時間:2023-03-01 16:33:25
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英語專業本科畢業論文寫作有著重要的意義,《高等學校英語專業英語教學大綱》認為它是考查學生語言能力、獨立能力和創新能力的重要參考,“評估學業成績的一個重要方式”。[1]近年來,雖然有了更多關于英語專業畢業論文寫作的研究,內容既涉及微觀的選題、摘要、主題句、語言和格式問題,又涉及宏觀的現狀分析、論文指導體系和評估機制問題。[2][3][4][5][6]然而,卻鮮有學者論及網絡資源的利用。這不僅與我國高校豐富的中英文電子圖書資源和全球幾千億之巨的中英文網頁資源明顯不協調,[7][8]而且與很多本科學生的實際上網情況和畢業論文對網絡資源的嚴重濫用很不協調。因此,如何在畢業論文寫作過程中預防網絡抄襲、合理有效地利用日益發達的網絡環境和日益豐富的網絡資源,是適應信息時展、進一步提高英語專業本科畢業論文質量的急迫需要解決的問題。本文擬探討如何利用豐富的中英文網絡資源,發揮個人網絡信息能力,實現畢業論文寫作的網絡策略,在方便教師論文指導和管理的同時,也方便學生更靈活地運用自己的時間和空間,減少論文寫作的工作量,降低論文寫作的難度,進而有效地提高畢業論文寫作的效率和質量。
一、絡寫作策略的基本原則
結合學生的經濟、社會和文化背景,網絡寫作策略應該遵循以下原則:(1)資金節約原則。盡量免除不必要的經濟壓力,充分利用現有的個人電腦、聯網手機或者公共電腦的軟硬件設施,同時發揮個人的網絡和現實人際關系,有效獲取所需資源。(2)時間和空間靈活利用原則。網絡寫作的主要目的之一就是實現隨時隨地上網就可以寫作的構想。(3)語言文化的敏感原則。首先,由于大多數電腦或者手機設備的系統都使用中文軟件,因此為了在搜索英文信息時不受中文信息的干擾,需要把網頁瀏覽器的語言環境進行調整,并且把國外搜索引擎的偏好和指令語言都改為英語。其次,英語論文與中文論文有較大的區別,在寫作過程中要盡量避免漢語語言文化的負遷移。(4)遵守國家的互聯網相關法律法規。
同時,雖然畢業論文的長度、語言、結構、格式和內容都是對本科學生嚴肅的挑戰,但英美國家長期的學術傳統和相應網絡資源的豐富已經能夠在較大程度上解決很多問題。所以在寫作過程中學生要對自己的信息需求保持敏感,遵守信息素質原則,在實際行動中貫徹信息獲取、評價、整理和合理利用的基本步驟,挖掘并發揮網絡資源優勢,自主解決論文寫作中的諸多問題。
二、畢業論文的網絡寫作策略
根據網絡、網絡資源和畢業論文寫作過程的特征,網絡寫作策略的成分包括:硬件環境、軟件環境、網絡和畢業論文的相關知識、信息處理、寫作模板和樣本、語言工具、通訊工具、論文修改工具和反抄襲檢查。
網絡寫作的硬件環境由能夠進行上網服務的手機和電腦構成。公共網吧和學校的計算機實驗中心不存在這方面的問題。但是,如果辦理個人手機或者電腦上網業務,就要認真閱讀產品說明書,確認自己的手機或者電腦具備所需要的無線或者有線硬件配置;而且,無線服務的覆蓋范圍要能夠滿足自己的個人需要。總的來說,近幾年的手提電腦和2009年上市的手機終端通常都支持高速無線上網服務。
網絡寫作的軟件環境包括瀏覽器軟件、文檔閱讀和編輯軟件、文檔轉換軟件,以及文檔存儲服務幾個方面。很多電腦上網瀏覽軟件(如Internet Explorer,Google Chrome)都有相應的手機版瀏覽軟件,但更常用的手機瀏覽器卻是Opera,UCWEB和GO。在通過設置正確的上網方式后,手機和電腦就能利用瀏覽器使用大多數共同資源了。網絡上有較多優秀的在線free word processors,不需要在電腦或者手機上安裝。使用方便而功能又幾乎能與Microsoft Word媲美的當屬Google Documents。用戶通過聯網手機或者電腦在獲得免費Gmail賬戶后即可進入自己的文檔空間,創建文件并進行編輯和儲存,安全性能較高。其它所涉及的軟件主要依據資料的文檔類型而定,但通常是.doc,.ppt,.xls文件,這些都能上傳到Google Docs打開或編輯;對于.caj,.kdh,.pdf,.省略、搜搜問問)、電子商務(如淘寶網店)、電子圖書館、個人社會關系獲取或者傳遞所需的電子資源。把握所需信息必須了解的程度,適可而止,同時也要明確不同信息的所需類型(網絡工具書、普通網絡文本、網絡圖書、電子學術期刊、圖片資料、視頻資料、音頻資料、軟件、數據庫等),以便于利用搜索引擎的不同功能或者專門搜索引擎進行比較準確的查找,或者便于確定在廣域網還是學校電子圖書館查找。信息的評價是指通過閱讀所獲信息、比較同類資源、查詢作者背景、查看網站域名和信息組織方式等,篩選獲得的信息。通常,如果信息者沒有學術或者高校工作背景,可以查看網站是否屬于.edu,.gov.省略網域來作出初步評估。信息的整理是指通過summarizing,synthesizing,paraphrasing,quoting,highlighting和commenting等方式進行處理,利用眾多的免費在線軟件服務,對過濾后的信息作用進行評價和標識,并通過超鏈接等方式把它們整合到自己的寫作計劃中。信息的使用是指合理合法地使用資源,尊重信息者的使用協議,遵循APA,MLA或者CMS等文獻使用的學術道德規范。
絡寫作過程中還有一些標準模板和自動程序可以使用;常用的有論文寫作模板和文獻引用的自動生成程序。很多美國大學和研究機構都有MLA,APA或者CMS格式的論文寫作模板(template)可以下載,寫作者只需要在相應版塊寫入相應內容即可。但選用的時候要注意模板所對應的論文格式印刷版本,以避免信息陳舊問題。而論文文獻格式的自動生成程序(bibliography generator)則可以幫助解決復雜的引用規范問題。使得文內引用(in-text citation)、腳注和尾注(footnote and endnote),以及文后的書目制作輕而易舉就能完成。在眾多的相關程序中,綜合性和信度都比較高的是Son of Citation Machine;它包括了主要文獻格式和主要文獻類型的引用格式,也及時更新了文獻格式的版本,是網絡寫作的可靠資源之一。
論文寫作過程中的信息溝通主要是和指導老師的充分交流,和同學的必要交流,以及和虛擬社區相關人士的有限交流。與指導老師交流的目的是為了提高論文整體質量和按時完成畢業論文,可以通過手機或者電腦的電子郵件或者實時通訊軟件(communication software)實現;和同學交流主要是為了獲取或者交流信息,也可以通過手機或者電腦的電子郵件或者實時通訊軟件實現;和虛擬社區相關人士的交流主要是為了在保證信息安全的情況下獲取所需信息,主要通過社區群組(groups,communities,forums)和電子郵件來實現。
利用網絡寫作本科畢業論文可以比較有效地防止網絡抄襲行為,包括表層網絡抄襲、深層網絡抄襲和網絡兜售的論文。表層網絡抄襲是指抄襲不需要提交用戶信息就可以檢索到的網頁資源,付費的數據庫和網絡資源不在此列。除了把學生論文的可疑部分或者關鍵部分的關鍵詞放到通用搜索引擎中搜索以外,還可以使用在線的文獻抄襲檢測系統(plagiarism checker/detector/scanner)發現這種行為,譬如EVE2和Viper Anti-plagiarism Scanner。深層網絡抄襲主要是指抄襲數據庫資源。檢測這種行為可以分為兩種策略:一是關鍵詞搜索:先把論文的可疑部分或者關鍵部分通過國內外數據庫專用搜索引擎進行檢索;在檢測到抄襲行為的情況下,如果可能,還可以把相應的論文下載到本地計算機,通過文件對比軟件(file comparison software)確定抄襲的比率(如弗吉尼亞大學的免費軟件WCopyfind);二是購買以數據庫為主的反抄襲服務,如CheckForPlagiarism和CNKI英文檢測系統。由于學生提交的稿件都是電子文檔,指導老師可以較早地把學生的論文上傳到在線檢測系統,及時阻止網絡抄襲行為。隨著高等教育的發展,國內的論文作坊也不計其數,英語專業本科論文價格也依據性質的不同而價格各異。通常,他們數據庫中的論文價格在300元人民幣左右,而“原創性”的論文則需要1000元以上。在一般情況下,通過在本地計算機或者手機上查看文檔屬性或者高級屬性就可以發現問題。如果結合論文寫作過程管理(包括對選題、提綱、原始資料及論文稿件版本的審查),論文作弊的成本就會大大增加。通過查看電子文檔屬性、對比不同的電子文檔版本、跟蹤學生的論文修改情況,只是簡單地點幾個鍵,買方和賣方就會面臨很大的信用風險。這些措施可以在相當程度上規避不誠實行為。
三、結語
