影响英语阅读因素及对策研究毕业论文

插图序号使用标准五号宋体字；正文中的插表不加左右边线。插表按章编号并置于插表的左上方，插表不命名，如第二章的第三个插表序号为“表2—3”，插表序号使用标准五号宋体字。6、 参考文献按照GB7714—87《文后参考文献著录规则》规定的格式打印，本科 毕业论文 毕业论文答辩ppt模板下载毕业论文ppt模板下载毕业论文ppt下载关于药学专业毕业论文临床本科毕业论文下载 格式要求一、 论文 政研论文下载论文大学下载论文大学下载关于长拳的论文浙大论文封面下载 的结构与要求毕业设计（论文）包括以下内容（按顺序）：本科论文包括封面、目录、标题、内容摘要、关键词、正文、注释、参考文献等部分。如果需要，可以在正文前加“引言”，在参考文献后加“后记”。论文一律要求打印，不得手写。1．目录目录应独立成页，包括论文中全部章、节和主要级次的标题和所在页码。2．论文标题论文标题应当简短、明确，有概括性。论文标题应能体现论文的核心内容、法学专业的特点。论文标题不得超过25个汉字，不得设置副标题，不得使用标点符号，可以分二行书写。论文标题用词必须规范，不得使用缩略语或外文缩写词（通用缩写除外，比如WTO等）。3．内容摘要内容摘要应扼要叙述论文的主要内容、特点，文字精练，是一篇具有独立性和完整性的短文，包括主要成果和结论性意见。摘要中不应使用公式、图表，不标注引用文献编号，并应避免将摘要撰写成目录式的内容介绍。内容摘要一般为200个汉字左右。4．关键词关键词是供检索用的主题词条，应采用能够覆盖论文主要内容的通用专业术语（参照相应的专业术语标准），一般列举3——5个，按照词条的外延层次从大到小排列，并应出现在内容摘要中。5．正文正文一般包括绪论（引论）、本论和结论等部分。正文字数本科不少于6000字，专科一般不少于5000字，正文必须从页首开始。*绪论（引论）全文的开始部分，不编写章节号。一般包括对写作目的、意义的说明，对所研究问题的认识并提出问题。*本论是全文的核心部分，应结构合理，层次清晰，重点突出，文字通顺简练。*结论是对主要成果的归纳，要突出创新点，以简练的文字对所做的主要工作进行评价。结论一般不超过500个汉字。正文一级及以下子标题格式如下：一、；（一）；1.；（1）；①。6．注释注释是对所创造的名词术语的解释或对引文出处的说明。注释采用脚注形式，用带圈数字表示序号，如注①、注②等，数量不少于10个，脚注少于10个的论文为不合格论文。7．参考文献参考文献是论文的不可缺少的组成部分,是作者在写作过程中使用过的文章、著作名录。参考文献应以近期发表或出版的与法学专业密切相关的学术著作和学术期刊文献为主，数量不少于6篇，参考文献少于6篇的论文成绩评定为不合格。产品说明、技术标准、未公开出版或发表的研究论文等不列为参考文献，有确需说明的可以在后记中予以说明。二、打印装订要求论文必须使用标准A4打印纸打印，一律左侧装订，并至少印制3份。页面上、下边距各2.5厘米，左右边距各2.2厘米，并按论文装订顺序要求如下：1．封面封面包括《广西广播电视大学关于毕业设计（论文）评审表》（封面、附录4）、《学生毕业设计（论文）评审表》（封2）、《广西广播电视大学关于毕业设计（论文）答辩申报表》（封3、附录5）。 2．目录目录列至论文正文的三级及以上标题所在页码，内容打印要求与正文相同。目录页不设页码。3．内容摘要摘要标题按照正文一级子标题要求处理，摘要内容按照正文要求处理。4．关键词索引关键词与内容摘要同处一页，位于内容摘要之后，另起一行并以“关键词：”开头（采用黑体），后跟3~5个关键词（采用宋体），词间空1字，即两个字节，其他要求同正文。5．正文正文必须从内容提要页开始，并设置为第1页。页码在页末居中打印，其他要求同正文（如正文第5页格式为“―5―”）。论文标题为标准三号黑体字，居中，单倍行间距；论文一级子标题为标准四号黑体字，居中，20磅行间距；正文一律使用标准小四号宋体字，段落开头空两个字，行间距为固定值20磅；正文中的插图应与文字紧密配合，文图相符，内容正确，绘制规范。插图按章编号并置于插图的正下方，插图不命名，如第二章的第三个插图序号为“图2—3”，插图序号使用标准五号宋体字；正文中的插表不加左右边线。插表按章编号并置于插表的左上方，插表不命名，如第二章的第三个插表序号为“表2—3”，插表序号使用标准五号宋体字。6、 参考文献按照GB7714—87《文后参考文献著录规则》规定的格式打印，内容打印要求与论文正文相同。参考文献从页首开始，格式如下：（1）著作图书文献序号 作者 《书名》，出版地：出版者，出版年份及版次（第一版省略）如：[4] 劳凯声 《教育法论》，南京：江苏教育出版社，2001（2）译著图书文献序号 作者 《书名》，出版地：出版者，出版年份及版次（第一版省略）（3）学术刊物文献序号 作者 《文章名》，《学术刊物名》，年卷（期）如：[5]周汉华 《变法模式与中国立法法》，《中国社会科学》，2000（1）（4）学术会议文献序号 作者 《文章名》，编者名，会议名称，会议地址，年份，出版地，出版者，出版年（5）学位论文类参考文献序号 作者 《学位论文题目》，学校和学位论文级别，答辩年份（6）西文文献著录格式同中文，实词的首字母大写，其余小写。参考文献作者人数较多者只列前三名，中间用逗号分隔，多于三人的后面加“等”字（西文加“etc.”）。学术会议若出版论文集者，在会议名称后加“论文集”字样；未出版论文集者省去“出版者”、“出版年”项；会议地址与出版地相同的省略“出版地”，会议年份与出版年相同的省略“出版年”。三、毕业设计（论文）装袋要求毕业设计（论文）是专业教学的重要内容，必须规范管理，统一毕业设计（论文）材料装袋要求：1、论文稿本。经指导的提纲，一稿、二稿和装订好的正稿。2、过程记录表。包括指导教师指导记录表，学生毕业设计（论文）评审表（答辩过程记录表）等；3、相关材料。法专业要求的其他材料，如法学社会调查报告等。中国环境教育立法研究内容摘要摘要：目前，我国学术界对环境教育立法问题的研究还处于起步阶段，有关环境教育的法律规范也很不完善，影响和限制了我国环境教育的大力推行和良好普及，实质上是制约了我国解决环境问题的能力和可持续发展的进程。本文从环境问题的现状入手，阐释了环境教育立法的必要性和可行性，介绍了其他国家和地区的环境教育立法实践，在总结国内外先进经验的基础上，提出了对我国环境教育立法的构想。以期通过加强教育立法的途径，实现我国环境教育的普及，为改善解决我国环境问题的能力和可持续发展的进程创造条件。关键词：环境问题环境教育环境教育立法 一、环境问题、环境教育与环境教育立法（一）环境问题马克思说：“人靠自然界生活，这就是说，自然界是为了不致死亡而必须不断与之交往。所谓人的肉体生活和精神生活同自然界相联系，也就等于说自然界同自身相联系，因为人是自然界的一部分。” 生存与发展是人类社会最基本的主题。在人类与环境不断地相互影响和作用中，环境问题始终是伴随着人类的活动产生和发展的。不幸的是，在相当长的时期内，人类过分强调了作为自然主人的一面，夸大了人的主观能动性作用，忽视甚至忘却自然界的惩罚。环境问题并非始于今日，早在200年前的第一次工业革命时期就产生了环境问题。到了本世纪50年代，环境事件不断出现和加剧。到了70～80年代则出现了全球性的环境危机。目前全球人口正以每年9 000万的速度增长，预计到21世纪中期，世界人口将达到100亿。 人口无节制地增长，给地球的生态环境和有限的自然资源带来了沉重的压力。联合国列出了威胁人类生存的全球十大环境问题：全球气候变暖；臭氧层的损耗和破坏；酸雨蔓延；水资源危机；生物多样性减少；大气污染；有毒有害化学物质污染与危险废物越境转移；森林面积锐减；土地荒漠化；海洋污染。随着我国社会经济的迅速发展，环境保护与经济发展之间的矛盾日益凸显。20世纪最后几年有三件震撼国人的大事足以说明我国环境问题的严重性，已显示出环境破坏给人类带来的灾难性的报复。一是1997年创纪录(227天)的黄河断流；二是1998年的长江大水灾；三是2000年波及北京等地的频繁的沙尘暴。专家指出了目前困扰中国环境的十大问题。1、大气污染问题2004年我国二氧化硫排放量为1 995万吨，居世界第一位。据专家测算，要满足全国天气的环境容量要求，二氧化硫排放量要在现有基础上至少削减40%。此外，2004年中国烟尘排放量为1 165万吨，工业粉尘的排放量为1 092万吨。大气污染是中国目前面临的第一大环境问题。2、水环境污染问题中国七大水系的污染程度依次是：辽河、海河、淮河、黄河、松花江、珠江、长江，其中，42%的水质超过3类标准（不能做饮用水源），全国有36%的城市河段为劣质5类水质，丧失使用功能。大型淡水湖泊（水库）和城市湖泊水质普遍较差，75%以上的湖泊富营养化加剧，主要由氮、磷污染引起。3、垃圾处理问题中国全国工业固体废物年产生量达8.2亿吨，综合利用率约为46%。全国城市生活垃圾年产生量为1.4亿吨，达到无害化处理要求的不到10%。塑料包装物和农膜导致的白色污染已蔓延全国各地。（二）环境教育与环境问题的关系1、环境教育的发展历程环境教育的起源，一直可以追溯到19世纪末20世纪初的自然研究（Natural Study）。当时在学校开展自然研究的基本目的是教育学生通过亲身观察和参与，了解和评价自然环境。到20世纪上叶，人们认识到保护生态和自然环境的重要性，保护运动（Conservation movement）在社会中形成，学校教育在自然研究的基础上引入了自然保护的教育内容，这就是环境教育的萌芽。（1）国外环境教育的发展历程1972年在瑞典首都斯德哥尔摩召开的“世界人类环境会议”是环境教育发展的一个里程碑。为了响应斯德哥尔摩会议的第96条建议，联合国教科文组织和联合国环境规划署于1975年颁布了国际环境教育计划（IEEP），其目的是在环境教育领域内，促进经验和信息的交流、研究和实验、人员培训、课程和相应教材的开发及国际合作。1975年，在前南斯拉夫的贝尔格莱德召开的国际环境教育会议，通过了《贝尔格莱德宪章：环境教育的全球纲领》。该宪章根据环境教育的性质和目标，指出环境教育是“进一步认识和关心经济、社会、政治和生态在城乡地区的相互依赖性；为每一个人提供获得保护环境的知识和价值观、态度、责任感和技能；创造个人、群体和整个社会行为的新模式。”此后，《贝尔格莱德宪章》成为世界各国制定环境教育纲要与章程的重要依据之一。而环境教育的普及对环境相关法律的立法、执法都可起到相当大的辅助作用。大力开展环境教育，使环境意识特别是环境保护法律意识深入人心，使人们认识到环境问题不仅是社会问题，更是可以涉及到每个人切身利益和法律责任、社会责任的问题，认识到环境问题和法律责任的关系，更好地使环境保护法律成为预防环境问题发生的利剑，这样可以达到依法治理环境和人们自觉保护环境的目的。二、中国环境教育立法的必要性和可行性（一）中国环境教育立法的必要性当一种社会关系需要用立法来调整，说明这种社会关系的重要性。中国环境教育专门立法是否必要，则完全取决于以下前提：（1）环境教育的重要性；（2）环境教育立法对社会经济发展的重要作用。五、结论21世纪是环境世纪，公众的环境意识通过环境教育来建立。根据我国人口多，地区经济水平差异大，公民受教育程度不一的现状，要使公众的环境保护意识提高到一个比较高的水平，实现社会——经济——环境的协调发展，尽早达到国家的可持续发展目标，构建和谐社会，通过立法机关制定完善的、具有可操作性的《环境教育法》不失为一个有效的方法。希望对促进我国环境教育法律体系的建立提供一些有益的参考。 识和关心经济、社会、政治和生态在城乡地区的相互依赖性；为每一个人提供获得保护环境的知识和价值观、态度、责任感和技能；创造个人、群体和整个社会行为的新模式。”此后，《贝尔格莱德宪章》成为世界各国制定环境教育纲要与章程的重要依据之一。而环境教育的普及对环境相关法律的立法、执法都可起到相当大的辅助作用。大力开展环境教育，使环境意识特别是环境保护法律意识深入人心，使人们认识到环境问题不仅是社会问题，更是可以涉及到每个人切身利益和法律责任、社会责任的问题，认识到环境问题和法律责任的关系，更好地使环境保护法律成为预防环境问题发生的利剑，这样可以达到依法治理环境和人们自觉保护环境的目的。二、中国环境教育立法的必要性和可行性（一）中国环境教育立法的必要性插图序号使用标准五号宋体字；正文中的插表不加左右边线。插表按章编号并置于插表的左上方，插表不命名，如第二章的第三个插表序号为“表2—3”，插表序号使用标准五号宋体字。6、 参考文献按照GB7714—87《文后参考文献著录规则》规定的格式打印，插图序号使用标准五号宋体字；正文中的插表不加左右边线。插表按章编号并置于插表的左上方，插表不命名，如第二章的第三个插表序号为“表2—3”，插表序号使用标准五号宋体字。6、 参考文献按照GB7714—87《文后参考文献著录规则》规定的格式打印，插图序号使用标准五号宋体字；正文中的插表不加左右边线。插表按章编号并置于插表的左上方，插表不命名，如第二章的第三个插表序号为“表2—3”，插表序号使用标准五号宋体字。6、 参考文献按照GB7714—87《文后参考文献著录规则》规定的格式打印，插图序号使用标准五号宋体字；正文中的插表不加左右边线。插表按章编号并置于插表的左上方，插表不命名，如第二章的第三个插表序号为“表2—3”，插表序号使用标准五号宋体字。