论文摘要模板_论文摘要模板范文400字

论文摘要模板_论文摘要模板范文400字

       大家好，今天我想和大家分享一下我在“论文摘要模板”方面的经验。为了让大家更好地理解这个问题，我将相关资料进行了整理，现在就让我们一起来学习吧。

1.论文摘要万能

2.毕业论文摘要怎么写？

3.论文摘要模板

4.怎样写论文的摘要

5.学术论文英文摘要模板

论文摘要万能

        论文摘要万能模板

        论文摘要万能模板,写论文是每个毕业学子的必要任务，论文写得好不好直接影响后续的学业，最近很多朋友都在写论文，下面我就来分享论文摘要万能模板，供大家参考，希望能对大家有所帮助！

       

论文摘要万能1

        1、首先介绍本文研究的背景和发展现状，指出本文尚待解决的问题和造成的`影响。一般在前言中可以挑出研究背景、目的或假设。

        范例:随着（社会）的发展，（主题）在（主题领域）中扮演着越来越重要的角色。而过去，人们对（主题）的理解仅限于（背景现状）。从而导致了一系列问题（罗列3-5条本文待解决的问题），这些问题造成了（详述什么影响）。

        2、之后，叙述研究采用的技术方法和路线

        范例：基于此，本文拟采用（实验法、调查法、实证研究法、定量分析法）进行研究

        3、再简述某某问题的技术解决策略，并带来怎样的结果

        范例：并为解决上述问题，提出了（3-5条，与前述的问题对应）解决方案。

        4、对上述内容总结，将结果上升到对社会、科学研究等领域，突出其作用价值。在结论章节中可以挑出有用的句子。注意避免夸大结论

        范例：期望能够促进（主题）的发展，推动（主题领域）继续更好地发展。

        5、最后，将以上内容重新整理，组成200-300字的一个段落。确保文意顺畅，删除文章里没有提及的信息和不必要的方法细节。

论文摘要万能2

        1、基于、、、理 论，本文分析了……； 当前，……（背景），本文从……角度/方向/领域进行关于……的研究； 针对……问题/现象，从……方面，利用……方法进行研究。

        2、本文采用……研究方法/研究模型，综合比对……理 论； 根据……研究方法/理 论模型，充分考量/考虑/分析……，对……问题进行了深入探索。

        3、研究表明/显示/证实，……； 数据证明，……；……的发现，对……问题的解决和突破具有重要意义/影响。

        4、建议……；实践证明，……； 为……，已证明……。

        5、本论文以《……》为切入点，重点研究……。本文分为四个部分，第一部分简单分析了……现状；第二部分阐述了……模式；第三部分……模式现存问题；第四部分打造……的思考。

毕业论文摘要怎么写？

       　英语论文摘要怎么写?英语论文摘要格式模板(附范例)

       　英语论文摘要

       　英语专业毕业论文摘要怎么写

       　英文论文摘要怎么写

       　怎么写好英语论文摘要

       　?

       　这些都是百度知道中网友们提出来的热点话题，在此我为大家总结了英语论文摘要的写法，英语论文摘要的格式参考，并附上范例一则，希望对大家的英语论文摘要写作有所帮助。

英语专业本科毕业论文论文摘要格式

       　中英文摘要对应，内容要基本保持一致;中文在前，英文在后。字数为300-500字左右。

       　1.中文摘要

       　①首行居中打印论文中文标题(宋体四号加粗)

       　②下空一行居中打印?摘要?二字(宋体小四号加粗)，字间空一字符。

       　③?摘要?二字下空一行打印摘要内容(宋体小四号)。

       　④摘要内容后下空一行打印?关键词?三字(宋体小四号加粗)，其后接着打印关键词(3-7个，宋体小四号)，各关键词之间用逗号隔开，最后一个关键词后不打标点符号。

       　2.英文摘要

       　①首行居中打印论文英文标题(Times New Roman四号加粗)

       　②下空一行居中打印英文单词?Abstract?(Times New Roman小四号加粗)。

       　③下空一行打印摘要内容(Times New Roman小四，1.5倍行距，两端对齐)

