广西师范大学外国语学院本科毕业论文指导手册毕业参考资料.docx

1、广西师范大学外国语学院本科毕业论文指导手册毕业参考资料广西师范大学外国语学院本科毕业论文指导手册2010年10月 修订 第一章 学位论文概述毕业论文是高等学校本科生教学的重要组成部分，是对学生进行科研初步训练的主要的综合性形式，同时也是本科教学过程最后一个重要的环节，它的作用是深化学生的基础知识、综合训练学生的基本技能和检验学生的各种能力。一、毕业论文的选题原则1、课题应具有专业性和典型性。结合外语专业的教学内容，选择典型的、有意义的课题，使之能综合反映本专业课程某一方面的基本理论、基础知识和基本技能。2、课题应尽量结合实际。详细了解现行教学大纲的要求，选择与社会实际、教学实际相结合的课题，吸

2、收学生参与教师已立项的课题的实际研究，在完成毕业论文的同时，力争出科研成果，为提高社会效益服务。3、课题内容应具有一定的深度和难度。毕业论文不应只限于学生所学知识的基本应用，而且还应当对所学知识和能力起到进一步的深化和提高的作用，使学生在撰写论文的过程中，逐步培养正确的思想方法和较强的思维能力。因此，选题应体现适当的难度和深度。4、学生可选择跨系或文理结合的课题，但应提出申请报告，由院本科毕业论文工作领导小组根据课题的研究方向、内容和教师指导力量的可行性进行审核批准。二、毕业论文的写作要求1毕业论文写作应坚持诚信原则，作者必须签写论文声明，杜绝抄袭行为。2毕业论文应用外文写作（成高学员也可以用

3、汉语写作），论文字数不少于5000个单词。3毕业论文撰写至少应通过初稿、修改稿和定稿共三稿的写作过程。4毕业论文应独立完成，可参考他人研究成果，但必须注明出处，不得抄袭。 5毕业论文应用电脑打印，并将存有定稿之软盘与定稿（两份）一并交与指导教师。论文的页面设置为A4。6毕业论文应包括（1）封面；（2）论文目录；（3）答谢辞；（4）外文、中文摘要及关键词；（5）前言；（6）正文；（7）结束语和（8）参考书目等部分。（详见附录一）三、毕业论文指导教师职责 本科毕业论文的指导教师应具有讲师或讲师以上职称，在教学或科研上具有较为丰富的经验。指导教师的职责如下：1、负责指导学生立题，与学生一起认真做好各

4、项准备工作，对课题中的关键问题要事先亲自查证或研究。2、指导学生研究课题，向学生推荐参考资料、文献，指导学生制定写作提纲，确定写作步骤，安排计划进度，并定期检查，及时协调。3、耐心指导学生，对学生的论文质量严格把关。4、对所指导的毕业论文的质量及撰写情况作出鉴定（100字以上），并对成绩进行初评。第二章 学士学位论文格式要求（文学文化方向）1、 封面 封面要使用学校统一的格式（到教务处网页下载）。2、 题目 题目要对论文的内容有高度的概括性，简明、易读，字数应在20字以内（中文），论文题目用加粗体3号字。3、 署名 论文署名的顺序为：专业 学号 学生姓名 指导教师4、字体字号 论文中文统一选用

5、宋体，英文用罗马字体（Times New Roman）; 论文除题目外一律用小4号字，小标题用小4号字加粗。5、 目录 每一部分的小标题以加粗体显示，其层次编码依次使用I. II. III. IV, 1.2., 1.2.1.的格式, 并在其后标注页码。例如：Acknowledgements.Abstract in English.Abstract in Chinese.I. Introduction- - - -11.1 John Fowless life and major works- - -11.2 The writer and his works-2III. History, Ideo

6、logy and Intertextuality - -6 3.1 The historicized or politicized narrative - -6 3.2 The relation of intertextuality- - -7 3.3 The question of intertextuality-8 3.4 The authority of the narrative- - -9IV. On the Characters Subjectivities -10 4.1 The cold reality of Charles-10. 4.2 The warm illusion

7、of Sarah-11V. Conclusion- 136、 摘要 摘要包括外文摘要和中文摘要， 外文摘要在前， 中文摘要在后。字数为：外文200单词左右，中文300400字。7、 关键词 中外文关键词三至五个。关键词之间用 “；”号隔开。8、正文 正文要符合一般学术论文的写作规范，统一用Times New Roman小四号字，行距为1.5倍。9、附录（如果需要的话）10、参考文献 参考文献不少于10篇/部，且外文参考书不少6篇/部。英文文献Modern Language Association (MLA)Works CitedJournal articleStewart, Donald C.

