奥林匹克文献综述正文5修改版

奥林匹克文献综述正文5修改版
奥林匹克文献综述正文5修改版

1. Introduction

It is obvious that children are the future of the country and the family education is the first step of children's growing. In the 21st century, international competition is becoming fiercer. And it is a competition for talents fundamentally. Thus, each country should pay more attention to family education in the education projects. Consequently, so many countries are researching how to teach the children and how to create the better family education. However, in the world, many people only combined all kinds of family education ignorantly, which has a bad influence.

Nowadays Chinese parents have become more aware of the importance of their children’s education that they hope they can provide their children with the best education they can afford. However, there are many parents adapting very harsh and extreme methodology, which is incorrect, and very common in present China. In order to find a better way to educate our children, we should study other countries’ experiences. There are many types of family education in the world, and American family education is the most famous one. So it is necessary and significant to make a comparison of the differences of family education between America and China. This paper is written to compare Chinese family education and American family education superficially, which may offer some lessons to family education.

2. Literature Review

As we all know, family is the first place and plays an essential role for the children to receive initial education.In order to better understand the importance of family education, I studied many works of some famous scholars and experts. They have studied the topic from many different angles, such as the definition, the aims, the methods, the results and the reasons and so on. From their studies, I realized that China and America have remarkable differences in family education.so,right understanding and drawing lessons from advanced foreign education methods are of great realistic significances to facilitate the healthy growth of children and to enhance the quality of future talent.However, there

is something that I thought different from those experts, since we should not only focus on the weak point of Chinese family education, there is also some lessons that the Americans should learn from us. The following are what I studied from those famous scholars and experts.

2.1 The definition of family education

According to Meng Xiaojia:“Family education is defined as: The phenomenon that parents or the elder family members educate the children consciously, which is the most important part in education system.”(孟小佳,2010:193) Also, there is another similar saying from Wang Jing: “The family is the first as well as the last school of mankind. Everyone is receiving education and participating in education activities, consciously or unconsciously during his whole life. Family education influences individuals most profoundly and lasts the longest.”(王婧,2011:327) Huang Xiaoyong says that family education not only refers to parents or elder people’s teaching to the younger generation, but also the inter-education between family members.(黄小勇,2009:101)

2.2 The aims of family education

Huang Heqing says :“The aims of family education influence its direction and decide its results. Thus the aim is the core of family education, and it’s the basic reason of the differences of C hina and American education.”(黄河清:2003)Wang Dali points out that in America,the purpose of family education is to train independent children so they could survive in all kinds of social conditions and situations.However,in China,most parents expect their daughters to be phoenix like and their sons to be dragon like.They wish their children to go into a top university and find a decent job.(王大利,2011:172)

2.3 The methods of family education

Zhang Yangmei has mentioned: “Influenced by traditional culture, Chi nese parents are usually more imperative than democratic, which do not benefit children’s healthy upbringing. We should put forward “relax and open” education.”(张仰媚,2011) On the contrary, Zhang Wei says: “American parents usually respect their children’s i nterest and decisions; the family education is democratic and open. They often solve different kinds of

problems by discussing with their children equally.”(张威,2008:144)

The paragraph above is mainly about parents’ attitude to their children; there is als o another difference between parents from the two countries. Li Xin writes in has article: “Chinese parents have over-protected their children, which lead to children’s dependence and make them devoid of the ability to recognize and evaluate their own value and capacity. While American parents tend to train children to live independently and only pay attention to their safety.”(栗新,2006:39)

2.4 The results of family education

Different methods lead to different results. Zeng Zhilan says: “American children show their strong ability to live independently since they are young. On the contrary, Chinese children and teenagers, even college students, though excellent in their study, lack of self-awareness and ability to adjust them to new environment, what’s more, they have strong reliance to others and lack of courage to do things.”(曾芝兰,2006:163) Due to this, “they suppose that what ki nd of person their children will be is up to themselves. As America is an individualistic country with a fine welfare system, parents don’t expect their children to support them after they get old so there could be fewer worries.”(邵旋&张晶中,2010)