       　④摘要内容后下空一行打印?Key Words?( Times New Roman 小四号加 粗)，其后接着打印关键词(3-7个关键词，Times New Roman小四号)。除了专有名词外，其他单词的首字母不大写。各关键词之间用分号隔开，最后一个关键词后不打标点符号。

       　⑤摘要正文各自然段首行空5个字符。

       　Self-Knowledge of Emma

       　(空1行)

       　Abstract

       　(空1行)

       　Emma lives in a quite simple environment. When she is a little child, her mother dies and she is spoiled by her father. Having such a background, Emma is dominant, aggressive and imaginative. After she experiences the two major affairs in her life----the relationship with Harriet and her emotion towards Mr. Knightley, she realizes her own faults and acquires self-knowledge of both moral faults and emotion.

       　After Emma fails to be a match-maker of Harriet and Mr. Knightley, she comes to know that feelings can not be imagined and that she should not force her own idea on others? mind. And this is the very beginning of Emma?s self-knowledge.

       　(空1行)

       　Key Words: Emma; characters; match-making; self-knowledge

范例：

       　A Brief Discussion on Cultural Difference between Chinese and English

       　Abstract

       　Word is the product of society,which is the history of mankind and which is the crystallization of history and culture.It embodied a nation's social consciousness from generation to generation, history, culture, and other areas all the features of human society. The essence of which is dependent because of their different cultural background, language background and traditional factors above. chinese and english are quite different.such as mode of living,values,atandard of behavior,formality,customs. Language is is both the carrier and the product of culture, the cultural enrichment of information is an important part of culture, Language reflects the culture of development and changes, but also a direct reflection of the cultural differences.As we all know china and english has different cultural atmosphere .china has a long history and rich culture. English in the contemporary world political, economic, cultural and other fields to play with temporary no other language can replace the role of English in a number of countries in addition to the mother tongue but also as a second language or foreign language in common use in many countries. As a symbol system, "English" is a kind of language, on their use, in today's world there are all sorts of "English" and "English" is in fact the name of a simple terms, we can not hope that justice Literal It is a single, homogeneous phenomenon it is all around the world and under different circumstances the use of the many variants of the English pool. However, due to geographical, historical, cultural, and social customs of different factors such as the impact of today's visit to English furniture has evolved into a wider impact on the two variants of the worldwide English, which is British English and American English. With the development of their own language, their own characteristics of the formation, and there are differences between. In American English and British English, is concerned about the characteristics of the "norms" word. In this paper, the British and American English in origin and development of a simple introduction, the United Kingdom and the United States in terms of language study and to explore differences in the two English-speaking characteristics and differences, the right to express and enrich the relevant knowledge of English, improve application English ability.

       　Key word: dependent; culture; atmosphere

       　中西方文化差异

       　摘要

       　词是社会的的结晶，是人类历史和文化的结晶。它凝聚着一个民族世代相传的社会意识，历史文化，风俗习惯等各方面人类社会所有的特征。不同的文化背影和文化传统，使中西方在思维方式，价值观念，行为准则和生活方式等方面也存在有相当的文化差异。语文是文化的载体，词汇是文化信息的浓缩，是语言的重要组成部分，它反映着文化的发展和变化，同时也直接反映着文化的差异。我们都知道中西方有着不同的文化氛围。中国有着悠久的历史和丰富的文化遗产。英语在当今世界政治、经济、文化等领域发挥着暂时无其他语言可以替代的作用，英语除了是一些国家的母语之外，还作为第二语言或通用外语在许多国家使用。作为一种符号系统，?英语?是一种语言，就其使用情况而言，当今世界存在着各种各样的?英语?，?英语?这个名称事实上只是一个简单的称呼，我们不能望文生义地认为它是一种单一的，同质的现象;它是在世界各地和各种不同情况下使用的许多英语变体的集合。但是由于地理、历史、文化、社会习俗等不同因素的影响，当今的英语之行演化成为家具有广泛影响的两种世界性的英语变体，那就是英国英语和美国英语。随着语言本身的发展，它们之形成各自的特点，并且相互间存在差异。在美国英语和英国英语方面，关注的特点在于?规范?两字。本文对英、美英语的起源和发展简单介绍后，就英、美语在词汇方面的差异研究并探讨这两种英语的特点及其差异，有利于正确地表达、丰富相关的英语知识，提高运用英语的能力。

