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英语论文范文

篇一：英文论文范例

CONTENTS

（以上字体TimesNewRoman,小3号；加粗）

（以下字体均为：TimesNewRoman；小4号；行距：1.5倍）

ACKNOWLEDGEMENTS

Abstract(in

English)…………………………………………………………………..1

Abstract(in

Chine)………………………………………………………………….1

Ⅰ

Introduction………………………………………………………………

………...1

1.1Multi-MediaWithErroneous

Zones………………………………………………1

1.1.1ErroneousZone

1……………………………………………………………2

1.1.2ErroneousZone

2……………………………………………………………2

1.1.3ErroneousZone

3……………………………………………………………2

1.1.4ErroneousZone

4……………………………………………………………3

ⅡCountermeasures…………………………………………………………

……….3

2.1Unsuitable

Operation……………………………………………………………4

2.2OverstimulationIn

Courware…………………………………………………4

2.3VagueContentwithAutomatical

Transformation…………………………………5

2.4NeglectOfTeachers’

Function……………………………………………………5

ⅢConclusion………………………………………………………………

…………..6

3.1ProspectinEnglish

Teaching……………………………………………………...6

3.2PersonalOpinionsofFurther

Rearch……………………………………………6

BIBLIOGRAPHY………………………………………………………………

…….7DECLARATION

DiscussionontheApplicationofMulti-media

InEnglishTeaching

（字体：TimesNew

Abstract:Withtherapiddevelopmentofcomputerand

popularizationofthenetwork,theprentteachingpattern

thatstillustraditionalteachingmethod“onechalk,one

blackboard”emstobeunabletomeettherequirementsin

theprentsocietyanylonger,andEnglishteachingisno

roductionofthemulti-mediateaching

methodtotheEnglishclasshasbeenoneofthetendenciesto

misuofthe

moderntoolswillsurelyresultinthebadeffecttoEnglish

ishteachersshouldtakeanactivepartin

therearchofhowtouthemulti-mediateachingmethodin

Englishteachingandtrytoavoiditsmisus.

Keywords:multi-media;Englishteaching;overcome

（都英文摘要和关键词都是两边翻转；5号字；行距：单倍；字

体：TimesNewRoman；

“Abstract”和“Keywords”两个词或词组要加粗）

（关键词之间用分号隔开；词与词之间相隔一个字符集英文字符）

（空一行）

摘要：网络随着电脑和网际网路的迅速发展，那种“一盒粉笔，

一块黑板”的传统需要教学模式的应用已远远不能满足古典社会对教

学的需要。英语教学也不例外。怎样将多媒体运用于英语教学已成为

家庭教育教育趋势，但是一旦错误使用多媒体英语教学，将导致教学

障碍从而给带来负面效果。英语教学者应当积极从事研究与克服多媒

体英语教学的。（300字以内）关键词：多媒体；英语教学；克服

（英文摘要和关键词都是两边对齐；5号字；行距：单倍；字体：

楷体；“摘要”和“关键

词”两个词或词组要斜体）

（关键词相交处用分号隔开）Roman；小3号字；居中；加粗）

（空一行）

?Introduction（一级标题4号字；字体：TimesNewRoman；

加粗）（以下正文均为：小4号字；字体：TimesNewRoman；行距：

1.5倍）

Theapplicationofmulti-mediainEnglishteachinghas

brokenthetraditional

teachingpattern“onechalk,oneblackboard”.It

processthewords,images,voiceandanimationandother

informationbythecomputerandformsanall-aroundteaching

tonlyagoodmedicinetotheChinestudent

withtheirmuteEnglishbutalsobenefittotheimprovement

ofstudents’languageabilityandstudents’subjective

mproveteaching

efficiencyandteachingqualityeffectively.

1.1ErroneousZonesintheUofMulti-Media

（二级标题小4号；字体：TimesNewRoman；加粗）

Multi-mediateachingisabrandnewsteachingmodeland

udimproperly

orudwitherroneouszonesinrationalknowledge,itcan

bringmuchbadeffecttotheteaching.