2.5 The reasons of the two different kinds of family education

What Pu Dezhen and Sun Aixue point out is that the great difference of educational tradition is the basic cause which contributes to the differences of family education between China and American. (卜德镇&孙爱学,2008:108) “in family, children will accept their parents’ attitude to value gradually. China is typical country with community interest, it emphasizes the identification of the whole family not the individual, while American emphasize the awareness of “I”, individuals should be independent. They encourage competition rather than cooperation.”(焦潇,2008:139)

2.6 The enlightenment from American family education

“The important sign of modern society is digitalization and information. There is a “digital gap” in information between parents and children. Parents need to study and “grow

up” continuously to shape children’s healthy soul.”(李昊凤&闵正威,2008:22) This is just one aspect from parents themselves, “To educate young generations better, we need efforts from different groups. At first, the coordination between parents and school is the key point, only through close cooperation can we improve the education quality.”(李亚&周侠,2007:10)

Different education methods are the results of different culture; they have their own reasonability in respective cultural value. “To Chinese parents, family education should be over-all, and can’t only focus on the “intelligence education”, What’s more, they should not only pay attention to children’s physical health, but also to their mental health.”(胡骑兵,2010:39)

The above are all what I have learnt from the works of those famous scholars and experts, every part is important for me to study family education. So, in the following part, I will process my thesis according to those part, also, I will add something that I think different from them. Since Chinese family education and American family education each has its advantages and disadvantages, we need to be at a balanced side to study this topic.

3. The Definition of Family Education

Family education is defined as an education given by parents to children after the children are born. It is the basic and the most important education model of the society. In the dictionary, the definition of family education is explained in this way: Parents or elder generation educate the child or teenage in family. Different society needs different family education. There is also someone explained it in another way: Education is a society use to educate new generation with aims and systems.

Meng Xiaojia says: “F amily education is defined as: The phenomenon that parents or the elder family members educate the children consciously, which is the most important part in education system.” For the sake of the changing situation, the definition of family education should be extended: Family education is not only the action of family but

concerns the whole society. The aim of family education is not only at studying the family relation and living skills, but also the all-round development of every family member. Family education is not only the way that parents or elder generation educate the child or teenage in family, but all the family members educate each other. Family education is not only the education of the pre-school education, but also all life education.

4. Different Family Education Methods of the Two Countries

4.1 Methods of Chinese family education

4.1.1 Take care of everything for children in daily life

For the sake of sustainable and harmonious development, our country has carried out the one child policy as fami ly planning, for this reason there’s an increasing number of families with one child, parents tend to over-indulge their children in a surprising way. They always try to do almost everything for their children, such as helping them washing, cooking meals, bathing, etc. let alone the housework. In short, many Chinese parents, especially the parents with one child, arrange and decide everything for their children or even become the substitution of their children almost in all aspects of life.

The serious consequence is that many children cannot do these things that they should do in their age. For instance, the three-year-old children cannot wear by themselves, the six-year-old children cannot tie their own shoes. “In the city, the primary school students need their parents to accompany them to go to school and go home, and they let their parents take bags for them; many middle school students cannot wash their own clothes; the most serious thing is that many university students need their parents to accompany them to enroll at the first year.” (曾芝兰,2006:163) In a word, many parents finish everything for their children.

4.1.2 Laissez-faire with children’s economic needs

Chinese parents are always laissez-faire to their children on economy. Many Chinese parents are obedient to their children’s any requirements on economy. Both rich families and poor families are likely to fulfill their children’s requirements without preconditions,

because they hope their children have a superior sense when compared with others in material conditions. They save money from different expenditure or borrow from others to meet their kids’ demands. The serious result of these parents’ behaviors is that children can not understand the difficulties of life and do not know why they should save. The worst consequence is that many children do not like to do their own work, but ask others to do it for them by means of giving others money. We can see this kind of phenomenon here and there in our daily life. This is the direct consequence of the laissez-faire on economy.