手機或者電腦網絡積聚了豐富的信息資源、提供了發達的通訊功能;英語專業本科畢業論文的網絡寫作已經具備了比較成熟的條件。論文過程所涉及的選題、提綱撰寫、資料收集、稿件寫作、問題咨詢、指導和管理等環節都可以通過網絡軟硬件資源來完成。相對于傳統的論文寫作方法,網絡寫作策略具有諸多的獨特作用。它首先賦予了論文寫作更靈活的時間和地點,比較適合當前教學和科研任務繁重的英語教師及四處奔波的大四學生。其次,網絡寫作策略延伸了論文指導老師的內涵,網絡上千千萬萬的信息提供者都或多或少充當了這個角色,大大減輕了師生雙方的壓力。再次,老師可以從以往語言或者格式等繁瑣問題中抽身出來,更多地從寫作過程的簡便性、結構的合理性、內容的思想性等方面給學生提供建議,幫助學生自主解決畢業論文寫作中的諸多問題。最后,網絡寫作策略還能夠有效利用網絡資源阻止泛濫的學術不端行為,培養學術誠信。
但在網絡寫作策略實施過程中,我們可能遇到的兩個常見問題是:(1)由于資金等因素影響,有的優秀網絡資源可能不穩定,間歇或者長期不可獲取;(2)由于信息太多或者太少而茫然不知所措。對于前者,需要保持比較靈活的資源使用態度,善于尋找替代資源。而資源太多時則要增加限制條件,利用高級搜索功能縮小范圍;在資源缺乏時則要減少限制條件或者更改搜索關鍵詞,尋找另外的解決辦法。總之,日益豐富的信息存在于不可見的網絡上,只要能合理有效地利用網絡資源,就可以把畢業論文的網絡寫作策略發揮好,從而有效提高畢業論文寫作的效率和質量。
參考文獻:
[1]高等學校外語專業教學指導委員會英語組.高等學校英語專業英語教學大綱[S].上海:上海外語教育出版社,2000.
[2]穆鳳英.英語專業本科生畢業論文的調查與思考[J].徐州師范大學學報,2001.27(4):138-142.
[3]孫文抗.英語專業學士論文寫作現狀分析[J].外語界,2004,101(3):59-64.
[4]顏靜蘭,倪薇.英語專業畢業論文規范操作思考[J].外國語言文學,2005,86(4):259-263.
[5]王崇義.加強畢業論文指導,提升學生素質[J].外語教學,2004,25(6):73-76.
[6]陳,薛榮.英語專業本科畢業論文質量監控體系構建與實踐[J].重慶科技學院學報,2008.05:204-205.
[中圖分類號]G642 [文獻標識碼]A [文章編號]1671-5918(2016)05-0149-02
一、關于職業道德修養
職業道德指的是從事某種職業的人在履行職業責任過程中必須遵循的操守、準則。職業道德是從業者的一種內在心理意識和信念,是在長期從業的過程中形成的自我約束機制,在行業內起著良好的導向作用。職業道德修養是從業者根據自身的職業特點接受鍛煉、教育以及陶冶的提高和完善過程,有他律的一面,但更多的是自律。
一名教師的職業道德修養程度不但關系該教師的教學和科研水平,而且還會在一定程度上直接或間接地影響著學生的思想和行為。同志在北京師范大學建校一百周年時指出,教師應當“志存高遠,愛國敬業;為人師表,教書育人;嚴謹篤學,與時俱進”。同志曾號召,要做“有理想信念、有道德情操、有扎實學識、有仁愛之心”的教師。
英語本科畢業論文評估主體的職業道德修養更多的體現為他們的自律行為。而自律就是他們在結合英語本科畢業論文評估工作特點而進行自我鍛煉、自我教育和自我陶冶行為和意識。評價和衡量英語本科畢業論文評估主體的職業道德修養,不能只是憑借幾個量化的指標,而是要依靠一些可以觸及良心、道德甚至是靈魂深處的正確理念和積極導向。一名具備高尚職業道德的英語本科畢業論文評估人員,其評估畢業論文的行為一定是積極樂觀、一絲不茍的,評估結果也一定是真實可靠、公平公正、心安理得和問心無愧的。
二、關于英語本科畢業論文的評估主體
評估英語本科畢業論文通常需要六個步驟,分別是確立評估標準、選聘評估主體、將論文交給評估主體、評估主體進行評估、評估結果反饋、對答辯的評估。在這六個步驟中,除了確立評估標準和選聘評估人員這兩個步驟之外,其余步驟均與評估主體密切相關,評估主體的重要作用不言而喻。
評估畢業論文首先要解決的三個問題是“誰來評”、“評什么”和“怎么評”。確定評估主體實際上就是解決了“誰來評”的問題。
對于一個好的評估主體來說,各成員之間的年齡、學歷、專業、性別等結構應該是合理的。黃猛和雷銀生等人認為,一個好的畢業論文評估主體應該由開題小組、指導教師、評閱老師以及答辯小組構成。
開題小組負責評估選題的價值、研究方法、論證的邏輯,并給出修改和完善的建議。指導教師負責評估論文的技術和非技術含量。評閱教師負責閱讀和評價論文定稿。答辯小組負責評估口頭答辯。
三、英語本科畢業論文評估主體的職業道德現狀
蔣桂芳總結說,當前我國高校教師在職業道德方面存在著這樣的一些問題:(1)政治信念不堅定。(2)缺乏敬業精神。(3)不能為人師表。(4)缺乏育人觀念。(5)治學不嚴謹。
作為高校教師隊伍中的一個群體,英語本科畢業論文評估主體也存在著蔣桂芳提到的職業道德問題。針對畢業論文評估這一工作,英語本科畢業論文評估主體的職業道德問題還突出地表現在這樣的幾個方面:(1)不能正確、客觀地看待畢業論文,對畢業論文本身的重要性存在錯誤的認識或認識不到位,不能按時、規范地評估畢業論文,有的時候還會帶著情緒開展評估工作。(2)不愿意主動學習、鉆研測試及評估領域的重要知識和理論,評估畢業論文時主觀性隨意性太強,打出的成績往往經不起同行的推敲,可解釋性不強,有的時候甚至無法說服學生。(3)評估主體各成員之間在評估的過程中往往各自為陣,缺乏應有的銜接與溝通,更談不上有效的團隊協作。
四、英語本科畢業論文評估主體的職業道德對評估工作的影響
2.1The history of British English 3
2.2 The history of American English 4
3. Grammar differences between British English and American English 6
3.1 Lexical differences 6
3.1.1The different use of collective nouns in their single or plural forms 7
3.1.2 Differences in verb 7
3.1.2.1 Differences in the inflectional endings of verbs 7
3.1.2.2Different use of present perfect tenses 8
3.1.2.3 Different use of transitive and intransitive verbs 8
3.1.2.4 Different use of "have" 9
3.1.3 Different use of function words 9
3.1.3.1 Different use of preposition and adverb 9
3.1.3.2 Different use of auxiliary verb 10
3.1.3.3 Differences in articles 11
3.2 Syntactical differences 12
3.2.1 Differences in compound object 12
3.2.2 Presence or absence of syntactic elements 13
3.2.3 Different use of subjunctive mood 13
4. The differences between British English and the special form of American English—Black English 14
5. The tendency of the development of British English and American English 17
6. Conclusion 17
Acknowledgements 19
References 19
1.Introduction
There is one play in the famous American TV series Friends: Ross will go to England to marry Emily, suddenly Rachel decides to show his love to Ross and goes to England either, so his friend Phoebe makes a call to tell the news to Ross and Emily, Emily’s housekeeper answers the call. The dialogue as follows:
Housekeeper: The Waltham Residence.
