英文论文署名格式范文

英文论文署名格式范文第一篇英文论文署名格式范文第一篇1、人文社科类专业：一般按五级标题进行标注

(1)一级标题为“一、”、“二、”、“三、”……;

(2)二级标题为“(一)”、“(二)”、“(三)”……;

(3)三级标题为“1.”、“2.”、“3.”……;

(4)四级标题为“(1)”、“(2)”、“(3)”……;

(5)五级标题为“①”、“②”、“③”……。

2、理工类专业：一般按四级标题进行标注

(1)一级标题为“1”、“2”、“3”……;

(2)二级标题为“”、“”、“”……;

(3)三级标题为“”、“”、“”……;

(4)四级标题：“”、“”、“”……;

英文论文署名格式范文第二篇文章正文:Thecapillarytubeisusedinsuchappli-ancesashouseholdrefrigerauors,smallfreezersandroomairconditioners,usuallyuptothreetonsystem[1].Cen-tralairconditioningsystemsinsmallresidence,smallice-makingmachinsandsmallbeveragecooleralsousethecapillaryisnotpracticleinlargecommercial-systemsbecauseofitslackofsensitivitytoloadchanges。

英文论文署名格式范文第三篇这一部分内容须视论文的类别而有所不同,但就该题目而论,则多系试验研究和技术报告一类。还可以用以下名称等:TESTANDEQUIPMENT(试验与设备),MATERIALSANDMETHODS(材料及方法),EXPERIMENTALPROCEDURE(试验过程),DESCRIPTIONOFEXPERIMENT(试验描述),或者只写PROCEEDURE(过程),及METHODS(方法),较常见的句式有:SborSthwas(were)testedat…；SborSthparticipatedinthisstudy；或者Theequip-mentwhichwasused(consistedof,constructedfrom,furnishedto…by,…)is….例:Threegroupsofsub-jectsparticipatedinthisstudy:(a)18patients(10menand8womenwithamedianageof46year,range24～69)withchronicrenalfailurewithanuria…参加本研究的有:(a)18例无尿慢性肾衰竭患者,其中男性10人,女性8人,平均年龄为46岁,年龄范围为24～69岁……。Thetestequipmentwhichwasusedconsistedofacupboardcompletewithtemperaturemeasuringtrans-ducersandrecordingequipment.所有的试验装置由一个配有测温传感器和记录器的.小柜组成。

英文论文署名格式范文第四篇既然是标题,不言而喻,就要力求新颖、简明、扼要,例如以下几个例子。AdvancesinControlofCancerPain控制癌肿疼痛方法的进展。SemiquantitatieAnalysisoftheAutoradiographs放射自显影半剂量分析TheHighertheDiffusionRate,theHigherthdChanceofEachNewlyIodinatedTgbMoleculeComingintoRepeatedContactwiththePeroxidaseSiteattheApicalMembrane弥散率越高,新碘化的Tgb分子与实膜过氧物酶部位所接触的机会越多。

有时,为了避免标题太长而使用缩写词。EffectofLATS(=Long-ActingThyroidStimula-tor)andLATSProtectoronHTACA(=HumanThy-roidAdenyCyclaseActivity)长效甲状腺刺激素和长效甲状腺刺激素保护物对人体甲状腺甙酸环化酶活性的作用。考虑文章较长,可在统一的标题下,用不同的副标题分成若干相对独立的篇章。例如:FactorsInflu-encingone'sAbilitytoAdopttoChronicIllness影响个人对慢性疾病适应能力的因素(1)CARE保健；(2)TECHNOLOGY技术学；(3)FAMILYRELATION-SHIPS家庭关系；(4)DEVELOPMENTALLEVEL发展水平(研究标准)；(5)CULTURALVALUESANDBELIEFS文化价值和信仰。

