2013年本科学年论文规范new

1、宝鸡文理学院外语系本科专业学年论文规范一、说明学年论文是英语专业本科教学计划中一个重要方面和综合性实践教学环节，是实现教学培养目标的重要手段。其目的是培养学生的准学术研究兴趣，特别是针对某一学术课题或者学业方面认识的深化，是促进学生专业知识、学术能力和综合素质协调发展，为以后撰写本科学位论文打下良好的基础和进行前瞻性的专业锻炼。按照宝鸡文理学院外语系人才培养方案计划，特制定本规范。二、学年论文基本要求1学年论文鼓励原创和创新成果或者观点创新，要有自己的见解、反思和论证分析过程。学年论文原则上应具备一定的专业学术性，但其性质仍主要为反思性和探究性的文章。2. 学年论文题目的选择应该具有相关性、学

2、术性和新颖性，要以英语教育专业的培养目标为原则，一般应不超出英语教育专业所开设的课程范围（主要为文化透视、英语阅读、普通语言学、英语词汇学、英语语法、英汉翻译理论与实践、英语教学法、英美文化、英美文学等主干理论和技能实践课程），要有自己的反思体会和分析论证过程， 体现其相应的论文研究价值；学年论文题目应大小适中，难易适度。3. 学年论文文末应该至少包括三个以上（含三个）的参考资料，其中至少包含两条中文条目，一个英文条目。并按照外语系相应的格式撰写4学年论文要求使用英语撰写，字数为1，500字左右。5. 学年论文要求由学生自己独立完成，不得弄虚作假，不得抄袭别人的成果，严禁请人代写。一旦发现抄袭

3、、 雷同或请人代写的论文，该生的论文成绩以不及格论处，该项学分为零。 6.完成学年论文的时间为四周。即从第9周到第12周（2013年10月28日至11月22日）。系上将对学年论文进行一次相关讲座，时间初步安排在第八周的晚上，具体时间另行通知）。2013年学年论文工作针对外语系2011级本科生和2013级专升本学生，共三百余人。三、组织与管理系成立学年论文指导小组，全面负责学年论文的工作和有关事项。指导老师的聘用与职责指导学年论文的教师由具有讲师及其以上职称或者具有硕士研究生及以上学历，且有较高科研水平、丰富指导经验和实践经验的专业教师（含跨课教师）担任。系上根据学生的选题情况安排指导老师。学年

4、论文的指导老师应该完成以下任务：1）帮助学生完成至少一次面对面针对学年论文的交流和沟通活动。并做好相应的记录；2）阅读学生提交的学年论文并提出客观、中肯的修改意见。学年论文的成绩评定学年论文成绩评定包括理论与实用价值、分析论证、写作水平和态度与规范等方面， 具体参照附件二。学生的学年论文分为五个档次：优秀档（90分或以上）、良好档（80-89分）、中等档（70-79分）、及格档（60-69分）和不及格档（60分以下）。学生通过学年论文后，该生获得4个学分。四、格式要求1. 封面：使用外语系制定的统一格式，单独一页。参照附件一。2. 正文：正文要符合一般学术论文的写作规范，一般包括引言、论文论述

5、的主体（一般应包含两个方面）、结语或者结论等主要组成部分。参见附件二。3文中引文（释义或者直接引用），应遵循一定的要求。字数超过30个则应另起一段并首行缩进，参见附件二。4参考文献，单独一页。参考文献按照先外文后中文的顺序，按照字母先后排列。参见附件三。5打印及纸张（1）纸张用A4纸，字体：Times New Roman；字号：12；两边对齐；行距：1.5；页边距：上下为2.54cm，左右为3.17cm；页码设在页面底居中，首页（封面）不插入页码；单面打印。（2）学年论文统一为左侧装订，两个订书钉分别订在论文的上三分之一和下三分之一处。（3）学年论文分别提交纸质一份，电子文档一份到系办。 外语

6、系2013年10月15日附件一：学年论文封面及格式Affective Effects on Establishing Interaction between Teacher and Student居中，4号，Times New RomanBy赵晓晓学生姓名Zhao Xiaoxiao in pinyin A term papersubmitted to the Foreign Language and Literature Department ofBaoji University of Arts and SciencesClass: 1班级Grade: 2006年级Term paper Adv