Phoebe: Oh...yes…is this…umm…Emily’s Parents’ house?
Housekeeper: This is the housekeeper speaking. And by the way, young lady, that is not how one addresses oneself on the telephone. First one identifies oneself and then asks for the person with whom one wishes to speak.
Phoebe: (In a British accent)This is Phoebe Buffay. I was wondering, please, if-if it’s not too much trouble, please, umm,might I speak to Miss Emily Waltham, please?
Housekeeper: Miss Waltham is at the rehearsal dinner and it’s not polite to make fun of people. Goodbye.
Phoebe: No,no,no, I’ll be nice, I swear!!! Could you just give me the number for where they are?
Housekeeper: I’m afraid, I’m not at liberty to divulge that information.
Phoebe: Ok, somebody is on their way to ruin wedding okay. And I have to warn somebody, alright. So if you don’t give me that number then I’m going to come over there and kick your snooty ass all the way to New Glocken...shire.
Housekeeper: Hangs up[1]
We can see from the above dialogue that British English is more serious and formal than American English. The American speaks at will while the Englishmen speak gently. As we all know the two major varieties of English used by people as native language are British and American English. There seems to be little differences between the two varieties but the influences are very different. On some occasion we may have some mistakes in communication, in order to help the English speakers and learners understand the two varieties better and to eliminate troubles that may prevent communication and English writing, so I will make analysis on the grammar differences between British English and American English.
2. British English and American English
Nowadays English has developed into a global language. The fact that such a large number of people all around the world speak English means that there are many dialects and varieties. The two major varieties of English used by people as native language are British and American English. As a message carrier, English fully reflects the unique culture possessed by the British and American countries. Since in Dissertations on the English Language, Noah Webster pointed out “several circumstances render a feature separation of the American tongue from the English necessary and unavoidable.”
2.1 The History of British English
English is a West Germanic language which originated from the Anglo-Frisian dialects brought to Britain by Germanic settlers from various parts of what is now northwest Germany and the northern Netherlands. Initially, Old English was a diverse group of dialects, reflecting the varied origins of the Anglo-Saxon Kingdoms of England. One of these dialects, Late West Saxon, eventually came to dominate. The original Old English language was then influenced by two waves of invasion: the first by speakers of the Scandinavian branch of the Germanic language family, who conquered and colonized parts of Britain in the 8th and 9th centuries; the second by the Normans in the 11th century, who spoke Old Norman and ultimately developed an English variety of this called Anglo-Norman. These two invasions caused English to become "mixed" to some degree, though it was never a truly mixed language in the strict linguistic sense of the word, as mixed languages arise from the cohabitation of speakers of different languages, who develop a hybrid tongue for basic communication.
Cohabitation with the Scandinavians resulted in a significant grammatical simplification and lexical enrichment of the Anglo-Frisian core of English; the later Norman occupation led to the grafting onto that Germanic core of a more elaborate layer of words from the Romance languages. This Norman influence entered English largely through the courts and government. Thus, English developed into a "borrowing" language of great flexibility, resulting in an enormous and varied vocabulary. It mainly divided into four periods.
(1)Proto-English (the 5th century AD)[2]
The languages of Germanic tribes gave rise to the English language (the Angles, Saxons, Frisians, Jutes and perhaps even the Franks), who traded and fought with the Latin-speaking Roman Empire in the centuries-long process of the Germanic peoples' expansion into Western Europe. Many Latin words for common objects entered the vocabulary of these Germanic peoples before any of their tribes reached Britain; examples include camp, cheese, cook, fork, inch, kettle, kitchen, linen, mile, mill, mint (coin), noon, pillow, pin, pound, punt (boat), street and wall. The Romans also gave the English language words which they had themselves borrowed from other languages: anchor, butter, chest, devil, dish, sack and wine.
(2)Old English(AD 450—1100)[2]
The invaders' Germanic language replaced the indigenous Brythonic languages. (form one of the two branches of the Insular Celtic language family, the other being Goidelic)The original Celtic languages remained in parts of Scotland, Wales and Cornwall. The dialects spoken by the Anglo-Saxons formed what is now called Old English. Later, it was strongly influenced by the North Germanic language Norse, spoken by the Vikings (is one of the Norse (Scandinavian) explorers, warriors, merchants, and pirates who raided and colonized wide areas of Europe from the late eighth to the early eleventh century.)who invaded and settled mainly in the north-east of England. The new and the earlier settlers spoke languages from different branches of the Germanic family; many of their lexical roots were the same or similar, although their grammars were more distinct, including the prefix, suffix and inflection patterns for many words. The Germanic language of these Old English-speaking inhabitants was influenced by contact with Norse invaders, which might have been responsible for some of the morphological simplification of Old English, including the loss of grammatical gender and explicitly marked case (with the notable exception of the pronouns). The most famous surviving work from the Old English period is a fragment of the epic poem "Beowulf" composed by an unknown poet; it is thought to have been substantially modified, probably by Christian clerics long after its composition.
(3)Middle English(AD 1066-1470)[2]
For about 300 years following the Norman Conquest in 1066, the Norman kings and their high nobility spoke only one of the langues d'oïl called Anglo-Norman, whilst English continued to be the language of the common people. Various contemporary sources suggest that within fifty years of the invasion, most of the Normans outside the royal court spoke English, with French remaining the prestige language of government and law, largely out of social inertia. For example, Orderic Vitalis, a historian born in 1075 and the son of a Norman knight, said that he learned French only as a second language. A tendency for French-derived words to have more formal connotations has continued to the present day; most modern English speakers would consider a "cordial reception" (from French) to be more formal than a "hearty welcome" (Germanic). Another example is the very unusual construction of the words for animals being separated from the words for their food products e.g. beef and pork (from the French bœuf and porc) being the products of the Germanically named animals 'cow' and 'pig'.
(4)Modern English(1500 up to the present)[2]
Modern English can be divided into two parts: early modern english(1500-1800)and late modern English. Modern English is often dated from the Great Vowel Shift, which took place mainly during the 15th century. English was further transformed by the spread of a standardized London-based dialect in government and administration and by the standardizing effect of printing. By the time of William Shakespeare (mid-late 16th century), the language had become clearly recognizable as Modern English.
English has continuously adopted foreign words, especially from Latin and Greek, since the Renaissance. (In the 17th century, Latin words were often used with the original inflections, but these eventually disappeared). As there are many words from different languages and English spelling is variable, the risk of mispronunciation is high, but remnants of the older forms remain in a few regional dialects, most notably in the West Country.
In 1755, Samuel Johnson published the first significan t English dictionary, his Dictionary of the English Language.