6、 参考文献按照GB7714—87《文后参考文献著录规则》规定的格式打印，插图序号使用标准五号宋体字；正文中的插表不加左右边线。插表按章编号并置于插表的左上方，插表不命名，如第二章的第三个插表序号为“表2—3”，插表序号使用标准五号宋体字。6、 参考文献按照GB7714—87《文后参考文献著录规则》规定的格式打印，插图序号使用标准五号宋体字；正文中的插表不加左右边线。插表按章编号并置于插表的左上方，插表不命名，如第二章的第三个插表序号为“表2—3”，插表序号使用标准五号宋体字。6、 参考文献按照GB7714—87《文后参考文献著录规则》规定的格式打印，插图序号使用标准五号宋体字；正文中的插当一种社会关系 毕业论文 影响英语阅读因素及对策研究 Abstract The thesis aims to highlight the important role that reading plays in the university English study. University English reading is an effective approach to enlarging vocabulary, strengthening language knowledge, enriching expressing skills and improving expressing quality. In practice, listening and speaking are important, however, without reading, it is impossible to improve oral expressing quality, nor achieve the goal of writing and translating. The thesis adopted a questionnaire, 80 university English major were participated in the investigation. The analysis of results was performed in the form of tables and a column chart. Finally, from the questionnaire that has been carried out, analyze the statistics and summarize some countermeasures, stimulant students’ interests, cultivate students’ reading skills, input foreign culture and give them some reading strategies to solve the problem. It aims to help students develop good reading habits and improve their reading ability. Key words：English major English reading Influential factors Countermeasures 摘要 本文的目的是为了进一步强调英语阅读在大学生英语学习中的重要作用。 大学英语阅读既是扩大词汇的有效途径，也是巩固已有语言知识，丰富表达技巧，提高表达质量的有效途径。在实际中，听和说是重要的，但如果没有阅读，口语表达质量的提高就很难提高。就不可能有向写和译方面转化的质的飞跃。 本文采用了 问卷 关于教学调查问卷关于员工内部调查问卷员工内部调查问卷基药满意度调查问卷论文问卷调查格式 调查的形式对80名英语专业的大学生进行了调查，调查结果分别用表格和柱形图进行了 分析 定性数据统计分析pdf销售业绩分析模板建筑结构震害分析销售进度分析表京东商城竞争战略分析 。 最后,从所调查的问卷，分别从激起学生兴趣、培养学生的阅读技巧、进行相应的外国文化输入以及对待不同文章的阅读策略方面总结了一些解决问题的对策，旨在帮助学生养成良好阅读习惯及提高阅读能力。 关键词：英语专业 英语阅读 影响因素 对策 Contents Abstract …………………………………………………………...................................i 摘要……........................................................................................................................ii Chapter One Introduction ……………………………………………………………..1 Chapter Two Literature Review……………………………………………………….3 2.1 The Definition of Reading………………………………………………………3 2.2 Factors Involved in English Reading…………………………………………...4 2.3Three Models of Reading………………………………………………………..5 2.3.1 bottom-up approach………………………………………………………...5 2.3.2 top-down approach…………………………………………………………6 2.3.3 interactive model…………………………………………………………...7 Chapter Three Research Methodology…………………………...................................8 3.1 Research Objective………………………………………………………….......8 3.2 Subjects…………………………………………………………………………8 3.3 Instrument…………………………………………………................................8 3.4 Procedure……………………………………………………………………….9 Chapter Four Results and Countermeasures………………………………………....10 4.1 Results and Analysis from Questionnaire…………………………………….10 4.2 The Analysis of Influential Factors………………………...............................11 4.2.1 Linguistic factors……………………………………………………….12 4.2.2 Non-linguistic factors…………………………………………………..15 4.3Countermeasures…………………………………………………………….....17 4.3.1Reading strategies………………………………………………………….17 4.3.2Stimulating Students’ Interest……………………………………………...17 4.3.3Inputting culture…………………………………………………………...18 Chapter Five Conclusion…………………………………………..............................20 References………………………. ………………………………..............................21 Appendix I………………………. ………………………………………………….22 Appendix II………………………………………………………..............................23 The Analysis of Reading Barriers in English Major and the Countermeasures Chapter One Introduction With the development and improvement of international exchange，English has become an essential tool for communication among people from different nations and regions. The present study is a survey study which attempts to emphasize the importance of English reading in university students’ study and to know some difficulties they meet when they are reading .It aims to summarize proper methods and countermeasures to help students improve their English reading ability.80 English major students were participated in this survey in the form of responding to a questionnaire. Reading is quite essential for language acquisition，especially in the environment of studying English as a foreign language. In present-day society，with the economic globalization，two-thirds of newspapers ,magazines and periodical spread in English all over the world. Therefore, English reading plays a very important role in college students’ acquisition of knowledge and analysis of English material increasingly. At present, reading is the major input of language, during the learning process of college students, among the four language skills—listening, speaking ,reading ,and writing, reading has accounted a lot. As Kristen(1985) said ,“reading is good for language acquisition; it promotes better spelling, better writing skills, higher reading comprehension and more advanced vocabulary.”One’s reading ability is a major indication of his integrative language proficiency. But compared with a lot of theoretical research in English reading, survey studies are superior to theoretical ones. Studies abroad，they are based on the design of good experiment to demonstrate the limitations of existing theories. It aims to revise and improve the existing theories (Inagaki S,2002). In contrary, studies at home, English reading research focused on schema theory to guide English reading and English teaching, application of reading strategies and theory basis, the mental process of reading and so on(Yi,2003). In general, studies at home were more inclined to the worship of existing