英文论文署名格式范文第五篇其它的表达方法还有:SUMMARYANDCON-CLUSIONS(小结及结论),CONCLUSIONSANDRECOMMENDATIONS(SUGGESTIONS)(结论与建议)。常用语有:From(Onthebasisof)…,thefol-lowingconclusionscan(may)bemade(drawn,reached)…或者Thefollowingrecommendations(SUGGES-TIONS…)maybemade(PUTFORWARD)…。例:Thefollowingrecommendationsmaybemadefortheimprovementofthemethodofthiskindofoperations…对这类手术方法的改进可作下述改进…

英文论文署名格式范文第六篇这部分是对整篇文章的高度概括或浓缩,故要简单、明了。常用的词汇和句型有:Somebodystudied(examinedinvestigated,determined,found,reported,interviewed,measured,documented,considered,thoughevaluated,observed,…)。运用这些动词,所采用的时态通常是一般过去时和现在完成时。被动语态也屡见不鲜,常见有:Thisstudywastakentoex-amine…；Patientswith…werefollowedupfor+时间；Itisshowedthat…；Itisconcludedthat…；Indicationswereobtainedthat…,等。结尾时常用的表达方法有:Theresultsindicate(show,state,suggest,demon-strate,conclude,express…)that…；Thesefindingshavespecialimportanceinshowingthat…；Thefind-ingshavegeneralsignificanceinthat…；Thispossibilityisstrengtheningbytheobservationthat…,等等。例:

英文论文署名格式范文第七篇1．版式要求、字体字号及行距请参考论文手册。大小标题请用不同字号，粗体。

2．文献综述及参考文献不合要求，请按后面的要求重写。

3．我根本分不清你哪是哪，请修改后重新提交，我再审阅。文献综述前写上“literatureReview”，开题报告前写上“ResearchProposal”,提纲前写上“Outline”,参考文献前写上“References”。

TheDifferenceofClassTeachingmethodsamongthePrimarySchool,theSeniorSchoolandtheHighSchool

Abstract:Throughtheinvestigationresearchonthemethods,waysandcontentoftheelementaryschool,thejuniorschoolandthehighschool,thissubjectisaimtodiscussthedifferenceonclassroomteachingmethodsamongtheelementaryschool,thejuniorschoolandthehighschool.Especiallyit’sfromtheangleofthepsychologyandteachingmethods.Howtoshowdifferenceintheclassroomteaching?Howtosolvethetextbookconnectioninthesethreegrades?Thepurposeofthisresearchistoabsorbtheeducatorsfurtherattentionanddiscussiononthistopic.Ontheotherhand,theteachingeffectandteachingqualitycanbefurtheradvanced.

KeyWords:ThePrimarySchool,theJuniorSchool,theHighSchool,classroomteaching,difference

1.Theoriginofthissubject

Formanyyears,theelementaryschoolandthemiddleschool’sEnglisheducationbasisinmanydomesticschoolsarequiteweak.Thequalityofteachersandthefacilitiesarefarbehind.Theirteachingresearcharebackwardness.ItiscommoninmanyschoolsthatlearningEnglishisjusttohelpstudentsgraduationandenterintoadvancedschool.Soifstudentsgetgoodmarks,theycan’tbescoldedfortheirbadspokenEnglish.

Amongtheelementaryschool,thejuniorschoolandthehighschool,theprimaryschool’sEnglishteachingjuststarted.Thoughstudentshasbeentaught,therealsituationisnotoptimistic.Inaddition,Englishisnotheldintheimportantstatus.Schoolsandteachersshowlessattentiononit.Studentsthemselvesandtheirparentsarealsoignorantofit.Inaddition,theEnglishclassisfeweveryweek,sometimesalsooccupiedbyothercourses,teachingmaterialusageconditionisquitechaotic,teachershavelowacquisitiononstudents,furthermore,theteachingeffectisnotgood.