2.2 The history of American English
During the 17th century, or more precisely on May 14, 1607, the first English settlers landed in Virginia. This was a group of 104 London entrepreneurs and they established the first English colony in Jamestown. Later on, in 1620, the Pilgrim Fathers, settlers from England, landed in Massachusetts, and also brought the English language over the Atlantic Ocean to America and another variety of English was born, American English. This variety is the largest of all the English varieties, since as many as 70% of the native English speakers live in the US. American English has preserved a number of words and features from the English spoken in England at the time of the settlement, which have now been changed in British English.
The history of American English can be divided into the colonial (1607-1776), the national (1776-1898), and the international (1898-present) periods. During nearly four hundred years of use in North America, the English language changed in small ways in pronunciation and grammar but extensively in vocabulary and in the attitude of its speakers. English settlements along the Atlantic Coast during the seventeenth century provided the foundation for English as a permanent language in the New World. But the English of the American colonies was bound to become distinct from that of the motherland. When people do not talk with one another, they begin to talk differently. The Atlantic Ocean served as an effective barrier to oral communication between the colonists and those who stayed in England, ensuring that their speech would evolve in different directions.[3]
Americans also came cheek-to-jowl with "Amerindians" of several linguistic stocks, as well as French and Dutch speakers. They had to talk in new ways to communicate with their new neighbors. Moreover, the settlers had come from various districts and social groups of England, so there was a homogenizing effect: those in a given colony came to talk more like one another and less like any particular community in England. All these influences combined to make American English a distinct variety of the language. In the United States, there are also regional differences, and these are ultimately descendants of a mixture of accents spoken in the British Isles at the time of the settlement of America. Dialect boundaries in the US tend to run from east to west. The first immigrants settled along the Atlantic coast and they spread from east to west across the continent and took some dialect forms, for example words and pronunciation features, with them. The dialect areas in North America are much larger than they are in England, mainly because English has been spoken in England for about 1,500 years, but in America for only approximately 300 years. Because of America’s recent settlement, there has not been enough time for linguistic changes and this is why there are not so many dialect differences in this large country.
3. Grammar differences between British English and American English
English grammar is the set of rules within the English language itself. "An English grammar"(one kind of grammar system)is a specific study or analysis of these rules. In linguistics, grammar refers to the logical and structural rules that govern the composition of sentences, phrases, and words in any given natural language. The term refers also to the study of such rules, and this field includes lexicology and syntax, often complemented by phonetics, phonology, semantics, and pragmatics. I mainly make analysis on the lexical and syntactical differences between British English and American English.
3.1 Lexical Differences
Lexicology is that part of linguistics which studies words, their nature and meaning, words’ elements, relations between words (semantical relations), words groups and the whole lexicon. Lexical differences mean relating to the words’ differences of a language.
3.1.1 The different use of collective nouns in their single or plural forms
Collective nouns such as “team, faculty, family, government” often take plural verb agreement and plural pronoun substitution in Britain English, but they nearly always take singular agreement and singular pronoun substitution in American English. There is a tendency in Britain English, to stress the individuality of the members, which is reflected in plural verb agreement and pronoun substitution, whereas American English Strongly tends to stress the unitary function of the group, which is reflected in singular verb and pronoun forms.[4] 6
Some examples:
Your team is doing well this year, isn’t it? (AmE)
Your team are doing well this year, aren’t they? (BrE)
3.1.2 Differences in Verb
In syntax, a verb is a word (part of speech) that usually denotes an action (bring, read), an occurrence (decompose, glitter), or a state of being (exist, stand). Depending on the language, a verb may vary in form according to many factors, possibly including its tense, aspect, mood and voice. It may also agree with the person, gender, and/or number of some of its arguments (subject, object).
3.1.2.1 Differences in the Inflectional Endings of Verbs
The past tense and past participle of the verbs are different in BrE and AmE.
The past tense and past participle of the verbs learn, spoil, spell, burn, dream, smell, spill, leap, and others, can be either irregular (learnt, spoilt, etc.) or regular (learned, spoiled, etc.). In BrE, the irregular and regular forms are current; in some cases (smelt, leapt) there is a strong tendency towards the irregular forms (especially by speakers using Received Pronunciation); in other cases (dreamed, leaned, learned) the regular forms are somewhat more common. In AmE, the irregular forms are never or rarely used (except for burnt and leapt).
Nonetheless, as with other usages considered nowadays to be typically British, the t endings are often found in older American texts. However, usage may vary when the past participles are actually adjectives, as in burnt toast.( Note that the two-syllable form learned ['lə:nid] usually written simply as learnt, is still used as an adjective to mean "educated", or to refer to academic institutions, in both BrE and AmE.)Finally, the past tense and past participle of dwell and kneel are more commonly dwelt and knelt on both sides of the Atlantic, although dwelled and kneeled are widely used in the US (but not in the UK).
In British English, the past tense of “get’’ is “got”, while American English usually use its past participle “gotten”.
For example,
A. John has got much better during the last week. (BrE)
B. John has gotten much better during the last week. (AmE)
According to the custom that British English usually uses “got” while American English “gotten”, we can quickly tell the nationality of the speaker. The former is British and the later is American. When Americans use “got”, they mean “own, possess and dominate”, such as the following two examples:
They’ve got no pride.
I’ve got plenty of material if I can just handle it.
3.1.2.2 Different use of present perfect tenses
Traditionally, BrE uses the present perfect tense to talk about an event in the recent past(express an action that has occurred in the recent past that has an effect on the present moment) and with the words already, just, and yet. For example:
British English:[5]
I've just had lunch
I've already seen that film
Have you finished your homework yet?
American English:[5]
I just had lunch or I've just had lunch.
I've already seen that film OR I already saw that film.
Have your finished your homework yet? Or did you finish your homework yet?
In American usage, these meanings can be expressed with the present perfect (to express a fact) or the simple past (to imply an expectation). This American style has become widespread only in the past 20 to 30 years; the British style is still in common use as well. In British English the present perfect is used to.
"I've just arrived home." / "I just arrived home."
"I've already eaten." / "I already ate." [6]
Recently, the American use of just with simple past has made inroads into BrE, most visibly in advertising slogans and headlines such as "Cable broadband just got faster".
Similarly, AmE occasionally replaces the pluperfect with the preterite. Also, US spoken usage sometimes, especially with the contracted forms, substitutes the conditional for the pluperfect (If I would have cooked the pie we could have had it for lunch), but this tends to be avoided in writing.[6]
3.1.2.3 Different use of transitive and intransitive verbs
The following verbs show differences in transitivity between BrE and AmE.[6]
agree: transitive or intransitive in BrE, usually intransitive in AmE (agree a contract/agree to or on a contract). However, in formal AmE legal writing one often sees constructions like as may be agreed between the parties (rather than as may be agreed upon between the parties).
appeal(as a decision): usually intransitive in BrE (used with against) and transitive in AmE (appeal against the decision to the Court/appeal the decision to the Court).
cater("to provide food and service"): intransitive in BrE, transitive in AmE (to cater for a banquet/to cater a banquet).
claim: sometimes intransitive in BrE (used with for), strictly transitive in AmE.
protest: in the sense of "oppose", intransitive in BrE, transitive in AmE (The workers protested against the decision/The workers protested the decision). The intransitive protest against in AmE means, "to hold or participate in a demonstration against". The older sense "proclaim" is always transitive (protest one's innocence).
write: in BrE, the indirect object of this verb usually requires the preposition to, for example, I'll write to my MP or I'll write to her (although it is not required in some situations, for example when an indirect object pronoun comes before a direct object noun, for example, I'll write her a letter). In AmE, write can be used monotransitively (I'll write my congressman; I'll write him).
3.1.2.4 Different use of “have”.
British English usually uses “Have you any children?” or “Have you got any
children?” while Americans commonly express the same meaning with “Do you have any children?”Let us see some other examples.