models and theories, to apply them directly. The present study is a survey study on the influential factors in college students’ English reading .With the help of a questionnaire, the present study attempts to find out the difficulties that college students always confront with in English reading and try to offer countermeasures to solve them. The thesis consists of five chapters. This chapter is an introduction. Chapter Two is a literature review，which gives the definition of reading and countermeasures，methods of reading and some related studies. Chapter three presents the research method，research question and data collection. Chapter Four describes the results and analysis from the questionnaire as well as effective countermeasures. And Chapter Five is the last part of this study. It summarize the major findings，implications and also gives the recommendations for future studies. Chapter Two Literature Review This chapter contains three sections. The first section is about the definition of reading and second section is about factors involved in English reading and the last one is three models of reading. 2.1 The Definition of Reading Authorities and experts on the teaching of reading have different views on what reading is. In general terms, reading involves the reader, the text, and the interaction between reader and text .According to Douglas(1981:82),the nature of silent reading is about the behavior of a reader. The text and the reader do not constitute actual reading. What constitutes actual reading is the interaction between the text and reader. Francoise(1981:5) defined from the aspect of information ,“Understanding a written text means extracting the required information from it as efficiently as possible. ”This means reading is a comprehensive process. Wilga(1987:187) describes a similar idea that reading is a complex, actively thinking psychological activity, which is not a passive, but rather an active process. Reading is also a completely individual activity. It is the mental activities that readers focus on in order to construct his meaning and understanding from a text. However, Nuttal(1982:222) disagreed that reading necessarily involved understanding:“reading is the identification of linguistic forms from strings of written configuration that present them, as evidenced by producing the conventional signs for the same linguistic form in some other system of representation.” Although there are different views about a precise definition of reading, the most useful and practical one to today’s English reading is not only an active process, but also a comprehensive process. In English reading, find weakness and try to close the gap. 2.2 Factors Involved in English reading Students often have difficulties in improving their reading ability. These difficulties not only result from their method of learning, but mostly from their lack of basic knowledge about sentence structures, parts of speech, tense, voice, and non-predicting verbs and so on. Also they are lacking of vocabulary and some background knowledge of the English- speaking countries. In view of Krash(1985:103), three sub-factors need to be taken account into their part to promote reading competence. They are adequate vocabulary, ability to speculate on lexical meanings and awareness of lexical deviations. Vocabulary serves as the most preliminary foundation for English reading comprehension. But only few students admit that they have adequate vocabulary to fulfill their understanding. Grammar roles and sentence patterns are also fundamental elements in English reading. Because of the grammar confusion, students often do not understand the reading material although they know all the words. If the students are unable to distinguish the main clause from a subordinate clause and are unable to know their relationships, despite understanding the meaning of every word in the sentence, understanding is unlikely to occur with accuracy. Language is rather like a mirror that reflects the national culture of its speaker. The American linguist Sapir thinks the language cannot exist without culture. Culture can be explained as what the society does and thinks, and the language is the expression the ideas of society. Obviously, culture is one of the keys in English reading. Therefore, confronted with cultural differences，readers should be given the opportunity to familiarize themselves with the target culture. Mother tongue is a double edged sword, on the one hand, reading habits and reading experiences of the mother tongue may facilitate English reading. On the other hand, the native patterns and culture may hinder the process of English reading to some extent. 2.3 Three Models of Reading This part will discuss three models of reading: bottom-up approach, top-down approach and interactive model. 