1.1.1Theuofthemulti-mediaastheleadingteaching

methods(与二级标题相同；加粗)

Therearemanyoutstandingstrongpointsinmulti-media

s

othadvantagesand

acherscannotetheadvantagesand

disadvantagesofthemulti-mediaintheirteachingandcannot

exploittothefullythemulti-media’sfavorableconditions

nnotuthemulti-media

ti-mediateaching

programsoftheirsareonlythealationofletters,images,

andthecontentsofbooks,justlikearefurbishedversionof

st

showthemulti-mediateachingprogramintheirEnglishclass

rbecomethe

slaveofthemulti-mediaandcannotbeastheleading

teachingmainsubject.

1.1.2Thechangeofthe“TeacherTeaching”into

“MachineTeaching”andtheignoranceofthemainteaching

statusofstudents

Themulti-mediateachingencouragesstudentstocombine

e

teachersconsiderthatadvancedteachingmethodsmustbring

achersuthe

rstillactsas

thecenteroftheteachingandstudentsarestillthepassive

-feedtypeeducatesstillgivefullplayto

theirremarkableskill(Bernard,2021；210).(夹注方法：1.写

出作者的姓名（英语学者用lastname，东亚地区学者用其姓名的全称）

加逗号；2.作品出版时间加分号；

3.参考作品的页码)（夹注内容应放在应放在标点符号之前）

1.1.3ThereplacementoftheStudent-to-Teacherwith

Student-to-Machine.

Thereisaveryfriendlyinterfaceinthemulti-media

tscanchoodifferentstudycontent

accordingtotheirownpracticalstudystandardandtheirown

sdoesnotmeanthatteachercangiveup.

Teachingisamutualactivitytobothteacherandstudents.

Teacherandstudentscanicatewitheachotherbytalk,

informationtationandfeedbacktoimplementteachingplan

andaccomplishteachingtarget(Christopher,1986:46).If

themulti-mediaisudblindlyinteachingprocessing,only

thinkalotofstudent-to-machinetalkandignorethe

student-to-teacherication,therelationbetweenthestudent

rmore,the

relationbetweenthestudentandteacherwillbecomedimas

rmore,themulti-mediawillbecold

hantmentoftheclassdoesnot

existanymoreandtheteachingeffectisriously

anmakethebestuofthemulti-media

teachingprogramandhowtoimproveourteachingeffectis

lefttoeveryteacher.

1.1.4Themisunderstandingofmulti-mediamethod

Someteacherspursuethenewesthightechnologyand

bravenesssimply,maketheteachingprogramtothe

achievementexhibitionofthemulti-mediateachingandcannot

uthemulti-mediatoputtheaxeinthehelvethatcannot

notlookthe

kethe

multi-mediateachingprogramverybeautifulandflaming,but

thisjustdetractsstudents’attentionandbothersstudents’

knowthatthemulti-mediaassistant

teachingisnotonlytheart,

assistantEnglishteachingsoftware,solvingtheproblemsmet

inEnglishteachingshouldbethe

ldlooktheactualeffectofthesoftware,

notemphasisontheeyewash.

ⅡCountermeasures（一级标题4号字；字体：TimesNew

Roman；加粗）

Thecountermeasuresarethemeasuresandtheremedies

whichtheeducatorscantakemeasurestocorrectthe

misunderstandingsormisusingofmulti-mediaEnglishteaching.

2.1（二级标题小4号；字体：TimesNewRoman；加粗）

Takethemanastheprimaryandadopttheadvantagesof

makethemulti-mediateaching

program,wemustknowthatitisonlyandcanbeonlythe

tsand

ristheleading

einterposition

ofmulti-media,teacherislessparticipatedintheclassand

sdoesnotmean

thatteacherisnottheleadinganylonger,Teacherisalways

thedesigneroftheclass,exponentialofthestudyandthe

r

r

more,teachershouldtuphisownteachingstyleinhis

multi-mediateachingprogramtomakehislessonsmorevivid

eachermustnotbecontrolledbythe

ti-mediateachingprogramisnotthe

repeatofthehook,nottherelishofthelessons,itisthe

re-creationwhichcanmeettherequirementofteaching

contentsandstudents'practicalcitesbyteacher.