4.1.3 Over-protect children in social activities

Many parents fear that their children will face a lot of difficulties or become bad boys in the society. They protect their children excessively in social activities and always reduce their children’s chances to con tact with society or do not let them go to the outside alone. Once a dispute or an unpleasant thing happened between their children, they usually do not like to learn the truth but only accuse others. That makes the dispute into a seriously conflict or a dispute among parents. These parents always are proud of what they did for their children, because they think that they have safeguarded the interests of their children. But, in fact, they do not realize that what they did for their kids have a negative effect on the children’s growth because these behaviors have deprived of their children’s right and opportunities to experience the life that they should learn in the early age. And they have no chances to learn how to distinguish between right and wrong.

4.1.4 Over-strict in children’s study

Compared with the connivance in daily life, economic needs and social activity, parents treat children’s study very strictly. Because of historical and traditional reason, almost everyone thinks that scholars should be respected without any doubts and have high status in the society. So they pay great attention to their children’s studies because they believe that knowledge can change ones fate. In fact, scholars are respected by people in most time. Hence, the parents hope that their children can obtain the same honor like the scholars in the future. Without thinking carefully and researching, we can conclude from practices in daily life that some Chinese parents, if not many, have been strangling their

children’s interest s in a way that is elusive to American. To be concrete, under the current Chinese family education, most children are arranged with assorted extracurricular classes where they are taught to learn playing the piano, drawing, singing, etc.,

4.2 Methods of American family education

4.2.1 About children’s interests

In the United States, children are encouraged and induced to develop their interest and do the things they are interested in. American parents will not prevent their children from doing what they like to do, and will not enforce their children to do what they do not like either. Maybe at the beginning the parents have requirements for their children, but at last their own choices are the most important.

4.2.2 About Children’s Creativity

As for cultiv ating children’s creativity, American parents encourage their children to innovate and surpass their predecessors in all fields. They think that children, like adults, have the independent ability of study, and they hold a tolerant attitude to their childr en’s creativity. They encourage children to explore and provide very different views on some problems and let children solve these problems through their own efforts. Even if children cannot get a positive effect the parents would not interfere with their children’s work; instead, they would let their children to be aware of the problems gradually in the process of developing and then correct their faults by themselves.

4.2.3 About children’s future

Most of American parents are not too concerned about whether their children will become famous in the future or not and they think that children should have their own choices. So they don’t pay much attention to arrang ing the children’s future, but create the best conditions for their children to grow freely. They only hope that their kids can become persons who can face various difficulties and environments, and can live independently.

5. The Reasons for Different Family Education between America and China

5.1 Historic reason

The United State is a nation of immigrants with a short history, where old-fashioned ideas are seldom preserve and new ideas are accepted easily and developed unrestrictedly under the influence of multi-cultural values. On the other hand, China is a country with a long history where values are mainly withdrawn, conservative and lack the venturesome and innovative spirits because of the influence of old restraints and small-scale peasant economy. In all ages, the children are considered to be provident, just like the old saying "the greatest disobedient is have no offspring". In China, children are everything for parents.

5.2 Economic reason

With all advanced force, a booming economy, a cornucopia of employment opportunities and light living stress, American people have a broad range of choices and open careers. In this competence-oriented society, parents believe that all job vocations are equal. But China is an academic-oriented society with a backward economy. In which living stress is heavy. People tend to place the happiness of their whole life on one vocation, so Chinese parents hold that the best way of life is to do well in study and find a good job. As a result, the objective of education is to receive higher education and hold an advanced academic degree. Maybe this kind of education will remain in a long time.