How many brothers do you have? (AmE)
How many brothers have you? (BrE)
You don’t have much room here. (AmE)
You haven’t (got) much room here. (BrE)
3.1.3 Different use of function words
Function words (or grammatical words) are words that have little lexical meaning or have ambiguous meaning, but instead serve to express grammatical relationships with other words within a sentence, or specify the attitude or mood of the speaker. Words that are not function words are called content words (or lexical words): these include nouns, verbs, adjectives, and most adverbs, although some adverbs are function words (e.g., then and why). Dictionaries define the specific meanings of content words, but can only describe the general usages of function words. By contrast, grammars describe the use of function words in detail, but treat lexical words in general terms only. Now I will compare the different use of function words in BrE and AE in detail as follows.
3.1.3.1 Different use of preposition and adverb
Differences between British and American English in prepositions are shown in the following two aspects: (1) different use of prepositions in the construction of phrases; (2) when using phrases, one will use a preposition while the other will omit it.
(1)Let us first review the different use of prepositions.
Your daughter’s name stands first in the list. (BrE)
Your daughter’s name stands first on the list. (AmE)
These dresses are in a sale. (BrE)
These dresses are on sale. (AmE)
He will come here at a quarter to three. (BrE, AmE)
He will come here at a quarter before /of / till three. (AmE)
She lives just round the corner (BrE).[7]4
She lives just around the corner (AmE).
Similarly, “five past nine” can be expressed in American English by “five after nine” or “nine five”. In front of “weekend” and “Christmas”, British English uses “at” or “over”, while American English adopts “over” or “on”.
At the weekend / Christmas (BrE)
Over the weekend / Christmas (BrE, AmE)
On the weekend / Christmas (AmE)
(2) Omitting preposition[8]2
In British English, before “day”, “week” or “certain day”, preposition “on” shall be used, while it is not so in American English.
The new term begins on September 1. (BrE)
The new term begins September 1. (AmE)
I’ll see you on Monday. (BrE)
I’ll see you Monday. (AmE)
In American English, when “home” is used as an adverb, the preposition “at” is not needed. But, in British English, “at” is required before “home”. Hence, “at home” is used in British English.
Is he home? (AmE)
Is he at home? (BrE)
3.1.3.2 Different use of auxiliary verb
In linguistics, an auxiliary is a verb functioning to give further semantic or syntactic information about the main or full verb following it. There are three types: Modal auxiliaries,have and go.
No matter in the frequency or the tendency of auxiliary verb, AmE differs from BrE. Their differences are stated as follows:.
(1)shall
Shall in BrE, is widely used in the fist person to raise questions, answer questions ,or to express future, while in AmE it is only used in the law file or informal style paper. In formal style paper, people usually use will or should. Such as:
Br.E:1)I shall tell you later.
Am.E:1)I will tell you later.
2)Shall I drink this now?
2)Should I drink this now?
(2)would[9]2
Would has two special usages in AmE, firstly it can show the usual action in the past. such as: When I was small, I would go there everyday.
However in BrE, the past tense or used to can express the past uaual action, therefore in BrE the above sentence should be changed into: When I was small, I went there everyday. Or When I was wmall, I used to go there everyday.
Secondly, would in AmE can express hypothesis in some informal language, quite like a kind of subjunctive mood, however in BrE not.
Try to compare:
Am.E:1)I wish I would have done it.
2)If I would have seen one, I would have bought it for you.
Br.E(it also the same with AmE):1)I wish I had done it.
2)If I had seen one, I would have bought it for you.
In Br.E, “would” and “will” can express suppose, while in Am.E the auxiliary verb “should” and “must” express supposition. Try to compare:
Br.E:1)That will be the postman at the door.
2)That would be zhongshan Road over there.
Am.E: 1)That must be (should be)the mailman at the door.
2)That should be(must be)Zhongshan Rood over there.
(3)used to
“Used to” in AmE is not seen as Modal auxiliary, but seen as notional word. To the opposite, in Br.E, used to is just seen as modal auxiliary, can offer or deny questions, also can be used as notional word but people use “do” to offer or deny questions. For example:
1)He used to go there.(notional verb)
Did he use to go there.(notional verb)
2)Used he to go there.(auxiliary verb)
He used not to go there.(auxiliary verb)
(4)ought to[9]6
“Ought to” is widely used in BrE to raise or deny questions, but in AmE use “should” to substitute for it, such as:
Br.E:1)Ought we to eat lunch?
Am.E:1)Should we eat lunch?
2)You ought not(oughtn’t) to have said that. 2)You shouldn’t have said that.
In AmE, ought to and used to are all used as notional verbs in the informal papers and such forms are said to be not standard forms. For example:
1)Did you ought to say that?
2)You didn’t ought to have said that.
(5) Different use of the indefinite pronoun “one”
In BrE we can use “one” to indicate the “one” of the former writing again while in AmE we usually use “he” or “his” to instead the “one” of the former writing. For instance:
One cannot succeed unless one works hard.(BrE)
One cannot succeed unless he works hard.(AmE)
3.1.3.3 Differences in articles[19]
(1)The omitting of articles
Most phrases of British English have articles, while those of American English do not have. The “the” in the standard expressions in British English “all the afternoon”, “all the winter”, “all the week”, “this time of the year”, ect. But the articles are usually omitted in American English. For example:
The swimming pools are open all summer.
I’ll be here all afternoon.
He has been gone all week.
British English will use articles in front of “sickness”, “river” and etc., while American English does not. For example,
British English expresses in the form of “the measles”, “the mumps”, “the flu”, “the Niagara Falls” and “the Black Creek”, while American English says “measles”, “mumps”, “flu”, “Niagara Falls” and “Black Creek”.
However, there are exceptions. In some expressions, British English does not use articles, while American English does.
BrE AmE
Go into hospital Go into the hospital
In hospital In the hospital
At university At the university
Sentences are as follows:
Next day, the rain began. (BrE)
The next day, the rain began. (AmE)
In future, I’d like you to pay more attention to detail. (BrE)
In the future, I’d like you to pay more attention to detail. (AmE)
(2) The position of articles
British English and American English are different from each other in the use of “a” or “an” with “half”. In British English, “a” follows “half”, for example, “half a dozen”, “half an hour”, “half a mile”, and “half a pound”. In American English, “a” is put in front of “half”, for example, “a half dozen”, “a half hour”, “a half mile” and “a half pound”.
3.2 Syntactical differences
Syntax is the study of the principles and rules for constructing sentences in natural languages. The sentence is the highest rank of grammatical unit. Based on one or more than one clause, the sentence is also the basic linguistic unit of connected discourse; it can stand alone and perform a function in social communication. Thus, a sentence can be defined as a grammatical unit that can perform a communicative function. I will explain the syntactic differences as follows.
3.2.1Differences in compound object[20]
The Verb“ -to do” usually used as compound object in British English, While past participle or past participle phrase mostly used as compound object in American English. Try to compare:
1)He also had ordered his luggage to be labeled for crew.(Bronte.) (BrE)
2)Last year an American hotel manager ordered his quests evacuated after an anonymous bomb threat.(AmE)
3)I have a roll that was in dead storage during the war which I ordered put back in running order. (O' Hara) (AmE)
The two compound structures (compound object with past participle and compound object with –to do) are both used in the BrE and AmE, while the AmE use compound object more frequent ly than BrE. However, there are some differences in the routine usage of Verb related to this phrase structure. The verb “to order” usually linked with the compound structure with past participle in AmE, but linked with the compound structure with “verb -to do” in BrE.
3.2.2 Presence or absence of syntactic elements[11]
Where a statement of intention involves two separate activities, it is acceptable for speakers of AmE to use to go plus bare infinitive. Speakers of BrE would instead use to go and plus bare infinitive. Thus, where a speaker of AmE might say I'll go take a bath, BrE speakers would say I'll go and have a bath. (Both can also use the form to go to instead to suggest that the action may fail, as in He went to take/have a bath, but the bath was full of children.) Similarly, to come plus bare infinitive is acceptable to speakers of AmE, where speakers of BrE would instead use to come and plus bare infinitive. Thus, where a speaker of AmE might say come see what I bought, BrE speakers would say come and see what I've bought (notice the present perfect tense: a common British preference).
