篇一：英文论文范例
CONTENTS
（以上字体Times New Roman, 小3号；加粗）
（以下字体均为：Times New Roman；小4号；行距：1.5倍） ACKNOWLEDGEMENTS
Abstract (in English)…………………………………………………………………..1 Abstract (in Chinese) ………………………………………………………………….1
Ⅰ Introduction………………………………………………………………………...1
1.1Multi-Media With Erroneous Zones………………………………………………1
1.1.1 Erroneous Zone 1……………………………………………………………2
1.1.2 Erroneous Zone 2……………………………………………………………2
1.1.3 Erroneous Zone 3……………………………………………………………2
1.1.4 Erroneous Zone 4……………………………………………………………3 ⅡCountermeasures………………………………………………………………….3
2.1 Unsuitable Operation ……………………………………………………………4
2.2 Over stimulation In Courseware…………………………………………………4
2.3 Vague Content with Automatical Transformation…………………………………5
2.4 Neglect Of Teachers’ Function……………………………………………………5
ⅢConclusion…………………………………………………………………………..6
3.1 Prospect in English Teaching……………………………………………………...6
3.2 Personal Opinions of Further Research……………………………………………6
BIBLIOGRAPHY…………………………………………………………………….7 DECLARATION
Discussion on the Application of Multi-media
In English Teaching
（字体：Times New
Abstract: With the rapid development of computer and popularization of the network, the present teaching pattern that still uses traditional teaching method “one chalk, one blackboard” seems to be unable to meet the requirements in the present society any longer, and English teaching is no exception. The introduction of the multi-media teaching method to the English class has been one of the tendencies to the development of English teaching. But the misuse of the modern tools will surely result in the bad effect to English teaching. So English teachers should take an active part in the research of how to use the multi-media teaching method in English teaching and try to avoid its misuses.
Key words: multi-media; English teaching; overcome
（英文摘要和关键词都是两边对齐；5号字；行距：单倍； 字体：Times New Roman；
“Abstract” 和 “Key words” 两个词或词组要加粗）
（关键词之间用分号隔开；词与词之间相隔一个英文字符）
（空一行）
摘要：随着电脑和网络的迅速发展，那种“一盒粉笔，一块黑板”的传统教学模式的应用已远远不能满足现代社会对教学的需要。英语教学也不例外。怎样将多媒体运用于英语教学已成为教育趋势，但是一旦错误使用多媒体英语教学，将导致教学障碍从而给英语教学带来负面效果。英语教学者应当积极从事研究与克服多媒体英语教学的弊端。（300字以内） 关键词：多媒体；英语教学；克服
（英文摘要和关键词都是两边对齐；5号字；行距：单倍； 字体：楷体；“摘要”和“关键
词”两个词或词组要加粗）
（关键词之间用分号隔开） Roman；小3号字；居中；加粗）
（空一行）
? Introduction （一级标题4号字；字体：Times New Roman；加粗） （以下正文均为：小4号字；字体：Times New Roman；行距：1.5倍）
The application of multi-media in English teaching has broken the traditional
teaching pattern “one chalk, one blackboard”. It processes the words, images, voice and animation and other information by the computer and forms an all-around teaching system. It is not only a good medicine to the Chinese student with their mute English but also benefit to the improvement of students’ language ability and students’ subjective initiative shall be fully developed. It can improve teaching efficiency and teaching quality effectively.
1.1 Erroneous Zones in the Use of Multi-Media
（二级标题小4号；字体：Times New Roman；加粗）
Multi-media teaching is a brand news teaching model and poses a new challenge to teachers. If it is used improperly or used with erroneous zones in rational knowledge, it can bring much bad effect to the teaching.
1.1.1 The use of the multi-media as the leading teaching methods (与二级标题相同；加粗)
There are many outstanding strong points in multi-media teaching comparing with the traditional teaching. But it is not valid everywhere. It has both advantages and disadvantages. Some teachers cannot see the advantages and disadvantages of the multi-media in their teaching and cannot exploit to the fully the multi-media’s favorable conditions and avoid unfavorable ones. They cannot use the multi-media and ignore the function of teacher. The multi-media teaching programs of theirs are only the accumulation of letters, images, and the contents of books, just like a refurbished version of the book. There is no innovation in their class. They just show the multi-media teaching program in their English class and teacher just like a projectionist. Teacher become the slave of the multi-media and cannot be as the leading teaching main subject.
