導(dǎo)語：如何才能寫好一篇本科畢業(yè)論文英文，這就需要搜集整理更多的資料和文獻(xiàn)，歡迎閱讀由公務(wù)員之家整理的十篇范文，供你借鑒。

篇1

一、英文摘要的特點(diǎn)及規(guī)范 

1、具有獨(dú)立性和自含性 

對(duì)于一些英文讀者來說，英文摘要是他們唯一的信息源，所以英文摘要一定要強(qiáng)調(diào)完整性，也就是說它所提供的信息必須是完整的。 

2、具有定量分析 

撰寫英文摘要的過程中應(yīng)該注意避免籠統(tǒng)的、空洞的闡述，盡量用具體的語言和清晰地思路來論述，這樣能給讀者一個(gè)全面的信息呈現(xiàn)。 

3、具有創(chuàng)新性 

由于東西方文化差異，西方學(xué)者在閱讀論文時(shí)會(huì)注重創(chuàng)新之處，所以中英文摘要不必強(qiáng)求一致，英文摘要需要有自己的特點(diǎn)和風(fēng)格。 

國(guó)際標(biāo)準(zhǔn)規(guī)定中“摘要”一詞定義為原文內(nèi)容準(zhǔn)確、扼要的表達(dá)，而不加以解釋和評(píng)論。各個(gè)高校對(duì)其也都有自己的相關(guān)規(guī)定，如新疆農(nóng)業(yè)大學(xué)，一般要求英文摘要在200-250字符，單詞語法正確，語言流暢、精煉。內(nèi)容包括目的、方法、結(jié)果、結(jié)論等4個(gè)方面，著重反映論文中的新內(nèi)容、新見解，但不得加入評(píng)論。 

二、非英專本科畢業(yè)論文中文摘要英譯中存在的問題 

1、研究過程簡(jiǎn)述 

為了了解本校非英專本科畢業(yè)論文英文摘要所存在的問題，筆者進(jìn)行了兩方面的研究。筆者對(duì)土管專業(yè)的62份問卷結(jié)果進(jìn)行了數(shù)據(jù)分析，發(fā)現(xiàn)77%的非英專學(xué)生對(duì)英文摘要有強(qiáng)烈的需求；收集了土管專業(yè)的57份畢業(yè)論文英文摘要，進(jìn)行詳細(xì)分析、研究，發(fā)現(xiàn)70%的學(xué)生借助了網(wǎng)上一些軟件翻譯，其中有25%的人對(duì)譯文進(jìn)行了修改，僅有12%的學(xué)生基本了達(dá)到英文摘要的要求。 

2、英文摘要存在的問題的分析 

1）文章題目的翻譯。中國(guó)學(xué)生受到漢語思維習(xí)慣的影響，在中文題目中會(huì)用到“研究”、“初探”等詞，但是在撰寫英文摘要中，這些詞就可以不用譯出。 

例如：四平市耕地保護(hù)的問題及對(duì)策分析 

原譯：Analysis of Problem and Countermeasures of Farmland Protection in Si Ping City 

改譯：Problem and Countermeasures of Farmland Protection in Si Ping City 

2）標(biāo)點(diǎn)符號(hào)錯(cuò)誤。學(xué)生常犯的錯(cuò)誤：并列成分用分號(hào)隔開；書名號(hào)沒有用斜體；中英文省略號(hào)的區(qū)別。 

例如：農(nóng)戶耕地流轉(zhuǎn)行為受農(nóng)戶文化程度、年齡、農(nóng)戶家庭勞動(dòng)力資源狀況影響。 

譯文：... is influenced by farmers’ degree of education，age，labor resource status. 

3）用詞不當(dāng)。詞性和近義詞區(qū)別分辨不清常會(huì)導(dǎo)致用詞不當(dāng)?shù)膯栴}。 

例如：但是由此產(chǎn)生的人地矛盾問題卻日趨尖銳 

原譯；but the resulting contradiction between people and land ... 

筆者認(rèn)為“矛盾”一詞，根據(jù)詞義和用途，conflict更為貼切。 

改譯：but the resulting conflict between people and land... 

4）搭配不當(dāng)。英語單詞的搭配紛亂復(fù)雜，許多學(xué)生的語法基礎(chǔ)薄弱，經(jīng)常會(huì)用錯(cuò)搭配導(dǎo)致不規(guī)范的表達(dá)。 

例如：In Urumqi as an example ... 

改譯：Taking Urumqi as an example... 

5）中式翻譯 

做翻譯時(shí)，一個(gè)普遍問題就是中式思維翻譯。如果只顧字面對(duì)應(yīng)，不考慮文化差異，可能會(huì)造成簡(jiǎn)單句泛濫，句子銜接性差。 

例如：大量的農(nóng)業(yè)用地轉(zhuǎn)為城市用地，給國(guó)家糧食安全問題和生態(tài)環(huán)境的保護(hù)造成了極大的壓力。 

原譯：A great deal transformation of agricultural land into urban land， to the national food security problems and the protection of the ecological environment cause great pressure. 

原譯文完全是根據(jù)中文逐字逐句翻譯的，且原文中的“問題”可不用譯出。 

改譯：A great deal transformation ...brings great pressure to the national food security... 

三、改進(jìn)英文摘要質(zhì)量的對(duì)策 

英文摘要中存在的問題還有很多，以上幾條只是筆者在實(shí)踐過程中常見問題的簡(jiǎn)單總結(jié)。想要提高摘要質(zhì)量，筆者認(rèn)為需要從以下兩個(gè)方面做出努力： 

正確認(rèn)識(shí)英文摘要的意義，了解英文摘要的寫作特點(diǎn)和規(guī)范。撰寫英文摘要時(shí)，先用中文完成結(jié)構(gòu)完整、信息全面的摘要，再按照英文思維將其翻譯下來。 

掌握英文摘要的翻譯技巧，加強(qiáng)自身翻譯能力。多注重英文摘要的寫作規(guī)范和行文特點(diǎn)，如用詞、句法、時(shí)態(tài)、語態(tài)等。多積累英文摘要常用詞、句型，多閱讀英文文獻(xiàn)資料。（作者單位：新疆農(nóng)業(yè)大學(xué)外國(guó)語學(xué)院） 

作者簡(jiǎn)介：汪南（1994～），新疆農(nóng)業(yè)大學(xué)外國(guó)語學(xué)院英語134班學(xué)生。 

參考文獻(xiàn) 

[1]陳曉文，王曉農(nóng).非英專本科生畢業(yè)論文中文摘要英譯研究—以魯東大學(xué)2010屆非英專部分畢業(yè)生為例[J].河北聯(lián)合大學(xué)學(xué)報(bào)（社科版），2012年（1）. 

篇2

1.文獻(xiàn)綜述方面

高校本科學(xué)生要在較短時(shí)間內(nèi)的進(jìn)行國(guó)內(nèi)外相關(guān)研究文獻(xiàn)的收集、整理與分析、匯總工作，最后以文獻(xiàn)綜述的形式出現(xiàn)在論文的第一部分之中。論文綜述的寫作對(duì)于相關(guān)領(lǐng)域研究前沿、研究熱點(diǎn)的科學(xué)、準(zhǔn)確界定，畢業(yè)論文選題及后續(xù)寫作的創(chuàng)新性、科學(xué)性等來說至關(guān)重要。通過調(diào)研發(fā)現(xiàn)，目前高校本科學(xué)生在校期間很少能夠充分了解國(guó)內(nèi)外相關(guān)學(xué)科或領(lǐng)域的研究概況，如該學(xué)科或領(lǐng)域中的研究主題、經(jīng)典文獻(xiàn)、權(quán)威作者、核心期刊、研究合作群體等，而科學(xué)知識(shí)圖譜的一些分析方法，如來源分析方法、詞頻共現(xiàn)方法、共被引分析方法、引文分析方法等則恰好能夠滿足本科學(xué)生渴望對(duì)學(xué)科或領(lǐng)域研究基本情況進(jìn)行充分了解的迫切需求，對(duì)于高度概括國(guó)內(nèi)外的研究現(xiàn)狀，開展科學(xué)的研究述評(píng)，明確畢業(yè)論文寫作的理論意義和現(xiàn)實(shí)意義具有較大的幫助。

2.科學(xué)選題方面

鑒于國(guó)內(nèi)多數(shù)高校對(duì)本科生學(xué)術(shù)科研要求較低，以及學(xué)生本身科研主動(dòng)性、積極性不強(qiáng)而導(dǎo)致學(xué)生對(duì)所學(xué)學(xué)科及相關(guān)領(lǐng)域理論及實(shí)踐研究了解不明確、不充分等特點(diǎn)，科學(xué)知識(shí)圖譜分析方法如詞頻共現(xiàn)方法，可以使得本科生在較短時(shí)間內(nèi)快速了解國(guó)內(nèi)外相關(guān)學(xué)科或某一領(lǐng)域的理論研究和實(shí)踐探索情況，從定量與定性相結(jié)合、主觀與客觀相結(jié)合等方面對(duì)相關(guān)學(xué)科或領(lǐng)域的研究熱點(diǎn)、研究前沿、研究網(wǎng)絡(luò)及發(fā)展趨勢(shì)等進(jìn)行了解和學(xué)習(xí)，從而使得畢業(yè)論文選題更加具有科學(xué)性、創(chuàng)新性和實(shí)踐性?？梢哉f，在本畢業(yè)論文寫作過程中，如以科學(xué)的、準(zhǔn)確的研究熱點(diǎn)或研究前沿為論文寫作對(duì)象，就是對(duì)社會(huì)實(shí)踐和學(xué)科發(fā)展的客觀需求進(jìn)行有針對(duì)性的研究。通過滿足社會(huì)實(shí)踐和學(xué)科發(fā)展的現(xiàn)實(shí)需求，使得畢業(yè)論文不僅具有一定的學(xué)術(shù)價(jià)值，而且具有明顯的現(xiàn)實(shí)意義。3.研究創(chuàng)新方面高等教育重在培養(yǎng)學(xué)生的創(chuàng)新意識(shí)和創(chuàng)新能力，提升學(xué)生的創(chuàng)新水平。如同研究生畢業(yè)論文一樣，本科生畢業(yè)論文的寫作同樣有一定程度上的創(chuàng)新要求，包括研究方法的創(chuàng)新、研究?jī)?nèi)容的創(chuàng)新、研究過程的創(chuàng)新等等。通過科學(xué)知識(shí)圖譜方法的有效使用，可以對(duì)國(guó)內(nèi)外相關(guān)領(lǐng)域的研究現(xiàn)狀有較為清晰的了解和掌握，通過高度概括與全面分析，既可以實(shí)現(xiàn)文獻(xiàn)綜述研究方法上的創(chuàng)新，也可以在了解國(guó)內(nèi)外研究熱點(diǎn)、研究前沿的基礎(chǔ)上進(jìn)行研究?jī)?nèi)容上創(chuàng)新，突破現(xiàn)有研究存在的不足和缺陷，使得研究的廣度或深度上更進(jìn)一步，并與實(shí)踐結(jié)合更加緊密，使創(chuàng)新性和實(shí)踐性統(tǒng)一起來，更好地為社會(huì)實(shí)踐服務(wù)。

此外，知識(shí)圖譜在高校本科畢業(yè)論文寫作中的其他功效還包括：重要文獻(xiàn)資料收集、核心期刊選定研讀、權(quán)威作者跟蹤學(xué)習(xí)等，這些都為畢業(yè)論文的寫作打下堅(jiān)實(shí)和牢固的研究基礎(chǔ)。

二、科學(xué)知識(shí)圖譜在本科畢業(yè)論文寫作過程中的應(yīng)用

1.文獻(xiàn)數(shù)據(jù)庫的選擇與文獻(xiàn)篩選

國(guó)外文獻(xiàn)數(shù)據(jù)庫選擇與文獻(xiàn)篩選。如果要分析國(guó)外某學(xué)科或領(lǐng)域的相關(guān)研究情況，可以選擇美國(guó)科學(xué)情報(bào)研究所的“SocialScienceCitationIndex”數(shù)據(jù)庫，即眾所周知的SSCI（社會(huì)科學(xué)引文索引），其為綜合性社科文獻(xiàn)數(shù)據(jù)庫，涉及經(jīng)濟(jì)、管理、心理學(xué)、社會(huì)學(xué)等研究?jī)?nèi)容。以人力資源管理研究為例，進(jìn)入SSCI數(shù)據(jù)庫后，在“標(biāo)題”或“主題”選項(xiàng)中輸入相關(guān)主題詞語，如“humanresourcemanagement”或“HRM”等，之后確定相應(yīng)的年限，如2000年—2012年，然后進(jìn)行文獻(xiàn)資料收索，在收索結(jié)果中選擇相應(yīng)的“研究領(lǐng)域”、“研究方向”，在“文獻(xiàn)科學(xué)知識(shí)圖譜在本科畢業(yè)論文寫作中的功效及應(yīng)用房宏君劉瑛北京聯(lián)合大學(xué)人力資源管理研究所類型”中選擇“article”即“文章”類型資料并去掉“meeting”、“review”、“editorial”類型資料之后以進(jìn)行文獻(xiàn)篩選；在文獻(xiàn)資料保存過程中，選擇包含標(biāo)題、來源作者、來源單位、關(guān)鍵詞、摘要、參考文獻(xiàn)等全文獻(xiàn)資料類型，以每次500條文獻(xiàn)資料數(shù)量進(jìn)行下載，并以文本格式進(jìn)行保存。

國(guó)內(nèi)文獻(xiàn)數(shù)據(jù)庫選擇與文獻(xiàn)篩選。本科學(xué)生如要分析國(guó)內(nèi)相關(guān)某一領(lǐng)域的研究情況，可以選擇現(xiàn)有的“ChineseSocialSciencesCitationIndex”數(shù)據(jù)庫，即中文社會(huì)科學(xué)引文索引數(shù)據(jù)庫（CSSCI），其是由南京大學(xué)中國(guó)社會(huì)科學(xué)研究評(píng)價(jià)中心研制的中文數(shù)據(jù)庫，通過科學(xué)引文索引數(shù)據(jù)庫的統(tǒng)計(jì)與分析，可以從定量的視角評(píng)價(jià)文獻(xiàn)來源地區(qū)、研究機(jī)構(gòu)、研究學(xué)者等相關(guān)情況，探測(cè)某一學(xué)科或領(lǐng)域中的研究熱點(diǎn)、研究前沿、研究網(wǎng)絡(luò)及發(fā)展趨勢(shì)等。在CSSCI數(shù)據(jù)庫中，確定年限之后，選擇“來源文獻(xiàn)”數(shù)據(jù)庫，然后在“來源篇名”或“關(guān)鍵詞”選項(xiàng)中輸入要查詢的相關(guān)詞語進(jìn)行檢索，CSSCI數(shù)據(jù)庫每次可以下載50條文獻(xiàn)資料，點(diǎn)擊“下載”即可得到相應(yīng)的文本資料。

2.知識(shí)圖譜繪制工具的選擇

進(jìn)行科學(xué)知識(shí)圖譜分析的可視化工具很多，包括：“Citespace”可視化軟件、SPSS軟件、Bibexcel軟件、Ucinet、Netdraw等，其中較為常用的如“Citespace”可視化軟件、Bibexcel軟件、SPSS軟件等。本科生在畢業(yè)論文綜述研究中可以采用操作簡(jiǎn)單、功能強(qiáng)大的Citespace軟件、SPSS統(tǒng)計(jì)分析軟件等。關(guān)于上述軟件的介紹與使用在一些專著、教材及相關(guān)文獻(xiàn)資料中有詳細(xì)的介紹。

三、知識(shí)圖譜分析方法的確定

1.詞頻共現(xiàn)分析方法。

該方法用于探測(cè)和分析某一研究領(lǐng)域研究熱點(diǎn)、研究前沿及其演進(jìn)歷程、發(fā)展趨勢(shì)等，包括關(guān)鍵詞共現(xiàn)頻次分析、突現(xiàn)詞探測(cè)分析等，如利用Citespace軟件中的關(guān)鍵詞共現(xiàn)方法可以探測(cè)出2006—2010年5年間國(guó)內(nèi)人力資源管理研究的基本熱點(diǎn)情況

2.來源分析方法。

該方法用于分析一定期限內(nèi)文獻(xiàn)資料的主要來源國(guó)家、來源作者、來源機(jī)構(gòu)等，以探討文獻(xiàn)資料來源的基本情況，如利用Citespace軟件中來源分析方法可以探測(cè)出2001—2010年10年間國(guó)際范圍內(nèi)人力資源管理研究文獻(xiàn)的主要來源國(guó)家。2001-2010年國(guó)際范圍人力資源管理研究文獻(xiàn)來源國(guó)家圖譜共被引分析方法。

3.共被引分析方法。

該方法主要包括作者共被引、文獻(xiàn)共被引、期刊共被引方法，用于探測(cè)某一學(xué)科或研究領(lǐng)域的經(jīng)典文獻(xiàn)、權(quán)威作者、核心期刊及其網(wǎng)絡(luò)關(guān)系等。如利用Citespace軟件中文獻(xiàn)共被引分析方法可以探測(cè)出2005—2009年5年間國(guó)際人力資源研究領(lǐng)域中的最具有影響力的重要經(jīng)典文獻(xiàn)。2005-2009年國(guó)際范圍人力資源研究文獻(xiàn)共被引圖譜

四、研究結(jié)果的驗(yàn)證與應(yīng)用

科學(xué)知識(shí)圖譜研究的結(jié)果雖然是量化的、客觀的，但是仍然需要通過實(shí)踐調(diào)研去進(jìn)行驗(yàn)證，如對(duì)研究熱點(diǎn)的核實(shí)與確認(rèn)，可以通過對(duì)某一研究領(lǐng)域中的權(quán)威專家進(jìn)行訪談加以核實(shí)，還應(yīng)該結(jié)合社會(huì)實(shí)踐相關(guān)領(lǐng)域中的熱點(diǎn)現(xiàn)象去驗(yàn)證，以綜合確認(rèn)研究結(jié)果的準(zhǔn)確性和科學(xué)性?？梢哉f，經(jīng)過驗(yàn)證的科學(xué)的、準(zhǔn)確的、量化的研究成果可以為本科生畢業(yè)論文的科學(xué)選題、文獻(xiàn)綜述、內(nèi)容創(chuàng)新及突出論文的有效性和實(shí)踐性打下良好的基礎(chǔ)。