       　关键词：:独立;文化;氛围

论文摘要模板

       毕业论文摘要是对整篇论文内容的简洁概括，通常包括研究目的、方法、结果和主要结论。以下是一些建议，帮助您编写一篇清晰、准确的毕业论文摘要：

       1. 确定要点：确定您的摘要应该包括哪些关键要点，以便读者可以快速了解您的研究内容和主要发现。

       2. 简洁明了：摘要应该简洁明了，避免使用过多的专业术语和复杂的句子结构。用简练的语言表述研究的核心内容。

       3. 结构清晰：摘要通常包括背景介绍、研究目的、方法、结果和结论。确保每个部分的叙述都紧扣主题，并采用逻辑顺序。

       4. 语言精炼：在有限的字数内，尽量用精炼的语言表达研究的核心内容。避免冗长的描述，而是着重阐述研究的重点和突出的结果。

       5. 摘要长度：根据具体要求，摘要的长度通常在200-300字左右。确保在规定的字数内完整而准确地表达研究的主要内容。

       6. 校对和修改：写完摘要后，仔细校对并进行必要的修改。确保语法正确、句子通顺，并检查是否遗漏了重要信息。

       最后，记得在写摘要之前先阅读论文的整体内容，确保对研究有全面的理解。如果您对摘要的写作仍然感到困惑，可以向导师或同学寻求帮助，他们可能会提供有关写作摘要的具体指导。

怎样写论文的摘要

       　无论是在学校还是在社会中，大家最不陌生的就是论文了吧，论文是进行各个学术领域研究和描述学术研究成果的一种说理文章。你知道论文怎样写才规范吗？以下是我整理的论文摘要模板，仅供参考，大家一起来看看吧。

论文摘要模板1

        一、什么是论文摘要?

       　1.论文摘要即“摘其要点而发”。

       　2.论文摘要是对论文内容不加注释和评论的简短陈述。

       　3.摘要又称概要、内容提要。摘要是以提供文献内容梗概为目的，不加评论和补充解释，简明、确切地记述文献重要内容的短文。

       　4.论文摘要就是论文内容提要,是在对论文进行总结的基础之上，用简单、明确、易懂、精辟的语言对全文内容加以概括，提取论文的主要信息。

       　6.内涵：短文

       　7.外延：陈述论文主要内容的简明、确切的，不加解释和评论的。

       　9.论文摘要是简明、确切、不加解释和评论地陈述论文主要内容的短文。

        二、论文摘要起什么作用?

       　不阅读论文全文即能获得必要的信息。

       　1.读者尽快了解论文的主要内容，以补充题名的不足。现代科技文献信息浩如烟海，读者检索到论文题名后是否会阅读全文，主要就是通过阅读摘要来判断;所以，摘要担负着吸引读者和将文章的主要内容介绍给读者的任务。

       　2. 为科技情报文献检索数据库的建设和维护提供方便。论文发表后，文摘杂志或各种数据库对摘要可以直接利用，论文摘要的索引是读者检索文献的重要工具。所以论文摘要的质量高低，直接影响着论文的被检索率和被引频次。

        三、论文摘要应包含那些内容?

       　摘要的内容应包含与论文同等量的主要信息，供读者确定有无必要阅读全文。

       　摘要的'四要素：

       　1.目的: 研究的目的、范围、重要性;

       　2.方法: 采用的手段和方法;

       　3.结果: 完成了哪些工作取得的数据和结果;