2.3.1Bottom-up Approach Until now, the bottom-up approach leads both first and second language research and theory. According to Cambourne(1979), bottom-up approach was the basis of the overwhelming majority of reading schemes. The bottom-up approach regard reading as a process of decoding written symbols into their aural equivalents in a linear fashion. Cambourne(1979) uses the following illustration of how the process is supposed to work: print(every letter( phonemes and blending(pronunciation( meaning. Thus, one first distinguishes each letter as it is encountered, Sounds these out, matches the written symbols with their aural equivalents blends these together to form words, and derives meaning. The derivation of meaning is thus the final procedure in which the language is translated from one of symbolic representation to another .In the early stage of reading it would be a reasonable explanation of reading process to teach learners the sound-symbol correspondences and, actually, this is the most popular approach to teaching reading—the phonics approach，in which learners are taught to decode words by matching written symbols with their aural equivalents. However, there are a crowd of critics about this approach because it emphasizes meaning in the process. Evidence against the notion that reading is a matter of decoding letters to sounds in a linear way also came from work carried out in the 1970s by researchers with a technique miscue analysis. The technique pioneered by Goodman and Burke(1972), contains the analysis of errors made by the reader when reading the text loudly. It shows that reading is more than mechanical decoding. Those readers who are reading for meaning generate miscue that makes sense semantically. 2.3.2 Top-Down Approach Insights from sources are mentioned above results in the postulation of alternative to the bottom-up, phonics approach. This has been known as the top-down or psycholinguistic approach to reading. According to the view，one begins with a series of hypothesis or predictions about the meaning of the text, which one is about to read ,and then selectively samples the text to determine whether or not the predictions are correct. Top-down processing has been used to represent that reading is a process of reconstructing meaning rather than decoding form, and readers only resort to decode if other meaning fail. Cambourne(1979) gives the following schematization of the approach: past experience, language( selective aspects(meaning(sound, pronunciation. From what I have discussed, readers can understand that this approach emphasizes the reconstruction of meaning rather than the decoding of form. The interaction of reading and the text is the core to the process, instead of decoding each symbol, or even every word. 2.3.3 Interactive Model Interactive model is one of the newest outcomes of modern reading theories. It adopts the two traditional models’ (bottom-up &top-down) strong points while overcoming their weak points. The interactive model is a kind of compromise theory between the two and it agrees with the function of both lower level and higher level processes to reading comprehension .Therefore it has become a more perfect reading model. While reading, students begin to interact with the author of the text and try to understand and perceive the author’s real purpose and meaning as much and as quickly as possible. Chapter Three Research Methodology This chapter is composed of four parts. With an intention to summarize troubles in college students’ English reading through the investigation, a questionnaire was adopted. The first part is research objective and the next part is subjects, instrument is the third part and the last part is procedure. 3.1 Research Objective In order to investigate the obstacles and difficulties in university students’ English reading, the survey was adopted. It aims to improve their reading ability and stimulate their interest as well as cultivate their reading skills through the analysis of influential factors. 3.2 Subjects The subjects participated in the study are 80 students from Jiangsu Normal University Kewen college junior and senior English major. There are 71 girls and 9 boys. The ages of them are similar. It covers different English level students, they almost pass CET4, 80 percent of them pass CET6, 39 percent of them pass TEM4. 3.3Instrument The questionnaire was addressed to the subjects. The questionnaire (see Appendix I) is intended to find what kinds of matters and difficulties when college students are reading. Students’ attitudes toward those questions can be divided into five kinds, strongly agree, agree, neither agree nor disagree, disagree, and strongly disagree. Five Choices for Questionnaire A B C D E Strongly Agree Agree Neither Agree Nor Disagree Disagree Strongly Disagree From the seventeen questions investigated college students, the eight kinds of difficulties can be concluded. Structure of Questionnaire Contents Items (1) Have interests in English reading (2) Have difficulty in English reading (3) Vocabulary affects English reading (4) Sentence structures have influence on English reading (5) Foreign cultural effect (6) Reading attitude has impact on English reading (7) Chinese affects English reading (8) Reading skills and strategies 1 2 3-7 8-13 14 15 16 17 3.4 Procedure The investigation was performed in 29th March. Eighty English major college students were participated in this investigation. They come from junior and senior. Seventeen questions have been designed to investigate college students’ attitudes and obstacles when they are reading, and give them five different choices to choose. The data were collected immediately after the questionnaire was finished. It took less 20 minutes for the students to answer the questionnaire. The questionnaires were given 80 out and collected all. After collecting the data, divide the questions into different aspects, and make a table to conclude the statistics and to seek countermeasures to solve the difficulties. Chapter Four Results and Countermeasures This chapter is made up of three parts. First is about the result of the questionnaire, second is about the analysis of influential factors and last is some countermeasures. 