五、結(jié)論

篇3

Key words applied undergraduate; thesis （design）; course; teaching reform 

應(yīng)用型本科畢業(yè)論文（設(shè)計(jì)）是在教師指導(dǎo)下本科畢業(yè)生進(jìn)行四年學(xué)習(xí)與實(shí)踐成果的總結(jié)，也是對(duì)本科畢業(yè)生分析問題、解決問題能力的一項(xiàng)綜合考察，同時(shí)又是培養(yǎng)應(yīng)用型本科畢業(yè)生從業(yè)能力的一項(xiàng)重要手段。但是，目前各應(yīng)用型本科院校均出現(xiàn)了畢業(yè)論文（設(shè)計(jì)）質(zhì)量嚴(yán)重下滑的客觀事實(shí)。筆者多年來一直在從事應(yīng)用型本科學(xué)生畢業(yè)論文（設(shè)計(jì)）的指導(dǎo)工作，在論文（設(shè)計(jì)）指導(dǎo)過程中發(fā)現(xiàn)一些問題，提出了以提升學(xué)生從業(yè)能力為導(dǎo)向的畢業(yè)生論文（設(shè)計(jì)）指導(dǎo)課程教學(xué)改革策略：一是，強(qiáng)調(diào)應(yīng)用型本科畢業(yè)論文（設(shè)計(jì)）是對(duì)學(xué)生綜合實(shí)踐能力培養(yǎng)的認(rèn)識(shí);二是，明確論文（設(shè)計(jì)）學(xué)生選題的實(shí)踐價(jià)值;三是，設(shè)計(jì)合理的論文（設(shè)計(jì)）教學(xué)內(nèi)容;最后，采取適合論文（設(shè)計(jì)）指導(dǎo)課程的教學(xué)方法。以適應(yīng)市場(chǎng)經(jīng)濟(jì)新常態(tài)下應(yīng)用型高級(jí)人才的培養(yǎng)需要。 

1 目前畢業(yè)論文（設(shè)計(jì)）寫作中存在的主要問題 

一是，畢業(yè)論文（設(shè)計(jì)）存在的學(xué)術(shù)不端問題。學(xué)生畢業(yè)論文（設(shè)計(jì)）的學(xué)術(shù)不端問題經(jīng)常出現(xiàn)，有些學(xué)生進(jìn)行網(wǎng)上抄襲或者使用百度百科等網(wǎng)絡(luò)文章拼湊成論文;也有的學(xué)生找人;還有的學(xué)生直接改用本專業(yè)往屆學(xué)長(zhǎng)的合格畢業(yè)論文上交等。這些做法，論文（設(shè)計(jì)）指導(dǎo)老師都很難左右。有些情況可以通過論文檢驗(yàn)出來，有些則很難查出。但是，這些學(xué)術(shù)不端行為會(huì)敗壞了學(xué)術(shù)風(fēng)氣，使得學(xué)校安排學(xué)生寫作畢業(yè)論文（設(shè)計(jì)）的培養(yǎng)計(jì)劃失去了應(yīng)該發(fā)揮的作用和意義。 

二是，選題問題：有些學(xué)生所選題目陳舊過時(shí)，有些題目范圍過大或過小不利于論文寫作，或者學(xué)生所選題目的寫作可行性較差。學(xué)生思想惰性強(qiáng)，所選題目陳舊過時(shí)，遠(yuǎn)離時(shí)代，缺乏現(xiàn)實(shí)應(yīng)用價(jià)值。應(yīng)用型本科學(xué)生的畢業(yè)論文要求學(xué)生選題新穎，要有一定的獨(dú)立見解，尤其是對(duì)于以往反復(fù)研究過的題目，要從新的視角挖掘出獨(dú)特的觀點(diǎn)和見解。但很多學(xué)生沒有意識(shí)到畢業(yè)論文（設(shè)計(jì)）選題的重要意義，而是挑選以前學(xué)長(zhǎng)寫過的題目來寫，認(rèn)為可以照著別人的寫法來模仿完成。 

也有些學(xué)生認(rèn)為，選擇較大題目會(huì)有的可寫，也容易寫夠字?jǐn)?shù)。實(shí)際上，題目過大，在寫作過程中難以駕馭和把握。當(dāng)然，還有些學(xué)生認(rèn)為，選擇較小題目會(huì)容易寫具體，但是所選題目過小，在寫作過程中只能寫一些具體操作流程，無法形成具有一定理論深度的畢業(yè)論文。畢業(yè)論文選題要確定合理的范圍，學(xué)生盡量選擇與學(xué)過的課程相關(guān)，寫作熟悉一些的內(nèi)容，能夠保證在有限的時(shí)間內(nèi)順利完成畢業(yè)論文。 

再者就是所選題目是否具備寫作的可行性問題，由于一些學(xué)生缺少寫作經(jīng)驗(yàn)，在選題時(shí)沒有注意到題目?jī)?nèi)涵及外延，以及自己是否能夠搜集到足夠的論據(jù)及寫作素材，導(dǎo)致學(xué)生論文寫作過程出現(xiàn)無法繼續(xù)或中途更換論文題目的問題。 

三是，論文（設(shè)計(jì)）出現(xiàn)邏輯結(jié)構(gòu)不合理及寫作不規(guī)范問題。從歷屆學(xué)生畢業(yè)論文（設(shè)計(jì)）答辯稿件來看，存在的問題主要有：邏輯上出現(xiàn)前后矛盾、條理不清、缺乏科學(xué)的論證方法、研究方法不規(guī)范、創(chuàng)新點(diǎn)不明確、語言表達(dá)不清楚等問題。這些問題都會(huì)影響畢業(yè)論文的質(zhì)量，甚至于影響學(xué)生能否順利通過畢業(yè)論文（設(shè)計(jì)）答辯。 

2 應(yīng)用型本科畢業(yè)論文（設(shè)計(jì)）水平不高的主要原因 

一是，學(xué)生對(duì)應(yīng)用型本科畢業(yè)論文（設(shè)計(jì)）沒有正確的認(rèn)識(shí)。一方面，由于教師在論文（設(shè)計(jì)）指導(dǎo)課程教學(xué)中對(duì)學(xué)術(shù)不端現(xiàn)象的后果強(qiáng)調(diào)不足，導(dǎo)致學(xué)生對(duì)這個(gè)問題沒有清楚的認(rèn)識(shí)。另一方面，一些學(xué)生畢業(yè)了忙于找工作或畢業(yè)實(shí)習(xí)，對(duì)論文（設(shè)計(jì)）寫作不夠重視，應(yīng)付了事;還有一些學(xué)生在網(wǎng)上找?guī)灼恼码S便拼湊一下了事，或是請(qǐng)人完成應(yīng)付交差。這些做法都形成了應(yīng)用型本科畢業(yè)論文（設(shè)計(jì)）寫作出現(xiàn)的學(xué)術(shù)不端問題，最終影響到學(xué)生能否如期畢業(yè)。 

二是，指導(dǎo)教師與學(xué)生之間溝通不夠，學(xué)生缺乏有效的寫作指導(dǎo)，導(dǎo)致出現(xiàn)選題偏差。教師在論文（設(shè)計(jì)）指導(dǎo)課程教學(xué)中，由于課時(shí)量問題，沒有足夠強(qiáng)調(diào)學(xué)生與指導(dǎo)教師對(duì)選題溝通的重要性，更沒有進(jìn)行足夠的選題指導(dǎo)實(shí)踐訓(xùn)練;同時(shí)，在應(yīng)用型本科畢業(yè)論文（設(shè)計(jì)）寫作指導(dǎo)實(shí)踐中，指導(dǎo)教師往往把大部分精力放在科研和教學(xué)上，對(duì)學(xué)生畢業(yè)論文選題方向重視不夠。開題并進(jìn)入初稿寫作過程以后，才發(fā)現(xiàn)要么由于指導(dǎo)老師的專業(yè)背景和學(xué)生論文方向差距較大而無力指導(dǎo)，要么學(xué)生選題問題較大而無法繼續(xù)寫作。

三是，由于課程教學(xué)內(nèi)容安排不合理，導(dǎo)致對(duì)學(xué)生寫作幫助不大。由于學(xué)校論文（設(shè)計(jì)）指導(dǎo)課程教學(xué)內(nèi)容安排不合理，不能夠使學(xué)生通過該課程的學(xué)習(xí)掌握論文與設(shè)計(jì)的寫作區(qū)別、論文（設(shè)計(jì)）的寫作要求、寫作規(guī)范，以及開題報(bào)告、文獻(xiàn)綜述的寫作要點(diǎn)以及定量、定性研究方法的使用等內(nèi)容。最終導(dǎo)致一些學(xué)生出現(xiàn)論文邏輯結(jié)構(gòu)問題及寫作不規(guī)范等問題。 

3 畢業(yè)論文（設(shè)計(jì)）指導(dǎo)課程教學(xué)改革對(duì)策 

應(yīng)用型本科學(xué)生畢業(yè)后大多數(shù)要進(jìn)入各行業(yè)從事具體工作崗位的實(shí)踐活動(dòng)，因而高校對(duì)學(xué)生從業(yè)能力的培養(yǎng)就顯得尤其重要。大學(xué)生應(yīng)具備的從業(yè)能力應(yīng)包括：具有強(qiáng)烈的進(jìn)取心及責(zé)任感;較高水平的分析能力;較好的溝通交流能力;具備一定的創(chuàng)造和學(xué)習(xí)能力等等。①可以看到，嚴(yán)格的畢業(yè)生論文（設(shè)計(jì)）寫作訓(xùn)練能夠起到綜合訓(xùn)練和提升學(xué)生未來從業(yè)能力的作用。因此，筆者認(rèn)為學(xué)生畢業(yè)論文（設(shè)計(jì)）寫作應(yīng)建立以提升學(xué)生從業(yè)能力為導(dǎo)向的畢業(yè)生論文寫作課程教學(xué)改革策略：一是，強(qiáng)調(diào)應(yīng)用型本科畢業(yè)論文（設(shè)計(jì)）是對(duì)學(xué)生綜合實(shí)踐能力培養(yǎng)的認(rèn)識(shí);二是，明確論文（設(shè)計(jì)）學(xué)生選題的實(shí)踐價(jià)值;三是，設(shè)計(jì)合理的論文（設(shè)計(jì)）教學(xué)內(nèi)容;四是，采取適合論文指導(dǎo)課程的教學(xué)方法。 

首先，強(qiáng)調(diào)應(yīng)用型本科畢業(yè)論文（設(shè)計(jì)）是對(duì)學(xué)生綜合實(shí)踐能力培養(yǎng)的認(rèn)識(shí)。應(yīng)用型本科教育在教學(xué)、科研、服務(wù)諸方面都以應(yīng)用為導(dǎo)向，堅(jiān)持為地方或區(qū)域社會(huì)經(jīng)濟(jì)發(fā)展服務(wù)，面向行業(yè)、面向人才市場(chǎng)需求來建設(shè)專業(yè)。②應(yīng)用型本科生的畢業(yè)論文（設(shè)計(jì)）寫作過程，既是檢驗(yàn)本科生綜合運(yùn)用本學(xué)科所學(xué)知識(shí)的重要手段，同時(shí)又是一項(xiàng)培養(yǎng)學(xué)生邏輯寫作能力的實(shí)踐教學(xué)過程。因此，必須強(qiáng)調(diào)學(xué)生畢業(yè)論文（設(shè)計(jì)）寫作過程是對(duì)學(xué)生綜合實(shí)踐能力培養(yǎng)的認(rèn)識(shí)，應(yīng)該讓學(xué)生結(jié)合所學(xué)專業(yè)和自己的實(shí)習(xí)實(shí)踐并與指導(dǎo)教師進(jìn)行充分溝通來進(jìn)行畢業(yè)論文（設(shè)計(jì)）的選題及后續(xù)寫作。 

必須堅(jiān)決杜絕學(xué)生采取的各種學(xué)術(shù)不端行為，如在網(wǎng)上找?guī)灼恼码S便拼湊一下了事、請(qǐng)人完成應(yīng)付交差等行為。在畢業(yè)論文（設(shè)計(jì)）指導(dǎo)課程中，教師可以結(jié)合一些學(xué)校處理過的學(xué)術(shù)不端案例來教育學(xué)生，使其對(duì)學(xué)術(shù)不端的后果有清醒的認(rèn)識(shí)，讓學(xué)生從思想上認(rèn)識(shí)到學(xué)術(shù)不端做法對(duì)學(xué)業(yè)以及將來職業(yè)發(fā)展的巨大危害性。 

第二，明確論文（設(shè)計(jì)）學(xué)生選題的實(shí)踐價(jià)值導(dǎo)向。應(yīng)用型本科畢業(yè)論文（設(shè)計(jì)）指導(dǎo)課程教學(xué)必須首先讓學(xué)生能夠區(qū)分論文與設(shè)計(jì)的不同標(biāo)準(zhǔn)和要求，明確論文（設(shè)計(jì)）選題的實(shí)踐價(jià)值導(dǎo)向。應(yīng)按各學(xué)院按專業(yè)建立各論文（設(shè)計(jì)）指導(dǎo)課程授課導(dǎo)師組，采用競(jìng)爭(zhēng)機(jī)制選擇授課教師，使得論文（設(shè)計(jì)）課程中師生能夠就講解的案例做到專業(yè)上的充分溝通，使學(xué)生接受針對(duì)性較強(qiáng)的專業(yè)寫作訓(xùn)練，以保證畢業(yè)論文（設(shè)計(jì)）指導(dǎo)課程具有較強(qiáng)實(shí)踐性。 

應(yīng)用型本科的人才培養(yǎng)應(yīng)以知識(shí)、能力和技能是否與社會(huì)對(duì)應(yīng)用型人才的要求相適應(yīng)為評(píng)價(jià)標(biāo)準(zhǔn)。③應(yīng)用型本科院校應(yīng)在學(xué)生畢業(yè)論文（設(shè)計(jì)）選題方面強(qiáng)調(diào)其具有一定的實(shí)踐意義，能使學(xué)生綜合運(yùn)用所學(xué)專業(yè)進(jìn)行系統(tǒng)的寫作訓(xùn)練，使學(xué)生能夠在規(guī)定時(shí)間內(nèi)順利畢業(yè)論文（設(shè)計(jì)）寫作，達(dá)到培養(yǎng)具有實(shí)踐創(chuàng)新能力人才的教學(xué)目標(biāo)。因此，最好強(qiáng)調(diào)指導(dǎo)教師和學(xué)生的反復(fù)溝通，結(jié)合學(xué)生實(shí)習(xí)實(shí)踐背景，在老師研究方向范圍內(nèi)進(jìn)行畢業(yè)論文選題。這樣，既可以最大限度保證畢業(yè)論文（設(shè)計(jì)）選題的合理性，又能夠使得指導(dǎo)教師能夠有效參與到學(xué)生的寫作過程之中結(jié)合學(xué)生實(shí)習(xí)實(shí)踐經(jīng)驗(yàn)來提高學(xué)生的積極性。 

第三，設(shè)計(jì)合理的論文（設(shè)計(jì)）教學(xué)內(nèi)容。采用專題講解來講授撰寫論文（設(shè)計(jì)）過程，要在教學(xué)目標(biāo)中重點(diǎn)講授如何選題、如何收集資料、如何選用適合的研究方法，如何掌控好寫作進(jìn)度，如何做好寫作過程中的師生溝通，怎樣避免學(xué)術(shù)不端的做法等方面。 授課過程中要明確論文（設(shè)計(jì)）指導(dǎo)授課教師職責(zé)，依照學(xué)校畢業(yè)論文（設(shè)計(jì)）指導(dǎo)手冊(cè)要求將撰寫畢業(yè)論文（設(shè)計(jì)）的每一步驟內(nèi)容分解到每課時(shí)的教學(xué)任務(wù)中，包括：論文（設(shè)計(jì)）選題、擬定論文（設(shè)計(jì)）提綱、開題報(bào)告、文獻(xiàn)使用、研究方法選用、初稿要求、論文修改、及論文（設(shè)計(jì)）修改要求、定稿要求及學(xué)術(shù)寫作規(guī)范等內(nèi)容。 

授課教師還要向?qū)W生強(qiáng)調(diào)遵守學(xué)校要求的畢業(yè)論文（設(shè)計(jì)）寫作進(jìn)度，即從選定導(dǎo)師、確定選題、列出寫作提綱、完成開題報(bào)告、再到初稿寫作、論文修改、定稿等這樣一個(gè)完整的論文寫作過程。授課教師要結(jié)合自己的指導(dǎo)經(jīng)驗(yàn)，向?qū)W生強(qiáng)調(diào)論文（設(shè)計(jì)）寫作過程中每一個(gè)環(huán)節(jié)需要與指導(dǎo)老師主動(dòng)溝通的要點(diǎn)以及沒有做好這些溝通工作容易出現(xiàn)的問題，以確保整個(gè)論文（設(shè)計(jì)）的高質(zhì)量完成。 

第四，采取適合論文指導(dǎo)課程的教學(xué)方法。充分運(yùn)用多媒體，通過圖片展示、視頻講解，讓學(xué)生結(jié)成小組共同進(jìn)行案例討論，激發(fā)學(xué)生的參與興趣，從而提高學(xué)生論文（設(shè)計(jì)）的綜合寫作能力，引導(dǎo)學(xué)生樹立自信心及創(chuàng)新精神。在授課過程中，要引導(dǎo)學(xué)生學(xué)會(huì)充分利用中國(guó)知網(wǎng)、百度學(xué)術(shù)等網(wǎng)絡(luò)資源和圖書館等進(jìn)行查找和使用期刊等文獻(xiàn)，學(xué)會(huì)文獻(xiàn)綜述寫作，培養(yǎng)學(xué)生結(jié)合專業(yè)實(shí)踐背景提出問題、分析問題和解決問題的從業(yè)能力。 

4 結(jié)語 

綜上所述，應(yīng)用型本科畢業(yè)論文（設(shè)計(jì)）寫作會(huì)出現(xiàn)各種各樣的問題，為培養(yǎng)應(yīng)用型實(shí)踐人才必須進(jìn)行畢業(yè)論文（設(shè)計(jì)）課程教學(xué)改革。尤其要遵循以提升學(xué)生從業(yè)能力為導(dǎo)向的畢業(yè)生論文（設(shè)計(jì)）指導(dǎo)課程教學(xué)改革策略，即強(qiáng)調(diào)應(yīng)用型本科畢業(yè)論文（設(shè)計(jì)）是對(duì)學(xué)生綜合實(shí)踐能力培養(yǎng)的認(rèn)識(shí)，明確論文（設(shè)計(jì)）學(xué)生選題的實(shí)踐價(jià)值，設(shè)計(jì)合理的論文（設(shè)計(jì)）教學(xué)內(nèi)容，采取適合論文指導(dǎo)課程的教學(xué)方法。最終，通過畢業(yè)論文（設(shè)計(jì)）寫作訓(xùn)練，提高應(yīng)用型本科學(xué)生分析、解決問題的實(shí)踐能力，為社會(huì)培養(yǎng)更多滿足市場(chǎng)需求的高級(jí)應(yīng)用型實(shí)踐人才。 

注釋 

① 王均平.基于用人單位需求的普通高校畢業(yè)生從業(yè)能力的選擇與設(shè)計(jì)[J].高等教育研究，2013（5）：72-75. 

