调查报告写作格式范例.doc

本科毕业设计（调查报告） 题目School Leavers Survey Report 2006院 系 外国语言文学系 专 业 名 称 专业名称均填写“英语”，下同。 年 级 2012级 学 生 姓 名 学 号 指 导 教 师 二零一六年四月日期统一都填写为此示例。School Leavers Survey Report 2006标题，20号Times New Roman，加粗，居中，在第二或第三行。A survey report submitted in partial fulfillmentof the requirements for the degree of Bachelor of Artsin the School of Foreign Languages and LiteraturesChongqing University of Education按此格式，Times New Roman 四号字体，居中，单倍行距。School:School of Foreign Languages & LiteraturesMajor:English Class:Name:Student No.:Supervisor:Date:April, 2016按此格式，Times New Roman 四号字体，加粗，单倍行距。School, Major, Date 均按照提供的范例填写。重庆第二师范学院本科毕业论文（设计）原创性声明本人郑重声明：所呈交的论文是本人在导师的指导下独立进行研究所取得的成果。除了文中特别加以标注引用的内容外，本论文不包含任何其他个人或集体已经发表或未发表的研究成果。本人完全意识到本声明的法律后果由本人承担。作者签名：由学生亲笔填写，只能手签，不能打印。 年 月 日学生提交论文时间。 Abstract: 调查报告英文摘要单独成页，Times New Roman小四号，加粗，首字母大写，用冒号隔开。This report presents a descriptive account of the experiences of young people as they leave second-level education (which includes Post Leaving Certificate courses). It provides valuable insights into the school and post-school experiences of school leavers, and places particular focus on their position one year after leaving school. For those engaged in education and labour market policy the survey highlights emerging and continuing patterns in terms of how young people fare within second-level schooling, their levels of progression to further study and training and labour market integration processes. The report is based on the 2006 School Leavers Survey, which was carried out by the Economic and Social Research Institute (ESRI) for the Department of Education and Science.摘要内容为Time New Roman 小四号。 Key words: Time New Roman 小四号加粗，冒号隔开。与摘要间隔一行。School Leavers; post-school experiences; position; policy-making 3-5个关键词，Time New Roman 小四号，分号隔开。除专用名词首字母大写外，均小写。摘要 ：中文摘要，宋体，四号，加粗。英语听力教学在整个高中英语课堂教学过程中的地位是非常重要的，不可撼动。本文主要针对农村高中英语听力教学存在的问题及问题产生的原因进行研究。 针对当前农村高中英语听力教学效率低下的现状，作者主要对我县第三中学和第四中学两所农村高中的师生进行问卷调查和当面访谈，此次调查的对象为 25名英语教师，其中我县三中 13 名，我县四中 12 名；400 名高中生，三中和四中各200 名。通过问卷调查和访谈收集数据，并用百分比统计分析来研究：1 农村高中英语听力教与学存在的哪些问题？2.哪些因素导致了农村高中英语听力教学存在的这些问题？根据分析的结果，提出相应的建议。通过问卷调查和访谈，经过数据分析发现:农村高中生的英语听力水平与城市高中生的相对还有一定的差距，造成这种情况的原因除了学校的因素和教师的因素以外，还包括学生因素以及家庭因素，这些因素都在制约着农村高中生英语听力水平的提高。当然，在本文写作研究中，由于调查对象仅限于我县两所普通高中，数据有一定的代表性，但不同的农村高中有具体的因素，所以我希望本文的写作能给更多的一线农村高中英语教师在听力教学方面以启示摘要内容，宋体小四号。1.5倍行距。 关键词：农村；高中英语；听力教学；现状及成因调查与摘要间隔一行，“关键词”宋体小四号加粗，冒号隔开，关键词语宋体小四号，分号隔开，最后一项不用任何标点符号。Contents1. INTRODUCTION .12. SECOND-LEVEL EDUCATIONAL ATTAINMENT AND EXPERIENCES 2.1 Second-Level Attainment Levels .52.2 Early School Leaving .92.3 Examination Performance .112.4 Participation in Transition Year .152.5 Part-Time Employment While at School .162.6 Attendance at School .212.7 Attitudes Towards School .233. POST-SCHOOL EDUCATION AND TRAINING 293.1 Participation in PLC Courses .293.2 Participation in State-Sponsored Training.313.3 Participation in Higher Education 333.4 Participation in Any Form of Post-School Education or Training 364. ECONOMIC STATUS OF SCHOOL LEAVERS .414.1 Introduction. 414.2 Economic Status of School Leavers One Year After Leaving School.424.3 Economic Status and Level of Educational Attainment434.4 Changes in Economic Status in the Year Since Leaving School.644.5 School Leavers Economic Status and Socio-Economic Background.665. EMPLOYMENT EXPERIENCES .895.1 Introduction .895.2 Industrial Sector .895.3 Occupational Distribution 925.4 Earnings 965.5 Other Employment Characteristics 985.6 Relationship Between Education/Training and Job .1065.7 Satisfaction with Present Economic Situation .112Appendix B: Chapter Five Supplementary Tables .1186. SUMMARY 1276.1 Level of Educational Attainment .1276.2 Post-School Education and Training .1276.3 Economic Status of School Leavers .1286.4 Employment Characteristics .1286.5 Policy Discussion 129Bibliography.130Appendix.131Acknowledgement.132与论文正文间隔一行，Times New Roman 小四字号，1.5倍行距。Appendix 根据实际情况选用，如调查问卷表等。1. Introduction一级标题 Times New Roman 四号加粗，左对齐。This report presents a descriptive account of the experiences of young people leaving the second-level educational system. It is based on the findings of the 2006 School Leavers Survey, which is carried out by the ESRI for the Department of Education and Science. The School Leavers Survey provides an insight into the position, experiences, and attitudes of school leavers approximately one year after leaving second-level education. For those engaged in education and labour market policy this survey highlights emerging and continuing patterns and trends regarding the progression of school leavers one year on. The School Leavers Survey ran consecutively from 1980 through to 1999 and in 2002 and 2004 thus enabling the