1.1.2 The change of the “Teacher Teaching” into “Machine Teaching” and the ignorance of the main teaching status of students
The multi-media teaching encourages students to combine speaking and practice and to strengthen the memory. But some teachers consider that advanced teaching methods must bring the advanced teaching ideas. Some teachers use the
multi-media as the teaching tools. Teacher still acts as the center of the teaching and students are still the passive accepter. Force-feed type educates still give full play to their remarkable skill (Bernard, 1995；210). (夹注方法：1. 写出作者的姓名（英语学者用last name，中国学者用其姓名的全称）加逗号；2. 作品出版时间加分号；
3. 参考作品的页码) （夹注内容应放在应放在标点符号之前）
1.1.3 The replacement of the Student-to-Teacher with Student-to-Machine.
There is a very friendly interface in the multi-media teaching program. Students can choose different study content according to their own practical study standard and their own interests. But this does not mean that teacher can give up. Teaching is a mutual activity to both teacher and students. Teacher and students can communicate with each other by talk, information commutation and feedback to implement teaching plan and accomplish teaching target (Christopher, 1986: 46). If the multi-media is used blindly in teaching processing, only think a lot of student-to-machine talk and ignore the student-to-teacher communication, the relation between the student and teacher will become dim as time passes. Further more, the relation between the student and teacher will become dim as time passes. Further more, the multi-media will be cold reception by students. The enchantment of the class does not exist any more and the teaching effect is seriously influenced. How we can make the best use of the multi-media teaching program and how to improve our teaching effect is left to every teacher.
1.1.4 The misunderstanding of multi-media method
Some teachers pursue the newest high technology and braveness simply, make the teaching program to the achievement exhibition of the multi-media teaching and cannot use the multi-media to put the axe in the helve that cannot be solved in the traditional teaching. They do not look the multi-media as the assistant teaching tool. They make the multi-media teaching program very beautiful and flaming, but this just detracts students’ attention and bothers students’ observation. We must know that the multi-media assistant teaching is not only the art, but also the science. As the assistant English teaching software, solving the problems met in English teaching should be the
primary. We should look the actual effect of the software, not emphasis on the eyewash.
Ⅱ Countermeasures （一级标题4号字；字体：Times New Roman；加粗）
The countermeasures are the measures and the remedies which the educators can take measures to correct the misunderstandings or misusing of multi-media English teaching.
2.1 （二级标题小4号；字体：Times New Roman；加粗）
Take the man as the primary and adopt the advantages of the multi-media. When we make the multi-media teaching program, we must know that it is only and can be only the assistant teaching tool for our teaching. Students and teacher should be always the primary. Teacher is the leading and students are the principal part. With the interposition of multi-media, teacher is less participated in the class and students are more active in the class. But this does not mean that teacher is not the leading any longer, Teacher is always the designer of the class, exponential of the study and the organizer of the class. The teaching art is improved. Teacher should pay more attention to giving students advices. Further more, teacher should set up his own teaching style in his multi-media teaching program to make his lessons more vivid and vigorous. Every teacher must not be controlled by the multi-media. The multi-media teaching program is not the repeat of the hook, not the relish of the lessons, it is the re-creation which can meet the requirement of teaching contents and students' practical cites by teacher.
2.2 Pay attention to actual effect and be intent on nothing but usefulness. Although computer has the function of multi-media and super-media, it can only be a media in teaching program. Some teachers take it as all-media. They cannot look the multi-media computer all round from the sides of media. They use computer to complete every thing they can do. The blackboard is only the ornament within their vision and computer becomes another book to students. As we all know, the function of the multi-media does not always work. We must think over when, where and how
篇二：英语专业毕业论文范文2
关于论文结构和格式规范的有关问题，请认真阅读“外国语学院英语本科毕业论文撰写要求”，同时可查阅“MLA格式学位论文写作规范（供查询用）”。（建议：以本范文作为模板，把自己论文的相应部分复制后，以 “选择性粘贴”—“无格式文本”的方式，粘贴到范文的相应位置，以保持与范文格式完全一致。）
论文单面打印1份，左侧装订（两个钉子）。（这些说明打印时删除）
文学方向的请务必参考此范文（语言学教学、文化类也可参考）。
山东财经大学
本科毕业论文(设计)
范文2
题目： 论《诺桑觉寺》的反哥特观念
学 院 外国语学院
专 业 英语
班 级英语0801 （注意原山经、原山财班级名称不同）
学 号 2008110067
姓 名 李晓慧
指导教师 王俊华
山东财经大学教务处制
二Ｏ一二年五月
山东财经大学学士学位论文
山东财经大学学士学位论文原创性声明
本人郑重声明：所呈交的学位论文，是本人在导师的指导下进行
研究工作所取得的成果。除文中已经注明引用的内容外，本论文不含任何其他个人或集体已经发表或撰写过的研究成果。对本文的研究做出重要贡献的个人和集体，均已在论文中作了明确的说明并表示了谢意。本声明的法律结果由本人承担。
日期填写定稿日期5月1日。教师学生都要手写签名
学位论文作者签名：
山东财经大学关于论文使用授权的说明
本人完全了解山东财经大学有关保留、使用学士学位论文的规定，
即：学校有权保留、送交论文的复印件，允许论文被查阅，学校可以公布论文的全部或部分内容，可以采用影印或其他复制手段保存论文。 日期填写定稿日期5月1日。教师学生都要手写签名
指导教师签名：论文作者签名：
年月日年 月日
On Anti-Gothicism in Northanger Abbey
by
Li Xiaohui
Under the Supervision of
Wang Junhua
Submitted in Partial Fulfillment of the Requirements
for the Degree of Bachelor of Arts
School of Foreign Studies
Shandong University of Finance and Economics
May 2012
Acknowledgements
It would not be possible for me to complete the thesis without the generous help of many. First and foremost, I would like to take this opportunity to convey my sincere gratitude and appreciation to my supervisor Dr. Wang Junhua, under whose supervision I have obtained valuable ideas and precious suggestions. He is very intelligent on thesis instruction and also shows his great patience to me during my writing. I also want to thank all the teachers in the School of Foreign Studies of Shandong University of Finance and Economics for their beneficial courses I have attended during my college life. Besides, I owe my deep thanks to my roommates who have been encouraging me all the time, and to my colleagues at Jinan Longre Foreign Language Training Center who willingly took my part of duties so that I could have enough time for thesis writing.