篇4

［關(guān)鍵詞］開放教育本科 畢業(yè)論文 指導(dǎo) 策略

［中圖分類號(hào)］G642.4 ［文獻(xiàn)標(biāo)識(shí)碼］A ［文章編號(hào)］1009－5349（2012）02－0195－02

引言

根據(jù)開放教育本科英語（教育方向）教學(xué)計(jì)劃的規(guī)定，學(xué)員在基本修完本專業(yè)規(guī)定的必修課和選修課后，進(jìn)入以撰寫畢業(yè)論文為主的集中實(shí)踐環(huán)節(jié)。教學(xué)實(shí)踐設(shè)計(jì)環(huán)節(jié)即畢業(yè)論文設(shè)計(jì)是開放教育本科英語專業(yè)教育方向的一個(gè)極為重要的環(huán)節(jié)。在本文中，筆者基于近五年的畢業(yè)論文指導(dǎo)實(shí)踐基礎(chǔ)，闡述了開放教育英語本科畢業(yè)論文的特點(diǎn)，分析了畢業(yè)論文寫作中存在的問題和不足之處，并在此基礎(chǔ)上提出了相應(yīng)的對(duì)策與建議。

一、開放教育本科英語專業(yè)畢業(yè)論文的特點(diǎn)

開放教育本科英語教育專業(yè)學(xué)員所寫的畢業(yè)論文除了學(xué)術(shù)性（scholarly）、創(chuàng)新性（original）、規(guī)范性（formal）這幾個(gè)畢業(yè)論文的基本特征外，還應(yīng)體現(xiàn)英語教育的職業(yè)性（professional）和過程性。

（一）畢業(yè)論文的設(shè)計(jì)應(yīng)體現(xiàn)理論聯(lián)系教育實(shí)踐原則

所謂“學(xué)有所用”，學(xué)員畢業(yè)論文的選題要結(jié)合自己的課堂教學(xué)實(shí)踐，真正解決本人在教學(xué)實(shí)踐中遇到的客觀存在的問題。畢業(yè)論文指導(dǎo)教師應(yīng)就“教學(xué)行為研究”的基本要求和原則面向全體學(xué)員以講座或課程的形式進(jìn)行指導(dǎo)。整篇畢業(yè)論文至少要體現(xiàn)有四次教學(xué)研究記錄或教學(xué)日記；要有一次課堂教學(xué)的錄像或錄音；要有原始調(diào)查問卷，或座談的錄音等，以保證教育教學(xué)這一職業(yè)性的凸顯。

（二）畢業(yè)論文的設(shè)計(jì)應(yīng)該體現(xiàn)過程性原則

整個(gè)畢業(yè)論文設(shè)計(jì)必須經(jīng)過問題分析、方案設(shè)計(jì)、項(xiàng)目實(shí)施、項(xiàng)目評(píng)估和項(xiàng)目報(bào)告幾個(gè)階段。學(xué)員的研究必須針對(duì)其課堂中確確實(shí)實(shí)反映出的問題，方案的設(shè)計(jì)必須符合要求，實(shí)施階段必須嚴(yán)格監(jiān)控，保證有一個(gè)月的實(shí)施時(shí)間，指導(dǎo)教師對(duì)學(xué)生的研究要如實(shí)評(píng)估，項(xiàng)目報(bào)告，亦即論文必須符合論文的寫作規(guī)范，要體現(xiàn)指導(dǎo)過程。整個(gè)設(shè)計(jì)環(huán)節(jié)由5個(gè)環(huán)節(jié)組成：

1.項(xiàng)目啟動(dòng)：指導(dǎo)教師可采用集體或分散等指導(dǎo)方式，介紹研究原則和研究方法，布置研究任務(wù)；

2.問題分析和方案設(shè)計(jì)：學(xué)員分析自己課堂教學(xué)中反映出的問題，設(shè)計(jì)問題解決方案；

3.項(xiàng)目實(shí)施：學(xué)員通過課堂教學(xué)具體實(shí)施方案；

4.項(xiàng)目評(píng)估：學(xué)員運(yùn)用評(píng)估手段和方法，對(duì)項(xiàng)目的事實(shí)情況及結(jié)果進(jìn)行評(píng)估；

5.項(xiàng)目報(bào)告：學(xué)員根據(jù)論文寫作規(guī)范，用英文寫出正文4000詞左右的項(xiàng)目報(bào)告，同時(shí)提供項(xiàng)目實(shí)施過程中的所有原始材料。

在整個(gè)論文的寫作過程中，項(xiàng)目啟動(dòng)是整個(gè)論文寫作的理論基礎(chǔ)；問題分析和方案設(shè)計(jì)確定論文研究方向；項(xiàng)目實(shí)施是論文實(shí)用價(jià)值體現(xiàn)的關(guān)鍵環(huán)節(jié)；項(xiàng)目評(píng)估是對(duì)論文學(xué)術(shù)價(jià)值的提煉；項(xiàng)目報(bào)告是對(duì)整個(gè)寫作痕跡的保留。這五個(gè)環(huán)節(jié)環(huán)環(huán)相扣，缺一不可，相輔相成，層層遞進(jìn)。

二、撰寫開放教育本科英語專業(yè)畢業(yè)論文存在的問題及其對(duì)策

畢業(yè)論文寫作對(duì)于開放教育本科英語專業(yè)的學(xué)員來說非常具有挑戰(zhàn)性，因?yàn)槌送瓿梢话惝厴I(yè)論文所要完成的各個(gè)環(huán)節(jié)以外，英語專業(yè)的學(xué)生還需用英文進(jìn)行畢業(yè)論文的寫作。要想順利完成英語專業(yè)畢業(yè)論文設(shè)計(jì),學(xué)員要從論文的選題、時(shí)間安排及寫作心態(tài)三方面同步著手。

（一）選題問題

開放教育學(xué)員本身寫作水平不高（大多學(xué)員學(xué)歷為中專），面對(duì)論文選題往往要么望而卻步，要么求大求空，無法駕馭論文寫作。要解決畢業(yè)論文選題難這個(gè)問題，在具體的畢業(yè)論文指導(dǎo)實(shí)踐中，指導(dǎo)教師則需著力推進(jìn)“兩個(gè)兼容”原則。該原則有利于學(xué)員對(duì)自己的教學(xué)實(shí)踐進(jìn)行反思，并學(xué)以致用。

1.原則之一：教學(xué)實(shí)踐和學(xué)術(shù)研究兼容。由于開放教育本科英語專業(yè)的學(xué)員大多數(shù)是中小學(xué)一線教師，有著相當(dāng)豐富的教學(xué)經(jīng)驗(yàn)，駕馭本專業(yè)與自己工作實(shí)踐聯(lián)系緊密的論文選題會(huì)相對(duì)來說容易得多。其次，學(xué)員對(duì)自己多年來的教學(xué)實(shí)踐進(jìn)行反思和思考，整理和提煉教學(xué)心得，再用于指導(dǎo)自己的教學(xué)實(shí)踐，這樣的論文很有實(shí)踐性和指導(dǎo)性。最后要注意在強(qiáng)調(diào)聯(lián)系教育實(shí)踐的同時(shí)，也不能輕視了畢業(yè)論文的規(guī)范性，學(xué)員通過英文寫作鍛煉了英文寫作技巧，同時(shí)也對(duì)論文寫作的規(guī)范要求進(jìn)行了寫作實(shí)踐。

2.原則之二：個(gè)人特長(zhǎng)和實(shí)際情況兼容。學(xué)員進(jìn)行畢業(yè)論文的選題時(shí)還要考慮自己的特長(zhǎng)、綜合知識(shí)水平、學(xué)術(shù)科研能力和客觀條件。學(xué)員最好選擇自身擅長(zhǎng)并且有一定興趣的題目。擅長(zhǎng)能表現(xiàn)出學(xué)員對(duì)該論題有較深的認(rèn)識(shí)思考及一定的實(shí)踐經(jīng)驗(yàn)，能降低寫作難度，更充分地發(fā)揮個(gè)人的主觀能動(dòng)性，從而做到素材充實(shí)，個(gè)人見解深刻，針對(duì)性強(qiáng)。指導(dǎo)老師可幫助學(xué)生對(duì)歷年的論文題目進(jìn)行歸類，然后就每一類給出具體實(shí)例，讓學(xué)員親身體驗(yàn)，和學(xué)員共同探討，尋找自己感興趣、熟悉或是能駕馭的題目。歷年論文題目基本可劃分為教學(xué)實(shí)踐經(jīng)驗(yàn)總結(jié)、學(xué)生心理研究、學(xué)科思想、學(xué)生非智力因素等方面。

（二）時(shí)間問題

由于開放教育本科英語專業(yè)學(xué)員大多為成人或在職中小學(xué)英語教師，工作負(fù)擔(dān)沉重，家庭生活壓力大，在完成工作任務(wù)和照顧好家庭之余用于論文寫作的時(shí)間就非常有限，因此時(shí)間的合理安排和使用是畢業(yè)論文按期按質(zhì)完成的重要保障。畢業(yè)論文的時(shí)間安排表如下：

從上表可以看出，在教學(xué)計(jì)劃中留出用于畢業(yè)論文寫作的時(shí)間本身就非常有限，且由于是安排在最后一個(gè)學(xué)期，面臨畢業(yè)，論文已無延期上交的可能性，因?qū)W員自身不夠重視或工作忙等原因最后只能選擇放棄論文答辯的現(xiàn)象屢見不鮮。為改變這一無論是學(xué)員還是指導(dǎo)教師都不愿意看到的局面，筆者建議首先學(xué)員應(yīng)當(dāng)重視畢業(yè)論文的寫作，畢竟三年所學(xué)，畢于所寫。學(xué)員應(yīng)當(dāng)處理好學(xué)業(yè)與工作的關(guān)系，充分、高效地使用業(yè)余時(shí)間進(jìn)行論文方案的實(shí)施及撰寫，對(duì)寫作過程中的困難要有充分的思想準(zhǔn)備，耐得住寂寞，忍得下艱苦。其次，作為指導(dǎo)教師則應(yīng)確實(shí)把握好論文寫作的每個(gè)環(huán)節(jié)，運(yùn)用E-Mail、手機(jī)等現(xiàn)代化聯(lián)系方式，或告知學(xué)生可進(jìn)行雙向語音或視頻聯(lián)絡(luò)的網(wǎng)址（例如雅虎通、QQ、MSN等）充分與學(xué)員進(jìn)行有效溝通，指導(dǎo)到位，引導(dǎo)學(xué)員逐段完成論文，漸入佳境。按時(shí)間安排逐項(xiàng)完成各項(xiàng)寫作任務(wù)還有賴于指導(dǎo)教師對(duì)學(xué)員的階段性檢查，定期檢查學(xué)生的工作進(jìn)度和質(zhì)量。

（三）心態(tài)問題

學(xué)員積極的寫作心態(tài)，是畢業(yè)論文順利完成的重要保障。積極心態(tài)的創(chuàng)立離不開指導(dǎo)教師的培養(yǎng)和學(xué)員自身養(yǎng)成。

1.指導(dǎo)教師要為學(xué)員設(shè)置成功目標(biāo)。在長(zhǎng)達(dá)半年的畢業(yè)論文寫作過程中，指導(dǎo)教師在學(xué)員因?yàn)檫@樣或那樣的困難導(dǎo)致論文寫不下去時(shí),應(yīng)不厭其煩地進(jìn)行鼓勵(lì)。為了使畢業(yè)論文順利完成這一遠(yuǎn)景目標(biāo)變得不那么遙不可及，指導(dǎo)教師可以對(duì)遠(yuǎn)景目標(biāo)進(jìn)行分解，放在每一個(gè)寫作階段，逐一完成，使得遠(yuǎn)景目標(biāo)的實(shí)現(xiàn)具備較強(qiáng)的可操作性。

2.學(xué)員對(duì)自己的論文寫作應(yīng)持積極心態(tài)。積極心態(tài)是一種對(duì)任何人、任何情況或任何環(huán)境所把持的正確、誠(chéng)懇而且有建設(shè)性，同時(shí)也不違背法律、道德和人類權(quán)利的思想、行為或反映。積極心態(tài)有利于畢業(yè)論文的順利完成。下圖是柳州市廣播電視大學(xué)2005-2011年部分畢業(yè)生畢業(yè)論文心理狀況調(diào)查表，可以反映出由于持不同心態(tài)的畢業(yè)生參加畢業(yè)論文寫作會(huì)產(chǎn)生的不同結(jié)果。

柳州市廣播電視大學(xué)2005-2011年部分畢業(yè)生畢業(yè)論文心理狀況調(diào)查表

上表顯示的狀況是不能令人放心的，這樣的心態(tài)必然會(huì)引發(fā)教學(xué)、管理等方面的一系列問題。混學(xué)、浮學(xué)現(xiàn)象嚴(yán)重，缺勤、論文抄襲、拼湊等現(xiàn)象屢禁不絕。這些與上述消極心態(tài)有直接的關(guān)系。在艱辛的畢業(yè)論文創(chuàng)作過程中，學(xué)員應(yīng)抱積極心態(tài)，把自己遇到的種種失敗看成人生經(jīng)歷的寶貴財(cái)富。不論怎樣，堅(jiān)持下來，就是最大的勝利。在近五年的指導(dǎo)畢業(yè)論文的實(shí)踐中，筆者發(fā)現(xiàn)具有積極心態(tài)的學(xué)員寫作目標(biāo)明確，動(dòng)機(jī)強(qiáng)，遇到寫作困難時(shí)善于動(dòng)腦筋、想辦法，寫作進(jìn)展速度快。而具有消極心態(tài)的學(xué)員在進(jìn)行畢業(yè)論文的創(chuàng)作時(shí)，往往遇難而退；面對(duì)種種寫作困難采取逃避或是蒙混過關(guān)的辦法，其結(jié)果往往是論文不能按時(shí)上交，延期畢業(yè)。

三、結(jié)束語

綜上所述，堅(jiān)持“兩個(gè)兼容”原則指導(dǎo)學(xué)員選題，合理安排論文撰寫時(shí)間，幫助學(xué)生建立積極的撰寫心態(tài)，能較好地體現(xiàn)電大開放教育培養(yǎng)“實(shí)用性、應(yīng)用性”人才的辦學(xué)宗旨，可以在一定程度上消除當(dāng)前畢業(yè)論文寫作的尷尬狀況。畢業(yè)論文是一個(gè)極其艱辛的實(shí)施過程，只要學(xué)員合理安排好論文寫作時(shí)間，保持積極的寫作心態(tài)就能順利完成畢業(yè)論文的寫作，參加論文答辯，達(dá)到個(gè)人的學(xué)術(shù)研究高峰。

【參考文獻(xiàn)】

[1]黃芬香.開放教育文科類畢業(yè)論文評(píng)價(jià)模式的構(gòu)建[J].中國(guó)遠(yuǎn)程教育,2006(4):34-38.

[2]施小平.試論高校畢業(yè)論文(設(shè)計(jì))的全面質(zhì)量管理[J].高教探索,2006(4):62-64.

[3]曹文榮.遠(yuǎn)程教育畢業(yè)論文指導(dǎo)方法研究――基于上海電大畢業(yè)論文指導(dǎo)的實(shí)踐[J].研究與交流,2007(5):11-13.

[4]王正東.流程型開放教育畢業(yè)論文(設(shè)計(jì))追蹤管理模式[J].廣播電視大學(xué)學(xué)報(bào):哲學(xué)社會(huì)科學(xué)版,2006,(3):125-127.宋立平.畢業(yè)論文寫作指導(dǎo)[M].保定:河北大學(xué)出版社,2003.12.

[5]杜祥培,尹躍妮,歐陽中萬.提高本科畢業(yè)論文(設(shè)計(jì))質(zhì)量的探討[J].當(dāng)代教育論壇,2003(9):75-77.

[6]司景萍,高志鷹.提高畢業(yè)設(shè)計(jì)質(zhì)量的措施探討[J].高等教育研究,2010(3):43-46.

[7]顧冀梅.關(guān)于英語專業(yè)本科畢業(yè)論文課程改革的思考[J].教育與職業(yè),2009(12):164-165.

[8]鄭秀戀.英語專業(yè)本科畢業(yè)論文選題的問題及對(duì)策[J].浙江理工大學(xué)學(xué)報(bào),2009(3):436-439.

[9]姜昕.高校遠(yuǎn)程教育畢業(yè)論文質(zhì)量探索[J].中國(guó)科教創(chuàng)新導(dǎo)刊,2008,(29):169.