8、 “What Is an English Major, and What Should It Be?” College Composition and Communication 40 (1989): 188-202.Journal article two authorsBrownell, Hiram H., and Heather H. Potter. “Inference Deficits in Right-Brain Damaged Patients.” Brain and Language 27 (1986): 310-21.Journal article more than two

9、authorsMascia-Lees, Frances E., Pat Sharpe, and Colleen B. Cohen. “Double Similarity and the Black Woman Writer.” American Behavioral Scientist 31 (1987): 101-14.BookGraff, Gerald. Professing Literature: An Institutional History. Chicago: U of Chicago P, 1987.Book revised editionErikson, Erik. Child

10、hood and Society. 2nd ed. New York: Norton, 1963.Book corporate authorCollege Board. College-bound Seniors: 1989 SAT Profile. New York: College Entrance Examination Board, 1989.Book no authorGuidelines for the Workload of College English Teacher. Urbana: National Council of Teachers of English, 1987

11、.Edited bookKerckhove, Derrick de, and Charles J. Lumsden, eds. The Alphabet and the Brain: The Lateralization of Writing. Berlin Springer-Verlag, 1988.Selection from edited bookGlover, David. “The Stuff That Dreams Are Made Of: Masculinity, Femininity, and the Thriller.” Gender, Genre and Narrative

12、 Pleasure. Ed. Derek Longhurst. London: Unwin Hyman, 1989. 67-83.Modern Language Association (MLA)Works CitedTranslated bookLacan, Jacques. Ecrits: A Selection. Trans. Alan Sheridan. New York: Norton, 1977.Republished bookHurston, Zora Neale. Their Eyes Were Watching God. 1937. Urbana: U of Illinois

13、 P, 1978.Magazine articleMiller, Mark Crispen. “Massa, Come Home.” New Republic 16 Sept. 1981: 29-32.Newspaper article“Literacy on the job.” USA Today 27 Dec. 1988: 6B. ReviewKidd, John. “The Scandal of Ulysses.” Rev. of Ulysses: The Corrected Text, by Hans Walter Gabler. New York Review of Books 30

14、 June 1988: 32-39.Report available from ERICBaurer, Barbara A. A Study of the Reliabilities and Cost Efficiencies of Three Methods of Assessment for Writing Ability. ERIC, 1981. ED 216 357.University reportFlower, Linda. The Role of Task Representation in Reading to Write. Technical Report No. 6. Be

15、rkeley: Center for the Study of Writing at U of California, Berkeley and Carnegie Mellon U, 1987.DissertationHubert, Henry Allan. “The Development of English Studies in Nineteenth-Century Anglo- Canadian Colleges.” Diss. U of British Columbia, 1988.Conference paperMoffett, James. “Censorship and Spi

16、ritual Education.” The Right to Literacy Conference. Columbus, Ohio, September 1988.Modern Language Association (MLA)Works CitedInternet articles based on a print periodicalBleich, Eric. “From International Ideas to Domestic Policies: Educational Multiculturalism in England and France.” Comparative

17、Politics 31.1 (Oct. 1998): 81-90. Expanded Academic ASAP. Middlebury College 2 Aug. 2000 http:/myriad. middlebury. edu/verify-iac.Article in an Internet-only journalBurka, Lauren P. “A Hypertext History of Multi-User Dimensions.” MUD History. 1993. /talent /lpb/muddex /essay (2 Aug. 1996).Newspaper

18、article (electronic version by search)Verhovek, Sam Howe. “Microsofts Might Be Better Than One.” The New York Times. 1 May 2000. Retrieved 3 June 2001 .Stand-alone document on the InternetEilola, John. “Little Machines: Rearticulating Hypertext Users.” 3 Dec. 1994. ftp:/ftp.daedalus. com/pub/CCCC95