Whileinjuniorschool,mostofareas,especiallyinclassexperimentalschoolsitisnaturalforthemtochangethetextbooks.Withnewcontent,widecapacity.Ontheotherhand,studentsinthoseareasarelackofknowledgefoundations,whichleadthemtofailtostudyitwell.What’smore,someschools’teachingfacilitiesareold.Teachersteachingskillsaretobeimproved.Thus,thejuniorEnglishstudyisjustlikebuildinghouseintheair.Moreover,teachersinjuniorschoolshastocatchupwiththetextbookpaceinordertocompletetheteachingtask.Asaresultofit,manystudentsinGradeTwohaslostinterestinEnglish.Someofthemhasgivenitup.

Similarly,teachersinhighschoolarefacingthewidecapacityofthecoursematerial,wideknowledge,widegrammar,alargequantitiesofwordsandexpressions,sophisticatedsentencesandsoon.Inaddition,theteachers’qualityinhighschoolareirregular,mostoftheteachingwaysaresingle.Asaresult,studentscan’tcatchupwithit.Socantheirlowinterest.Theyhavetogiveitup.Suchsituationhascausedsomeeducatorsworry.

Intheseyears,teachersintheprimaryschool,thejuniorschoolandthehighschoollosethemselvesintheirowntextbook..Theresearchactivityisdivided.Infact,teachersindifferentgradeshavefewknowledgeofothergradesmaterial,thecommonusageofteachingways.What’smore,theycouldn’testimatethefuturestudents’level.Alloftheaboveshowsteachershaveblindnessintheirteachingandmaketherunning-inperiodlonger.Sothepurposeformetochoosethistopicisaimtosolvethefollowingfourquestions:

Q1:Whatkindofpsychologyfeaturesdoesstudentsintheelementaryschool,thejuniorschoolandthehighschoolhave?

Q2:Accordingtothesefeatures,howdoteacherschoosetheappropriateandeffectiveclassroomteachingmethods?

Q3:What’sthedifferenceintheelementaryschool,thejuniorschoolandthehighschool?

Q4:Howtosolvethetextbookmaterialproblemssoastoimprovetheefficiency?

2.Thelimitationofthesubject

Theagecriteriaandgradesofthereferenceofthesubject

Intheprimaryschool:9-12

Inthejuniorschool:12-16

Inthehighschool:16-19

Thematerialused

Intheprimaryschool:NewCriteriaEnglish

Inthejuniorschool:Materialsfrompeople’spublication

Sodoeshighschool.

thebasicprincipleandtheoryreferredbythesubjectresearch

3.Themethodandwaysoftheresearch

4.Thecontentofthissubjectresearch—ThedifferenceofEnglishclassroomteachingmethod

Happyteachingmethodareusedintheelementaryschool.

Undertheprincipleofstudents’predominate,teachers’teachingdominate,launchstudents’learningactivityaccordingtotheruleofchildren’spsychology.

Interestteachingmethodusedinjuniorschool

Theyouthsareinastageofgrowth,especiallyinterestedinthechangeablecircumstance.SoInterestistheirsourceoftheirlearningmotivation.Teachersshouldlookforvarietyofteachingskills.

Task-based-learningteachingmethodusedinhighschool

StudentsfromthejuniorschoolhavewiderangeofEnglishlevels.Asamatteroffact,excellentstudentshasnolanguageenvironmenttopractise,whilemostofstudentswithstudyproblemshavegivenupit.Inordertochangethistramp,thetask-based-learningisused.

5.Thewaystothissubjectresearch

Thecontentoftheinvestigationstatisticschart

Theteachingwaysoftheinvestigationstatisticschart

6.Conclution

Itisobviousthatthepsychologydifferenceamongtheelementaryschool,thejuniorschoolandthehighschool.Sothere’smuchdifferenceofclassroomteachingmethods.Butaccordingtotheinvestigationresult,there’sstablefactorforeverystagedevelopment.Sowhileteachershasdonewellintheirclassteaching,theyshouldalsopayattentiontoothergrades’teachingsituation,includingthematerialchoiceandthestudents’usage.Soastohavethemostknowledgeoffuturestudents,whichcanreducetheteaching