2.2Payattentiontoactualeffectandbeintenton

ghcomputerhasthefunctionof

multi-mediaandsuper-media,itcanonlybeamediain

cannotlookthemulti-mediacomputerallroundfromthesides

ecomputertocompleteeverythingtheycan

ckboardisonlytheornamentwithintheirvision

lknow,

thinkoverwhen,whereandhow

篇二：英语专业考入论文范文2

关于论文结构和格式规范的有关问题，请认真阅读“外国语学院

撰写英文本科毕业论文撰写要求”，同时可查阅“MLA格式学位科学论

文写作规范（供查询用）”。（建议：以本范文作为示例，一般性把

自己论文的相应部份复制后，以“选择性粘贴”—“无格式文本”的

方式，粘贴到范文的若干位置，以保持与范文格式完全一致。）

论文单面打印1份，左侧装订（两个钉子）。（这些说明打印时

删去）

文学方向并须的请务必参考此范文（语言学教学、文化类也可参

考）。

山东财经大学

本科毕业论文(设计)

范文2

题目：论《诺桑觉寺》的反哥特观念

学院外国语学院

专业英语

班级英语0801（注意原山经、原山财班级中文名称不同）

学号2021110067

姓名李晓慧

指导教师王俊华

山东财经大学教务处制

二Ｏ一二年五月

山东财经大学学士学位论文

山东财经大学期刊学士学位论文原创性声明

本人郑重声明：所呈交的学位论文，是本人在导师的指导下进行

研究工作所取得的阶段性成果。除文中指称已经注明引用的内容

外，本论文不含任何其他撰写或集体已经发表或人作过的研究成果。

作出反应对本文的研究做出重要贡献的个人和集体，均已在论文中作

了明确的说明并表示了谢意。本声明的法律此人结果由本人承担。

日期填写定稿日期5月1日。教师学生都要纸笔签名

学位论文作者签名：

山东财经大学关于使用授权的说明

本人财经学院完全了解山东财经大学有关保留、使用学士学位论

文的规定，

即：学校有权保留、呈报论文的复印件，允许论文被查阅，补习

学校可以公布论文的全部发布或部分内容，可以采用影印或途径其他

复制出手段保存论文。日期发送到定稿日期5月1日。教师学生都要

手写手印

指导教师签名：论文作者签名：

年月日年月日

OnAnti-GothicisminNorthangerAbbey

by

LiXiaohui

UndertheSupervisionof

WangJunhua

SubmittedinPartialFulfillmentoftheRequirements

fortheDegreeofBachelorofArts

SchoolofForeignStudies

ShandongUniversityofFinanceandEics

May2021

Acknowledgements

Itwouldnotbepossibleformetocompletethethesis

ndforemost,I

wouldliketotakethisopportunitytoconveymysincere

nhua,

underwhosupervisionIhaveobtainedvaluableideasand

ryintelligentonthesis

instructionandalsoshowshisgreatpatiencetomeduringmy

anttothankalltheteachersintheSchool

ofForeignStudiesofShandongUniversityofFinanceandEics

fortheirbeneficialcoursIhaveattendedduringmy

s,Iowemydeepthankstomyroommates

whohavebeenencouragingmeallthetime,andtomy

colleaguesatJinanLongreForeignLanguageTrainingCenter

whowillinglytookmypartofdutiessothatIcouldhave

enoughtimeforthesiswriting.

L.X.H.