篇5

[關(guān)鍵詞]本科 畢業(yè)設(shè)計(jì)（論文） 問卷調(diào)查 影響因素

[中圖分類號(hào)] G642.477 [文獻(xiàn)標(biāo)識(shí)碼] A [文章編號(hào)] 2095-3437（2014）18-0034-03

本科畢業(yè)設(shè)計(jì)（論文）是高等教育的重要環(huán)節(jié)，是培養(yǎng)學(xué)生運(yùn)用專業(yè)知識(shí)和技能去分析、研究和解決問題的重要教學(xué)形式，同時(shí)也是評(píng)價(jià)和檢閱學(xué)生在校期間學(xué)習(xí)成果、衡量教學(xué)質(zhì)量的重要方式。[1]進(jìn)入21世紀(jì)以來，隨著我國(guó)高校擴(kuò)招，本科畢業(yè)生人數(shù)持續(xù)增長(zhǎng)，2008年至2012年本科畢業(yè)生累計(jì)超1000萬。隨著辦學(xué)規(guī)模的不斷擴(kuò)大，有經(jīng)驗(yàn)的指導(dǎo)教師數(shù)量顯得不足，學(xué)校不得不讓許多沒有工作經(jīng)驗(yàn)的新教師參與畢業(yè)論文的指導(dǎo)工作。[2]同時(shí)，論文購(gòu)買、、偽造數(shù)據(jù)等問題的曝光，使畢業(yè)論文訓(xùn)練和培養(yǎng)學(xué)生理論思維和實(shí)踐能力的作用受到社會(huì)質(zhì)疑。[3]如何有效開展畢業(yè)設(shè)計(jì)（論文）教學(xué)工作、提高學(xué)生畢業(yè)設(shè)計(jì)（論文）水平和科學(xué)研究能力，成為高校和社會(huì)關(guān)注的熱點(diǎn)問題。為此，我們對(duì)南京市高校畢業(yè)生畢業(yè)設(shè)計(jì)（論文）寫作情況進(jìn)行調(diào)查研究。

一、研究對(duì)象與方法

研究對(duì)象為南京市近年來本科畢業(yè)的人員，包含已工作和本科畢業(yè)后讀研深造的兩部分人群。自行設(shè)計(jì)調(diào)查問卷，問卷內(nèi)容包括調(diào)查對(duì)象基本情況、學(xué)生和教師在畢業(yè)設(shè)計(jì)（論文）上時(shí)間精力投入、溝通交流、認(rèn)知態(tài)度以及學(xué)校提供的保障等。

采用判斷抽樣方法，于2013年11月-2014年2月在南京市企業(yè)、高校進(jìn)行問卷調(diào)查。共發(fā)放問卷480份，回收有效問卷448份，問卷有效回收率為93.3%。調(diào)查樣本中，46.0%為男性；90.6%是近5年畢業(yè)的學(xué)生；從專業(yè)分布來看，32.3%是理工類，28.9%為經(jīng)管類，25.1%為文史法哲教育類，11.7%為農(nóng)林醫(yī)藥類，2.0%為藝體類，農(nóng)林醫(yī)藥類和藝體類調(diào)查樣本很少。運(yùn)用SPSS17.0建數(shù)據(jù)庫，采用描述性統(tǒng)計(jì)方法分析本科畢業(yè)設(shè)計(jì)（論文）寫作狀況；采用列聯(lián)分析、卡方檢驗(yàn)和方差分析的方法，探討影響本科畢業(yè)設(shè)計(jì)（論文）寫作質(zhì)量的因素。

三、討論與建議

本次調(diào)查研究結(jié)果表明：第一，畢業(yè)設(shè)計(jì)（論文）成績(jī)?yōu)閮?yōu)秀的對(duì)象平均花費(fèi)的時(shí)間較多，即學(xué)生增加時(shí)間的投入有助于論文成績(jī)的提高。第二，不同職稱的導(dǎo)師指導(dǎo)的畢業(yè)設(shè)計(jì)（論文）成績(jī)有顯著差異，高級(jí)職稱教師指導(dǎo)的學(xué)生畢業(yè)設(shè)計(jì)（論文）成績(jī)較好。第三，調(diào)查對(duì)象參加過畢業(yè)設(shè)計(jì)（論文）寫作指導(dǎo)課程的比例較低，同時(shí)，大多數(shù)人認(rèn)為指導(dǎo)課程對(duì)畢業(yè)設(shè)計(jì)（論文）有幫助。第四，絕大多數(shù)調(diào)查對(duì)象認(rèn)為畢業(yè)設(shè)計(jì)（論文）寫作有收獲。

為提高本科畢業(yè)設(shè)計(jì)（論文）質(zhì)量，結(jié)合相關(guān)文獻(xiàn)研究結(jié)果，提出對(duì)策建議如下：首先，找工作和實(shí)習(xí)與畢業(yè)設(shè)計(jì)（論文）寫作時(shí)間沖突，它們成為影響本科畢業(yè)論文質(zhì)量下降的時(shí)間因素。[4]建議學(xué)校將畢業(yè)設(shè)計(jì)（論文）開展的時(shí)間提前，保證畢業(yè)生有充足的時(shí)間完成畢業(yè)設(shè)計(jì)（論文）。其次，畢業(yè)設(shè)計(jì) （論文）是由教師的指導(dǎo)和學(xué)生的實(shí)踐構(gòu)成的雙邊活動(dòng)。[5]指導(dǎo)畢業(yè)設(shè)計(jì)（論文）任務(wù)過重會(huì)使畢業(yè)設(shè)計(jì)（論文）質(zhì)量受到影響。[6]因此，學(xué)校要合理安排師資、加強(qiáng)對(duì)年輕導(dǎo)師的教育培訓(xùn)，使得每一位學(xué)生都能與導(dǎo)師充分交流并獲得教師的指導(dǎo)。再次，學(xué)校還應(yīng)全面組織開展畢業(yè)設(shè)計(jì)（論文）工作，一方面加強(qiáng)思想教育，端正學(xué)生態(tài)度；另一方面提供畢業(yè)設(shè)計(jì)（論文）指導(dǎo)課程，增強(qiáng)學(xué)生能力，培養(yǎng)學(xué)生興趣。最后，學(xué)校還應(yīng)高度重視畢業(yè)設(shè)計(jì)（論文）工作，提供畢業(yè)設(shè)計(jì)（論文）所必需的調(diào)研經(jīng)費(fèi)和實(shí)驗(yàn)設(shè)施保障。

[ 注 釋 ]

[1] 董康軍，王菊霞.本科畢業(yè)論文（設(shè)計(jì)）在教學(xué)管理過程中存在的問題及建議[J].硅谷，2009（10）：114-192.

[2] 劉美，徐小玲.從畢業(yè)論文的不足談教學(xué)環(huán)節(jié)的改進(jìn)[J].實(shí)驗(yàn)科學(xué)與技術(shù)，2013（11）：80-94.

[3] 劉海英，趙源.管理類專業(yè)畢業(yè)論文質(zhì)量提升的路徑研究[J].Magnifieent Writing，2013（7）：199.

[4] 王云芳，宇.財(cái)經(jīng)類本科畢業(yè)論文質(zhì)量提升的探討――以延安大學(xué)財(cái)經(jīng)學(xué)院為例[J].經(jīng)濟(jì)研究導(dǎo)刊，2013（5）：240-241.

篇6

關(guān)鍵詞：畢業(yè)論文；影響因素；問卷調(diào)查

作者簡(jiǎn)介：蔣惠鳳（1980-），女，江蘇常熟人，常州工學(xué)院經(jīng)濟(jì)與管理學(xué)院，講師。（江蘇 常州 213002）

基金項(xiàng)目：本文系常州工學(xué)院教學(xué)改革研究課題重點(diǎn)項(xiàng)目（項(xiàng)目編號(hào)：J120306）的研究成果。

中圖分類號(hào)：G642.477 文獻(xiàn)標(biāo)識(shí)碼：A 文章編號(hào)：1007-0079（2014）02-0201-02

本科畢業(yè)論文是本科教育教學(xué)重要的實(shí)踐性教學(xué)環(huán)節(jié)，是高校實(shí)現(xiàn)人才培養(yǎng)目標(biāo)的重要內(nèi)容。畢業(yè)論文既是對(duì)學(xué)生在大學(xué)期間專業(yè)學(xué)習(xí)的總結(jié)深化，也是對(duì)高等院校教學(xué)質(zhì)量的綜合檢驗(yàn)，論文質(zhì)量不僅反映了學(xué)生專業(yè)知識(shí)的掌握程度、科研思維的養(yǎng)成程度和寫作技巧的運(yùn)用程度，而且折射出學(xué)校教育教學(xué)的質(zhì)量和水平。應(yīng)用型本科院校學(xué)生學(xué)習(xí)注重實(shí)踐性，較少涉及到學(xué)術(shù)研究，因此導(dǎo)致畢業(yè)論文指導(dǎo)和寫作產(chǎn)生一些質(zhì)量問題，指導(dǎo)老師在指導(dǎo)論文時(shí)常常事倍功半，而學(xué)生在論文寫作時(shí)常常無從下手，因此有必要對(duì)畢業(yè)論文中存在的問題、產(chǎn)生問題的原因進(jìn)行分析，從而找出提高畢業(yè)論文質(zhì)量的路徑，發(fā)展和完善教育教學(xué)管理方法。

一、調(diào)查方案設(shè)計(jì)

本次調(diào)查以無記名問卷調(diào)查的方式，調(diào)查了常州工學(xué)院經(jīng)濟(jì)與管理學(xué)院2013屆畢業(yè)生及參與2013屆畢業(yè)論文指導(dǎo)的相關(guān)教學(xué)管理與指導(dǎo)的老師。學(xué)生的調(diào)查問卷共發(fā)放397份，有效回收率為93.45%；指導(dǎo)老師的調(diào)查問卷共發(fā)放70份，有效回收率為77.14%。

二、調(diào)查結(jié)果與分析

1.對(duì)畢業(yè)論文意義的認(rèn)識(shí)

關(guān)于如何看待畢業(yè)論文的撰寫這個(gè)問題，有21.83%的學(xué)生認(rèn)為沒有必要，有78.17%的學(xué)生認(rèn)為有必要，是畢業(yè)必須的過程，也是對(duì)大學(xué)所學(xué)知識(shí)的總結(jié)。說明相當(dāng)一部分學(xué)生根本沒有學(xué)術(shù)研究的興趣，因此對(duì)于論文采取排斥的態(tài)度。盡管如此，對(duì)于另一個(gè)問題“認(rèn)為自己的論文寫作態(tài)度如何？”僅有不到5%的學(xué)生認(rèn)為自己是應(yīng)付過關(guān)或極不認(rèn)真的，其他95%以上的學(xué)生認(rèn)為自己對(duì)待論文很認(rèn)真，所以從主觀上來說，大部分學(xué)生能認(rèn)真對(duì)待論文。

影響學(xué)生寫作態(tài)度的因素依次是哪些？調(diào)查結(jié)果顯示，排名最前的是就業(yè)壓力，由于所調(diào)查學(xué)生中91.91%畢業(yè)后去向是工作，面臨極大的就業(yè)壓力，不得不花很多時(shí)間跑人才市場(chǎng)，尋找實(shí)習(xí)單位，希望盡快找到適合的工作，畢業(yè)后馬上進(jìn)入心儀的工作崗位。排名第二的是畢業(yè)實(shí)習(xí)和畢業(yè)論文完成的時(shí)間安排與求職時(shí)間沖突，因此導(dǎo)致精力無法集中。指導(dǎo)老師對(duì)論文寫作的督促也是影響寫作態(tài)度的重要因素，在論文寫作的各個(gè)環(huán)節(jié)被認(rèn)真指導(dǎo)和嚴(yán)格要求的學(xué)生明顯能克服惰性或調(diào)整安排，認(rèn)真對(duì)待論文寫作，論文質(zhì)量也能得到保證。

2.畢業(yè)論文撰寫前準(zhǔn)備

雖然畢業(yè)論文的實(shí)際撰寫安排在大四學(xué)年，但是論文的撰寫需要系統(tǒng)的知識(shí)積累和寫作訓(xùn)練，因此畢業(yè)論文撰寫前的專業(yè)知識(shí)儲(chǔ)備，是否有相關(guān)的寫作訓(xùn)練，對(duì)科研論文的寫作是否有足夠的了解等都會(huì)影響畢業(yè)論文質(zhì)量。

（1）對(duì)“畢業(yè)論文寫作前是否有專門的學(xué)術(shù)論文寫作培訓(xùn)”的調(diào)查結(jié)果顯示：83.02%的人回答在畢業(yè)論文撰寫前有安排過論文寫作培訓(xùn)。對(duì)于這些寫作培訓(xùn)，28.03%的學(xué)生認(rèn)為有很大幫助，44.74%的學(xué)生認(rèn)為幫助有限，有10.24%的學(xué)生認(rèn)為此類培訓(xùn)沒有任何幫助，有16.98%沒有參加過集中培訓(xùn)。培訓(xùn)方式主要是大規(guī)模講座或小范圍內(nèi)指導(dǎo)老師非系統(tǒng)的指導(dǎo)，調(diào)查結(jié)果顯示這樣的培訓(xùn)方式并不理想。

（2）對(duì)“在撰寫畢業(yè)論文前的科研情況”調(diào)查結(jié)果顯示：18.6%的學(xué)生參與過課題或調(diào)研活動(dòng)，通過交叉分析，主要是市場(chǎng)營(yíng)銷專業(yè)的學(xué)生做一些市場(chǎng)調(diào)研活動(dòng)或者專業(yè)課程中需要進(jìn)行一些社會(huì)調(diào)查；僅有1.62%的學(xué)生寫作且發(fā)表了論文，說明在平時(shí)的課程學(xué)習(xí)中很少有學(xué)生有意識(shí)地培養(yǎng)自己的學(xué)術(shù)能力。22.37%的學(xué)生寫作但未，平時(shí)在課程學(xué)習(xí)中，有的課程也會(huì)要求撰寫小論文，但是大部分小論文的質(zhì)量都未達(dá)到能發(fā)表的標(biāo)準(zhǔn)，可見缺乏創(chuàng)新性或?qū)嵺`性。一半以上的學(xué)生認(rèn)為自己沒有寫作過學(xué)術(shù)論文，可能是因?yàn)槠綍r(shí)課程中并沒有要求寫小論文，或者要求寫小論文時(shí)并非自己認(rèn)真查資料、認(rèn)真思考后寫成，極有可能是東拼西湊而成。

（3）對(duì)“論文寫作過程和要求是否了解”的調(diào)查結(jié)果顯示：66.85%的學(xué)生清楚了解寫作的過程，33.15%的學(xué)生并不清楚具體寫作流程，只是跟著指導(dǎo)老師的要求完成相關(guān)的內(nèi)容。對(duì)于論文寫作的詳細(xì)要求有2.16%的學(xué)生表示不清楚，58.49%的學(xué)生表示基本清楚，僅有39.35%的學(xué)生表示非常清楚寫作要求。學(xué)生對(duì)寫作要求、評(píng)價(jià)標(biāo)準(zhǔn)不熟悉，就很難確立一個(gè)適當(dāng)且明確的目標(biāo)，對(duì)寫作流程不熟悉，也很難制定好適合自己的寫作計(jì)劃，這些都不利于論文質(zhì)量的提高。

3.對(duì)選題的調(diào)查

畢業(yè)論文是由選題、學(xué)生撰寫與教師指導(dǎo)交互的過程管理、答辯等諸多環(huán)節(jié)所構(gòu)成的綜合性實(shí)踐教學(xué)，其中選題是首要的關(guān)鍵環(huán)節(jié)。

（1）論文選題來源調(diào)查結(jié)果顯示：59.57%的論文選題是學(xué)生自己感興趣的課題。第二大來源是指導(dǎo)老師指定一個(gè)選題。有部分學(xué)生在寫作中期會(huì)出現(xiàn)選題無法完成的情況，而這些選題往往是指導(dǎo)老師指定或是學(xué)生不熟悉的熱點(diǎn)問題，學(xué)生自主選題的效果比較好。究其原因，研究是一個(gè)艱難且枯燥的過程，研究工作的進(jìn)行往往以研究者極大的求知欲及對(duì)所研究問題的極大興趣為持續(xù)的支持力和驅(qū)動(dòng)力。在進(jìn)行畢業(yè)論文選題時(shí)，充分發(fā)揮自己的主觀能動(dòng)性，將自己所要從事的研究課題與長(zhǎng)期以來經(jīng)過學(xué)習(xí)與思考并發(fā)生興趣的問題聯(lián)系起來，不僅可以使學(xué)生持續(xù)地獲得支持力，而且也可以提高學(xué)生自己進(jìn)行畢業(yè)論文研究的責(zé)任感，因?yàn)樽约旱倪x擇本身就是一種承諾。所以學(xué)生在平時(shí)的課程學(xué)習(xí)中選定某個(gè)研究方向，對(duì)某些專業(yè)問題能有所思考，在撰寫畢業(yè)論文時(shí)集中精力研究某個(gè)專業(yè)問題，能有效提高畢業(yè)論文質(zhì)量。

（2）對(duì)論文選題類型的調(diào)查結(jié)果顯示：371名被調(diào)查者中有88人選題類型是調(diào)查研究類的，占到總數(shù)的23.72%。比重為10%以上的其他選題類型依次是案例分析、理論研究、文獻(xiàn)綜述和理論應(yīng)用。

4.對(duì)資料收集的調(diào)查

一般本科畢業(yè)論文在選題確定之后，開始進(jìn)入資料收集階段。資料主要分為文獻(xiàn)資料和數(shù)據(jù)資料，資料來源主要有社會(huì)或市場(chǎng)調(diào)查、生產(chǎn)實(shí)踐、次級(jí)數(shù)據(jù)庫。調(diào)查結(jié)果顯示，文獻(xiàn)資料主要是通過學(xué)校圖書館、專業(yè)書籍、網(wǎng)絡(luò)資源（如知網(wǎng)、百度文庫等）獲得。數(shù)據(jù)資料主要從次級(jí)數(shù)據(jù)庫，如統(tǒng)計(jì)年鑒、政府或其他部門所公布的專門數(shù)據(jù)、調(diào)查公司所出售的專業(yè)數(shù)據(jù)庫等獲得。調(diào)查顯示，在撰寫論文的整個(gè)過程中，數(shù)據(jù)資料的收集花費(fèi)了很多時(shí)間，查找文獻(xiàn)的途徑較少，影響了論文的質(zhì)量。

5.對(duì)論文撰寫的調(diào)查

（1）對(duì)“畢業(yè)論文的主要環(huán)節(jié)按重要性程度由大到小進(jìn)行排序”的調(diào)查結(jié)果顯示：論文選題是學(xué)生認(rèn)為最重要的環(huán)節(jié)；其次是構(gòu)造論文框架，擬定提綱；采集數(shù)據(jù)，收集文獻(xiàn)資料位居第三，研究方法或論證方法位居第四，文獻(xiàn)梳理被排在后面，可見學(xué)生在論文寫作前對(duì)相關(guān)文獻(xiàn)的閱讀、思考和理解還偏少，很多人都沒有認(rèn)識(shí)到文獻(xiàn)的重要性，或者沒有辦法收集到足夠的文獻(xiàn)資料，在論文中的文獻(xiàn)綜述只是能找得到的論文的簡(jiǎn)單堆砌，并沒有對(duì)以往相關(guān)研究進(jìn)行概括總結(jié)從而提出自己的觀點(diǎn)。