19、/john-eilola (14 Aug 1996).Document available on university program or department Web siteFelluga, Dino. Undergraduate Guide to Literary Theory. 17 Dec. 1999. Purdue University. 15 Nov. 2000 .Electronic copy retrieved from databaseChristopher, Warren. “Working to Ensure a Secure and Comprehensive Pe

20、ace in the Middle East.” U.S. Dept. of State Dispatch 7:14, 1 Apr. 1996. FastDoc. OCLC. File #9606273898 (12 Aug. 1996).中文文献1）专著、编著、论文集：卢家楣.情感教学心理学M.上海：上海教育出版社,2001。王东风.文化缺省与翻译补偿A.载郭建中（主编），文化与翻译C. 北京：中国对外翻译出版公司,2000。2）期刊文章：黄芳. 情感因素与英语教学 J，浙江树人大学学报, 2005(6): 22-24。3）电子文献：万锦坤. 中国大学学报论文文摘（1983-1993）. 英

21、文版DB/CD. 北京：中国大百科全书出版社, 1996。王明亮. 关于中国学术期刊标准化数据库系统工程的进展EB/OL. http:/ / pub / wml.txt / 980810-2.html, 1998-08-16/1998-10-04。4）学位论文：Wu, X. -D. 1994. English language development in P. R. China: A study of the impact of some learner-internal and learner-external factors D. PhD Thesis. University of Ta

22、smania Australia.余红卫. 隐喻：眼睛通向心智的桥梁D, 硕士论文, 桂林：广西师范大学图书馆,2006。11. 文献标识类型 在论文的参考文献部分，应使用文献类型标识码（置于方括号内）以标出文献类型。以下是常见的文献标识码和对应的文献类型：纸质文献：A (article from anthology) 论文集中析出文献C (collected papers) 论文集；会议录D (dissertation) 学位论文J (journal article) 期刊文章M (major work) 专著；普通图书N (newspaper article) 报纸文章P (patent)

23、 专利R (report) 报告S (specification) 标准Z 其他未说明的文献类型CP (computer program) 计算机程序DB (database) 数据库EB (electronic bulletin board) 电子公告电子文献：CD (CD-Rom) 光盘DK (disk) 磁盘MT (magnetic tape) 磁带OL (online) 联机文献组配标识：C/OL 网上会议录CP/DK 磁带软件DB/MT 磁带数据库DB/OL 联机网上数据库EB/OL 网上电子公告J/OL 网上期刊M/CD 光盘图书N/OL 网上报纸第三章 学士学位论文格式要求（语言

24、学教学法方向）1、 封面 封面要使用学校统一的格式（到教务处网页下载）。2、 题目 题目要对论文的内容有高度的概括性，简明、易读，字数应在20字以内（中文），论文题目用加粗体3号字。3、 署名 论文署名的顺序为：专业 学号 学生姓名 指导教师4、 字体字号 论文中文统一选用宋体，英文用罗马字体（Times New Roman）; 论文除题目外一律用小4号字，小标题用小4号字加粗。5、 目录 每一部分的小标题以加粗体显示，其层次编码依次使用I. II. III. IV, 1.2., 1.2.1.的格式, 并在其后标注页码。例如：Acknowledgements.Abstract in Engli

25、sh.Abstract in Chinese. I.Introduction .11.1 Background and objective of the research.1 1.2 Research methods. .21.3 Organization of the thesis 21.4 Brief introduction to Affective Teaching3 1.4.1 Definition of emotion and Affective Teaching31.4.2 A history of Affective Education41.5 Introduction to

26、the students with learning difficulties 4 . Analysis of the Factors in Creating the Students with Learning Difficulties 5 2.1 The factors from the students themselves5 2.2 The factors from schools and teachers102.3 The factors from the society and families 11. The Special Functions of Affective Teac

27、hing for Students with Learning Difficulties 12. Requirements for English Teachers in Affective Teaching. 134.1 Love for students and devotion to teaching.134.2 Making good use of emotional factors in teaching materials 14 4.3 Representing the charm of a teacher 14 4.4Helping the students understand how to learn and why to learn15 4.5Enhancing the connection with the students families15 . Conclusion