As to whether a preposition is used before days denoted by a single word, British people would say she resigned on Thursday, while Americans often say she resigned Thursday, but both forms are common in American usage. Occasionally, in AmE the preposition is also absent when referring to months: I'll be here December (although this usage is generally limited to colloquial speech).But, it will say “I’ll be here on December.” in BrE.
In the UK, from is used with single dates and times more often than in the United States. Where British speakers and writers may say the new museum will be open from Tuesday, Americans most likely say the new museum will be open starting Tuesday. (This difference does not apply to phrases of the pattern from A to B, which are used in both BrE and AmE.) A variation or alternative of this is the most American will say “the play opens Tuesday” and the most British will say “the play opens on Tuesday”. American legislators and lawyers always use the preposition of between the name of a legislative act and the year it was passed, while their British colleagues do not. We can see such differences by making comparison between Americans with Disabilities Act of 1990 and Disability Discrimination Act 1995.
3.2.3 Different use of subjunctive mood
The subjunctive mood used more in AmE than in BrE, which is mainly used in the formal style paper.
In subjunctive mood, American English will rarely reserve traditional subjunctive words.
I suggest that meeting be postponed. (AmE)
I suggest that meeting should be postponed. (BrE)
I wish I had done it. (AmE)
I wish I would have done it. (BrE)
4. The grammatical differences between British English and the special form of American English—Black English
Black English also called African American Vernacular English which is an African American variety (dialect, ethnolect and sociolect) of American English.There are four points in which black English differs from British English.
1)Negation
In addition, negatives are formed differently from standard American English:
Use of ain't as a general negative indicator. It can be used where Standard English would use am not, isn't, aren't, haven't and hasn't, a trait which is not specific to AAVE. However, in marked contrast to other varieties of English in the U.S., some speakers of AAVE also use ain't instead of don't, doesn't, or didn't (e.g., I ain't know that).[14] Ain't had its origins in common English, but became increasingly stigmatized since the 19th century. See also amn't.
Negative concord, popularly called "double negation", as in I didn't go nowhere; if the sentence is negative, all negatable forms are negated. This contrasts with Standard English, where a double negative is considered a positive (although this wasn't always so; see double negative). There is also "triple" or "multiple negation", as in the phrase I don't know nothing about no one no more, which would be "I don't know anything about anybody anymore" in Standard English.
In a negative construction, an indefinite pronoun such as nobody or nothing can be inverted with the negative verb particle for emphasis (eg. Don't nobody know the answer, Ain't nothin' goin' on.)
While these are features that AAVE has in common with Creole languages,[15] Howe and Walker use data from early recordings of African Nova Scotian English, Samaná English, and the recordings of former slaves to demonstrate that negation was inherited from nonstandard colonial English.
Some of these characteristics, notably doubl e negatives and the omission of certain auxiliaries such as the has in has been are also characteristic of general colloquial American English.
2)The omission of copula in black English
You crazy! ("You're crazy") or She my sister ("She's my sister"). The phenomenon is also observed in questions: Who you? ("Who're you?") and Where you at? ("Where are you (at)?"). On the other hand, a stressed is cannot be dropped: She is my sister.
Only the forms is and are (the latter of which, in any case, is often replaced by is) can be omitted. These forms cannot be omitted when they are pronounced with a stress (whether or not the stress serves specifically to impart an emphatic sense to the verb's meaning).
These forms cannot be omitted when the corresponding form in Standard English cannot show contraction (and vice-versa). For example, I don't know where he is cannot be reduced to (BrE) I don't know where he because in Standard English the corresponding reduction I don't know where he's is likewise impossible. (Though I don't know where he at is possible.) Possibly some other minor conditions apply as well.[16]
3)Present-tense verbs uninflected for number/person
there is no -s ending in the present-tense third-person singular. Example: She write poetry ("She writes poetry"). Similarly, was is used for what in standard English are contexts for both was and were.[17]
4)The word it or is denoting the existence of something
This usage is equivalent to Standard English there in "there is", or "there are". It is also found in the English of the US South. Examples its a doughnut in the cabinet ("There's a doughnut in the cabinet") and It ain't no spoon ("There isn't a spoon", also "They ain't no spoon").[17]
5) Altered syntax in questions
Why they ain't growin'? ("Why aren't they growing?") and Who the hell she think she is? ("Who the hell does she think she is?") lack the inversion of standard English. Because of this, there is also no need for the auxiliary DO.[18]
To put it simply, we can summarize the grammatical differences between British and American daily English as follows[19]:
(1) Sometimes, British and American English use different grammatical forms to express the same meaning;
(2) Sometimes, the same grammatical form expresses different meanings in British and American English;
(3) In some structures, either British English or American English will use integrated grammatical form, while the other adopts the omitted form;
(4) Sometimes, American and British English use the same grammatical form to express the same concept and meaning.
However, one of them may have another expression form, while the other does not. We could only avoid misunderstanding by paying attention to those differences in our study.
5. The tendency of the development of British English and American English
The English language changes as the rapid development of politics, economic, culture in Britain and American. After it goes through the three periods (old English, middle English and modern English),it also changes everyday, especially in the related ten years, the changes of English becomes more obvious. Although the English structure is not as obvious as the lexical development, it does not ignore. On the aspect of grammar, English experience the changes from the verb inflections of old English to use word in order to express meaning in the past 1500years, and English also become analytic language from synthetic language. Such experience makes English flexible, meanwhile it also broke the traditional grammar frame, the former disagreed rules transferred into acceptable English even native English. The speed on renewing lexical words is very fast.
On the whole, British English and American English fuse with each other, and they tend to be brief, clear and more flexible for use.
6.Conclusion
As the globalization and information world developed, more and more people from different countries use the same language―English to communicate and exchange ideas with each other. The above discussion about grammar difference between British English and American English is what I have found and concluded. Although there are many differences in detailed aspects in the use of daily British and American English, they are similar to each other in most of aspects. Therefore, they shall only be considered as different forms of the same language rather than two different languages. In addition, we cannot say which one is better or advanced. Any judgment or opinion that “British English is better or worse than American English” is biased. The purpose of this paper is to help English learners understand the two varieties better and eliminate some mistakes caused in communication or paper writing.
The differences between the British English and American English are caused by politics, economy, social life, culture, and geography. American English developed from British English, but it differs from British English. All in all, sinc e English is characterized by its huge vocabulary, great tolerance, and conciseness, it leaves little room for argument that English will be well on its way to be a diversified common language.
Acknowledgements
My initial thanks go to my supervisor Zhu Min, who patiently supervised my dissertation and was at times very willing to offer me illuminating advice or suggestions. Without her help, I could not have finished this dissertation.
I am also indebted to other teachers and my classmates who have not only offered me their warm encouragements but also shared with me their ideas and books. They are Mao Can、Gao YunPing and many others.
My greatest personal debt is to my grandparents and parents, who have cultivated a soul of sensitivity, hospitality, and honesty out of me, and offered a harbor of happiness and sweetness for me.
The remaining weakness and possible errors of the dissertation are entirely my own.
References
[1] 周樂, 美式英語與英式英語比較與分析[J]. 湖南商學院外語系,2008.
[2] Wikipedia Contributors
en.wikipedia.org/wiki/History_of_the_English_language
[3] blog.languagetranslation.com/public/item/118655
[4] 王振明和公麗艷,英式英語與美式英語的差異[J]. 山東教育學院學報,2002.
[5] esl.about.com/od/toeflieltscambridge/a/dif_ambrit.htm
[6]en.wikipedia.org/wiki/American_and_British_English_differences#Use_of_tenses
[7] 孟憲友,英語與美語的差別對比研究[J]. 廣州大學外國語學院英語系,2002.