（2）對(duì)“撰寫畢業(yè)論文的困難按照綜合得分進(jìn)行排序”的調(diào)查結(jié)果如表1所示?！皩I(yè)水平低、基礎(chǔ)知識(shí)不扎實(shí)、最新理論研究不了解”是撰寫畢業(yè)論文遇到的第一只攔路虎，在排序中位于第一，且遠(yuǎn)高于位于第二的“資料搜索困難”。由于客觀條件的限制，目前學(xué)生能使用的專業(yè)數(shù)據(jù)庫比較少。從“撰寫畢業(yè)論文前的準(zhǔn)備”的調(diào)查中可知，作為應(yīng)用型本科的學(xué)生并沒有接受過系統(tǒng)的專業(yè)學(xué)術(shù)論文的指導(dǎo)，也沒有相關(guān)的專業(yè)訓(xùn)練，畢業(yè)論文是第一次真正撰寫學(xué)術(shù)論文，因此“寫作能力不足的缺陷”成了第三只攔路虎。排序第四的是“缺少指導(dǎo)”，排在前面的三大困難意味著學(xué)生的寫作能力和經(jīng)驗(yàn)均不足，幾乎是一片空白，需要手把手從頭教起，因此需要的指導(dǎo)時(shí)間更長(zhǎng)，指導(dǎo)內(nèi)容更詳盡。作為本科老師，平時(shí)還有繁重的教學(xué)和科研任務(wù)，導(dǎo)致了時(shí)間和精力上的沖突。排在第五的是“寫作時(shí)間緊張”，雖然下達(dá)論文任務(wù)是在大四上學(xué)期，實(shí)際撰寫論文的時(shí)間大多是大四下學(xué)期，而這段時(shí)間剛好是考研、考公務(wù)員、考職稱或證書，跑人才市場(chǎng)、面試、實(shí)習(xí)等的時(shí)間，就業(yè)壓力壓縮了撰寫論文的時(shí)間。論文選題一般，沒有創(chuàng)新性，外文翻譯水平不高，無科研經(jīng)費(fèi)等也是論文撰寫中遇到的困難。

6.對(duì)教師指導(dǎo)過程的調(diào)查

（1）關(guān)于指導(dǎo)老師的指導(dǎo)內(nèi)容，問卷調(diào)查的結(jié)果顯示指導(dǎo)最多的是審閱論文并批改，371人中有282人選擇。其次是幫助選題，有273人認(rèn)為老師的指導(dǎo)對(duì)于自己選題的確定有幫助。位于第三的是論文撰寫過程中給予輔導(dǎo)，比重為67.92%。這一調(diào)查結(jié)果表明教師在指導(dǎo)論文時(shí)要加強(qiáng)過程管理，注意增加平時(shí)的輔導(dǎo)和管理，而不能只是注重開始的選題和最后論文的修改。

（2）關(guān)于指導(dǎo)方式的調(diào)查，結(jié)果顯示有一半以上選擇定期集中討論和指導(dǎo)的方式，頻率一周一次的居多，占比為55.53%，兩三天見導(dǎo)師一次的占比為19.41%，半個(gè)月見導(dǎo)師一次的占比為23.72%，交流時(shí)間間隔在半個(gè)月以上的僅有1.34%。論文指導(dǎo)主要通過面對(duì)面的交流來完成，在見面不方便的情況下，大多選擇電話溝通、短信交流、電子郵件和QQ等溝通方式。學(xué)生和老師都認(rèn)為面對(duì)面交流的溝通方式更有利于學(xué)生闡明問題和老師幫助解決問題。

7.對(duì)答辯環(huán)節(jié)的調(diào)查

答辯環(huán)節(jié)是進(jìn)一步考查和驗(yàn)證學(xué)生對(duì)所寫論文的認(rèn)識(shí)程度和當(dāng)場(chǎng)論證論題的能力，因從主觀上學(xué)生不愿意參加答辯，關(guān)于是否希望參加論文答辯這個(gè)問題，38.01%的學(xué)生回答不希望，但是也有61.99%的學(xué)生回答希望參加論文答辯，原因可能跟論文答辯對(duì)提高論文質(zhì)量所起的作用有關(guān)。按照學(xué)校有關(guān)規(guī)定，論文答辯中提出的問題需要學(xué)生修改完成后才能定稿，而答辯的過程恰好是學(xué)生重新思考和論證自己論題的過程，答辯時(shí)答辯小組提出的問題是幾位老師集思廣益之后的結(jié)果，對(duì)此進(jìn)行修改可以大大提高論文質(zhì)量。

三、提高應(yīng)用型本科畢業(yè)論文質(zhì)量的對(duì)策

從問卷調(diào)查、深度訪談和日常教學(xué)實(shí)踐中發(fā)現(xiàn)，畢業(yè)論文并非是個(gè)孤立的環(huán)節(jié)，提高畢業(yè)論文質(zhì)量應(yīng)當(dāng)將整個(gè)教學(xué)過程這個(gè)大系統(tǒng)劃分成若干個(gè)相對(duì)獨(dú)立的子系統(tǒng)，分別建立自己的質(zhì)量管理體系，確定質(zhì)量目標(biāo)，并把構(gòu)成體系的基本要素（過程）一一區(qū)別開來，增強(qiáng)過程之間協(xié)調(diào)程度，促使各大管理環(huán)節(jié)有機(jī)結(jié)合，最大限度實(shí)現(xiàn)預(yù)期質(zhì)量目標(biāo)。畢業(yè)論文教學(xué)環(huán)節(jié)就是教學(xué)大系統(tǒng)中的一個(gè)比較關(guān)鍵的子系統(tǒng)。因此應(yīng)從系統(tǒng)的角度提出提高畢業(yè)論文質(zhì)量的對(duì)策。

從調(diào)查中發(fā)現(xiàn)，專業(yè)水平低、學(xué)術(shù)論文寫作能力差是學(xué)生在撰寫畢業(yè)論文時(shí)的最大障礙，也是影響畢業(yè)論文質(zhì)量的重大因素。因此需要以專業(yè)特點(diǎn)為基礎(chǔ)設(shè)立教學(xué)目標(biāo)，以社會(huì)和市場(chǎng)變化為導(dǎo)向促進(jìn)創(chuàng)新，將學(xué)生論文寫作能力的培養(yǎng)納入教學(xué)計(jì)劃，以全流程思想為指導(dǎo)建立系統(tǒng)化的畢業(yè)論文教學(xué)體系，將寫作能力的培養(yǎng)分階段滲透到日常的教學(xué)生活中。對(duì)同一批學(xué)生的培養(yǎng)應(yīng)成為一個(gè)系統(tǒng)工程，既不存在重復(fù)階段，也不提出過高要求，使得學(xué)生的論文寫作能力能循序漸進(jìn)、逐步提高。畢業(yè)論文正式撰寫前期寫作能力的培養(yǎng)可以分為六個(gè)階段：選定專業(yè)方向，閱讀指定文獻(xiàn)，做讀書筆記，了解學(xué)術(shù)論文撰寫需掌握的要素；結(jié)合社會(huì)問題和專業(yè)研究熱點(diǎn)，指定題目，檢索相關(guān)文獻(xiàn)，做讀書筆記；指定題目，做文獻(xiàn)綜述，學(xué)習(xí)如何從只會(huì)簡(jiǎn)單摘錄前人的研究成果轉(zhuǎn)變?yōu)檎驹诰奕说募绨蛏?，提出新的觀點(diǎn)，解決新的問題；指定題目，設(shè)計(jì)文章框架，學(xué)會(huì)圍繞一個(gè)主題，重點(diǎn)突出，有理有據(jù)地闡明觀點(diǎn)，解決問題；指定范文，練習(xí)方法，模擬做論文；自定題目，做論文。平時(shí)教學(xué)中注重畢業(yè)論文能力的培養(yǎng)也有助于學(xué)生對(duì)相關(guān)文獻(xiàn)和資料的積累，減少畢業(yè)論文撰寫的時(shí)間，同時(shí)在畢業(yè)論文撰寫階段也能減少對(duì)指導(dǎo)老師的依賴。因此，將畢業(yè)論文的教學(xué)納入整個(gè)教學(xué)體系中，統(tǒng)籌管理，能解決大部分論文寫作中的困難。

參考文獻(xiàn)：

[1]武云亮，陳阿興.本科生論文質(zhì)量的影響因素——基于財(cái)經(jīng)類應(yīng)屆畢業(yè)生的問卷調(diào)查[J].鄭州航空工業(yè)管理學(xué)院學(xué)報(bào)，2012，（10）：87-91.

篇7

2. British English and American English 2

2.1The history of British English 3

2.2 The history of American English 4

3. Grammar differences between British English and American English 6

3.1 Lexical differences 6

3.1.1The different use of collective nouns in their single or plural forms 7

3.1.2 Differences in verb 7

3.1.2.1 Differences in the inflectional endings of verbs 7

3.1.2.2Different use of present perfect tenses 8

3.1.2.3 Different use of transitive and intransitive verbs 8

3.1.2.4 Different use of "have" 9

3.1.3 Different use of function words 9

3.1.3.1 Different use of preposition and adverb 9

3.1.3.2 Different use of auxiliary verb 10

3.1.3.3 Differences in articles 11

3.2 Syntactical differences 12

3.2.1 Differences in compound object 12

3.2.2 Presence or absence of syntactic elements 13

3.2.3 Different use of subjunctive mood 13

4. The differences between British English and the special form of American English—Black English 14

5. The tendency of the development of British English and American English 17

6. Conclusion 17

Acknowledgements 19

References 19

1．Introduction

There is one play in the famous American TV series Friends: Ross will go to England to marry Emily, suddenly Rachel decides to show his love to Ross and goes to England either, so his friend Phoebe makes a call to tell the news to Ross and Emily, Emily’s housekeeper answers the call. The dialogue as follows:

Housekeeper: The Waltham Residence.

Phoebe: Oh...yes…is this…umm…Emily’s Parents’ house?

Housekeeper: This is the housekeeper speaking. And by the way, young lady, that is not how one addresses oneself on the telephone. First one identifies oneself and then asks for the person with whom one wishes to speak.

Phoebe: (In a British accent)This is Phoebe Buffay. I was wondering, please, if-if it’s not too much trouble, please, umm，might I speak to Miss Emily Waltham, please?

Housekeeper: Miss Waltham is at the rehearsal dinner and it’s not polite to make fun of people. Goodbye.

Phoebe: No,no,no, I’ll be nice, I swear!!! Could you just give me the number for where they are?

Housekeeper: I’m afraid, I’m not at liberty to divulge that information.

Phoebe: Ok, somebody is on their way to ruin wedding okay. And I have to warn somebody, alright. So if you don’t give me that number then I’m going to come over there and kick your snooty ass all the way to New Glocken...shire.

Housekeeper: Hangs up[1]

We can see from the above dialogue that British English is more serious and formal than American English. The American speaks at will while the Englishmen speak gently. As we all know the two major varieties of English used by people as native language are British and American English. There seems to be little differences between the two varieties but the influences are very different. On some occasion we may have some mistakes in communication, in order to help the English speakers and learners understand the two varieties better and to eliminate troubles that may prevent communication and English writing, so I will make analysis on the grammar differences between British English and American English.

2. British English and American English

Nowadays English has developed into a global language. The fact that such a large number of people all around the world speak English means that there are many dialects and varieties. The two major varieties of English used by people as native language are British and American English. As a message carrier, English fully reflects the unique culture possessed by the British and American countries. Since in Dissertations on the English Language, Noah Webster pointed out “several circumstances render a feature separation of the American tongue from the English necessary and unavoidable.”

2.1 The History of British English

English is a West Germanic language which originated from the Anglo-Frisian dialects brought to Britain by Germanic settlers from various parts of what is now northwest Germany and the northern Netherlands. Initially, Old English was a diverse group of dialects, reflecting the varied origins of the Anglo-Saxon Kingdoms of England. One of these dialects, Late West Saxon, eventually came to dominate. The original Old English language was then influenced by two waves of invasion: the first by speakers of the Scandinavian branch of the Germanic language family, who conquered and colonized parts of Britain in the 8th and 9th centuries; the second by the Normans in the 11th century, who spoke Old Norman and ultimately developed an English variety of this called Anglo-Norman. These two invasions caused English to become "mixed" to some degree, though it was never a truly mixed language in the strict linguistic sense of the word, as mixed languages arise from the cohabitation of speakers of different languages, who develop a hybrid tongue for basic communication.

Cohabitation with the Scandinavians resulted in a significant grammatical simplification and lexical enrichment of the Anglo-Frisian core of English; the later Norman occupation led to the grafting onto that Germanic core of a more elaborate layer of words from the Romance languages. This Norman influence entered English largely through the courts and government. Thus, English developed into a "borrowing" language of great flexibility, resulting in an enormous and varied vocabulary. It mainly divided into four periods.

（1）Proto-English （the 5th century AD）[2]

The languages of Germanic tribes gave rise to the English language (the Angles, Saxons, Frisians, Jutes and perhaps even the Franks), who traded and fought with the Latin-speaking Roman Empire in the centuries-long process of the Germanic peoples' expansion into Western Europe. Many Latin words for common objects entered the vocabulary of these Germanic peoples before any of their tribes reached Britain; examples include camp, cheese, cook, fork, inch, kettle, kitchen, linen, mile, mill, mint (coin), noon, pillow, pin, pound, punt (boat), street and wall. The Romans also gave the English language words which they had themselves borrowed from other languages: anchor, butter, chest, devil, dish, sack and wine.

（2）Old English（AD 450—1100）[2]

The invaders' Germanic language replaced the indigenous Brythonic languages. （form one of the two branches of the Insular Celtic language family, the other being Goidelic）The original Celtic languages remained in parts of Scotland, Wales and Cornwall. The dialects spoken by the Anglo-Saxons formed what is now called Old English. Later, it was strongly influenced by the North Germanic language Norse, spoken by the Vikings （is one of the Norse (Scandinavian) explorers, warriors, merchants, and pirates who raided and colonized wide areas of Europe from the late eighth to the early eleventh century.）who invaded and settled mainly in the north-east of England. The new and the earlier settlers spoke languages from different branches of the Germanic family; many of their lexical roots were the same or similar, although their grammars were more distinct, including the prefix, suffix and inflection patterns for many words. The Germanic language of these Old English-speaking inhabitants was influenced by contact with Norse invaders, which might have been responsible for some of the morphological simplification of Old English, including the loss of grammatical gender and explicitly marked case (with the notable exception of the pronouns). The most famous surviving work from the Old English period is a fragment of the epic poem "Beowulf" composed by an unknown poet; it is thought to have been substantially modified, probably by Christian clerics long after its composition.

（3）Middle English（AD 1066-1470）[2]

For about 300 years following the Norman Conquest in 1066, the Norman kings and their high nobility spoke only one of the langues d'oïl called Anglo-Norman, whilst English continued to be the language of the common people. Various contemporary sources suggest that within fifty years of the invasion, most of the Normans outside the royal court spoke English, with French remaining the prestige language of government and law, largely out of social inertia. For example, Orderic Vitalis, a historian born in 1075 and the son of a Norman knight, said that he learned French only as a second language. A tendency for French-derived words to have more formal connotations has continued to the present day; most modern English speakers would consider a "cordial reception" (from French) to be more formal than a "hearty welcome" (Germanic). Another example is the very unusual construction of the words for animals being separated from the words for their food products e.g. beef and pork (from the French bœuf and porc) being the products of the Germanically named animals 'cow' and 'pig'.                  

（4）Modern English（1500 up to the present）[2]

Modern English can be divided into two parts: early modern english(1500-1800)and late modern English. Modern English is often dated from the Great Vowel Shift, which took place mainly during the 15th century. English was further transformed by the spread of a standardized London-based dialect in government and administration and by the standardizing effect of printing. By the time of William Shakespeare (mid-late 16th century), the language had become clearly recognizable as Modern English.

English has continuously adopted foreign words, especially from Latin and Greek, since the Renaissance. (In the 17th century, Latin words were often used with the original inflections, but these eventually disappeared). As there are many words from different languages and English spelling is variable, the risk of mispronunciation is high, but remnants of the older forms remain in a few regional dialects, most notably in the West Country.

In 1755, Samuel Johnson published the first significan t English dictionary, his Dictionary of the English Language.

2.2 The history of American English

During the 17th century, or more precisely on May 14, 1607, the first English settlers landed in Virginia. This was a group of 104 London entrepreneurs and they established the first English colony in Jamestown. Later on, in 1620, the Pilgrim Fathers, settlers from England, landed in Massachusetts, and also brought the English language over the Atlantic Ocean to America and another variety of English was born, American English. This variety is the largest of all the English varieties, since as many as 70% of the native English speakers live in the US. American English has preserved a number of words and features from the English spoken in England at the time of the settlement, which have now been changed in British English.

The history of American English can be divided into the colonial (1607-1776), the national (1776-1898), and the international (1898-present) periods. During nearly four hundred years of use in North America, the English language changed in small ways in pronunciation and grammar but extensively in vocabulary and in the attitude of its speakers. English settlements along the Atlantic Coast during the seventeenth century provided the foundation for English as a permanent language in the New World. But the English of the American colonies was bound to become distinct from that of the motherland. When people do not talk with one another, they begin to talk differently. The Atlantic Ocean served as an effective barrier to oral communication between the colonists and those who stayed in England, ensuring that their speech would evolve in different directions.[3]

   Americans also came cheek-to-jowl with "Amerindians" of several linguistic stocks, as well as French and Dutch speakers. They had to talk in new ways to communicate with their new neighbors. Moreover, the settlers had come from various districts and social groups of England, so there was a homogenizing effect: those in a given colony came to talk more like one another and less like any particular community in England. All these influences combined to make American English a distinct variety of the language. In the United States, there are also regional differences, and these are ultimately descendants of a mixture of accents spoken in the British Isles at the time of the settlement of America. Dialect boundaries in the US tend to run from east to west. The first immigrants settled along the Atlantic coast and they spread from east to west across the continent and took some dialect forms, for example words and pronunciation features, with them. The dialect areas in North America are much larger than they are in England, mainly because English has been spoken in England for about 1,500 years, but in America for only approximately 300 years. Because of America’s recent settlement, there has not been enough time for linguistic changes and this is why there are not so many dialect differences in this large country.

 

3. Grammar differences between British English and American English

English grammar is the set of rules within the English language itself. "An English grammar"(one kind of grammar system)is a specific study or analysis of these rules. In linguistics, grammar refers to the logical and structural rules that govern the composition of sentences, phrases, and words in any given natural language. The term refers also to the study of such rules, and this field includes lexicology and syntax, often complemented by phonetics, phonology, semantics, and pragmatics. I mainly make analysis on the lexical and syntactical differences between British English and American English.

3.1 Lexical Differences

Lexicology is that part of linguistics which studies words, their nature and meaning, words’ elements, relations between words (semantical relations), words groups and the whole lexicon. Lexical differences mean relating to the words’ differences of a language.

3.1.1 The different use of collective nouns in their single or plural forms

Collective nouns such as “team, faculty, family, government” often take plural verb agreement and plural pronoun substitution in Britain English, but they nearly always take singular agreement and singular pronoun substitution in American English. There is a tendency in Britain English, to stress the individuality of the members, which is reflected in plural verb agreement and pronoun substitution, whereas American English Strongly tends to stress the unitary function of the group, which is reflected in singular verb and pronoun forms.[4] 6

Some examples:

Your team is doing well this year, isn’t it? (AmE)

Your team are doing well this year, aren’t they? (BrE)

3.1.2 Differences in Verb

In syntax, a verb is a word (part of speech) that usually denotes an action (bring, read), an occurrence (decompose, glitter), or a state of being (exist, stand). Depending on the language, a verb may vary in form according to many factors, possibly including its tense, aspect, mood and voice. It may also agree with the person, gender, and/or number of some of its arguments (subject, object).