       　4.结论: 得出的重要结论及主要观点，论文的新见解。

       　(1)目的：指出研究的范围、目的、重要性、任务和前提条件，不是主题的简单重复。

       　(2)方法：简述课题的工作流程，研究了哪些主要内容，在这个过程中都做了哪些工作，包括对象、原理、条件、程序、手段等。

       　(3)结果：陈述研究之后重要的新发现、新成果及价值，包括通过调研、实验、观察并剖析其不理想的局限部分。

       　(4)结论：通过对这个课题的研究所得出的重要结论，包括从中取得证实的正确观点，进行分析研究，比较预测其在实际生活中运用的意义，理论与实际相结合的价值。

论文摘要模板2

        1、应该怎么写

       　文字：简明扼要：文字必须十分简练，内容需要充分概括;引起读者对文章的兴趣，使他们继续读。

        2、不应该怎么写

       　不能冗长，少写无关的东西，语句不能含糊不清。论文摘要论文摘要不要列举例证，不讲研究过程，不用图表，不给化学结构式，也不要作自我评价。

       　1) 应排除本学科领域已成为常识的内容;切忌把应在引言中出现的内容写入摘要;一般也不要对论文内容作诠释和评论(尤其是自我评价)。

       　2) 不得简单重复题名中已有的信息。比如一篇文章的题名是《几种中国兰种子试管培养根状茎发生的研究》，摘要的开头就不要再写：“为了……，对几种中国兰种子试管培养根状茎的发生进行了研究”。

       　3) 结构严谨，表达简明，语义确切。摘要先写什么，后写什么，要按逻辑顺序来安排。句子之间要上下连贯，互相呼应。

       　4)句型应力求简单，慎用长句。每句话要表意明白，无空泛、笼统、含混之词。

       　5) 要使用规范化的名词术语，不用非公知公用的符号和术语。新术语或尚无合适汉文术语的，可用原文或译出后加括号注明原文。

       　6) 除了实在无法变通以外，一般不用数学公式和化学结构式，不出现插图、表格。

       　7) 不用引文，除非该文献证实或否定了他人已出版的著作。

       　8) 缩略语、略称、代号，除了相邻专业的读者也能清楚理解的以外，在首次出现时必须加以说明。目前摘要编写中的主要问题有：要素不全，或缺目的，或缺方法;出现引文，无独立性与自明性;繁简失当。

        3.摘要的基本规范

       　(1)应以第三人称写作.摘要是完整的短文,具有独立性,可以单独使用.即使不看论文全文的内容,仍然可以理解论文的主要内容,作者的新观点和想法以及论文所要实现的目的,采取的方法,研究的结果与结论.

       　(2)叙述完整,突出逻辑性,短文结构要合理.

       　(3)文字简明扼要,不容赘言,采用直接表述的方法,不使用不必要的文学修饰,做到用最少的文字提供最大的信息量.

        4、摘要里主要包括什么

       　主要包括简要的研究背景，所采用的研究工具，研究方法，得出的重要结论。另外可以说明论文的创新点

        5、摘要应该怎么写

       　写作的过程中应当简明扼要，应当引起读者对文章的兴趣，使他们继续读，另外得出的结论写作要精炼

        6、现在论文摘要常见的错误有哪些

       　常出现，记流水帐，把自己整篇文章从头到尾的标题说明一番。

论文摘要模板3

        一、[示例]

       　论文题目：天体对地球重力加速度的影响

       　论文摘要：地球重力加速度是一个极其重要的物理量，随着对重力加速度测量精度要求的日益提高，必须考虑天体对地球重力加速度的影响。

       　本文介绍了天体(包含日、月及太阳系行星)对地球重力加速度影响的基本概念，推导了影响的计算公式，并经过误差分析，证明此公式的相对误差小于1×10-9，完全可满足现代精密重力加速度测量的要求。

       　撰写论文摘要的常见毛病，一是照搬论文正文中的小标题(目录)或论文结论部分的文字;二是内容不浓缩、不概括，文字篇幅过长。

        二、[示例]

       　论文题目：集成电路热模拟模型和算法

       　论文提要：众所周知，半导体器件的各种特性参数都是温度的灵敏函数学[诸如ls(T),B(T),C1(T),Cp(T)]。

       　集成电路将大量元件集成在一块苡片上，电路工作时，元件功耗将产生热量，沿晶片向四周扩散。但是由于半导体片及基座材料具有热阻，因此芯片上各点温度不可能相同。特别对于功率集成电路，大功率元件区域将有较高温度所以在芯片上存在着不均匀的温度分布。