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, Journal of Wuhu Vocational Institute of Technology,2007
[11]Wikipedia Contributors
en.wikipedia.org/wiki/American_and_British_English_differences
, Journal of Hunan Agricultural University(Social Sciences), 2007
[13]張振邦,新編語法教程[M].上海,上海教育出版社,1993
, Philadelphia: University of Pennsylvania Press
[15] Winford, Donald (1992), "Back to the past: The BEV/creole connection revisited", Language Variation and Change 4 (3): 311-357
[16] Geoff Pullum, "Why Ebonics Is No Joke" Lingua Franca transcript, 17 October 1998, Australian Broadcasting Corporation.
[17] en.wikipedia.org/wiki/African_American_Vernacular_English#Negation
[中圖分類號]G642.4 [文獻標識碼]A [文章編號]1009-5349(2012)02-0195-02
引言
根據開放教育本科英語(教育方向)教學計劃的規定,學員在基本修完本專業規定的必修課和選修課后,進入以撰寫畢業論文為主的集中實踐環節。教學實踐設計環節即畢業論文設計是開放教育本科英語專業教育方向的一個極為重要的環節。在本文中,筆者基于近五年的畢業論文指導實踐基礎,闡述了開放教育英語本科畢業論文的特點,分析了畢業論文寫作中存在的問題和不足之處,并在此基礎上提出了相應的對策與建議。
一、開放教育本科英語專業畢業論文的特點
開放教育本科英語教育專業學員所寫的畢業論文除了學術性(scholarly)、創新性(original)、規范性(formal)這幾個畢業論文的基本特征外,還應體現英語教育的職業性(professional)和過程性。
(一)畢業論文的設計應體現理論聯系教育實踐原則
所謂“學有所用”,學員畢業論文的選題要結合自己的課堂教學實踐,真正解決本人在教學實踐中遇到的客觀存在的問題。畢業論文指導教師應就“教學行為研究”的基本要求和原則面向全體學員以講座或課程的形式進行指導。整篇畢業論文至少要體現有四次教學研究記錄或教學日記;要有一次課堂教學的錄像或錄音;要有原始調查問卷,或座談的錄音等,以保證教育教學這一職業性的凸顯。
(二)畢業論文的設計應該體現過程性原則
整個畢業論文設計必須經過問題分析、方案設計、項目實施、項目評估和項目報告幾個階段。學員的研究必須針對其課堂中確確實實反映出的問題,方案的設計必須符合要求,實施階段必須嚴格監控,保證有一個月的實施時間,指導教師對學生的研究要如實評估,項目報告,亦即論文必須符合論文的寫作規范,要體現指導過程。整個設計環節由5個環節組成:
1.項目啟動:指導教師可采用集體或分散等指導方式,介紹研究原則和研究方法,布置研究任務;
2.問題分析和方案設計:學員分析自己課堂教學中反映出的問題,設計問題解決方案;
3.項目實施:學員通過課堂教學具體實施方案;
4.項目評估:學員運用評估手段和方法,對項目的事實情況及結果進行評估;
5.項目報告:學員根據論文寫作規范,用英文寫出正文4000詞左右的項目報告,同時提供項目實施過程中的所有原始材料。
在整個論文的寫作過程中,項目啟動是整個論文寫作的理論基礎;問題分析和方案設計確定論文研究方向;項目實施是論文實用價值體現的關鍵環節;項目評估是對論文學術價值的提煉;項目報告是對整個寫作痕跡的保留。這五個環節環環相扣,缺一不可,相輔相成,層層遞進。
二、撰寫開放教育本科英語專業畢業論文存在的問題及其對策
畢業論文寫作對于開放教育本科英語專業的學員來說非常具有挑戰性,因為除了完成一般畢業論文所要完成的各個環節以外,英語專業的學生還需用英文進行畢業論文的寫作。要想順利完成英語專業畢業論文設計,學員要從論文的選題、時間安排及寫作心態三方面同步著手。
(一)選題問題
開放教育學員本身寫作水平不高(大多學員學歷為中專),面對論文選題往往要么望而卻步,要么求大求空,無法駕馭論文寫作。要解決畢業論文選題難這個問題,在具體的畢業論文指導實踐中,指導教師則需著力推進“兩個兼容”原則。該原則有利于學員對自己的教學實踐進行反思,并學以致用。
1.原則之一:教學實踐和學術研究兼容。由于開放教育本科英語專業的學員大多數是中小學一線教師,有著相當豐富的教學經驗,駕馭本專業與自己工作實踐聯系緊密的論文選題會相對來說容易得多。其次,學員對自己多年來的教學實踐進行反思和思考,整理和提煉教學心得,再用于指導自己的教學實踐,這樣的論文很有實踐性和指導性。最后要注意在強調聯系教育實踐的同時,也不能輕視了畢業論文的規范性,學員通過英文寫作鍛煉了英文寫作技巧,同時也對論文寫作的規范要求進行了寫作實踐。
2.原則之二:個人特長和實際情況兼容。學員進行畢業論文的選題時還要考慮自己的特長、綜合知識水平、學術科研能力和客觀條件。學員最好選擇自身擅長并且有一定興趣的題目。擅長能表現出學員對該論題有較深的認識思考及一定的實踐經驗,能降低寫作難度,更充分地發揮個人的主觀能動性,從而做到素材充實,個人見解深刻,針對性強。指導老師可幫助學生對歷年的論文題目進行歸類,然后就每一類給出具體實例,讓學員親身體驗,和學員共同探討,尋找自己感興趣、熟悉或是能駕馭的題目。歷年論文題目基本可劃分為教學實踐經驗總結、學生心理研究、學科思想、學生非智力因素等方面。
(二)時間問題
由于開放教育本科英語專業學員大多為成人或在職中小學英語教師,工作負擔沉重,家庭生活壓力大,在完成工作任務和照顧好家庭之余用于論文寫作的時間就非常有限,因此時間的合理安排和使用是畢業論文按期按質完成的重要保障。畢業論文的時間安排表如下:
從上表可以看出,在教學計劃中留出用于畢業論文寫作的時間本身就非常有限,且由于是安排在最后一個學期,面臨畢業,論文已無延期上交的可能性,因學員自身不夠重視或工作忙等原因最后只能選擇放棄論文答辯的現象屢見不鮮。為改變這一無論是學員還是指導教師都不愿意看到的局面,筆者建議首先學員應當重視畢業論文的寫作,畢竟三年所學,畢于所寫。學員應當處理好學業與工作的關系,充分、高效地使用業余時間進行論文方案的實施及撰寫,對寫作過程中的困難要有充分的思想準備,耐得住寂寞,忍得下艱苦。其次,作為指導教師則應確實把握好論文寫作的每個環節,運用E-Mail、手機等現代化聯系方式,或告知學生可進行雙向語音或視頻聯絡的網址(例如雅虎通、QQ、MSN等)充分與學員進行有效溝通,指導到位,引導學員逐段完成論文,漸入佳境。按時間安排逐項完成各項寫作任務還有賴于指導教師對學員的階段性檢查,定期檢查學生的工作進度和質量。
(三)心態問題
學員積極的寫作心態,是畢業論文順利完成的重要保障。積極心態的創立離不開指導教師的培養和學員自身養成。
1.指導教師要為學員設置成功目標。在長達半年的畢業論文寫作過程中,指導教師在學員因為這樣或那樣的困難導致論文寫不下去時,應不厭其煩地進行鼓勵。為了使畢業論文順利完成這一遠景目標變得不那么遙不可及,指導教師可以對遠景目標進行分解,放在每一個寫作階段,逐一完成,使得遠景目標的實現具備較強的可操作性。