4.1 Results and analysis from the questionnaire The questionnaire was used to investigate students’ attitudes and opinions towards English reading. It contains eighteen items in all. The students express their views in terms of a five-point scale. The five-point is as follows： Five Choices for Questionnaire A B C D E Strongly Agree Agree Neither Agree Nor Disagree Disagree Strongly Disagree Table 4.1.1 Students’ answer Items Contents Number A B C D E 1 Have interests in English reading 12 21 25 11 11 2 Have difficulty in English reading 30 27 8 10 5 3 Vocabulary affects English reading 26 22 12 12 8 4 Sentence structures have influence on English reading 31 25 20 3 1 5 Foreign culture effect 17 19 27 12 5 6 Reading attitude has impact on English reading 52 23 4 1 0 7 Chinese affects English reading 18 15 35 7 5 8 Reading skills and strategies 46 25 7 1 1 From table4.1.2, we can figured out the following numbers Items Contents Percentage(%) A B C D E 1 Have interests in English reading 15 26.25 31.25 13.75 13.75 2 Have difficulty in English reading 37.5 33.75 10 12.5 6.25 3 Vocabulary affects English reading 32.5 27.5 15 15 10 4 Sentence structures have influence on English reading 38.75 31.25 25 3.75 1.25 5 Foreign culture effect 21.25 23.75 33.75 15 6.25 6 Reading attitude has impact on English reading 65 28.75 5 1.25 0 7 Chinese affects English reading 22.5 18.75 43.75 8.75 6.25 8 Reading skills and strategies 57.5 31.25 8.75 1.25 1.25 From the third table, the following information can be acquired. 4.2The Analysis of Influential Factors 4.2.1 Linguistic factor Linguistic factor can be divided into many aspects, three examples will be taken for instance, vocabulary, grammar and reading skills. From the column chart, it can imply that linguistic factor is one of the great obstacles in English reading. 32.5% university students strongly agree that vocabulary affects their English reading, 27.5% university students also agree that vocabulary has great impact on their English reading. 15% of them neither agree nor disagree with the idea that vocabulary is the big difficulty in their English reading. From the former analysis of the statistics, it can be concluded that only minority students disagree with the idea that vocabulary affects their English reading. If an article has many new words, one cannot read it, not to mention understand it. Many students spend much time to memorize new words, but they get little. So, at this time, it is very significant for teachers to help students to get out of the trouble. From the first day students have learned English, they start to memorizing words, and then learn phrases, afterwards sentences and last passage and article. That is to say, words are the fundamental element in English learning. Linguistic factor, it can be improved through one’s efforts. So as long as one pays no efforts to do, his English reading ability can be improved a lot. For vocabulary, he can make a decision that he must finish the aims before sleeping, and then, develops a good habit. Word formation is a good way to broaden our vocabulary, take an example for instance, the words are ending of “ant”, the suffix means a person, servant, immigrant, applicant, accountant and so on. And then, grammar plays a very important role in English, it not only works in English reading, but also does work in English listening, speaking, and writing. So from the column chart, almost all of the students that have been investigated views that grammar has great influence on their English reading. 38.75% students strongly agree with this idea. 31.25% of them agree with this viewpoint. 25% of them have indifferent attitudes towards this. And now, data can be figured out that only 5% students disapprove this. For grammar, from the basic sentence to learn, understand what is subject, what is predicate, what is object, what is attribute, what is adverbial and what is complement. E.g. I am watching TV. Just like this sentence, to know “I” is subject, “am watching” is predicate, TV is object. Analyze each sentence like this, when one meets difficult sentences, underline the main contents, and he will find it is very easy for us to grasp simple sentences. Because complex sentences are composed of simple one, grasp simple one is the most important thing. Last but not least, reading skills and strategies, 88.75% almost all of them think reading needs skills and strategies, only they master some skills, can they have great improvement in English reading not only do well in reading but also benefit to other aspects, listening ,speaking , writing, and translating. With regard to reading skill, it is one of the significant factors in English reading. It is the conscious processing of information. Information can be divided into surface processing and deep or more processing. Surface processing can be used to deal with linguistic form and literal meaning. Surface processing mainly involves skimming and scanning, and more processed mainly concerns that understand authors’ implication, inference, judgment, generalization, deduction, conclusion and appraisal. Therefore, teachers can be organizers and form students- centered class to cultivate their interests and passion. 