5.3 Cultural traditions

5.3.1 Different literary resources

Any kind of ideas will be showed by the culture in a specific form. China is an oriental country with a long history; its deep educational culture includes the elements of excellent family education. These outstanding thoughts go back to ancient times. And Confucianism is a key element in Chinese culture. Since its foundation by Confucius 2000 years ago, it has been at the origin of social rules and personal behavior in China. And the doctrine of Confucius and Mencius give a deep influence on family education in China. The Analects of Confucius and Mencius as the Confucian classic have had a deeper impact on Chinese lives over a longer period of time than any other book in human history.

Confucius himself had a simple moral teaching: to love others; to honor one's parents; to do what is right instead of what is of advantage; to practice reciprocity and "don't do to others what you would not want yourself". These are applied in our family education widely. In our country, many patents attach importance to their children’s education environment. They always want to send their children to the top-quality school since the kindergarten.

In contrast, many American writers in the literary world wrote a lot of famous works concerning independence and equality, which influences the American family education. Ralph Waldo Emerson is a representative. His speech of the "American Scholar "is considered the Declaration of Independence of the intellects. He gains a high appraisal because he said "envy is ignorance, that imitation is suicide. That he must take himself for better, for worse, as his portion is on self-Reliance. He also thought highly of independence. He thought that the people who had an independence idea could succeed as the God helps those who help themselves. According to Emerson, we can see the real source of the independence in American culture.

5.3.2 Different value orientations

American people emphasize the individual interest and self-achievement, whose cultural core is man-oriented. In the family, an individual has the highest right and is independent of the family relationship. So parents treat themselves and their children as two unattached units. They respect their children’s interests and choices, and encourage them not to give up their own hobbies. American parents pay more attention to enjoying their lives and they often go to cinemas, attend concerts, go dancing, or even dating.

Chinese people are particular about commonness that the collective interest is superior to the individual’s. in the family , parents treat their children as the extending of their own values. Children are the whole content of their life whose future life is designed by their parents in advance. Therefore in accord with their children’s competence, Chinese parent’ expectation is too high.

6. The Different Results of the Two Kinds of Family Education

Because the concepts and the methods of family education are different, the educational results show some obvious differences.

6.1 Results of American family education

The children and youth in the United States show the following characters when they are young. Firstly, their ability of independence is very strong. They do not depend on their parents or families from 18 years old. They often do some part-time jobs to supply their consuming requirements. Even many students from rich families also do part-time jobs. Secondly, they have the capability to adapt to the market economy. The children in America begin to manage the finance when they are young, which let children deeply understand that it is not easy to earn money, and help them to form a good habit. Thirdly, they have the abilities adapting to social environments, because they have experienced the life through their own work. Many teenagers in America are not afraid of bitterness and have the perseverance of overcoming difficulties. They can face difficulties calmly and live harmoniously with people around them; they also have the confidence and courage of being independent as a member of the society. These qualities and skills form the foundation of their future development.

6.2 Results of Chinese family education

On the contrary, Chinese children show the following characters. Although their schoolwork is better than that of American students, they can not live well independently for lack of independent consciousness. They strongly rely on other people and are passive in doing things. At the same time, they lack the abilities adapting to environment and face emergency.

6.3 Advantages and disadvantages of the two kinds of results

Maybe children in American act more independent than those in China, however, what I want to say is that Chinese children maybe show more filial obedience to their parents than those in American. We can watch on TV many times that there are lots of American children who beat their parents drastically. In my opinion, it is just because

American children are too independent that they don’t think they need their parents’ help, and think little about them. On the contrary, in China, most people treat their parents well, and take care of them when they get old, for parents look after us when we are under age 18.

7. Enlightenment from the Comparison

The objectives of both countries’family education put more stress on the “skilled people” than “qualified people’. Successful family education should be a combination of these two of which the principal objectives should be the latter.