3.1.2.1 Differences in the Inflectional Endings of Verbs

The past tense and past participle of the verbs are different in BrE and AmE.

The past tense and past participle of the verbs learn, spoil, spell, burn, dream, smell, spill, leap, and others, can be either irregular (learnt, spoilt, etc.) or regular (learned, spoiled, etc.). In BrE, the irregular and regular forms are current; in some cases (smelt, leapt) there is a strong tendency towards the irregular forms (especially by speakers using Received Pronunciation); in other cases (dreamed, leaned, learned) the regular forms are somewhat more common. In AmE, the irregular forms are never or rarely used (except for burnt and leapt).

Nonetheless, as with other usages considered nowadays to be typically British, the t endings are often found in older American texts. However, usage may vary when the past participles are actually adjectives, as in burnt toast.( Note that the two-syllable form learned ['lə:nid] usually written simply as learnt, is still used as an adjective to mean "educated", or to refer to academic institutions, in both BrE and AmE.)Finally, the past tense and past participle of dwell and kneel are more commonly dwelt and knelt on both sides of the Atlantic, although dwelled and kneeled are widely used in the US (but not in the UK).

In British English, the past tense of “get’’ is “got”, while American English usually use its past participle “gotten”.

For example,

A. John has got much better during the last week. (BrE)

B. John has gotten much better during the last week. (AmE)

According to the custom that British English usually uses “got” while American English “gotten”, we can quickly tell the nationality of the speaker. The former is British and the later is American. When Americans use “got”, they mean “own, possess and dominate”, such as the following two examples:

They’ve got no pride.

I’ve got plenty of material if I can just handle it.

3.1.2.2 Different use of present perfect tenses

Traditionally, BrE uses the present perfect tense to talk about an event in the recent past(express an action that has occurred in the recent past that has an effect on the present moment) and with the words already, just, and yet. For example:

British English:[5]

I've just had lunch

I've already seen that film

Have you finished your homework yet?

American English:[5]

I just had lunch or I've just had lunch.

I've already seen that film OR I already saw that film.

Have your finished your homework yet? Or did you finish your homework yet?

In American usage, these meanings can be expressed with the present perfect (to express a fact) or the simple past (to imply an expectation). This American style has become widespread only in the past 20 to 30 years; the British style is still in common use as well. In British English the present perfect is used to.

"I've just arrived home." / "I just arrived home."

"I've already eaten." / "I already ate." [6]

Recently, the American use of just with simple past has made inroads into BrE, most visibly in advertising slogans and headlines such as "Cable broadband just got faster".

Similarly, AmE occasionally replaces the pluperfect with the preterite. Also, US spoken usage sometimes, especially with the contracted forms, substitutes the conditional for the pluperfect (If I would have cooked the pie we could have had it for lunch), but this tends to be avoided in writing.[6]

3.1.2.3 Different use of transitive and intransitive verbs

The following verbs show differences in transitivity between BrE and AmE.[6]

agree: transitive or intransitive in BrE, usually intransitive in AmE (agree a contract/agree to or on a contract). However, in formal AmE legal writing one often sees constructions like as may be agreed between the parties (rather than as may be agreed upon between the parties).

appeal(as a decision): usually intransitive in BrE (used with against) and transitive in AmE (appeal against the decision to the Court/appeal the decision to the Court).

cater("to provide food and service"): intransitive in BrE, transitive in AmE (to cater for a banquet/to cater a banquet).

claim: sometimes intransitive in BrE (used with for), strictly transitive in AmE.

protest: in the sense of "oppose", intransitive in BrE, transitive in AmE (The workers protested against the decision/The workers protested the decision). The intransitive protest against in AmE means, "to hold or participate in a demonstration against". The older sense "proclaim" is always transitive (protest one's innocence).

write: in BrE, the indirect object of this verb usually requires the preposition to, for example, I'll write to my MP or I'll write to her (although it is not required in some situations, for example when an indirect object pronoun comes before a direct object noun, for example, I'll write her a letter). In AmE, write can be used monotransitively (I'll write my congressman; I'll write him).

3.1.2.4 Different use of “have”.

British English usually uses “Have you any children?” or “Have you got any

children?” while Americans commonly express the same meaning with “Do you have any children?”Let us see some other examples.

How many brothers do you have? (AmE)

How many brothers have you? (BrE)

You don’t have much room here. (AmE)

You haven’t (got) much room here. (BrE)

3.1.3 Different use of function words

Function words (or grammatical words) are words that have little lexical meaning or have ambiguous meaning, but instead serve to express grammatical relationships with other words within a sentence, or specify the attitude or mood of the speaker. Words that are not function words are called content words (or lexical words): these include nouns, verbs, adjectives, and most adverbs, although some adverbs are function words (e.g., then and why). Dictionaries define the specific meanings of content words, but can only describe the general usages of function words. By contrast, grammars describe the use of function words in detail, but treat lexical words in general terms only. Now I will compare the different use of function words in BrE and AE in detail as follows.

3.1.3.1 Different use of preposition and adverb

Differences between British and American English in prepositions are shown in the following two aspects: (1) different use of prepositions in the construction of phrases; (2) when using phrases, one will use a preposition while the other will omit it.

(1)Let us first review the different use of prepositions.

Your daughter’s name stands first in the list. (BrE)

Your daughter’s name stands first on the list. (AmE)

These dresses are in a sale. (BrE)

These dresses are on sale. (AmE)

He will come here at a quarter to three. (BrE, AmE)

He will come here at a quarter before /of / till three. (AmE)

She lives just round the corner (BrE).[7]4

She lives just around the corner (AmE).

Similarly, “five past nine” can be expressed in American English by “five after nine” or “nine five”. In front of “weekend” and “Christmas”, British English uses “at” or “over”, while American English adopts “over” or “on”.

At the weekend / Christmas (BrE)

Over the weekend / Christmas (BrE, AmE)

On the weekend / Christmas (AmE)

(2) Omitting preposition[8]2

In British English, before “day”, “week” or “certain day”, preposition “on” shall be used, while it is not so in American English.

The new term begins on September 1. (BrE)

The new term begins September 1. (AmE)

I’ll see you on Monday. (BrE)

I’ll see you Monday. (AmE)

In American English, when “home” is used as an adverb, the preposition “at” is not needed. But, in British English, “at” is required before “home”. Hence, “at home” is used in British English.

Is he home? (AmE)

Is he at home? (BrE)

3.1.3.2 Different use of auxiliary verb

In linguistics, an auxiliary is a verb functioning to give further semantic or syntactic information about the main or full verb following it. There are three types: Modal auxiliaries，have and go.

No matter in the frequency or the tendency of auxiliary verb, AmE differs from BrE. Their differences are stated as follows:.

(1)shall

Shall in BrE, is widely used in the fist person to raise questions, answer questions ,or to express future, while in AmE it is only used in the law file or informal style paper. In formal style paper, people usually use will or should. Such as:

Br.E:1)I shall tell you later.

Am.E:1)I will tell you later.

2)Shall I drink this now?

2)Should I drink this now?

(2)would[9]2

Would has two special usages in AmE, firstly it can show the usual action in the past. such as: When I was small, I would go there everyday.

However in BrE, the past tense or used to can express the past uaual action, therefore in BrE the above sentence should be changed into: When I was small, I went there everyday. Or When I was wmall, I used to go there everyday.

Secondly, would in AmE can express hypothesis in some informal language, quite like a kind of subjunctive mood, however in BrE not.

Try to compare:

Am.E:1)I wish I would have done it.

2)If I would have seen one, I would have bought it for you.

Br.E(it also the same with AmE):1)I wish I had done it.

2)If I had seen one, I would have bought it for you.

In Br.E, “would” and “will” can express suppose, while in Am.E the auxiliary verb “should” and “must” express supposition. Try to compare:

Br.E:1)That will be the postman at the door.

2)That would be zhongshan Road over there.

 

Am.E:　1)That must be (should be)the mailman at the door.

2)That should be(must be)Zhongshan Rood over there.

(3)used to

“Used to” in AmE is not seen as Modal auxiliary, but seen as notional word. To the opposite, in Br.E, used to is just seen as modal auxiliary, can offer or deny questions, also can be used as notional word but people use “do” to offer or deny questions. For example:

1)He used to go there.(notional verb)

Did he use to go there.(notional verb)

2)Used he to go there.(auxiliary verb)

He used not to go there.(auxiliary verb)

(4)ought to[9]6

“Ought to” is widely used in BrE to raise or deny questions, but in AmE use “should” to substitute for it, such as:

Br.E:1)Ought we to eat lunch?

Am.E:1)Should we eat lunch?

2)You ought not(oughtn’t) to have said that.      2)You shouldn’t have said that.

In AmE, ought to and used to are all used as notional verbs in the informal papers and such forms are said to be not standard forms. For example:

1)Did you ought to say that?

2)You didn’t ought to have said that.

(5) Different use of the indefinite pronoun “one”

 In BrE we can use “one” to indicate the “one” of the former writing again while in AmE we usually use “he” or “his” to instead the “one” of the former writing. For instance:

One cannot succeed unless one works hard.(BrE)

One cannot succeed unless he works hard.(AmE)

3.1.3.3 Differences in articles[19]

(1)The omitting of articles

Most phrases of British English have articles, while those of American English do not have. The “the” in the standard expressions in British English “all the afternoon”, “all the winter”, “all the week”, “this time of the year”, ect. But the articles are usually omitted in American English. For example:

The swimming pools are open all summer.

I’ll be here all afternoon.

He has been gone all week.

British English will use articles in front of “sickness”, “river” and etc., while American English does not. For example,

British English expresses in the form of “the measles”, “the mumps”, “the flu”, “the Niagara Falls” and “the Black Creek”, while American English says “measles”, “mumps”, “flu”, “Niagara Falls” and “Black Creek”.

However, there are exceptions. In some expressions, British English does not use articles, while American English does.

BrE                         AmE

Go into hospital                Go into the hospital

In hospital                   In the hospital

At university                  At the university

Sentences are as follows:

Next day, the rain began. (BrE)

The next day, the rain began. (AmE)

In future, I’d like you to pay more attention to detail. (BrE)

In the future, I’d like you to pay more attention to detail. (AmE)

(2) The position of articles

British English and American English are different from each other in the use of “a” or “an” with “half”. In British English, “a” follows “half”, for example, “half a dozen”, “half an hour”, “half a mile”, and “half a pound”. In American English, “a” is put in front of “half”, for example, “a half dozen”, “a half hour”, “a half mile” and “a half pound”.

3.2 Syntactical differences

Syntax is the study of the principles and rules for constructing sentences in natural languages. The sentence is the highest rank of grammatical unit. Based on one or more than one clause, the sentence is also the basic linguistic unit of connected discourse; it can stand alone and perform a function in social communication. Thus, a sentence can be defined as a grammatical unit that can perform a communicative function. I will explain the syntactic differences as follows.

3.2.1Differences in compound object[20]

The Verb“ -to do” usually used as compound object in British English, While past participle or past participle phrase mostly used as compound object in American English. Try to compare:

1)He also had ordered his luggage to be labeled for crew.(Bronte.)   (BrE)

2)Last year an American hotel manager ordered his quests evacuated after an anonymous bomb threat.(AmE)

3)I have a roll that was in dead storage during the war which I ordered put back in running order. (O' Hara) (AmE)

The two compound structures (compound object with past participle and compound object with –to do) are both used in the BrE and AmE, while the AmE use compound object more frequent ly than BrE. However, there are some differences in the routine usage of Verb related to this phrase structure. The verb “to order” usually linked with the compound structure with past participle in AmE, but linked with the compound structure with “verb -to do” in BrE.

3.2.2 Presence or absence of syntactic elements[11]

Where a statement of intention involves two separate activities, it is acceptable for speakers of AmE to use to go plus bare infinitive. Speakers of BrE would instead use to go and plus bare infinitive. Thus, where a speaker of AmE might say I'll go take a bath, BrE speakers would say I'll go and have a bath. (Both can also use the form to go to instead to suggest that the action may fail, as in He went to take/have a bath, but the bath was full of children.) Similarly, to come plus bare infinitive is acceptable to speakers of AmE, where speakers of BrE would instead use to come and plus bare infinitive. Thus, where a speaker of AmE might say come see what I bought, BrE speakers would say come and see what I've bought (notice the present perfect tense: a common British preference).

As to whether a preposition is used before days denoted by a single word, British people would say she resigned on Thursday, while Americans often say she resigned Thursday, but both forms are common in American usage. Occasionally, in AmE the preposition is also absent when referring to months: I'll be here December (although this usage is generally limited to colloquial speech).But, it will say “I’ll be here on December.” in BrE.

In the UK, from is used with single dates and times more often than in the United States. Where British speakers and writers may say the new museum will be open from Tuesday, Americans most likely say the new museum will be open starting Tuesday. (This difference does not apply to phrases of the pattern from A to B, which are used in both BrE and AmE.) A variation or alternative of this is the most American will say “the play opens Tuesday” and the most British will say “the play opens on Tuesday”. American legislators and lawyers always use the preposition of between the name of a legislative act and the year it was passed, while their British colleagues do not. We can see such differences by making comparison between Americans with Disabilities Act of 1990 and Disability Discrimination Act 1995.

3.2.3 Different use of subjunctive mood

The subjunctive mood used more in AmE than in BrE, which is mainly used in the formal style paper.

In subjunctive mood, American English will rarely reserve traditional subjunctive words.

I suggest that meeting be postponed. (AmE)

I suggest that meeting should be postponed. (BrE)

I wish I had done it. (AmE)

I wish I would have done it. (BrE)

4. The grammatical differences between British English and the special form of American English—Black English

Black English also called African American Vernacular English which is an African American variety (dialect, ethnolect and sociolect) of American English.There are four points in which black English differs from British English.

1)Negation

In addition, negatives are formed differently from standard American English:

Use of ain't as a general negative indicator. It can be used where Standard English would use am not, isn't, aren't, haven't and hasn't, a trait which is not specific to AAVE. However, in marked contrast to other varieties of English in the U.S., some speakers of AAVE also use ain't instead of don't, doesn't, or didn't (e.g., I ain't know that).[14] Ain't had its origins in common English, but became increasingly stigmatized since the 19th century. See also amn't.

Negative concord, popularly called "double negation", as in I didn't go nowhere; if the sentence is negative, all negatable forms are negated. This contrasts with Standard English, where a double negative is considered a positive (although this wasn't always so; see double negative). There is also "triple" or "multiple negation", as in the phrase I don't know nothing about no one no more, which would be "I don't know anything about anybody anymore" in Standard English.

In a negative construction, an indefinite pronoun such as nobody or nothing can be inverted with the negative verb particle for emphasis (eg. Don't nobody know the answer, Ain't nothin' goin' on.)

While these are features that AAVE has in common with Creole languages,[15] Howe and Walker use data from early recordings of African Nova Scotian English, Samaná English, and the recordings of former slaves to demonstrate that negation was inherited from nonstandard colonial English.

Some of these characteristics, notably doubl e negatives and the omission of certain auxiliaries such as the has in has been are also characteristic of general colloquial American English.

2)The omission of copula in black English

You crazy! ("You're crazy") or She my sister ("She's my sister"). The phenomenon is also observed in questions: Who you? ("Who're you?") and Where you at? ("Where are you (at)?"). On the other hand, a stressed is cannot be dropped: She is my sister.

Only the forms is and are (the latter of which, in any case, is often replaced by is) can be omitted. These forms cannot be omitted when they are pronounced with a stress (whether or not the stress serves specifically to impart an emphatic sense to the verb's meaning).

These forms cannot be omitted when the corresponding form in Standard English cannot show contraction (and vice-versa). For example, I don't know where he is cannot be reduced to (BrE) I don't know where he because in Standard English the corresponding reduction I don't know where he's is likewise impossible. (Though I don't know where he at is possible.) Possibly some other minor conditions apply as well.[16]

  3)Present-tense verbs uninflected for number/person

there is no -s ending in the present-tense third-person singular. Example: She write poetry ("She writes poetry"). Similarly, was is used for what in standard English are contexts for both was and were.[17]

  4)The word it or is denoting the existence of something

This usage is equivalent to Standard English there in "there is", or "there are". It is also found in the English of the US South. Examples its a doughnut in the cabinet ("There's a doughnut in the cabinet") and It ain't no spoon ("There isn't a spoon", also "They ain't no spoon").[17]

5) Altered syntax in questions

Why they ain't growin'? ("Why aren't they growing?") and Who the hell she think she is? ("Who the hell does she think she is?") lack the inversion of standard English. Because of this, there is also no need for the auxiliary DO.[18]

To put it simply, we can summarize the grammatical differences between British and American daily English as follows[19]:

(1) Sometimes, British and American English use different grammatical forms to express the same meaning;

(2) Sometimes, the same grammatical form expresses different meanings in British and American English;

(3) In some structures, either British English or American English will use integrated grammatical form, while the other adopts the omitted form;

(4) Sometimes, American and British English use the same grammatical form to express the same concept and meaning.

However, one of them may have another expression form, while the other does not. We could only avoid misunderstanding by paying attention to those differences in our study.

5. The tendency of the development of British English and American English

The English language changes as the rapid development of politics, economic, culture in Britain and American. After it goes through the three periods (old English, middle English and modern English),it also changes everyday, especially in the related ten years, the changes of English becomes more obvious. Although the English structure is not as obvious as the lexical development, it does not ignore. On the aspect of grammar, English experience the changes from the verb inflections of old English to use word in order to express meaning in the past 1500years, and English also become analytic language from synthetic language. Such experience makes English flexible, meanwhile it also broke the traditional grammar frame, the former disagreed rules transferred into acceptable English even native English. The speed on renewing lexical words is very fast.

On the whole, British English and American English fuse with each other, and they tend to be brief, clear and more flexible for use.

 

6．Conclusion

As the globalization and information world developed, more and more people from different countries use the same language―English to communicate and exchange ideas with each other. The above discussion about grammar difference between British English and American English is what I have found and concluded. Although there are many differences in detailed aspects in the use of daily British and American English, they are similar to each other in most of aspects. Therefore, they shall only be considered as different forms of the same language rather than two different languages. In addition, we cannot say which one is better or advanced. Any judgment or opinion that “British English is better or worse than American English” is biased. The purpose of this paper is to help English learners understand the two varieties better and eliminate some mistakes caused in communication or paper writing.

The differences between the British English and American English are caused by politics, economy, social life, culture, and geography. American English developed from British English, but it differs from British English. All in all, sinc e English is characterized by its huge vocabulary, great tolerance, and conciseness, it leaves little room for argument that English will be well on its way to be a diversified common language.