4.2.2Non-linguistic factor For non-linguistic factor, it also consists of many facets. Now, four elements will be listed to analyze. There are foreign culture, reading attitudes, mother tongue and reading strategy. From the column chart, 21.25% university students strongly agree foreign culture has influence on their English reading, 23.75% of them agree with this idea, 33.75% of them show an ambiguous attitudes towards this viewpoint. And other 21.25% students disagree with this opinion. With regard to the second trend of the column chart, we can conclude that 93.75% university students agree reading attitudes is quite important. Afterwards, as for mother tongue, 41.25% university students show definite attitudes to mother tongue affects their English reading, 43.75% of them have ambiguous perspective for this question. The civilization of our Chinese is fantastic, just like foreigners, they want to learn Chinese well, they should know Chinese culture fully. One wants learn a kind of language well, because there are many cultural differences between the East and the West, such as, political system, customs, traditional morals and etc. he must know its cultural background and characteristic. They also ought to know the source of idioms and allusions and in which context is appropriate. Thus they can perform as effectively as possible. As the saying goes, attitude is everything, do everything must shows the right attitude. Otherwise, one cannot be successful. Accordingly, English reading also needs right and correct attitudes. When do some English reading, keep the aims in mind, it’s not for wasting time. English reading ability is closely connected with our basic knowledge. Generally speaking, one has good knowledge of foreign language and his reading ability of mother tongue would also very outstanding. Although we cannot say that the opposite is right, it can be said that one is poor at his own language reading and his foreign language reading ability could not be good. The process of reading is to know the author’s thinking, opinion, and understanding on certain respect. 4.3Countermeasures 4.3.1Reading strategies To improve English reading ability, learners should first form good reading habits; broaden vocabulary; and then improve self-cultivation of knowledge about culture background. It is very important for them to grasp some reading skills, such as, guessing words from the title, the context, the comparison, the definition, etc.; skimming, scanning and so on. According to the statistics from the questionnaire, the countermeasures are concluded from the following aspects. First, enlarge vocabulary. The elements of language are phonetic, vocabulary and grammar. Vocabulary is the fundamental element to language，master enough vocabulary is one of the major signs in English reading. An important part of improving the efficiency of reading is to enlarge one’s vocabulary. It not only decides one’s ability of reading comprehension, but also affects one’s improvement of reading ability. Lili(2000:99), pointed that“Where does the trouble lie for Chinese learners with English vocabulary in reading comprehension? the biggest barrier for them lies in two aspects: how to learn a reasonably large vocabulary and how to use it in reading for a comparatively good comprehension.” Second, consolidate grammar, with the help of grammar, students can analyze the sentence structure in a clear way. Third, rich cultural background knowledge of English speaking countries, English reading comprehension is a vital part in language learning. Through reading, University students can understand their culture and language, the relationship between and culture is generated at the same time and interdependence. Last but not least, master reading strategies can help university students improve their English reading competence, skimming, unfamiliar material demands a more complete overview, we would resort to skimming with its greater attention to topic and summary sentence, and other cues within the paragraph. 4.3.2 Stimulating Students’ Interest Interest is the best teacher. It may activate the students’ attention, passion, active thinking, thus giving a valuable condition for mastering the target language. To achieve this goal, several aspects should be considered in teaching. Students’ needs are expected to be analyzed so as to locate appropriate reading materials and teaching contents. One of Krashen’s (1988) conditions for the most appropriate language input is to match the language input with the student’s needs. In addition, reading should be guided by the individual interest and needs and the authentic reading materials should be appropriately chosen for light reading. Therefore, teachers should keep up with the students’ interests in English reading. 4.3.3Inputting Culture Understanding that language is controlled by particular cultural experiences is a necessity for the language learner. If the cultural difference between the students’ own culture and that of the language they are to learn are excessive, learners will usually keep some distance from the target language in their efforts to maintain their psychological comfort level. As a consequence the operating processes of memory and input will certainly be limited. Thus teachers need to be aware that breaking down the barriers is a significant part of cultural teaching and forms an important aspect of the whole process of language teaching. “Culture input should be performed in an authentic context so as to make the readers conscious of the cultural differences. The traditional culture monologue imparted before class as the so-called culture background knowledge only makes the learning atmosphere dull and the learners’ passive information receptors” (Kramsch,1998). So, inputting culture is very necessary for English learners to understand other languages. Chapter Five Conclusion English and reading are inseparable from each other. Reading attitudes and skills are very useful to college students. It can improve their English in many facets. It can improve students’ ability for listening, speaking, reading, writing