L. X. H.
(名字的第一个字母)
ABSTRACT
On Anti-Gothicism in Northanger Abbey
Li Xiaohui
Northanger Abbey, one of Jane Austen‘s famous works, mainly tells the story of an innocent girl, a Gothic novel fan, who treats herself as the heroine of a Gothic novel and makes many ridiculous adventures by taking Gothic stories as real happenings, but finally learns to distinguish between the imaginary life in novels and the real life of her own. The novel criticizes the ridiculousness and meaninglessness of Gothic novels in a satirical way. The thesis analyzes Austen‘s parody of Gothic plot, characterization, and the heroine‘s Gothic adventures in Northanger Abbey, and argues that the work reveals her anti-Gothicism through a comparison with the typical features of prevailing Gothic novels in her age.
Key words: Northanger Abbey; Jane Austen; anti-Gothicism
篇三：英语本科毕业论文优秀范文
××大学毕业设计（论文）
题 目Analysis of the contextual meaning of English Word 作 者 张 芳 丹 层 次 本 科 专 业 英 语 学 号 指导教师
×年×月×日
××大学成人高等教育
毕业论文（设计）评审表
注：此表一式二份，与学籍表一起进入学员毕业档案
××大学
毕业设计（论文）任务书
学院
学生姓名： 学号： 专业：英语
1 设计（论文）题目及专题：Analysis of the contextual meaning of English Word 2 学生设计（论文）时间：自年日开始至年日止
3 设计（论文）所用资源和参考资料：
〔1〕Nida , E .A . Language in Culture and Society. New York : Harper&Row . 1964. (the whole book) 〔2〕Ogden, C. K and Richard, I. A. The Meaning of Meaning 〔M〕. London: Rout ledge and Kegan PAUL. 1923. (the whole book) 〔3〕Saeed, J. I. Semantics. Oxford: Blackwell. 1997. (from page 53 to 132)〔4〕胡壮麟.语言学教程〔M〕.北京：北京大学出版社.2005.6 (the whole book)〔5〕何伟.英语语篇中的时态研究. 北京大学出版社.2008.2 (from page 50 to 193)4 设计（论文）完成的主要内容：
Ⅰ． Contextual Meaning and Figures of Speech 5 提交设计（论文）形式 （设计说明与图纸或论文等）及要求：
〔1〕要求认真、独立完成毕业论文（设计）的写作〔2〕要求按照学校规定的论文（设计）格式撰写论文（设计） 〔3〕要求及时同指导老师进行沟通，按步骤完成论文（设计）的写作和答辩工作。6 发题时间：年月
指导教师： （签名）
学 生： （签名）
Analysis of the contextual meaning of English Words
张芳丹
Abstract
As is known to us, the context is the environment that the word is used, it often determines the exact meaning of words. Nowadays, more and more words appear to express new concepts with the development of the science and technology. But not every concept has its own word. Therefore, many common words are used to express some new concepts, then a common word has its special meaning due to the place where it is used, namely contextual meaning. In this paper, the author divides context into two parts: figures of speech, culture. The analysis on contextual meaning of English words is able to provide a clue for understanding the meaning of English words used in some special context rightly as well as to avoid embarrassment caused by interpreting a word literally.
Key Words
English words; context; contextual meaning
Ⅰ． Contextual Meaning and Figures of Speech
Ti is known to all that language is the means of communication. In communication, figurative language is often employed by writers or speakers to make his idea concrete and vivid. A fresh, proper figure of speech can appeal to the imagination, create mental picture and make the speech or writing vivid, impressive and interesting. English, as a communication device, are full of figures of speech. Most of figures of speech are based on resemblance in image. They may be direct or implied comparison, likening inanimate objects to people or addressing them as such. Some figures of speech are based on the association between the things and people, between the part and the whole, or between opposite things, etc. others come into being through usage, proverbial relationship or exaggeration. To
《英语论文范文》
由：免费论文网互联网用户整理提供,链接地址：
http://m.csmayi.cn/show/78325.html
转载请保留,谢谢!
- 上一篇：销售求职信范文
- 下一篇：高中生自我鉴定范文