69-73.
[10] 張煉.“社會(huì)文化因素與外語(yǔ)教學(xué)”. 《貴陽(yáng)師范高等�？茖W(xué)校學(xué)報(bào)(社會(huì)科學(xué)版)》， 2003，(1)：63-66.
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