Chinese family education usually neglects children’s subjective wishes. In family education, children are the main body and eternal cause of whether family education objective can be realized. Therefore, parents should pay more attention to children’s wishes. Followings are some suggestions in this regard:

First, although children are dependent on their parents, they are independent individuals who have independent opinions and understandings. The basic requests are that parents should listen attentively to their children’s ideas and consider their opinions carefully.

Second, when a conflict between parents and children’s ideas come up, parents should analyze and explain the situation to the children calmly rather than force them to obey. Being given the right of choice and responsibility, children tend to make rational choices. 8. Conclusion

It is very obvious that the future of a nation depends on the quality of young people, which needs to improve family education because family education is the foundation of the whole school education and soc ial education, and it can’t be substituted by other forms of education. According to our country’s special circumstances, the number of one-child family is becoming larger, so family education must be improved in the project of educational reform and development and family education must be combined with school education and social education. Therefore, it is necessary to change traditional family ideas. First, parents should educate their children in social environment, in other words, they

should not only teach their children the knowledge of survival, but also the responsibilities for the society. Secondly, they must cultivate their children’s consciousness of independence, self-support, cooperation and the spirit of caring for others. And developing the qualities of person requires parents, especially the families with one child, to completely change the wrong ways which they used in the past. Therefore, much can be learned from the ways of family education in the United States. Also, there is something that we Chinese do better than Americans. Maybe the two nations can learn from each other and provide children with the best family education.

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文献综述格式一般包括

文献综述格式一般包括: 文献综述的引言: 包括撰写文献综述的原因、意义、文献的范围、正文的标题及基本内容提要; 文献综述的正文: 是文献综述的主要内容,包括某一课题研究的历史 (寻求研究问题的发展历程)、现状、基本内容 (寻求认识的进步),研究方法的分析(寻求研究方法的借鉴),已解决的问题和尚存的问题,重点、详尽地阐述对当前的影响及发展趋势,这样不但可以使研究者确定研究方向,而且便于他人了解该课题研究的起点和切入点,是在他人研究的基础上有所创新; 文献综述的结论: 文献研究的结论,概括指出自己对该课题的研究意见,存在的不同意见和有待解决的问题等; 文献综述的附录: 列出参考文献,说明文献综述所依据的资料,增加综述的可信度,便于读者进一步检索。

一、文献综述不应是对已有文献的重复、罗列和一般性介绍,而应是对以往研究的优点、不足和贡献的批判性分析与评论。因此,文献综述应包括综合提炼和分析评论双重 含义。 文献综述范文1:“问题——探索——交流”小学数学教学模式的研究 ... ...我们在网上浏览了数百种教学模式,下载了二百余篇有关教学模式的文章,研读了五十余篇。概括起来,我国的课堂教学模式可分三类: (1) 传统教学模式——“教师中心论”。这类教学模式的主要理论根据是行为主义学习理论,是我国长期以来学校教学的主流模式。它的优点是... ...,它的缺陷是... ... (2) 现代教学模式——“学生中心论”。这类教学模式的主要理论依据是建构主义学习理论,主张从教学思想、教学设计、教学方法以及教学管理等方面均以学生为中心,20世纪 90年代以来,随着信息技术在教学中的应用,得到迅速发展。它的优点是... ...,它的缺陷是... ... (3) 优势互补教学模式——“主导——主体论”。这类教学模式是以教师为主导,以学生为主体,兼取行为主义和建构主义学习理论之长并弃其之短,是对“教师中心论”和“学生中心

