瞭解英語論文的基本結構，確保英語論文的完整性對提高寫作質量有重要幫助。以下是小編帶來英文論文標準的格式的相關內容，希望對你有幫助。
英文論文標準的格式
1、論文題目：（下附署名）要求準確、簡練、醒目、新穎。
2、目錄
目錄是論文中主要段落的簡表。（短篇論文不必列目錄）
3、內容提要：是文章主要內容的摘錄，要求短、精、完整。字數少可幾十字，多不超過三百字為宜。
4、關鍵詞或主題詞
關鍵詞是從論文的題名、提要和正文中選取出來的，是對錶述論文的中心內容有實質意義的詞彙。關鍵詞是用作計算機系統標引論文內容特徵的詞語，便於信息系統彙集，以供讀者檢索。
每篇論文一般選取3-8個詞彙作為關鍵詞，另起一行，排在提要的左下方。
主題詞是經過規範化的詞，在確定主題詞時，要對論文進行主題分析，依照標引和組配規則轉換成主題詞表中的.規範詞語。（參見《漢語主題詞表》和《世界漢語主題詞表》）。
5、論文正文：
（1）引言：引言又稱前言、序言和導言，用在論文的開頭。 引言一般要概括地寫出作者意圖，説明選題的目的和意義, 並指出論文寫作的範圍。引言要短小精悍、緊扣主題。
(2）論文正文：正文是論文的主體，正文應包括論點、論據、 論證過程和結論。主體部分包括以下內容：
a.提出問題-論點；
b.分析問題-論據和論證；
c.解決問題-論證方法與步驟；
d.結論。
6、參考文獻
英文論文標準範例
1． 版式要求、字體字號及行距請參考論文手冊。大小標題請用不同字號，粗體。
2． 文獻綜述及參考文獻不合要求，請按後面的要求重寫。
3． 我根本分不清你哪是哪，請修改後重新提交，我再審閲。文獻綜述前寫上“literature Review”， 開題報告前寫上 “Research Proposal” ,提綱前寫上 “Outline”, 參考文獻前寫上 “References”。
The Difference of Class Teaching methods among the Primary School, the Senior School and the High School
Abstract: Through the investigation research on the methods, ways and content of the elementary school, the junior school and the high school, this subject is aim to discuss the difference on classroom teaching methods among the elementary school, the junior school and the high school. Especially it’s from the angle of the psychology and teaching methods. How to show difference in the classroom teaching? How to solve the textbook connection in these three grades? The purpose of this research is to absorb the educators further attention and discussion on this topic. On the other hand, the teaching effect and teaching quality can be further advanced.
Key Words: The Primary School, the Junior School, the High School, classroom teaching, difference
1. The origin of this subject
For many years, the elementary school and the middle school’s English education basis in many domestic schools are quite weak. The quality of teachers and the facilities are far behind. Their teaching research are backwardness. It is common in many schools that learning English is just to help students graduation and enter into advanced school. So if students get good marks, they can’t be scolded for their bad spoken English.
Among the elementary school, the junior school and the high school, the primary school’s English teaching just started. Though students has been taught, the real situation is not optimistic. In addition, English is not held in the important status. Schools and teachers show less attention on it. Students themselves and their parents are also ignorant of it. In addition, the English class is few every week, sometimes also occupied by other courses, teaching material usage condition is quite chaotic, teachers have low acquisition on students, furthermore, the teaching effect is not good.
While in junior school, most of areas, especially in class experimental schools it is natural for them to change the textbooks. With new content, wide capacity. On the other hand, students in those areas are lack of knowledge foundations, which lead them to fail to study it well. What’s more, some schools’ teaching facilities are old. Teachers teaching skills are to be improved. Thus, the junior English study is just like building house in the air. Moreover, teachers in junior schools has to catch up with the textbook pace in order to complete the teaching task. As a result of it, many students in Grade Two has lost interest in English. Some of them has given it up.
Similarly, teachers in high school are facing the wide capacity of the course material, wide knowledge, wide grammar, a large quantities of words and expressions, sophisticated sentences and so on. In addition, the teachers’ quality in high school are irregular, most of the teaching ways are single. As a result, students can’t catch up with it. So can their low interest. They have to give it up. Such situation has caused some educators worry.
In these years, teachers in the primary school, the junior school and the high school lose themselves in their own textbook.. The research activity is divided. In fact, teachers in different grades have few knowledge of other grades material, the common usage of teaching ways. What’s more, they couldn’t estimate the future students’ level. All of the above shows teachers have blindness in their teaching and make the running-in period longer. So the purpose for me to choose this topic is aim to solve the following four questions:
Q1: What kind of psychology features does students in the elementary school, the junior school and the high school have?
Q2: According to these features, how do teachers choose the appropriate and effective classroom teaching methods?
Q3: What’s the difference in the elementary school, the junior school and the high school?
Q4: How to solve the textbook material problems so as to improve the efficiency?
2. The limitation of the subject
2.1 The age criteria and grades of the reference of the subject
In the primary school: 9-12
In the junior school: 12-16
In the high school: 16-19
2.2 The material used
In the primary school: New Criteria English
In the junior school: Materials from people’s publication
So does high school.
2.3 the basic principle and theory referred by the subject research
3. The method and ways of the research
4. The content of this subject research—The difference of English classroom teaching method
4.1 Happy teaching method are used in the elementary school.
Under the principle of students’ predominate, teachers’ teaching dominate, launch students’ learning activity according to the rule of children’s psychology.
4.2 Interest teaching method used in junior school
The youths are in a stage of growth, especially interested in the changeable circumstance. So Interest is their source of their learning motivation. Teachers should look for variety of teaching skills.
4.3 Task-based-learning teaching method used in high school
Students from the junior school have wide range of English levels. As a matter of fact, excellent students has no language environment to practise, while most of students with study problems have given up it. In order to change this tramp, the task-based-learning is used.
5. The ways to this subject research
5.1 The content of the investigation statistics chart
5.2 The teaching ways of the investigation statistics chart
6. Conclution
It is obvious that the psychology difference among the elementary school, the junior school and the high school. So there’s much difference of classroom teaching methods. But according to the investigation result, there’s stable factor for every stage development. So while teachers has done well in their class teaching, they should also pay attention to other grades’ teaching situation, including the material choice and the students’ usage. So as to have the most knowledge of future students, which can reduce the teaching blindness to make better teaching effect.
Literature:
1. 《國家英語課程》(實驗) 中華人發共和國教育部
2. 張慶林 《當代認知心理學在教學中的應用》
3. 張大均 《教學心理學》西南師範大學出版社
4. 關文信主編 《新課程理念與初中英語課堂教學實施》首師大出版社出版
5. 孫玉梅主編 《現代英語教學法》東北師大出版
6. 何廣鏗著 《英語教學研究》廣東高等教育出版社
7. 《中小學外語教學》全國核心期刊
8. C. Kyriacou. Essential Teaching Skills, Nelson Thornes Ltd. 2001
9. T. Hedge Teaching and Learning in the Language Classroom DUP 2000
10. J. Jarmer How to Teach English Longman 1998.
11. J. Jarmer The Practice of English Language Teaching Pearson Education Limited 2001
12. H. G. Widdowson Teaching Language as communication DUP 1996
13.楊忠，張揚. 國外英語教學流派及我國英語教學改革。長春：東北師範大學出版社，1999
14. 薛中樑。 英語課堂教學過程。合肥：安徽教育出版社，2002