analysis of both short-term and long-term trends1. School leavers who exited the second-level system in the 2003/04 academic year (between September 2003 and the end of August 2004), provide the reference cohort for this study. As in previous years this report presents data from the most current survey, alongside data from the two previous surveys conducted, in this case, the 2002 and 2004 surveys2. The School Leavers Surveys are based on a stratified random sample3 of those leaving the official second-level system, which includes the Post Leaving Certificate sector (PLC). Respondents were interviewed between 20 and 26 months after leaving school. The interview period for the 2006 survey was April - September 2006. The effective sample size of the current survey is 1,999 respondents.2. Second-level Educational Attainment and ExperiencesThis chapter considers the second-level educational experiences of school leavers. Among the issues explored are rates of retention at second-level, performance in state exams, participation in Transition Year and the range of Leaving Cert programmes, engagement in paid employment outside school, attendance and school leavers subjective experiences of their schooling.2.1 Second-Level Attainment Levels二级标题，Times New Roman 小四号加粗，缩进2字符。The extent to which school leavers persisted in school to complete the Leaving Cert (or its equivalent) is the focus of Figure 2.1a. Three categories of educational attainment are referred to: i) those who left with no qualifications, ii) those who left after Junior Certificate and iii) those who left after having completed the Leaving Certificate (or its equivalent). In aggregate, 82 per cent of school leavers in 2006 completed the Leaving Certificate, 14 per cent completed the Junior Certificate, while 4 per cent left with no qualifications (never completing any official second-level exam).6. SummaryAcknowledgements致谢词单独成页，是论文作者本人对其论文指导老师及其他有关人员表示感谢的文字。此处所提供的内容形式仅供参考，不应照抄。First and foremost, I would like to express my heartfelt gratitude to my supervisor, Professor X, both for his intellectual guidance and for his warm and constant encouragement during the process of writing this thesis. With patience and prudence, he labored through drafts of this thesis and pointed out defects in my theorizing. Therefore, I owe all the merits in this thesis, if any, to him, though I am fully aware that the thesis might still contain some mistakes, for which I bear the whole responsibility.I am also very grateful for the opportunity to study class under my American teacher Katie Howard and Prof. So-and-so, teacher of Methodology. Meanwhile, I want to thank the College Library from which I got enough useful information, with the help of which I finished my paper.Last but not the least, big thanks go to all my classmates who gave me lots of helpful suggestions in eventually finishing this thesis.致谢内容，Times New Roman 小四号字体，首页缩进2字符（或4个英文字母），1.5倍行距。Bibliography参考文献部分单独成页，Times New Roman 四号字体加粗居中。Gundykunst, W. & Kin, Y. Communicating with StrangersAn Approach to Intercultural Communication M. New York: The McGraw-Hill Companies, 1997.Hornby, A. S. & Cowie, A. P. Oxford Advanced Learners Dictionary of Current English (Fourth Edition 1989) M. Beijing: The Commercial Press / Oxford University Press, 1997.Lightbown, P. Great Expectations: Second-Language Acquisition Research and Classroom Teaching J. Applied Linguistics, 1985, (6).Newmark, P. A Textbook of Translation (I) M. London: Prentice Hall (UK) Ltd., 1988.邓炎昌，刘润清语言与文化 M北京：外语教学与研究出版社，1989冯庆华实用翻译教程 M上海：上海外语教育出版社，1997黄海翔小议成语汉译英的形象处理 J大学英语，1999（1） 贾玉新跨文化交际学 M上海：上海外语教育出版社，1997宋志平语用翻译与习语误译分析 J外语与外语教学，1998（7）参考文献内容Times New Roman 小四号，每一篇文献除首行顶格外，其他行均缩2字符（4个英文字母，1.5倍行距。具体格式要求见下说明）参考文献的格式说明：1. 英文文献在前，中文文献在后，均按照字母顺序排列，不加序号。2. 参考文献的基本格式为：作者姓名书名出版地：出版社，出版年3. 中英文参考文献类型以单字母标识（外加方括号）。专著为M,论文集为C,论文集中析出文献为A,报纸文章为N,期刊文章为J,学位文章为D,研究报告为R,标识不明文献为Z.4. 英文参考文献格式：一人撰写的著作：作家的姓在前，名在后Swell, Arthur. Katherine Mansfield-A Critical Essay C.New Zealand: Unicorn Press, 1936.两人撰写的著作：其中第二位作家姓名不用颠倒，即第二位作家的名在前，姓在后Leech, G. and M. Short. Style in Fiction: A Linguistic Introduction to English Fictional Prose Foreign Language M. Beijing: Foreign Language Teaching and Research Press, 2001.三人及以上撰写的著作：只需写出第一位作家姓名，其余用et al.表示Chiu,Aman et al. Dictionary of Contemporary English Z,2nd ed. Shanghai: The Commercial Press, 1998.选集：主编用ed.表示Warnar, Alan, ed. Advanced English Z. Shanghai: Fudan University Press. 2002.译著：翻译用Trans.表示Flaubert, Gudtave. Madame Bovary Z. Trans. Gerard Hopkins. New York: Dell Publishing Company, Inc.,1959.多人合著选集中的一篇文章Halliday, Michael. Linguistic Function and Literary Style: an Inquiry into the Language of William Gol