文献综述

基于Java Web及微信公众号开发的校园微会议管理系统 陈俊 课题研究的背景及意义: 近年来,移动互联网的大力发展,推动微信这个新兴自媒体平台发挥出了其他媒体不可比拟的重要作用。在这个人人都有智能机,处处覆盖着移动网络的时代,App为主的移动互联网时代正在被崛起的微信公众平台代替,微信公众号号慢慢地挑战移动App地位。微信的海内外用户已近超过了4亿,这个数字也在不断增加,所以它成为了移动互联网时代的新的宝藏[1],[2]。利用微信公众平台的传播优势,我们何不把我们自己,我们学院,甚至我们学校当作一个自媒体[1],尽情的宣传推广自己,给他人,给社会同时也给我们自己带来福利呢。 随着数字移动媒体技术的迅猛发展,具有流动、即时、多功能化等特点的,依赖于手机等移动终端的各种应用——诸如手机新闻客户端、社交媒体移动终端——逐渐成为人们获取信息的主要方式。而近两年来,这一趋势逐渐明晰,同时终端平台市场也在发生巨大的变化。2011年,当网民还在体验刚刚诞生一年的微博的应用感受,一款新的社交媒体平台也推出市场,并在近两年呈极强的上升的态势。它就是——微信。 微信广泛的受众基础自然不会被政府、媒体、企业等放过。为了满足组织传播与大众传播的需求,腾讯于2012年10月19日推出微信公众平台。微信公众平台分服务号与订阅号两种。前者旨在为用户提供服务,发送信息时用户可以收到即时消息提醒;后者旨在提供信息,发送信息会在订阅号菜单中提醒,用户不会收到即时消息提醒。 当下微信公众平台近来的发展也呈井喷趋势[1]。根据微信官方数据,截止2014年7月,微信公众平台注册总量达580万,且每日新增1.5万个。但根据微信第三方服务商“全微科技”估测(如下图所示),在这几百万公众账号中只有不到20%的账号拥有一万以上的粉丝。由此可见,虽然总量大,每个公众平台的平均影响力并不高。其中一些优势的公众平台占据了大部分的注意力资源。 微信公众平台中,媒体账号是其中活跃程度高、影响力较突出的一类。传统媒体由于其长久累积的品牌效应,所以进驻微信之后也持有较高的影响力。例如“央视新闻”在上线当天,则立即引发了十万用户与其互动[2]。除了订阅号之内设定的互动外,媒体微信公众账号还依靠朋友圈分享功能在扩大影响力。

文献综述范本

文献综述 姓名 .. 学号 .. 班级 .. 论文题目: 前言 菜名既不同菜肴能反应其特色并且为大众所能接受和理解的名称。菜名翻译从奥运会举办以来才备受关注。菜名的翻译不仅是语言的转换,更是文化内涵的传递。菜名翻译是翻译研究的新领域,也是我国翻译界的一项紧急而迫切的任务。本文旨在目的论的基础上探讨并系统地归纳出川菜菜名翻译中所使用的翻译技巧与策略,希望使具有中国特色的菜名的翻译最大限度的保留中国的特色,并让人们具体认识目的论在文体翻译中的作用,进而为菜名翻译或类似的应用型文本翻译提供启示。 正文 菜名翻译是翻译研究的新领域,近年来,关于菜名翻译的文章屡见不鲜,其研究总的来说是从文化内涵和翻译理论的角度这两个方面展开。 从文化内涵角度的讨论主要是围绕文化差异的角度来讨论中式菜名的英译接受度。阐述中式菜名音译的文章有:冯炜成的《浅析语义和交际翻译在川菜菜名翻译中的作用》依据川菜的特点,讲川菜菜名可分为两类,分别采用不同的翻译策略:非文化菜名,由于其直截了当地传递菜肴本身的信息,因此适用语义翻译;容易引发误解的菜名,由于菜名中含有很多西方人的禁忌,因此可运用交际翻译法,适当地选词和意译,使西方人能够最大程度地理解;有文化内涵的菜名 ,因本身表达较为含蓄,故适宜先用交际翻译将菜肴本身的特色翻译出,后用语义翻译,解释名称中所包含的文化内涵。秦艳容的《中国菜谱的文化内涵与翻译》从中国饮食文化的特点入手,分析中餐菜单英译存在的问题,分析了中餐菜单英译的方法。从中式菜名特点角度进行分析菜名英译的文章及观点的有刘琪的《论中式菜名英译》,分别从中国特色文化翻译的三项基本原则、翻译的技巧将中式菜名进行分类分析。 从翻译理论的角度进行菜名研究的主要是以功能翻译理论为主导。功能派翻译理论于20世纪70年代兴起于德国。其发展经过了以下几个阶段。第一阶段:

科研文献综述正文范例

法学院本科生毕业论文全面 《文献综述》写作规范(试行) 一、写作文献综述的总体要求 文献综述是针对某一研究领域或专题搜集大量文献资料的基础上,就国内外在该领域或专题的主要研究成果、最新进展、研究动态、前沿问题等进行综合分析而写成的、能比较全面地反映相关领域或专题历史背景、前人工作、争论焦点、研究现状和发展前景等内容的综述性文章。 法学院本科生在毕业论文选题确定后,除传统研究论文写作形式外,可以围绕毕业论文选题查找相关文献资料,以文献综述的形式提交研究成果代替传统研究论文,文献综述(论文)的答辩稿和终稿应当包括封面、目录、正文和参考文献、致谢词等几部分,各部分的排版格式与法学院规定的普通论文排版格式一样,正文字数8000字以上。 二、文献综述的正文结构内容 文献综述主要用以介绍与主题有关的详细资料、研究动态、研究进展、发展方向以及对以上方面的评述。一般都包含以下四部分:即前言、主体和总结。 前言部分。主要是说明写作的目的,即立题依据和综述目的;介绍有关的概念及定义以及综述的范围,扼要说明有关主题的现状或争论焦点,使读者对全文要叙述的问题有一个初步的轮廓。引言不宜过长,文句要简练、重点突出。 主体部分。文献综述的主体写法多样,没有固定的格式。可按年代顺序综述,也可按不同的问题进行综述,还可按不同的观点进行比较综述,不管用那一种格式综述,都要将所搜集到的文献资料归纳、整理及分析比较,阐明有关主题的历史背景、现状和发展方向,以及对这些问题的评述,主题部分应特别注意代表性强、具有科学性和创造性的文献引用和评述。 总结部分。是对全文主题的简明扼要的总结,包括对学术界的研究现状进行必要的评述,可以提出自己的见解,并对进一步的发展方向做出预测。 三、撰写文献综述的注意事项 1、文献综述的论文标题一般采用“主题词+文献研究综述”或“主题词+理论研究综述”等形式命题。

文献综述规范与范文

贵州大学人民武装学院2012 届本科毕业生 毕业论文 ( 设计 ) 文献综述撰写规范 为了培养学生独立从事学术研究的能力,特别是培养学生检索、搜集、整理、综合利用学术文献资料,根据所研究课题对文献资料进行有效的归纳、分析、总结的能力,提高独立工作能力和科研能力,并为科研活动奠定扎实的基础,本科毕业生在完成毕业论文(设计)的同时必须相应完成一篇文献综述。 一、文献综述的基本要求 1.毕业论文(设计)文献综述是指学生在毕业论文(设计)研究课题或研 究题目(初步)确定后,通过搜集、整理、阅读国内外相关学术文献资料,就与 该课题或题目直接相关的主要研究成果、学术意义、研究方法、研究动态、最新 进展等问题进行归纳总结、综合分析后所做的简要评述。 2.毕业论文(设计)文献综述所评述的学术文献必须与学生所撰写论文保持大体上的一致,必须对可能影响所撰写论文主要论点、政策建议或反驳依据等主要 学术结论的相关文献及其主要论断做出清晰、准确、流畅的说明,必须保证综述 本身结构的完整性,能够反映学生的利用学术文献的综合能力。 3.毕业论文(设计)文献综述是学生撰写毕业论文(设计)过程的有机组成部分,必须在论文指导教师的指导下完成;文献综述必须按学校要求的基本规范撰写;论文类题目提交 3000 字左右的文献综述,设计类题目提交 2000 字左右的设计方 案报告;文献综述的成绩综合纳入学生毕业论文(设计)成绩之中,未 完成毕业论文(设计)文献综述的学生不得参加毕业论文(设计)答辩。 二、文献综述的基本格式 文献综述是针对某一研究领域或专题搜集大量文献资料的基础上,就国内外在 该领域或专题的主要研究成果、最新进展、研究动态、前沿问题等进行综合分析而写成的、能比较全面的反映相关领域或专题历史背景、前人工作、争论焦点、研究 现状和发展前景等内容的综述性文章。“综”是要求对文献资料进行综合分析、归 纳整理,使材料更精练明确、更有逻辑层次;“述”就是要求对综合整理后的文献 进行比较专门的、全面的、深入的、系统的评述。