 

Acknowledgements

My initial thanks go to my supervisor Zhu Min, who patiently supervised my dissertation and was at times very willing to offer me illuminating advice or suggestions. Without her help, I could not have finished this dissertation.

I am also indebted to other teachers and my classmates who have not only offered me their warm encouragements but also shared with me their ideas and books. They are Mao Can、Gao YunPing and many others.

My greatest personal debt is to my grandparents and parents, who have cultivated a soul of sensitivity, hospitality, and honesty out of me, and offered a harbor of happiness and sweetness for me.

The remaining weakness and possible errors of the dissertation are entirely my own.

 

References

[1] 周樂, 美式英語與英式英語比較與分析[J]. 湖南商學(xué)院外語系,2008.

[2] Wikipedia Contributors

en.wikipedia.org/wiki/History_of_the_English_language

[3] blog.languagetranslation.com/public/item/118655

[4] 王振明和公麗艷，英式英語與美式英語的差異[J]. 山東教育學(xué)院學(xué)報(bào),2002.

[5] esl.about.com/od/toeflieltscambridge/a/dif_ambrit.htm

[6]en.wikipedia.org/wiki/American_and_British_English_differences#Use_of_tenses

[7] 孟憲友，英語與美語的差別對(duì)比研究[J]. 廣州大學(xué)外國(guó)語學(xué)院英語系,2002.

, Jour.of N.W. SCI-TECH Uni.of Agri.and Fore,2001.

, Journal of Shijiazhuang Teachers College,2001

, Journal of Wuhu Vocational Institute of Technology,2007

[11]Wikipedia Contributors

en.wikipedia.org/wiki/American_and_British_English_differences

, Journal of Hunan Agricultural University(Social Sciences), 2007

[13]張振邦,新編語法教程[M].上海,上海教育出版社,1993

, Philadelphia: University of Pennsylvania Press 

[15] Winford, Donald (1992), "Back to the past: The BEV/creole connection revisited", Language Variation and Change 4 (3): 311-357

[16] Geoff Pullum, "Why Ebonics Is No Joke" Lingua Franca transcript, 17 October 1998, Australian Broadcasting Corporation.

[17] en.wikipedia.org/wiki/African_American_Vernacular_English#Negation

[18] Green, Lisa J., African American English: A Linguistic Introduction[M], Cambridge: Cambridge University Press, 2002

篇8

【關(guān)鍵詞】過程管理 實(shí)施細(xì)則 審核 責(zé)任預(yù)警

【中圖分類號(hào)】G647 【文獻(xiàn)標(biāo)識(shí)碼】A 【文章編號(hào)】1674-4810（2013）05-0113-01

本科畢業(yè)論文是高等院校教學(xué)計(jì)劃的重要組成部分之一，是實(shí)現(xiàn)高等院校專業(yè)培養(yǎng)目標(biāo)和要求的重要環(huán)節(jié)。2000年頒布并在全國(guó)高等院校實(shí)施的《高等學(xué)校英語專業(yè)教學(xué)大綱》（以下簡(jiǎn)稱《大綱》）中指出：“畢業(yè)論文是考查學(xué)生綜合能力、評(píng)估學(xué)業(yè)成績(jī)的一個(gè)重要方式?！睂?duì)學(xué)生而言，畢業(yè)論文是檢驗(yàn)其運(yùn)用專業(yè)知識(shí)能力、分析問題能力和學(xué)術(shù)能力的標(biāo)準(zhǔn)之一。而對(duì)學(xué)校，畢業(yè)論文的質(zhì)量是衡量高等院校教學(xué)質(zhì)量的重要指標(biāo)之一，也是檢驗(yàn)學(xué)校行政能力的良好手段。因此，無論是學(xué)生、老師還是高等院校的行政管理部門都需對(duì)畢業(yè)論文工作給予高度重視。

一 制定適合本專業(yè)特點(diǎn)的畢業(yè)論文實(shí)施細(xì)則，全局宏觀把控畢業(yè)論文寫作

在《大綱》中，明確了“畢業(yè)論文一般應(yīng)用英語撰寫，長(zhǎng)度為3000～5000個(gè)單詞，要求文字通順、思路清晰、內(nèi)容充實(shí)、有一定的獨(dú)立見解?！边@一要求僅僅只明確了英語專業(yè)本科畢業(yè)論文的字?jǐn)?shù)、撰寫語言和綱領(lǐng)性要求。而畢業(yè)論文究竟應(yīng)該怎么寫、寫什么，學(xué)生還需要更為具體的細(xì)則來作為準(zhǔn)繩。對(duì)本科畢業(yè)論文寫作而言，每個(gè)學(xué)校的畢業(yè)論文實(shí)施細(xì)則就是學(xué)生進(jìn)行畢業(yè)論文寫作時(shí)的詳細(xì)指南。畢業(yè)論文實(shí)施細(xì)則一般要求各專業(yè)根據(jù)自身實(shí)際情況，列明論文進(jìn)度安排、選題范圍和要求、撰寫語言、最低參考文獻(xiàn)數(shù)量等部分。一旦細(xì)則出臺(tái)并能嚴(yán)格執(zhí)行，學(xué)生可從中了解本科畢業(yè)論文撰寫的詳細(xì)步驟和要求，學(xué)校也能從宏觀上根據(jù)細(xì)則把控畢業(yè)論文寫作的進(jìn)度和質(zhì)量。

以進(jìn)度安排為例，畢業(yè)論文作為學(xué)術(shù)論文的一種，是對(duì)某個(gè)科學(xué)領(lǐng)域中的學(xué)術(shù)問題進(jìn)行研究后表述科學(xué)研究成果的理論文章。由于本科生的研究深度欠缺，因此本科畢業(yè)論文需要學(xué)生將自己的研究建立在大量閱讀前人理論、研究和著作之上。英語畢業(yè)論文除中文文獻(xiàn)之外，還需要學(xué)生閱覽大量的外文文獻(xiàn)。這一過程是集翻譯、理解、分析、歸納、總結(jié)的一個(gè)綜合過程。所以在制定英語專業(yè)的畢業(yè)論文的進(jìn)度安排時(shí)如能把整個(gè)論文進(jìn)度提前，將有益于學(xué)生的研究。同樣，選題作為論文的重頭戲，一旦選定研究方向，切入點(diǎn)找得好，學(xué)生論文自然寫得也順暢，不會(huì)出現(xiàn)寫不下去、需要重新選題的情況。所以在制定進(jìn)度安排時(shí)也可以適當(dāng)延長(zhǎng)選題的時(shí)間，讓學(xué)生能找準(zhǔn)切入點(diǎn)，有時(shí)間將論文寫作的準(zhǔn)備工作做充分，從而從源頭上提高論文質(zhì)量。

二 制定符合本校實(shí)際情況的畢業(yè)論文審核及責(zé)任預(yù)警機(jī)制，實(shí)時(shí)調(diào)控畢業(yè)論文質(zhì)量

《浙江省教育廳關(guān)于加強(qiáng)普通高等學(xué)校畢業(yè)設(shè)計(jì)（論文）工作的通知》（浙教高教〔2004〕137號(hào)）中指出：“畢業(yè)設(shè)計(jì)（論文）的質(zhì)量也是衡量各校教學(xué)水平、進(jìn)行學(xué)生畢業(yè)與學(xué)位資格認(rèn)證的重要依據(jù)。各高等學(xué)校要充分認(rèn)識(shí)這項(xiàng)工作的必要性和重要性，建立嚴(yán)格的管理制度。”畢業(yè)論文的質(zhì)量一方面體現(xiàn)在學(xué)生研究問題和解決問題的能力及專業(yè)知識(shí)的聯(lián)系和運(yùn)用上，同時(shí)也體現(xiàn)在導(dǎo)師的指導(dǎo)和學(xué)校的監(jiān)管上。只有三方共同努力，才能分別從不同的角度協(xié)作，從整體上提高畢業(yè)論文的質(zhì)量。因此，制定符合本校實(shí)際情況的畢業(yè)論文審核及責(zé)任預(yù)警機(jī)制就成為了提高論文質(zhì)量最好的助推劑。

在選題和結(jié)構(gòu)方面，可以建立從論文指導(dǎo)老師到論文小組再到專業(yè)的三層審核工作，層層匯報(bào)、層層負(fù)責(zé)的預(yù)警機(jī)制，充分運(yùn)用專業(yè)老師的學(xué)術(shù)嚴(yán)謹(jǐn)性和權(quán)威性，而學(xué)校作為管理單位可以起到總體監(jiān)督、避免重復(fù)選題的作用。而在語言嚴(yán)謹(jǐn)性和格式規(guī)范性方面則可以充分調(diào)動(dòng)學(xué)生的自審能力，在專業(yè)和學(xué)校給出一定要求和參考模板的前提下，激發(fā)學(xué)生自查和互查的能力，互相取長(zhǎng)補(bǔ)短有所學(xué)習(xí)和借鑒，從源頭上做好質(zhì)量的保證，同時(shí)也可以大大提高專業(yè)導(dǎo)師在語言和格式方面的后續(xù)審查效率。學(xué)校管理層面以表格工具的形式走程序化管理線路，做到所有重要質(zhì)量監(jiān)控環(huán)節(jié)執(zhí)行情況都有據(jù)可查。

三 充分調(diào)動(dòng)、利用校內(nèi)外資源，為學(xué)生進(jìn)行畢業(yè)論文寫作提供更好的環(huán)境

篇9

關(guān)鍵詞：應(yīng)用型本科;畢業(yè)設(shè)計(jì);管理體系

中圖分類號(hào)：G642.477 文獻(xiàn)標(biāo)志碼：A 文章編號(hào)：1674-9324（2015）19-0014-02

畢業(yè)設(shè)計(jì)（論文）是本科教育為實(shí)現(xiàn)人才培養(yǎng)目標(biāo)的最后一個(gè)綜合性實(shí)踐教學(xué)環(huán)節(jié)，其目的是讓學(xué)生對(duì)所學(xué)知識(shí)進(jìn)行系統(tǒng)訓(xùn)練和總結(jié)，為今后從事研究、開發(fā)和技術(shù)應(yīng)用等方面工作奠定基礎(chǔ)。畢業(yè)設(shè)計(jì)質(zhì)量的高低直接影響畢業(yè)生就業(yè)能力，也是高校教育教學(xué)質(zhì)量的直接反映[1]。眾多教師學(xué)者對(duì)畢業(yè)設(shè)計(jì)工作的現(xiàn)狀及對(duì)于出現(xiàn)的問題的對(duì)策做了很多研究?；竟沧R(shí)是認(rèn)為目前的畢業(yè)設(shè)計(jì)內(nèi)容對(duì)于學(xué)生的訓(xùn)練不足，原因大致有三類，一是學(xué)生方面，因?yàn)椴粔蛑匾?，或者忙于考研就業(yè)的客觀原因，投入到畢業(yè)設(shè)計(jì)的時(shí)間和精力不足。[2]二是指導(dǎo)教師方面，由于承擔(dān)著大量的教學(xué)和科研任務(wù)，用于指導(dǎo)畢業(yè)設(shè)計(jì)的時(shí)間偏少，精力不足。部分教師缺少工程實(shí)踐鍛煉，指導(dǎo)實(shí)踐性課題的能力不強(qiáng)且質(zhì)量不高。[3]三是管理方面，畢業(yè)設(shè)計(jì)教學(xué)質(zhì)量難以量化管理，缺乏全過程的有效監(jiān)控。本文總結(jié)近年來建筑工程學(xué)院畢業(yè)設(shè)計(jì)（論文）情況，梳理問題，細(xì)化管理規(guī)則，重視過程文件的規(guī)范性和內(nèi)涵建設(shè)，推出標(biāo)準(zhǔn)化的畢業(yè)設(shè)計(jì)（論文）工作樣表，做到權(quán)責(zé)分明、全過程監(jiān)控，實(shí)現(xiàn)了畢業(yè)設(shè)計(jì)工作管理體系的制度化。

一、從學(xué)院層面推出了“土建類專業(yè)畢業(yè)設(shè)計(jì)（論文）工作樣表”（以下簡(jiǎn)稱樣表）

過程文件規(guī)范性和成果質(zhì)量顯著提高?！皹颖怼贬槍?duì)畢業(yè)設(shè)計(jì)（論文）工作的各個(gè)時(shí)間節(jié)點(diǎn)，規(guī)范了教師和學(xué)生應(yīng)完成的各項(xiàng)任務(wù)和在畢業(yè)設(shè)計(jì)（論文）智能管理系統(tǒng)中應(yīng)填寫的材料，從各階段教師和學(xué)生的任務(wù)及填寫材料要求，到以往容易出現(xiàn)疑惑和錯(cuò)誤的地方均作了詳細(xì)注解，其主要特色體現(xiàn)在以下幾個(gè)方面。

1.規(guī)范性強(qiáng)，填寫有“法”可依?！皹颖怼睂?duì)以往過程文件中一些容易混淆的名稱進(jìn)行了進(jìn)一步的規(guī)范和明確，均做出統(tǒng)一規(guī)定和注釋，如圖1所示。

2.示范性好，大量減少師生反復(fù)修改而增加的工作量。工科學(xué)院畢業(yè)生文字能力普遍偏弱，Word軟件使用不熟悉，導(dǎo)致過程文件中字體不統(tǒng)一、文字大小各異等，教師要花費(fèi)大量的時(shí)間反復(fù)給學(xué)生講解修改，很難集中時(shí)間和精力對(duì)畢業(yè)設(shè)計(jì)（論文）的內(nèi)涵進(jìn)行指導(dǎo)?！皹颖怼睂?duì)各個(gè)部分填寫內(nèi)容的字體要求、文字大小、行間距、參考文獻(xiàn)格式等做了詳細(xì)的標(biāo)注，一目了然地展示給師生，具有很強(qiáng)的可操作性，節(jié)約了師生大量的時(shí)間，實(shí)踐證明，今年的畢業(yè)設(shè)計(jì)（論文）過程文件的規(guī)范性顯著提高。

3.填寫內(nèi)容更加清晰明確，避免填寫內(nèi)容過于空洞。以往的工作表格對(duì)學(xué)生任務(wù)有規(guī)定，而對(duì)專業(yè)負(fù)責(zé)人、指導(dǎo)教師的填寫意見往往沒有要求，很多時(shí)候都是填“同意”或“審核通過”，甚至有的文不對(duì)題?！皹颖怼睂?duì)該部分內(nèi)容的填寫要求做了明確規(guī)定，引導(dǎo)教師從合理的方面去評(píng)價(jià)學(xué)生的工作。

4.學(xué)生成果要求更具體，成果質(zhì)量有保障。以學(xué)校對(duì)畢業(yè)設(shè)計(jì)（論文）相關(guān)成果要求為基礎(chǔ)，針對(duì)建筑工程學(xué)院5個(gè)專業(yè)的各自特點(diǎn)，“樣表”又對(duì)各個(gè)專業(yè)作了更具體的規(guī)定，促使成果質(zhì)量的提升。如建筑學(xué)專業(yè)成果要求：（1）設(shè)計(jì)圖紙不少于15張，A3版面排版（不包括封面、目錄、設(shè)計(jì)說明），報(bào)優(yōu)的同學(xué)必須有4張A1展板。（2）設(shè)計(jì)說明書字?jǐn)?shù)不少于4000字，團(tuán)隊(duì)項(xiàng)目設(shè)計(jì)說明書字?jǐn)?shù)不少于8000字，要把相應(yīng)的圖紙成果穿插到說明書中去，要圖文并茂，說明書中要有附圖。（3）遵照學(xué)校本科畢業(yè)設(shè)計(jì)（論文）撰寫規(guī)范相關(guān)要求進(jìn)行撰寫和排版。

二、在畢業(yè)設(shè)計(jì)（論文）工作啟動(dòng)階段做好師生動(dòng)員等準(zhǔn)備工作，召開三個(gè)會(huì)議

1.畢業(yè)設(shè)計(jì)（論文）工作啟動(dòng)會(huì)議。會(huì)議主要是對(duì)當(dāng)年的畢業(yè)設(shè)計(jì)（論文）工作進(jìn)行部署，同時(shí)檢查準(zhǔn)備工作情況、協(xié)調(diào)工作困難、明確工作目標(biāo)和工作計(jì)劃等。參會(huì)人員包括全體院領(lǐng)導(dǎo)、正高職稱教師、實(shí)驗(yàn)中心主任、系主任、教研室主任和教務(wù)工作人員，體現(xiàn)出對(duì)畢業(yè)設(shè)計(jì)（論文）工作的重視度。

2.新進(jìn)教師畢業(yè)設(shè)計(jì)（論文）工作培訓(xùn)會(huì)會(huì)議主要針對(duì)學(xué)院新進(jìn)教師和外聘教師，由教學(xué)院長(zhǎng)對(duì)畢業(yè)設(shè)計(jì)（論文）各階段工作進(jìn)行講解和明確要求，教學(xué)秘書對(duì)畢業(yè)設(shè)計(jì)（論文）管理系統(tǒng)的操作進(jìn)行講解培訓(xùn)，讓該部分教師盡快進(jìn)入工作角色。

3.畢業(yè)設(shè)計(jì)（論文）學(xué)生動(dòng)員會(huì)。會(huì)議目的是使學(xué)生了解畢業(yè)設(shè)計(jì)（論文）的意義、目的、步驟、內(nèi)容以及各階段的任務(wù)和紀(jì)律，讓學(xué)生足夠重視畢業(yè)設(shè)計(jì)（論文）。會(huì)后指導(dǎo)教師和學(xué)生見面，指導(dǎo)工作正式開始。

三、全過程監(jiān)控，各階段措施得力保質(zhì)量

1.重視選題工作。提倡教師將科研課題給學(xué)生真題真做和結(jié)合生產(chǎn)實(shí)踐完成畢業(yè)設(shè)計(jì)（論文），選題做到一人一題，團(tuán)隊(duì)項(xiàng)目選題要保證既有合作內(nèi)容又有獨(dú)立完成的任務(wù)。重視選題更新率，更新率不能只是個(gè)統(tǒng)計(jì)數(shù)字，落實(shí)更是關(guān)鍵。專業(yè)負(fù)責(zé)人要對(duì)教師申報(bào)題目的難易程度、廣度、深度、工作量及合理性把好第一關(guān)。選題完成后，學(xué)院組織教學(xué)委員會(huì)、二級(jí)督導(dǎo)，對(duì)選題的科學(xué)性、合理性、實(shí)用性及可行性進(jìn)行審核，確保選題質(zhì)量。