(名字的第一个字母)

ABSTRACT

OnAnti-GothicisminNorthangerAbbey

LiXiaohui

NorthangerAbbey,oneofJaneAusten‘sfamousworks,

mainlytellsthestoryofaninnocentgirl,aGothicnovel

fan,whotreatsherlfastheheroineofaGothicnoveland

makesmanyridiculousadventuresbytakingGothicstoriesas

realhappenings,butfinallylearnstodistinguishbetween

theimaginarylifeinnovelsandthereallifeofherown.

Thenovelcriticizestheridiculousnessandmeaninglessness

sisanalyzes

Austen‘sparodyofGothicplot,characterization,andthe

heroine‘sGothicadventuresinNorthangerAbbey,andargues

thattheworkrevealsheranti-Gothicismthroughacomparison

withthetypicalfeaturesofprevailingGothicnovelsinher

age.

Keywords:NorthangerAbbey;JaneAusten;anti-Gothicism

篇三：英语本科毕业论文优秀范文

××大学毕业设计（论文）

题目AnalysisofthecontextualmeaningofEnglishWord

作者张芳丹层次本科专业英语学号指导教师

×年×月×日

××大学成人高等教育

毕业论文（设计）评审表

注：此表一式二份，与学籍表一起进入学员表单毕业档案

××大学

毕业设计（论文）任务书

学院

学生姓名：学号：专业：英语

1设计（论文）题目及专题：Analysisofthecontextual

meaningofEnglishWord2学生设计（论文）时间：自年日才开始

至年日止

3设计（论文）所用资源和参考资料：

〔1〕Nida,

York:Harper&Row.1964.(thewholebook)〔2〕Ogden,C.

KandRichard,ningofMeaning〔M〕.London:

RoutledgeandKeganPAUL.1923.(thewholebook)〔3〕Saeed,

:Blackwell.2021.(frompage53to

132)〔4〕胡壮麟.语言学教程〔M〕.北京：北京大学出版社.2021.6

(thewholebook)〔5〕何伟.瑞典语语篇中的时态研究.北京大学出

版社.2021.2(frompage50to193)4设计（论文）完成的主要内容：

Ⅰ．ContextualMeaningandFiguresofSpeech5提

交设计（论文）形式（设计说明与草图或论文等）及要求：

〔1〕要求认真、独立圆满完成毕业论文（设计）的写作〔2〕要

求按照夜校规定的论文（设计）格式撰写论文（设计）〔3〕辅导员

要求及时同指导老师进行沟通，按步骤完成论文（设计）的写作和答

辩工作。6发题时间：年月

指导教师：（签名）

学生：（签名）

AnalysisofthecontextualmeaningofEnglishWords

张芳丹

Abstract

Asisknowntous,thecontextistheenvironmentthat

thewordisud,itoftendeterminestheexactmeaningof

ys,moreandmorewordsappeartoexpressnew

conceptswiththedevelopmentofthescienceandtechnology.

ore,many

wordsareudtoexpresssomenewconcepts,thenawordhas

itsspecialmeaningduetotheplacewhereitisud,namely

paper,theauthordividescontext

intotwoparts:figuresofspeech,lysison

contextualmeaningofEnglishwordsisabletoprovideaclue

forunderstandingthemeaningofEnglishwordsudinsome

specialcontextrightlyaswellastoavoidembarrassment

caudbyinterpretingawordliterally.

KeyWords

Englishwords;context;contextualmeaning

Ⅰ．ContextualMeaningandFiguresofSpeech

Tiisknowntoallthatlanguageisthemeansofication.

Inication,figurativelanguageisoftenemployedbywriters

,

properfigureofspeechcanappealtotheimagination,create

mentalpictureandmakethespeechorwritingvivid,

h,asaicationdevice,are

figuresofspeechare

ybedirectorimplied

comparison,likeninginanimateobjectstopeopleor

guresofspeecharebadon

theassociationbetweenthethingsandpeople,betweenthe

partandthewhole,orbetweenoppositethings,

comeintobeingthroughusage,proverbialrelationshipor