       　但是为了简化计算，一般在分析集成电路性能时，常常忽略这种温度差别，假定所有元件者处于同一温度下。例如通用的电路模拟程序--SPICE就是这样处理的。显然这一假定对集成电路带来计算误差。对于功率集成电路误差将更大。

       　因此，如何计算集成电路芯片上的温度分布，如何计算元件温度不同时的电路特性，以及如何考虑芯片上热、电相互作用，这就是本文的目的。本文介绍集成电路的热模拟模型，并将热路问题模拟成电路问题，然后用电路模拟程序求解芯片温度分由。这样做可以利用成熟的电路分析程序，使计算的速度和精度大为提高。

       　作者根据这一模型和算法，编制了一个YM-LiN-3的FORTRAN程序，它可以确定芯片温度分布，也可发计算元件处于不同温度时的电路特性，该程序在微机IBM-PC上通过，得到满意结果。

       　上述论文提要字数近600，显然过长，只要认真加以修改(例如：第一段可删掉，第二段只保留其中的最后几句话，加上第三段)，便可以二三百个字编写论文摘要。

学术论文英文摘要模板

       摘要模板：

       构建公共服务型政府

       学 院：XXXX学院 学生姓名：xxx

       专业班级：XXXX专业020X班 指导教师：XXX 副教授

       [摘要]随着中国加入WTO，经济迅速发展，改革开放不断深入，公民的监督参与意识不断加强，原有政府所扮演的角色已经不能适应社会政治经济发展的客观要求。

       [关键词]公共服务型政府;特征;必要性;必然性;构建

       Establish Public and Service Government

       Abstract：As China enters WTO, economy develops rapidly, reform and opening up to the outside world improve little by little,

       Key words：public and service government，character，necessity， inevitability，establish

       1.公共服务型政府的特征

        公共服务型政府之所以能够实现良治和善治，是因为这种政府治理模式建立在政治平等、法律平等、社会平等、机会平等、矫正平等（即确保弱者获得救助）等正义价值基础之上的。

       1.1.公共服务型政府是一个法治的政府

       1.2.公共服务型政府是一个高效的政府

       1.3.公共服务型政府是有限的政府

       1.4.公共服务性政府是责任性政府

       1.5.公共服务性政府是科学化的政府

       2.构建公共服务型政府的必要性和必然性

       公共服务型政府的兴起,原因是多方面的,也是复杂的。它既是我国改革开放以来政府改革发展的必然趋势,又是我国加入WTO,融入全球化进程的必然选择。

       2.1.构建公共服务型政府是历史的必然选择

       2.2.建设公共服务型政府是参与全球经济竞争的客观需要

       2.3.建设公共服务型政府是社会主义市场经济发展的内在要求，对于我国市场

       化改革进程也具有决定性的影响

       在计划经济条件下，政府是资源配置中心、生产调度中心、价格制定中心、消费配送中心，政府的职能无所不包。在市场经济条件下，就要求政府从经济发展的控制者、审批者转变为市场规则的制定者和市场环境的监管者，而无论规则制定还是市场监管，都是为市场、企业、公民提供服务的。

       2.4.建设公共服务型政府是人民群众的迫切愿望，同时也体现了民主政治发展的要求

       2.5.政府的公共服务能力反映执政党的执政能力

       建设公共服务型政府，是执政党与时俱进，主动稳妥地实现政府转型和推进政治改革的重要举措。当然，建设公共服务型政府还是新阶段我国政府职能转变的基本目标。

       2.6.加入WTO直接推动了我国政府的转变,即从干预经济发展到努力为经济发展服务

       2.7.建设公共服务型政府是强化政府责任和反腐败的需要

       责任政府是公共服务型政府的基本内涵之一，如果没有一套完备的政府责任约束机制，政府行为就有可能偏离为民服务的轨道，而走向为己服务，引发权力腐败。责任政府强调政府对其履行的义务承担责任并且不得拥有其义务范围之外的权力，也就是说，服务型政府同时也是有限政府。

       2.8.公共服务型政府是适应信息时代的挑战

       2.9.社会稳定和社会可持续发展方面带来的压力逼迫中国政府必须向公共服务型政府转变；现阶段我国政府服务的滞后性，也成为了压力因素之一

       ......