and translating. The major findings from the present study survey indicate the following: (1)Basic English language affects students’ reading a lot, vocabulary, grammar and sentence structure are included. In order to improve their reading ability, students themselves should equip them with enough English language. (2) Good reading habits will be beneficial to English reading a lot. As the saying goes, good beginning is half down. Right attitude is also indispensible, only with an earnest attitude can we do better. (3)Master reading skills are of great significance to do reading better. Such as scanning, skimming and other skills, by these countermeasures, students can develop good reading habits and improve their reading ability. The sample size is not big enough，but，in the future，larger sample size will be more perfect. And the questions of the questionnaire should cover more extensive fields. The design of questionnaire and analysis should be improved. In addition, the methods need to be improved. References Francoise,G.(1981).Developing reading skills. London: Oxford University Press. Houglas,B.(2001).Teaching by principals：An Interactive approach to language pedagogy. Beijing: Foreign Language Teaching and Research Press. Nuttal,C.(1982).Teaching reading in a second language. London: Heineman. Nuttal,C.(1983).Teaching reading skills in a foreign language. London: The Chaucer Press. Wilga,M.(1987).A Practical guide to the teaching of English as a second or foreign language. New York: Oxford University Press. Krashen(1988).Second Language Acquisition and Second Language Learning London: Oxford University Press. Kramsch(1998) . Language and Culture. London: Oxford University Press. 胡春洞,王才仁.广西教育出版社[M]，1996 梁欢珍.大学英语成功策略.上海教育出版社[J]，2000 李莉.阅读揭秘，天津大学出版社[M]，2000:99 易千红.英语阅读理论与模式的研究现状与进展[J].成都：电子科技大学学报，2003 朱国振. 语言知识在英语阅读理解中的作用[ J]. 大学英语, 1996, ( 增刊): 279～ 287. 郑树棠, 卫乃兴, 陈永婕. 关于大学英语课中学习策略的研究[ J]. 外语界, 1997, (2): 23 Appendix I 关于影响英语阅读因素的调查 亲爱的同学们： 你们好！ 为了进一步了解大家英语阅读中所遇到的困难，为今后的阅读教学研究和改革提供依据。特此，设计了此问卷，恳请大家帮忙，请你根据自己的实际情况和真实想法填写这份问卷，你们的宝贵看法将给我的研究带来很大的帮助。 你对下列观点的看法分为以下五种看法: A.完全同意(strongly agree) B. 同意（agree） C. 无所谓（neither agree nor disagree） D. 反对（disagree） E. 强烈反对（strongly disagree） 请你把你所选的选项写在题前括号内，所有问题没有对错之分，且采用匿名的方式。谢谢大家的合作。 ( )1. 阅读很有趣,我很喜欢阅读 ( )2. 英语阅读对我来说很难 ( )3. 在阅读中,感觉自己的词汇量太少,影响理解文章大意 ( )4. 阅读时,有生词，不影响理解文章主旨，但影响理解细节 ( )5. 遇到生词就心烦，失去阅读兴趣和信心 ( )6. 遇到生词，第一反应就是查字典 ( )7. 多读多记单词和每天坚持练习会提高阅读能力 ( )8. 遇长句时往往搞不清句子结构，很难理解句意 ( )9. 各种句法现象（省略、倒装等）对理解句子结构和句意有较大影响 ( )10. 不懂任何句法概念,就是凭感觉理解 ( )11. 抓不住段落或全篇主旨，在语篇意义理解方面有困难 ( )12. 只理解表面意义，不理解内涵，难以做出推测和判断 ( )13. 通过文章和句子的结构,我可以猜出一些单词的意思 ( )14. 对外国文化了解少,有些文章阅读起来很费力 ( )15. 怕做英语阅读理解题，每次考试阅读理解失分最多 ( )16. 拿到一篇文章总是喜欢从头读到尾 ( )17. 我认为汉语对英语阅读理解的影响很大 ( )18. 掌握阅读技巧会提高阅读技能 Appendix II Items Contents Percentage (%) A B C D E 1 Have interests in English reading 15 26.25 31.25 13.75 13.75 2 Have difficulty in English reading 37.5 33.75 10 12.5 6.25 3 Vocabulary affects English reading 32.5 27.5 15 15 10 4 Sentence structures have influence on English reading 38.75 31.25 25 3.75 1.25 5 Foreign culture effect 21.25 23.75 33.75 15 6.25 6 Reading attitude has impact on English reading 65 28.75 5 1.25 0 7 Chinese affects English reading 22.5 18.75 43.75 8.75 6.25 8 Reading skills and strategies 57.5 31.25 8.75 1.25 1.25 毕业设计（论文）原创性声明和使用授权说明 原创性声明 本人郑重承诺：所呈交的毕业设计（论文），是我个人在指导教师的指导下进行的研究工作及取得的成果。尽我所知，除文中特别加以标注和致谢的地方外，不包含其他人或组织已经发表或公布过的研究成果，也不包含我为获得 及其它教育机构的学位或学历而使用过的材料。对本研究提供过帮助和做出过贡献的个人或集体，均已在文中作了明确的说明并表示了谢意。 作 者 签 名：　　 　 　　日　 期：　　 　 　　 ​​​​​​​​​​​​ 指导教师签名：　　 　 　　 日　　期：　　 　 　　 使用授权说明 本人完全了解 大学关于收集、保存、使用毕业设计（论文）的规定，即：按照学校要求提交毕业设计（论文）的印刷本和电子版本；学校有权保存毕业设计（论文）的印刷本和电子版，并提供目录检索与阅览服务；学校可以采用影印、缩印、数字化或其它复制手段保存论文；在不以赢利为目的前提下，学校可以公布论文的部分或全部内容。 作者签名：　　 　 　　 日　 期：　　 　 　　 ​​​​​​​​​​​​ 学位论文原创性声明 本人郑重声明：所呈交的论文是本人在导师的指导下独立进行研究所取得的研究成果。除了文中特别加以标注引用的内容外，本论文不包含任何其他个人或集体已经发表或撰写的成果作品。对本文的研究做出重要贡献的个人和集体，均已在文中以明确方式标明。本人完全意识到本声明的法律后果由本人承担。 作者签名： 日期： 年 月 日 学位论文版权使用授权书 本学位论文作者完全了解学校有关保留、使用学位论文的规定，同意学校保留并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅。本人授权　　 　 　大学可以将本学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存和汇编本学位论文。 涉密论文按学校规定处理。 作者签名： 日期： 年 月 日 导师签名： 日期： 年 月 日 指导教师评阅书 指导教师评价： 一、撰写（设计）过程 1、学生在论文（设计）过程中的治学态度、工作精神 □ 优 □ 良 □ 中 □ 及格 □ 不及格 2、学生掌握专业知识、技能的扎实程度 □ 优 □ 良 □ 中 □ 及格 □ 不及格 3、学生综合运用所学知识和专业技能分析和解决问题的能力 □ 优 □ 良 □ 中 □ 及格 □ 不及格 4、研究方法的科学性；技术线路的可行性；设计 方案 气瓶 现场处置方案 .pdf气瓶 现场处置方案 .doc见习基地管理方案.doc关于群访事件的化解方案建筑工地扬尘治理专项方案下载 的合理性 □ 优 □ 良 □ 中 □ 及格 □ 不及格 5、完成毕业论文（设计）期间的出勤情况 □ 优 □ 良 □ 中 □ 及格 □ 不及格 二、论文（设计）质量 1、论文（设计）的整体结构是否符合撰写规范？ □ 优 □ 良 □ 中 □ 及格 □ 不及格 2、是否完成指定的论文（设计）任务（包括装订及附件）？ □ 优 □ 良 □ 中 □ 及格 □ 不及格 三、论文（设计）水平 1、论文（设计）的理论意义或对解决实际问题的指导意义 □ 优 □ 良 □ 中 □ 及格 □ 不及格 2、论文的观念是否有新意？设计是否有创意？ □ 优 □ 良 □ 中 □ 及格 □ 不及格 3、论文（设计说明书）所体现的整体水平 □ 优 □ 良 □ 中 □ 及格 □ 不及格 建议成绩：□ 优 □ 良 □ 中 □ 及格 □ 不及格 （在所选等级前的□内画“√”） 指导教师： （签名） 单位： （盖章） 年 月 日 评阅教师评阅书 评阅教师评价： 一、论文（设计）质量 1、论文（设计）的整体结构是否符合撰写规范？ □ 优 □ 良 □ 中 □ 及格 □ 不及格 2、是否完成指定的论文（设计）任务（包括装订及附件）？ □ 优 □ 良 □ 中 □ 及格 □ 不及格 二、论文（设计）水平 1、论文（设计）的理论意义或对解决实际问题的指导意义 □ 优 □ 良 □ 中 □ 及格 □ 不及格 2、论文的观念是否有新意？设计是否有创意？ □ 优 □ 良 □ 中 □ 及格 □ 不及格 3、论文（设计说明书）所体现的整体水平 □ 优 □ 良 □ 中 □ 及格 □ 不及格 建议成绩：□ 优 □ 良 □ 中 □ 及格 □ 不及格 （在所选等级前的□内画“√”） 评阅教师： （签名） 单位： （盖章） 年 月 日 教研室（或答辩小组）及教学系意见 教研室（或答辩小组）评价： 一、答辩过程 1、毕业论文（设计）的基本要点和见解的叙述情况 □ 优 □ 良 □ 中 □ 及格 □ 不及格 2、对答辩问题的反应、理解、表达情况 □ 优 □ 良 □ 中 □ 及格 □ 不及格 3、学生答辩过程中的精神状态 □ 优 □ 良 □ 中 □ 及格 □ 不及格 二、论文（设计）质量 1、论文（设计）的整体结构是否符合撰写规范？ □ 优 □ 良 □ 中 □ 及格 □ 不及格 2、是否完成指定的论文（设计）任务（包括装订及附件）？ □ 优 □ 良 □ 中 □ 及格 □ 不及格 三、论文（设计）水平 1、论文（设计）的理论意义或对解决实际问题的指导意义 □ 优 □ 良 □ 中 □ 及格 □ 不及格 2、论文的观念是否有新意？设计是否有创意？ □ 优 □ 良 □ 中 □ 及格 □ 不及格 3、论文（设计说明书）所体现的整体水平 □ 优 □ 良 □ 中 □ 及格 □ 不及格 评定成绩：□ 优 □ 良 □ 中 □ 及格 □ 不及格 （在所选等级前的□内画“√”） 教研室主任（或答辩小组组长）： （签名） 年 月 日 教学系意见： 系主任： （签名） 年 月 日 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的研究工作所取得的成果。