文献综述统一格式

文献综述统一格式 1、使用word文档制作 2、论文题目:用宋体、小二、加粗、居中 正文大标题:小四,宋体,加粗,顶格 3、作者:XXX 指导老师:XXX 用楷体、四号、居中 4、正文:宋体、小四号、1.25倍行距 5、【参考文献】及内容用宋体、五号 6、页脚:插入页码,居中,奇偶页均同 样例:第 1 页(共4页),五号,宋体 7、页边距设置上:2.5cm 下:2.5cm 左:3cm 右:2.5cm 页眉页脚:系统默认格式 8、A4纸型,单面打印 9、电子文稿的基本格式 (1)标题的层次 一级标题用“一、二、……”来标识,二级标题用“(一)(二)……”来标识,三级标题用“1. 2. …”来标识、四级标题用“(1)(2)…”来标识。标题行和每段正文首行均空二格。 (2)插图和表格 1)插图的图续应放在插图的下方,居中排印。图用图1,图2表示 2)表格的表头应放在表格的上部,居中排印;表格用表1,表2表示,表格的左右边框线应去掉;表格中的文字结束时,不使用“。”。 (3)公式 公式应单占一行并居中排印,末了不必加标点符号;一行如有两个以上式子的,可用标点符号隔开,解释公式中的变量应以“式中:”作为标识,左顶格排印。其基本格式为: X+Y=C

式中:X代表。。。。。。; Y代表。。。。。。; C代表。。。。。。。 (4)数字 文稿中的纯数字,应用阿拉伯数字表示。 (5)注释 1)明确注释与参考文献的区别,参考文献是作者写作论著时所参考的文献书目,集中排列在文末。 2)注释是对正文中某一特定内容的进一步解释或补充说明,排印在该页地脚。参考文献序号用方括号标注,注释用数字加圆圈标注。 9.参考文献 (1)参考文献按在正文中出现的先后次序排列于文后。 (2)以“参考文献:”(左顶格)作为标识。 (3)参考文献的序号左顶格,并用数字加方括号表示,与正文中的指示序号格式一致,每一条参考文献条目的最后均以“.”结束。 (4)参考文献著录项目主要包括以下几个方面: a主要责任者(专著作者、论文集主编、学位申报人、专利申请人、报告撰写人、期刊文章作者、析出文章作者)。多个责任者之间以“,”分隔,主要责任者只列姓名,其后不加“著”、“编”、“主编”等责任说明。 b文献题名及版本(初版省略) c文献类型及载体类型标识。 参考文献类型专著论文集报纸文章期刊文章学位论文报告标准专利 文献类型标识 M C N J D R S P 对于专著、论文集中的析出文献,其文献类型标识建议采用单字母“A”;对于其他未说明的文献类型,建议采用单字母“Z”。 对于数据库(database)、计算机程序(computer program)及电子公告(electronic bulletin board )等电子文献类型的参考文献,建议以下列双字母作为标识: 电子参考文献类型数据库计算机程序电子公告

文献综述修改

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