7、isor (signature指导老师签名): Students signature学生的手写签名。: Date: 16 November 2012学年论文提交的最后时间， 手写。附件二：学年论文（仅供参考）Affective Effects on Establishing Interaction between Teacher and Student居中，4号，Times New RomansFor a long time, English teaching in our country has excessively laid special emphasis on cognition a

8、nd neglected affective factors on English learning. Teachers attach importance to standard and practical value of knowledge and teaching aims are only confined to mastery of knowledgeNow we pay attention to affective factors in our class. Teachers playbut also need to encourage students confidence i

9、n cooperation with other students and consider students different emotion in class以下删除若干内容. The results of the affective are seen briefly in five different yet interlocking strands, forming a complicated and intricate relationship between teaching and learning, teacher and students, teaching methods

10、 and learning outcomes.Students have grasped the methods of learning by teachers inspiration and formed the ability of self-learning (Wen, 1996:97)The subject teachers involved in the bilingual teaching bring more harm than help in motivating students learning because of the ineffective teaching met

11、hods (Chen & Lin, 2008) by assertion:the bilingual teacher (usually the subject teacher with limited English proficiency) translates the subject content into English, prepares and writes up in the lesson plan and crams the knowledge into the students and therefore frustrates students motivation in l

12、earning (p. 204超过30个子的引用要另起一段， 并加注页码。). By utilizing different teaching methods in classroom, teachers strengthen the interaction between them and students, and completely explore their intelligenceSince affective education was carried out, the students who had bad behavior have improved their abili

13、ty of self-control and have formed the good habit of respecting others and even begin to cooperate with others in learning communication. Students begin to respect others because of others respect and also students begin to unite with others because of cooperation learning of class teachingAffective

14、 teaching breaks traditional teaching mode, makes students express their affection freely, communicate and cooperate with others. They positively participate in decision-making; consciously take part in activitiesBoth relaxed, pleasing class teaching and loose, friendly interpersonal relationship co

15、ntain rich aesthetic factors in which students improve their aesthetic temperament. Students not only experience aesthetic temperament but also improve interpersonal relationship in the harmonious atmosphere. Their physiology and psychology are adjusted. The potentiality of learning is much greater.

16、 The improvement of aesthetic ability helps students build up beautiful ideality.This paper states that affective factors play an important role in teaching class. In class, affective factors include motivation, self-confidence, anxiety and empathy. Only teachers knew clearly this factors, they can

17、get the chance of having good interaction between Teachers and students .teaching is a complex process In order to get effective interaction in class, teachers must pay much attention to affective factors and encourage students to perform in class (1899 words字数统计。)附件三：学年论文参考文献（仅供参考）References居中，四号，T

18、imes New RomanEllis, R. The study of second language acquisition专著的书名号用斜体。. Oxford: Oxford University Press 1994出版时间.Hu, Guangwei. The Juggernaut of Chinese-English bilingual education. In A. W. Feng (Ed如果编著者为两人以上则用(Eds.) .), Bilingual education in China: practices, polices and concepts (pp.94-126起止

19、页码。). Clevedon: Multilingual Matters, 2007论文集中或者专著中别人的文章加注格式。.MOE of PRC. Number of full-time teachers by field of study in regular higher educational institutions. Retrieved on 16 September 2008引用时的时间。 from: Spolsky, B姓在前， 名在后。. Conditions for second language learning. New York出版社地址。: Oxford Univer

20、sity Press, 1999.Ur, P. A course in language teaching. Cambridge: Cambridge University Press出版社名称。, 2000. 费鲍良克. 教育论. 北京出版社地址。：人民教育出版社, 1984.项茂英. 情感因素对大学英语教学的影响.外语与外语教学学报的加注格式。, 2003年份。(3期号。).附件四：学年论文评分标准成绩等级成绩结构优（90分）良（8089分）中（7079分）及格（6069分）不及格（60分）学年论文成绩总分100分理论与实用价值（25%）学年论文有独到的见解，富有创新或对某些问题有较深刻的分析，有较高的学术水平或较大的实用价值学年论文有一定的见解，或对某一问题分析较深，有一定的学