尽我所知，除文中已经特别注明引用的内容和致谢的地方外，本论文不包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，均已在文中以明确方式注明并表示感谢。本人完全意识到本声明的法律结果由本人承担。 学位论文作者（本人签名）： 年 月 日 学位论文出版授权书 本人及导师完全同意《中国博士学位论文全文数据库出版章程》、《中国优秀硕士学位论文全文数据库出版章程》(以下简称“章程”)，愿意将本人的学位论文提交“中国学术期刊（光盘版）电子杂志社”在《中国博士学位论文全文数据库》、《中国优秀硕士学位论文全文数据库》中全文发表和以电子、网络形式公开出版，并同意编入****《中国知识资源总库》，在《中国博硕士学位论文评价数据库》中使用和在互联网上传播，同意按“章程”规定享受相关权益。 论文密级： □公开 □保密（___年__月至__年__月）(保密的学位论文在解密后应遵守此协议) 作者签名：_______ 导师签名：_______ _______年_____月_____日 _______年_____月_____日 独 创 声 明 本人郑重声明：所呈交的毕业设计(论文)，是本人在指导老师的指导下，独立进行研究工作所取得的成果，成果不存在知识产权争议。尽我所知，除文中已经注明引用的内容外，本设计（论文）不含任何其他个人或集体已经发表或撰写过的作品成果。对本文的研究做出重要贡献的个人和集体均已在文中以明确方式标明。 本声明的法律后果由本人承担。   作者签名: 二〇一〇年九月二十日   毕业设计（论文）使用授权声明 本人完全了解**学院关于收集、保存、使用毕业设计（论文）的规定。 本人愿意按照学校要求提交学位论文的印刷本和电子版，同意学校保存学位论文的印刷本和电子版，或采用影印、数字化或其它复制手段保存设计（论文）；同意学校在不以营利为目的的前提下，建立目录检索与阅览服务系统，公布设计（论文）的部分或全部内容，允许他人依法合理使用。 （保密论文在解密后遵守此规定）   作者签名: 二〇一〇年九月二十日 致 谢 时间飞逝，大学的学习生活很快就要过去，在这四年的学习生活中，收获了很多，而这些成绩的取得是和一直关心帮助我的人分不开的。 首先非常感谢学校开设这个课题，为本人日后从事计算机方面的工作提供了经验，奠定了基础。本次毕业设计大概持续了半年，现在终于到结尾了。本次毕业设计是对我大学四年学习下来最好的检验。经过这次毕业设计，我的能力有了很大的提高，比如操作能力、分析问题的能力、合作精神、严谨的工作作风等方方面面都有很大的进步。这期间凝聚了很多人的心血，在此我表示由衷的感谢。没有他们的帮助，我将无法顺利完成这次设计。 首先，我要特别感谢我的知道***老师对我的悉心指导，在我的论文书写及设计过程中给了我大量的帮助和指导，为我理清了设计思路和操作方法，并对我所做的课题提出了有效的改进方案。***老师渊博的知识、严谨的作风和诲人不倦的态度给我留下了深刻的印象。从他身上，我学到了许多能受益终生的东西。再次对周巍老师表示衷心的感谢。 其次，我要感谢大学四年中所有的任课老师和辅导员在学习期间对我的严格要求，感谢他们对我学习上和生活上的帮助，使我了解了许多专业知识和为人的道理，能够在今后的生活道路上有继续奋斗的力量。 另外，我还要感谢大学四年和我一起走过的同学朋友对我的关心与支持，与他们一起学习、生活，让我在大学期间生活的很充实，给我留下了很多难忘的回忆。 最后，我要感谢我的父母对我的关系和理解，如果没有他们在我的学习生涯中的无私奉献和默默支持，我将无法顺利完成今天的学业。 四年的大学生活就快走入尾声，我们的校园生活就要划上句号，心中是无尽的难舍与眷恋。从这里走出，对我的人生来说，将是踏上一个新的征程，要把所学的知识应用到实际工作中去。 回首四年，取得了些许成绩，生活中有快乐也有艰辛。感谢老师四年来对我孜孜不倦的教诲，对我成长的关心和爱护。 学友情深，情同兄妹。四年的风风雨雨，我们一同走过，充满着关爱，给我留下了值得珍藏的最美好的记忆。 在我的十几年求学历程里，离不开父母的鼓励和支持，是他们辛勤的劳作，无私的付出，为我创造良好的学习条件，我才能顺利完成完成学业，感激他们一直以来对我的抚养与培育。 最后，我要特别感谢我的导师***老师、和研究生助教***老师。是他们在我毕业的最后关头给了我们巨大的帮助与鼓励，给了我很多解决问题的思路，在此表示衷心的感激。老师们认真负责的工作态度，严谨的治学精神和深厚的理论水平都使我收益匪浅。他无论在理论上还是在实践中，都给与我很大的帮助，使我得到不少的提高这对于我以后的工作和学习都有一种巨大的帮助，感谢他耐心的辅导。在论文的撰写过程中老师们给予我很大的帮助，帮助解决了不少的难点，使得论文能够及时完成，这里一并表示真诚的感谢。 致 谢 这次论文的完成，不止是我自己的努力，同时也有老师的指导，同学的帮助，以及那些无私奉献的前辈，正所谓你知道的越多的时候你才发现你知道的越少，通过这次论文，我想我成长了很多，不只是磨练了我的知识厚度，也使我更加确定了我今后的目标：为今后的计算机事业奋斗。在此我要感谢我的指导老师——***老师，感谢您的指导，才让我有了今天这篇论文，您不仅是我的论文导师，也是我人生的导师，谢谢您！我还要感谢我的同学，四年的相处，虽然我未必记得住每分每秒，但是我记得每一个有你们的精彩瞬间，我相信通过大学的历练，我们都已经长大，变成一个有担当，有能力的新时代青年，感谢你们的陪伴，感谢有你们，这篇论文也有你们的功劳，我想毕业不是我们的相处的结束，它是我们更好相处的开头，祝福你们！我也要感谢父母，这是他们给我的，所有的一切；感谢母校，尽管您不以我为荣，但我一直会以我是一名农大人为荣。 通过这次毕业设计，我学习了很多新知识，也对很多以前的东西有了更深的记忆与理解。漫漫求学路，过程很快乐。我要感谢信息与管理科学学院的老师，我从他们那里学到了许多珍贵的知识和做人处事的道理，以及科学严谨的学术态度，令我受益良多。同时还要感谢学院给了我一个可以认真学习，天天向上的学习环境和机会。 即将结束*大学习生活，我感谢****大学提供了一次在**大接受教育的机会，感谢院校老师的无私教导。感谢各位老师审阅我的论文。 本科生毕业设计（论文）规范化要求 第一部分 学生应遵守以下规范要求 一、毕业设计论文说明 1. 毕业设计论文独立装订成册，内容包括： （1） 封面（题目、学生姓名、指导教师姓名等） （2） 中、外文内容摘要 （3） 正文目录（含页码） （4） 正文（开始计算页码） （5） 致谢 （6） 参考文献 （7） 附录 2. 中、外文内容摘要包括：课题来源，主要设计，实验方法，本人主要完成的成果。要求不少于400汉字，并译成外文。 3. 毕业设计论文页数为45页-50页。 4. 纸张要求：毕业设计说明书（论文报告）应用标准B5纸单面打字成文。 5. 文字要求：文字通顺，语言流畅，无错别字。 6. 图纸要求：毕业设计图纸应使用计算机绘制。图纸尺寸标注应符合国家标准。图纸应按“规范”叠好。 7. 曲线图表要求：所有曲线、图表、流程图、程序框图、示意图等不得徒手画，必须按国家规定标准或工程要求绘制。 8. 参考文献、资料要求：参考文献总数论文类不少于10篇、，应有外文参考文献。文献应列出序号、作者、文章题目、期刊名、年份、出版社、出版时间等。 二、外文翻译 1. 完成不少于2万印刷符的外文翻译。译文不少于5千汉字。 2. 译文内容必须与题目（或专业内容）有关，由指导教师在下达任务书时指定。 3. 译文应于毕业设计中期2月底前完成，交指导教师批改。 4. 将原文同译文统一印成B5纸规格装订成册，原文在前，译文在后。 三、形式审查 5月15日前，将毕业设计论文上交指导教师，审查不合格者，不能参加答辩。 四、准备答辩 答辩前三天，学生要将全部材料（包括光盘、论文）统一交指导教师。 关于毕业论文格式的要求 为方便统一、规范论文格式，现将学院的相关要求做如下强调、补充： 1. 基本要求 纸型： B5纸（或16开），单面打印； 页边距： 上2.54cm，下2.54cm，左2.5cm，右2.5cm； 页眉：1.5cm，页脚1.75cm，左侧装订 正文字体：汉字和标点符号用“宋体”，英文和数字用“Times New Roman”，字号小四； 图号1-1，指第1章第1个图 在图的前部要有文字说明（如图1-1所示） 表号3-5，指第3章第5个表 在表的前部要有文字说明（如表3-5所示） 图、表的标注字体大小是五号宋体 行距： 固定值20； 页码： 居中、小五、底部。 2. 封面格式 封皮： 大连理工大学城市学院（二号、黑体、居中） 本科生毕业设计（论文）（二号、黑体、居中） 学 院：（四号、黑体、居中、下划线：电子与自动化学院） 专 业：（四号、黑体、居中、下划线、专业名字之间无空格） 学 生：（四号、黑体、居中、下划线，名字是2个字的中间空1个字、3个或3个以上字的中间无空格） 指导教师：（四号、黑体、居中、下划线，名字是2个字的中间空1个字、3个或3个以上字的中间无空格，两位指导教师的中间用顿号“、”） 完成日期：（四号、黑体、居中、下划线，如：2009年5月25日） （注意：5个下划线两端也是对齐的，单倍行距） 内 封：大连理工大学城市学院本科生毕业设计（论文）（四号、黑体） 题目 （二号、黑体、居中）； 总计 毕业设计（论文） 页（五号、宋体） 表格 表（五号、宋体） 插图 幅 （五号、宋体） （注意：页数正常不少于40页，优秀论文原则上不少于45页） 3. 中外文摘要 中文摘要：标题“摘 要” （三号、黑体、居中、中间空1个字） 正文（不少于400字） 关键词 （五号、黑体）：3-5个主题词（五号），中间用分号“；”隔开。 外文摘要 （另起一页）：标题“Abstract” （三号、黑体、居中） 正文 （必须用第三人称） 关键词： Key words（五号、黑体）：3-5个主题词（五号）与中文关键词对应，中间用分号“；”隔开。 4. 目录 标题 “目录”（三号、黑体、居中）； 章标题（四号、黑体、居左）； 节标题（小四、宋体）； 页码 （小四、宋体）； 二、三级目录分别缩近1和2个字； 四级目录不在“目录”中体现，在正文中也不是单独一行，可以黑体（没有句号），然后空2个字接正文； 注意：正文中每章开头要另起一页； “目录”下方中间的页码和摘要一样统一用罗马字，顺接摘要的。 摘要 目录加页眉 5. 论文正文 页眉： 论文题目（居中、小五、黑体）； 章标题（三号、黑体、居中）； 节标题（四号、黑体、居左）； 正文 程序用“Times New Roman”，字号小四； 6. 参考文献 标题：“参考文献”（小四、黑体、居中） 参考文献的著录，按文稿中引用顺序排列，并注意在文内相应位置用上标标注，如：……的函数。 示例如下：（字体为五号、宋体） 期刊类：[序号]作者1，作者2，……作者n。文章名。期刊名（版本），出版年，卷次（期次）。页次 图书类：[序号]作者1，作者2，……作者n。书名。版本。出版地：出版者，出版年。页次 会议论文集：[序号]作者1，作者2，……作者n。论文集名。出版地：出版者，出版年。页次 网上资料：[序号]作者1，作者2，……作者n。文章名。网址。发表时间 7. 其它 量和单位的使用：必须符合国家标准规定，不得使用已废弃的单位（如高斯(G和Gg)、亩、克分子浓度（M）、当量能度（N）等）。量和单位不用中文名称，而用法定符号表示。 图表及公式：插图宽度一般不超过10cm，表名（小四）置上居中，图名（小四）置下居中。标目中物理量的符号用斜体，单位符号用正体，坐标标值线朝里。标值的数字尽量不超过3位数，或小数点以后不多于1个“0”。如用30Km代替30000m，用5µg代替0.005mg等，并与正文一致。图和表的编号从前至后顺序排列，图的编号及说明位于图的下方，居中；表的编号及说明位于表的上方，居中。公式编号加圆括号，居行尾。图表中的字体不应大于正文字体。注意：图表标题中的数字也是“Times New Roman”。 8．论文依次包括：封皮、内封、中文摘要、英文摘要、目录、正文、结论、致谢、参考文献、（附录），不要落项。 9．注意：上面没有说“加粗”的“黑体”，均为“黑体不加粗”。 补充： 1．答辩要求：自述15分钟，回答问题10分钟，自述要求使用PPT 答辩内容: 1）.论文题目 2）.设计内容 3）.设计方案 4）.如何完成设计 工作原理 软件或硬件设计 制作\调试\安装 5）.存在不足,今后努力的方向 6).致谢 3．最后上交学生装订好的论文、光盘、记录表、成绩单 4．光盘里的文件夹命名为：学号_姓名_年级专业班级 文件夹里包括的文件有：论文、ppt、英文翻译 1） 论文的文件名格式：学号_姓名_年级专业班号_题目（论文）_完成日期doc 2） ppt的文件名格式：学号_姓名_年级专业班号_题目（ppt）_完成日期ppt 3) 英文翻译的文件名格式：学号_姓名_年级专业班号_题目（英文翻译）_完成日期doc 例如： 答辩问题5个， 侧重总体思路一个 软件或硬件一个 翻译一个 其他2个 _1460306923.xls _1460317919.xls