       　下面是关于学术论文英文摘要模板，希望对你们有帮助。

        Abstract

       　Since Dewey developed the concept of ?critical thinking?, many scholars abroadhave carried out a series of studies about improving students' critical thinking skills ineducation field. In the 1980s,critical thinking became the target of higher educationprograms in such foreign countries as the US and Canada. It has gained its widespreadattention in China only in recent years. But there are only few studies about it ineducation field. Our traditional English teaching method pays much attention to thetraining of students' linguistic knowledge and language skills but ignores thecultivation of students' critical thinking abilities. In the process of skill practice,teachers often stress the importance of memorizing vocabulary and imitating skillsrigidly,but neglect the students' abilities in analyzing problems and putting forwardinnovative solutions. Therefore, English writing teaching is affected by this andmerely attaches emphasis to train students' reading and writing skills. There are fewstudies which aim at systematically cultivating students' analysis, synthesis, summary,comparison and reasoning skills while they are writing. Therefore,this study aims atdesigning some writings tasks and teaching strategies which can be used to fostercollege students' critical thinking awareness and promote students' all-rounddevelopment.

       　According to six critical thinking skills,this study was carried out by requiringstudents to hand in an argumentation. All participants in this study are non-Englishmajor college freshmen from a 211 key university. The revised version of Rubric forQualitative Critical Thinking Skills Instrument was used in this study. Withquantitative and qualitative analysis,writing experiment is conducted within a wholesemester to collect data concerning students' learning behavior. Reading-to-write isused in experimental class while traditional method is adopted in control class. Thewriting scores by the experimental and control class were statistically processed bysoftware SPSS 19.0. And also the interview was launched in some of students inexperimental class to assess students' critical thinking abilities reflected in theirwritings-The final analysis indicated that EGAP writing model exerted a significantlypositive influence in improving students' critical thinking skills, especially in arousingstudents' writing enthusiasm and critical thinking awareness. Compared with controlclass, students in experimental class made big progress in writing competence. Inaddition, this study put forward some reform proposals to the teaching of Englishwriting. The study is of great value to instruct students to employ critical thinkingskills in their writing.

        Abstract

       　A large body of research has been conducted on the effects of technology-enhancedEnglish vocabulary learning since the 1960s (Marty, 1981)。 However, no consensus hasbeen reached yet (Choo, Lin, & Pandian,2012; Mohsen & Balakumarohsen, 2011)。

       　Despite the fact that some narrative reviews have evaluated and explored thesecontradictory results, this study aims at quantifying the overall effectiveness oftechnology-enhanced English vocabulary learning with a different approach to review:meta-analysis and performing in-depth moderator analyses of learning method and testtype further.

       　Totally, twenty effect sizes from thirteen pieces of primary research are obtainedafter collecting related literature published or unpublished in recent ten years via fourchannels and selecting through three filters. Later, all the primary research is coded anddata are computed in random-effects model with software ComprehensiveMeta-Analysis.

       　Results show that: (1) Technology has a positively large effect on Englishvocabulary learning according to Cohen's standards as proposed in 1992 (g = 1.26,witha 95% confidential interval of [0.86, 1.66])。 (2) Learning methods (intentional learning,incidental learning, and integrated learning) have impacts on the overall effectiveness.

       　Heterogeneity exists in the three learning methods (g = 9.22,p = 0,01 < 0.05)，Effectiveness of intentional learning, incidental learning and integrated learning is ^ =0.61, g 二 2.14, g = 0.98 respectively. Incidental learning under technology-enhancedenvironment yields the largest effectiveness on English vocabulary learning. (3) Testtypes (recognition tests, recall tests,recognition + recall tests) also have impacts on theoverall effectiveness. The three test types are heterogeneous as well {Q = 17.04, p =0.000 < 0.05)。 Recognition tests, recall tests, and recognition + recall tests have effectsizes of 3.59,0.71 and 0.37 respectively. Technology-enhanced English vocabularylearning achieves the largest effectiveness in recognition tests.