2.重視中期檢查工作。各專業(yè)分別抽取10%的學(xué)生進(jìn)行中期答辯，同時(shí)有報(bào)優(yōu)意向的同學(xué)必須參加中期答辯方能取得評(píng)優(yōu)資格。其他沒有參加中期答辯的同學(xué)應(yīng)在場(chǎng)旁聽，并接受指導(dǎo)教師的中期檢查，填寫畢業(yè)設(shè)計(jì)（論文）中期檢查表，上交中期成果。學(xué)院專門設(shè)計(jì)了中期檢查答辯表，要求學(xué)生在答辯過程中陳述前期的工作進(jìn)展，后續(xù)工作計(jì)劃和預(yù)期達(dá)到的成果，有效保證了后續(xù)工作的進(jìn)度和質(zhì)量。

3.重視答辯工作。要求各專業(yè)對(duì)畢業(yè)設(shè)計(jì)（論文）答辯工作做出科學(xué)合理的安排。原則上每個(gè)答辯小組不少于4位專業(yè)教師，其中至少有1名高級(jí)職稱教師擔(dān)任答辯組長(zhǎng)，每位學(xué)生匯報(bào)10分鐘，教師提問10分鐘左右，學(xué)生答辯10分鐘，答辯秘書要做好詳細(xì)記錄。優(yōu)秀畢業(yè)設(shè)計(jì)（論文）要求二次答辯，先進(jìn)行小組答辯，再按評(píng)優(yōu)比例確定部分學(xué)生參加大組答辯，評(píng)優(yōu)答辯組全部由高級(jí)職稱教師構(gòu)成，最后成績(jī)總評(píng)由答辯委員會(huì)確定，同時(shí)評(píng)選出學(xué)校及學(xué)院的優(yōu)秀畢業(yè)設(shè)計(jì)（論文）。

四、細(xì)化規(guī)章制度，針對(duì)新問題及時(shí)出臺(tái)補(bǔ)充規(guī)定

1.為了更有效的管理，做到權(quán)責(zé)分明，在學(xué)校本科生畢業(yè)設(shè)計(jì)（論文）工作條例的基礎(chǔ)上又制訂了《建筑工程學(xué)院畢業(yè)設(shè)計(jì)（論文）工作實(shí)施細(xì)則》。明晰了畢業(yè)設(shè)計(jì)工作中，系、教研室、專業(yè)負(fù)責(zé)人和指導(dǎo)教師的工作職責(zé)，如對(duì)指導(dǎo)教師的要求包括：（1）對(duì)學(xué)生每周至少進(jìn)行一次面對(duì)面的答疑和指導(dǎo)工作，跟蹤畢業(yè)設(shè)計(jì)（論文）進(jìn)程與質(zhì)量，做好指導(dǎo)記錄工作，應(yīng)避免記錄過于簡(jiǎn)單，以備學(xué)院檢查。（2）指導(dǎo)學(xué)生按照學(xué)校統(tǒng)一格式正確撰寫畢業(yè)設(shè)計(jì)說明書（論文）或計(jì)算書，同時(shí)各階段材料從系統(tǒng)導(dǎo)出并認(rèn)真核對(duì)，格式按照學(xué)院畢業(yè)設(shè)計(jì)（論文）工作樣表填寫。（3）如果學(xué)生有弄虛作假、抄襲別人成果或由其他人代替完成畢業(yè)設(shè)計(jì)（論文）的情況，指導(dǎo)教師未發(fā)現(xiàn)且同意提交答辯，一經(jīng)查出，學(xué)院將扣除該指導(dǎo)教師本環(huán)節(jié)一半工作量，等等。

2.針對(duì)新問題特別是畢業(yè)實(shí)習(xí)結(jié)束后，學(xué)生在各自實(shí)習(xí)單位繼續(xù)實(shí)習(xí)或者準(zhǔn)備研究生復(fù)試等方面原因而未能及時(shí)返校，為了保障畢業(yè)設(shè)計(jì)（論文）工作質(zhì)量，結(jié)合中后期工作的實(shí)際情況，學(xué)院又出臺(tái)了《建筑工程學(xué)院畢業(yè)設(shè)計(jì)（論文）工作補(bǔ)充規(guī)定》，有效保證后續(xù)工作的順利進(jìn)行。補(bǔ)充規(guī)定如：各指導(dǎo)教師在中期檢查后，要繼續(xù)加強(qiáng)指導(dǎo)和監(jiān)督工作，指導(dǎo)教師每周應(yīng)對(duì)學(xué)生進(jìn)行兩次不同形式的指導(dǎo)和畢業(yè)設(shè)計(jì)（論文）工作質(zhì)量檢查，其中至少進(jìn)行一次現(xiàn)場(chǎng)指導(dǎo)，同時(shí)做好指導(dǎo)記錄。為了保證畢業(yè)設(shè)計(jì)（論文）的質(zhì)量，經(jīng)學(xué)院研究決定，畢業(yè)班學(xué)生在答辯前兩周全體返校繼續(xù)深化畢業(yè)設(shè)計(jì)工作，各專業(yè)要做好返校統(tǒng)計(jì)工作，無故不返校者，取消答辯資格，等等。

通過探索構(gòu)建出符合應(yīng)用型本科院校的畢業(yè)設(shè)計(jì)管理體系，形成畢業(yè)設(shè)計(jì)（論文）工作從規(guī)范性到內(nèi)涵性逐層提高的管理方法，使得畢業(yè)設(shè)計(jì)能夠使學(xué)生達(dá)到很好地總結(jié)專業(yè)知識(shí)，融會(huì)貫通，全面性地受到鍛煉，與市場(chǎng)接軌的目的。

參考文獻(xiàn)：

[1]羅臻，鄧敏，葉雁冰.提高地方院校土木工程專業(yè)畢業(yè)設(shè)計(jì)質(zhì)量的措施與實(shí)踐[J].高等建筑教育，2010，19（3）：123-126.

篇10

關(guān)鍵詞：本科；畢業(yè)論文（設(shè)計(jì)）；團(tuán)隊(duì)

中圖分類號(hào)：G642 文獻(xiàn)標(biāo)志碼：A 文章編號(hào)：1674-9324（2014）32-0202-03

一、指導(dǎo)教師存在的問題

1.精力投入不足。近年來，隨著高校本科招生規(guī)模的擴(kuò)大，師資力量明顯不足，一般教師指導(dǎo)的畢業(yè)生數(shù)量均在6～10個(gè)左右。由于目前教師既要從事繁重的教學(xué)工作又要緊跟科研領(lǐng)域的迅猛進(jìn)展，因此，在學(xué)生對(duì)畢業(yè)設(shè)計(jì)重視度嚴(yán)重缺乏的現(xiàn)狀下，教師也很難以積極的態(tài)度完成對(duì)本科生的完善指導(dǎo)。

2.時(shí)間安排集中。各高校對(duì)本科畢業(yè)設(shè)計(jì)的時(shí)間安排一般均設(shè)定在本科第8學(xué)期，即學(xué)生真正參與畢業(yè)設(shè)計(jì)的時(shí)間都是在每年的3月至5月底，要求學(xué)生在兩個(gè)月內(nèi)完成對(duì)四年專業(yè)學(xué)習(xí)的總結(jié)并應(yīng)用于實(shí)踐，且在對(duì)科技論文的寫作基本一無所知的情況下完成該類型論文的撰寫及答辯，無論對(duì)教師或?qū)W生確實(shí)存在較高的難度。另外，對(duì)于省屬地方高校的一般本科生，其著手工作的應(yīng)聘或?qū)嵙?xí)均安排在每年年初，即在完成本科畢業(yè)設(shè)計(jì)的同時(shí)還要解決就業(yè)問題。因此，即便教師能夠集中精力籌備指導(dǎo)學(xué)生的畢業(yè)設(shè)計(jì)，但學(xué)生根據(jù)個(gè)人的實(shí)際情況，也很難在有限的時(shí)間內(nèi)以充沛的精力完成教師的合理安排。

3.科研方向有限。根據(jù)教師科研方向的不同，可以將教師分為理論研究型和生產(chǎn)實(shí)際型。從事理論研究的老師多以青年、擁有博士學(xué)位的教師為主，這部分教師絕大部分從高校畢業(yè)后直接走上工作崗位，缺乏生產(chǎn)實(shí)踐的工程工作和指導(dǎo)學(xué)生的經(jīng)驗(yàn)，難以短期內(nèi)成熟有效地完成本科畢業(yè)設(shè)計(jì)的指導(dǎo)；而從事生產(chǎn)實(shí)際型的教師，盡管具備一定的工程實(shí)踐背景，但是正規(guī)系統(tǒng)地指導(dǎo)學(xué)生將畢業(yè)設(shè)計(jì)內(nèi)容以科技論文形式完成也是一大難題。

4.指導(dǎo)模式單一。目前，各高校指導(dǎo)本科畢業(yè)設(shè)計(jì)的模式實(shí)行的是每個(gè)學(xué)生的畢業(yè)題目各異，因此在學(xué)生完成畢業(yè)設(shè)計(jì)的過程中，獲得引導(dǎo)的途徑只能來源于教師，而與其他同學(xué)咨詢、合作的條件有限，無法獲得更多關(guān)于設(shè)計(jì)的啟發(fā)和思維的碰撞。另外，一個(gè)教師指導(dǎo)多名學(xué)生，也令教師沒有足夠的精力為多人設(shè)計(jì)適合其的更系統(tǒng)、更條理的指導(dǎo)規(guī)劃。

二、團(tuán)隊(duì)指導(dǎo)模式的探索

1.科研團(tuán)隊(duì)指導(dǎo)模式的設(shè)計(jì)。培養(yǎng)學(xué)生的科研創(chuàng)新能力是美國(guó)研究型大學(xué)本科教育的一個(gè)重要方面，國(guó)內(nèi)外許多院校紛紛開展結(jié)合科研項(xiàng)目提高本科生科研創(chuàng)新能力的研究與實(shí)踐。結(jié)合地方院校的實(shí)際情況，以我校工科專業(yè)的班級(jí)為例，每班大約有50～60個(gè)學(xué)生，考慮目前就業(yè)形勢(shì)的嚴(yán)峻，其中有大概過半的學(xué)生選擇考研。為了提高成功考研的可能性，這些學(xué)生更愿意選擇理論研究型老師作為本科畢業(yè)設(shè)計(jì)導(dǎo)師。同樣，本科生科研作為一種新型的培養(yǎng)方式，對(duì)本科教育的發(fā)展產(chǎn)生了積極的影響。針對(duì)此類學(xué)生的需求以及指導(dǎo)教師存在的上述問題，以教師科研團(tuán)隊(duì)的形式指導(dǎo)學(xué)生完成研究型論文的模式勢(shì)在必行。那么，科研團(tuán)隊(duì)的指導(dǎo)模式初步分為兩大類：第一類指導(dǎo)模式稱其為“大課題”模式（見圖1）。所謂的“大課題”模式，即以縱向課題（比如國(guó)家自然科學(xué)基金、省自然科學(xué)基金等）為牽引，將該課題分為若干小課題。此科研團(tuán)隊(duì)既包括教師也包括學(xué)生。教師團(tuán)隊(duì)?wèi)?yīng)由課題主持人統(tǒng)領(lǐng)，成員應(yīng)為課題的參與者，這些參與成員可指導(dǎo)的學(xué)生在1～3名為宜。該指導(dǎo)模式最明顯的優(yōu)勢(shì)在于本科學(xué)生可以參與到完整的課題或基金的完成，對(duì)于培養(yǎng)其獨(dú)立、創(chuàng)新的科研能力有著積極的作用。第二類指導(dǎo)模式稱其為“似課題”模式（見圖2），即以某一個(gè)研究理論（一個(gè)研究方向）為牽引，將此理論的不同知識(shí)點(diǎn)作為若干小課題。此科研團(tuán)隊(duì)?wèi)?yīng)保證指導(dǎo)教師均從事同一科研方向的研究，而每位老師指導(dǎo)的學(xué)生建議為1～2名。該指導(dǎo)模式最明顯的優(yōu)勢(shì)在于能夠拓展本科生理論知識(shí)的廣度和深度。

不論以上哪一類的科研團(tuán)隊(duì)的指導(dǎo)模式，其最大的優(yōu)點(diǎn)是便于學(xué)生的互動(dòng)交流，而這類模式的具體實(shí)現(xiàn)均可分為三步驟完成，以“似課題”模式為例，具體的指導(dǎo)過程如下：第一步，科研團(tuán)隊(duì)由研究方向一致或近似的教師構(gòu)成，建議由一位教師組織該團(tuán)隊(duì)內(nèi)所有教師指導(dǎo)下的全部學(xué)生統(tǒng)一進(jìn)行前期基礎(chǔ)培養(yǎng)，包括介紹學(xué)校和學(xué)院對(duì)本科畢業(yè)設(shè)計(jì)的要求、畢業(yè)設(shè)計(jì)的流程和思路、相關(guān)注意事項(xiàng)以及有關(guān)研究方向的基礎(chǔ)知識(shí)的講解（也可借助研究生課程的旁聽），進(jìn)而為學(xué)生迅速進(jìn)入課題贏得寶貴時(shí)間，且能夠避免教師為重復(fù)工作浪費(fèi)更多的精力。第二步，在學(xué)生掌握了個(gè)人研究方向的基礎(chǔ)理論后，由其本人的指導(dǎo)教師開始有針對(duì)性地引導(dǎo)學(xué)生開展具體的課題研究。以我校信息類專業(yè)從事盲信號(hào)理論和應(yīng)用研究的教師為例，首先由一位教師（此教師可以是研究生“盲信號(hào)處理”課程的授課教師，或者是授課壓力較小、對(duì)該研究方向基礎(chǔ)較為熟悉的教師，或者團(tuán)隊(duì)內(nèi)的教師輪流擔(dān)任此部分工作）引導(dǎo)學(xué)生明確關(guān)于畢業(yè)設(shè)計(jì)的多方面要求，而后即可講解盲信號(hào)處理理論的基礎(chǔ)知識(shí)：包括盲信號(hào)處理的定義、研究該理論所需的數(shù)學(xué)基本知識(shí)等，這個(gè)階段教師的講解估計(jì)最低使用6個(gè)學(xué)時(shí)左右，而學(xué)生完成此階段相關(guān)內(nèi)容的學(xué)約需要兩周的時(shí)間；然后由學(xué)生各自的指導(dǎo)教師一對(duì)一介紹學(xué)生本人的課題的具體內(nèi)容，此階段教師的一對(duì)一講解大概每個(gè)學(xué)生僅需要2～4個(gè)學(xué)時(shí)，而學(xué)生完成此階段相關(guān)內(nèi)容的學(xué)習(xí)需要四周左右的時(shí)間，此后學(xué)生可在兩周的時(shí)間內(nèi)完成論文的寫作和修改。

另外，以科研團(tuán)隊(duì)形式指導(dǎo)的學(xué)生畢業(yè)設(shè)計(jì)的答辯，也可首先在教師團(tuán)隊(duì)內(nèi)進(jìn)行。這樣不但便于學(xué)生之間的交流，而且從事同一研究方向的導(dǎo)師更能準(zhǔn)確判定學(xué)生畢業(yè)設(shè)計(jì)的質(zhì)量高低，進(jìn)而給予學(xué)生更為合理的畢業(yè)答辯成績(jī)。

2.應(yīng)用團(tuán)隊(duì)指導(dǎo)模式的設(shè)計(jì)。應(yīng)用團(tuán)隊(duì)指導(dǎo)模式的設(shè)計(jì)構(gòu)想源于要達(dá)到一個(gè)合格電子信息類工程師所具備的能力，僅依靠在高等院校的常規(guī)學(xué)習(xí)是不可能的，只有學(xué)生在企業(yè)或基本滿足生產(chǎn)需求的電子信息類實(shí)習(xí)實(shí)訓(xùn)基地經(jīng)過有在企業(yè)實(shí)際工程項(xiàng)目設(shè)計(jì)與管理經(jīng)驗(yàn)的工程師的指導(dǎo)下方可實(shí)現(xiàn)。因此，對(duì)于該指導(dǎo)模式提出以下兩個(gè)建設(shè)思路：第一類指導(dǎo)模式稱其為“學(xué)研”模式，團(tuán)隊(duì)由教師和學(xué)生構(gòu)成，即以橫向課題為牽引，課題主持人（或參與人）作為指導(dǎo)教師，而課題的參與者和完成者以學(xué)生為主，這些學(xué)生建議以參加過學(xué)科競(jìng)賽或以前就跟隨該教師從事過相關(guān)工作的人優(yōu)先。該指導(dǎo)模式最明顯的優(yōu)勢(shì)在于畢業(yè)設(shè)計(jì)與橫向科研項(xiàng)目結(jié)合是解決目前學(xué)校經(jīng)費(fèi)不足、儀器設(shè)備緊張、提高學(xué)生工程實(shí)踐能力的有效途徑。第二類指導(dǎo)模式稱其為“產(chǎn)學(xué)”模式，團(tuán)隊(duì)由企業(yè)的工程師和學(xué)生構(gòu)成，即以校企合作為平臺(tái)，將學(xué)生的畢業(yè)設(shè)計(jì)和實(shí)習(xí)相結(jié)合。該指導(dǎo)模式最明顯的優(yōu)勢(shì)在于與企業(yè)零距離對(duì)接，不但遵循了學(xué)生學(xué)以致用的工科教學(xué)理念，而且為方便學(xué)生就業(yè)提供了便利條件。

三、結(jié)論

21世紀(jì)的高等教育是以培養(yǎng)學(xué)生的創(chuàng)新能力和實(shí)踐能力為主導(dǎo)的教育，考慮目前學(xué)生考研和就業(yè)的不同需求，文中提出了關(guān)于本科生畢業(yè)設(shè)計(jì)的科研團(tuán)隊(duì)指導(dǎo)模式以及應(yīng)用團(tuán)隊(duì)指導(dǎo)模式。這些模式的采用，定會(huì)給學(xué)生帶來巨大的好奇心和挑戰(zhàn)的勇氣，激發(fā)學(xué)生去關(guān)注和研究科研與開發(fā)上的困難，使學(xué)生所學(xué)的知識(shí)融會(huì)貫通，更好地鍛煉學(xué)生的獨(dú)立進(jìn)行科研或?qū)嵺`的能力。

參考文獻(xiàn)：

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[2]楊智，陳榮軍，許清媛，苑俊英，陳海山.電子信息類卓越工程師培養(yǎng)模式探討[J].武漢大學(xué)學(xué)報(bào)（理學(xué)版），2012，58（S2）.

[3]吳盤龍，李星秀，薄煜明.畢業(yè)設(shè)計(jì)與科研相結(jié)合堵養(yǎng)學(xué)生創(chuàng) 新能力[J].理工高教研究，2007，26（5）.