        Abstract

       　The present study, which is based on the Competing Values Framework (i.e. CVF:a framework to identify the organizational effectiveness and to define organizationalculture)， aims to investigate English teachers, teaching motivation at universities, theirperception of the organizational culture in the target university,their professionalaspiration and how they affect each other. The research questions to be addressed are asfollows: (1) How do the English teachers perceive the organizational culture at theirworkplace? (2) How much effort will the teachers pay for their professionalengagement and aspiration? (3) What kinds of motivation do the English teachers in thetarget university appear to have? (4) How will the organizational culture and theprevious experience affect teachers' motivation?

       　This study employed four different questionnaires as the research instruments,including one demographic questionnaire and three research questionnaires, i.e. thedemographic questionnaire, the Organizational Culture Assessment Instrument (i.e. theOCAI) (Cameron & Quinn, 1999)，the Professional Engagement and CareerDevelopment Aspiration-scale (i.e. the PECDA-scale) (Watt & Richardson, 2008b)，andthe Work Tasks Motivation Scale for Teachers Teaching (i.e. the WTMST) (Fernet et al.,2008)，to investigate the above mentioned research questions. The whole investigationtook roughly 12 weeks and involved three stages: the preparation stage,the pilot study,and the main study.

       　The findings of the present study show that most of the teachers are intrinsicallymotivated and with identified regulation influenced by the performance culture and theclan culture which are the dominant culture types of the target research site. Results alsoindicate that the overseas experience and length of teaching experience affect teachers'perception of tixe organizational culture and motivation. The participants who haveoverseas experience tend to be more with the sense of professionalism, moreintrinsically motivated and be more confident with their competence in the academicarea; and the ones who have longer years of teaching experience are with moreidentified regulation and introjected motivation and are more committed and moreassured of staying in the education field. The participants in the target universitybasically belong to the highly engaged persisters,and the male teachers expect to be theleadership.

        Abstract

       　Owing to the economic, social and academic needs as well as the advantages of EGAP(General Academic Purpose in Chinese College English) itself, there exist 这 great deal ofnecessity and feasibility for applying English for EGAP class. It is our understanding thatwriting plays an extremely important role in the course of EGAP and genre is a quiteinfluential factor in improving students5 writing competency. However,the investigation ofstudents' current writing situation shows that being deeply influenced by traditional writingteaching methods which emphasize grammar and vocabulary; the students have littleknowledge about genre approach theoretically or systematically and lack the awareness ofgenre. Because of this,it becomes necessary to put forward an English writing teachingapproach which is effective as well as applicable to the situation in China so as to enhancetheir writing competence.

       　This paper firstly gives a brief introduction to the developing trend of EGAP bydiscussing its necessity and applicability in China and the main views of two schools of genretheory, the tiieoretical foundation and genre-based approaches of three main schools of genrestudy and practice. And also,their characteristics are compared and the adaptability inChinese College EGAP class is analyzed, based on which it puts forward a modifiedGenre-based approach in EGAP writing class in order to enhance students' genre awarenessand improve their writing skills.

       　To achieve this, two non-English major classes of freshmen in East China University ofScience and Technology (ECUST) have been selected as the experimental class andcontrolled class, and the research lasts one semester. The Genre-based approach is applied inthe experimental class following a modified Genre-based approach. And a comparison hasbeen made on the same subject at the beginning and the end of the semester and thecomparison and contrast between the experimental class and controlled class have also beenmade. Owing to various factors,such as learning motivation, different students show variedextent of acceptance to certain teaching approaches. Therefore, emphasis has not only beenput on the overall changes,but also on the individual differences.

       　There are three hypotheses:

       　1. Can Genre-based approach enhance students' genre awareness? 2. Can ?genreawareness? really improve students' writing ability in EGAP? If the students can get overallimprovement, is there any difference in gender and the students with diverse learningaptitudes because of the individual difference? If some students fail to improve, what's thepossible reason behind it? 3. Will Chinese students accept and adapt to Genre-basedApproach?

       　Three sets of data from six writing assignments, writing in final-term examination andquestionnaires are collected and analyzed with the help of the software SPSS 19.0. And thestudy indicates that: (1) Genre-based approach has a significant effect in sensitizing students'genre awareness, improving holistic writing competence; (2) during the whole experimentalprocess, girls have a stable superiority over boys, however, boys' improvement fluctuation iscomparatively obvious; (3) students of medium efficiency have the greatest potential to makebig improvement; (4) Unavoidably, in this research there are some students who fail to gainimprovement in terms of writing ability or get changed in terms of writing notions, andthrough analysis it has been found that the main objective reasons are: the difficulty ofwriting itself,the differences of culture and ways of thinking between east and west,thelimited teaching period, etc.; and subjective reasons mainly come from: the limitedcompetence of students themselves, the lack of interest in English writing, etc(5) aoverwhelming majority of students are liable to accept this approach and able to adapt to itpretty well, yet acceptation is not absolutely accompanied by adaptation; (6) feedback is adispensable part in English writing teaching, and more specific feedback will bring strongermotivation in students' self-correcting and developing;In the end,the author presents some limitations in her research and hopes that this cangive some hints and tips to further research in EFL writing classes.

        Abstract

       　In college English listening & speaking classrooms, language and other semioticsystems cooperate together to help students construct meaning. It can be reflected inthe design of textbooks and the use of audios, videos and images, etc. Thus, in thisthesis, the theoretical foundation is the theory of multimodal discourse analysis (MDA)derived from Systemic Functional Linguistics and Social Semiotics. The essence ofMDA is that other semiotic resources such as: images, audios, etc. are as important aslanguage in the meaning-making system. Visual Grammar, Acoustical Grammar andthe integrated frameworks of MDA are the main analysis approaches in this thesis.

       　Meanwhile, the results of the teaching investigation and the MDA for textbooksare the practical foundation for the multimodal teaching design, providing feasibleand effective suggestions in this thesis. According to the results, it can be concludedthat students have more or less realized multimodality in this course and argue thatmultimodality should be used in moderation; multimodal classroom activities, socialcontent, etc. should be brought into the class; teachers should remind students to payattention to images, fonts change and other multimodal factors in textbooks.

       　Therefore, when conducting the multimodal teaching design, attention should bepaid to: (1) Modalities influence each other with clear priorities in this course. (2)Words modality and acoustical modality are the primary modalities, while othermodalities are just used as tools to provide supplementary information and to improveteaching efficiency. (3) The chosen modalities should provide supplementaryinformation to make the learning material more easily understood and help studentsconcentrate. Then, on the basis of the above principles and the writer's teachingexperience, a sample teaching design has been worked out, then its' feasibility andeffectiveness have been verified by an empirical study with the method of interview.

        Abstract

       　Degree adverbs play a crucial role in daily language communication. However,owing to their wide varieties and similar meanings, it is hard for language learners toreally master their meanings and usages.

       　With the aid of AntConc 3.4.lw and based on the corpora of FROWN (TheFreiburg-Brown Corpus of American English)，FLOB (The Freiburg-LOB Corpus ofBritish English) and CLEC (Chinese Learner English Corpus)， the study aims tocompare the actual use of common English degree adverbs in terms of semanticprosody between Chinese EFL learners and native English speakers. The researchprocedures consist of two steps. First, AntConc 3.4.lw is launched to extractconcordance lines of the target node words in each corpus and the semantic featuresof the node words' collocates are analyzed; then, the semantic prosodies of these nodewords are summarized and comparisons are made between the two corpora.

       　The results indicate that there are differences as well as similarities betweennative English speakers and Chinese learners in their use of semantic prosody.

       　Chinese EFL learners tend to underuse the negative semantic prosodies of fairly,highly, and totally?,overuse the negative semantic prosodies of extremely; and misusethe semantic prosody of terribly. The results also show that some problems exist inChinese learners' use of semantic prosodies of degree adverbs, and the reasons mayinclude their first language transfer, intralingual transfer, and the lack of informationabout the semantic prosody in dictionaries and textbooks.

       好了，关于“论文摘要模板”的话题就讲到这里了。希望大家能够对“论文摘要模板”有更深入的了解，并且从我的回答中得到一些启示。