2.學員對自己的論文寫作應持積極心態。積極心態是一種對任何人、任何情況或任何環境所把持的正確、誠懇而且有建設性,同時也不違背法律、道德和人類權利的思想、行為或反映。積極心態有利于畢業論文的順利完成。下圖是柳州市廣播電視大學2005-2011年部分畢業生畢業論文心理狀況調查表,可以反映出由于持不同心態的畢業生參加畢業論文寫作會產生的不同結果。
柳州市廣播電視大學2005-2011年部分畢業生畢業論文心理狀況調查表
上表顯示的狀況是不能令人放心的,這樣的心態必然會引發教學、管理等方面的一系列問題?;鞂W、浮學現象嚴重,缺勤、論文抄襲、拼湊等現象屢禁不絕。這些與上述消極心態有直接的關系。在艱辛的畢業論文創作過程中,學員應抱積極心態,把自己遇到的種種失敗看成人生經歷的寶貴財富。不論怎樣,堅持下來,就是最大的勝利。在近五年的指導畢業論文的實踐中,筆者發現具有積極心態的學員寫作目標明確,動機強,遇到寫作困難時善于動腦筋、想辦法,寫作進展速度快。而具有消極心態的學員在進行畢業論文的創作時,往往遇難而退;面對種種寫作困難采取逃避或是蒙混過關的辦法,其結果往往是論文不能按時上交,延期畢業。
三、結束語
綜上所述,堅持“兩個兼容”原則指導學員選題,合理安排論文撰寫時間,幫助學生建立積極的撰寫心態,能較好地體現電大開放教育培養“實用性、應用性”人才的辦學宗旨,可以在一定程度上消除當前畢業論文寫作的尷尬狀況。畢業論文是一個極其艱辛的實施過程,只要學員合理安排好論文寫作時間,保持積極的寫作心態就能順利完成畢業論文的寫作,參加論文答辯,達到個人的學術研究高峰。
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一、引言
本科畢業論文是本科人才培養的最后一個重要的綜合性實踐教學環節,是學生培養計劃中不可或缺的一部分。在英語專業教學中,畢業論文的撰寫不僅有助于英語專業學生鞏固大學四年所學的基本理論、知識和語言技能,而且有利于培養本科生創新思維、獨立分析與解決問題的能力以及科研能力等。畢業論文寫作不但具有本科教學中其它教學環節所不能替代的實踐性和綜合性作用,同時也是衡量和檢驗高校本科教學工作質量的一個重要環節。2012年3月出臺的《教育部關于全面提高高等教育質量的若干意見》中,特別強調要“強化育人環節,加強實踐教學管理,提高實驗、實習實訓、實踐和畢業設計(論文)質量”。然而,近年來,各高校畢業論文質量普遍下滑,引起了教育界的廣泛關注?;谶@一現狀,筆者以本校英語專業2012級和2013級部分畢業生為研究對象,通過問卷調查和訪談等形式來分析探討本校英語專業畢業論文存在的問題,并擬提出改進措施,以期為今后畢業論文質量的提高提供一定的參考依據。
二、基于問卷調查的對比研究
1.問卷設計。為了提高問卷調查的有效性,在開展問卷調查之前,筆者所在課題小組成員對我校外語學院2012級論文指導教師(43名)開展訪談,并對指導教師所反映的問題進行了記錄?;谇捌诘睦碚摼C述和指導教師反饋,本組成員將問卷調查設計為29個問題,其中前27個問題為選擇題,后兩個問題為開放式問答。問卷調查的內容涵蓋了論文撰寫前的準備階段,論文撰寫過程階段以及論文撰寫后的評價階段存在的主要問題,每個階段涵蓋不同的側重點。論文撰寫前,著重了解學生對于畢業論文的重要性認識,了解學生選題出現的困難以及學生對于論文指導教師的評價。論文撰寫過程中,主要側重于學生論文撰寫中的難點,主要存在于論文撰寫時間、論文文獻查找以及語言組織能力三個方面。論文撰寫后,著重了解學生對于論文的答辯管理評價、論文的評定管理評價以及論文的質量管理評價三個方面。
2.問卷實施。本問卷設計完成之后,本課題組5名指導教師首先抽取各自指導論文的2012級學生共計80進行了問卷調查,于答辯結束之后開展了問卷調查的數據收集和整理工作。發下問卷調查80份,回收有效問卷78份。本課題組成員針對問卷調查中出現的問題進行了研討,并提出了改進措施。具體措施如下:(1)加強學生對于畢業論文重要性的認識;(2)加強指導教師與學生的溝通,將學生的興趣與教師的研究方向相統一;(3)增加指導教師修改論文次數;(4)適當延長論文撰寫時間;(5)提高文獻查找能力;(6)加強培養學生的語言組織能力;(7)加強答辯過程的過程管理;(8)規范論文評定標準;(9)加強論文的質量管理。本課題組成員一致在2013級的論文指導工作中堅持這九項措施,在2013級的論文指導工作中嚴格要求。隨后本組成員收集各自指導論文的2013級學生共計80進行了問卷調查,發下問卷調查80份,回收有效問卷80份。隨后開展了問卷調查的數據收集和整理工作,分別形成了對照組和實驗組。
3.問卷調查結果和討論;經過兩次的問卷調查和統計,本組成員獲得了數據,并對此進行數據分析,具體分析如下:
表1和表2收集的是論文撰寫前學生準備撰寫論文的數據對比。表1數據表明,實驗組較對照組對論文的重要性要明顯提高,這組數據說明加強論文重要性教育是必要的,只有充分認識到論文撰寫的重要性才能調動學生撰寫論文的積極性和創造性。表2數據顯示出實驗組比對照組在選題與教師一研究方向一致性有所提高,這也與本組指導教師在選題階段與學生加強溝通有直接的關系。說明學生論文選題受指導教師影響較大。學生選題與教師的研究方向一致性的提高,也有利于教師發揮自身專L,利于論文指導工作的展開。
表3至表6收集的是論文撰寫過程中的撰寫時間,修改次數以及學生存在主要的困難的數據對比。以上數據顯示實驗組教師修改學生論文次數明顯高于實驗組,這個結果在另外一項問題(你對你的指導教師是否滿意)中也得到數據支持,學生對于教師的論文修改次數的提高有積極的評價。同時實驗組比對照組撰寫畢業論文時間普遍長1到2周,該數據對比使老師在實驗組加強論文指導和監督的結果,同時也是實驗組學生重視論文撰寫的體現。對于學生論文撰寫中出現的困難,表5體現的論文撰寫中查找文獻途徑受限,該數據對比表明實驗組的上網查閱文獻比例高于對照組,實驗組中完全不查閱文獻的情況沒有出現。反映出本組指導教師在實驗組學生中加強文獻檢索指導,學生網上檢索文獻的能力有所提高。另外表6中實驗組和對照組在論文撰寫中,語言組織一直是難點。不少學生習慣用翻譯軟件組織語言,致使全篇論文中式英語隨處可見。該數據說明語言的積累并不是一蹴而就的,學生的語言基礎決定了學生的語言組織,與指導教師的指導并無直接關聯。
表6至表9收集的為論文撰寫后學生對相關的評價數據對比。以上數據表明,實驗組比對照組對答辯過程、論文評定和論文質量管理方面的評價明顯提高,說明本組指導教師對實驗組的論文答辯、評定、管理三方面的改進與優化提高了學生對以上三項的結果評定。因此,規范論文考核、制定科學合理的畢業論文評價和管理體系對于提高畢業論文質量有著積極的意義。
三、結論
通過對我院2012級和2013級畢業論文質量管理分三個階段進行實證研究和分析,表明提高論文質量必須做到如下幾點:一是要加強學生對畢業論文的重視,需要通過各種形式的教育,使學生都能從思想上認識到畢業論文的重要性。二是要充分發揮指導教師的指導作用,合理安排教師的工作量,保障教師的論文指導時間。三是管理層要加強畢業論文過程監控,規范畢業論文評價和管理機制,從制度上保障畢業論文工作的開展。問卷調查法是本研究的主要方法,由于問卷調查樣本不夠大,被調查者人數有限,一定程度上也影響了本研究的實證研究結果。
參考文獻:
[1]高等學校外語專業教學指導委員會英語組.高等學校英語專業英語教學大綱[M].北京:外語教學與研究出版社,2000.
[2]穆風英.英語專業本科畢業論文的調查和與思考[J].徐州師范大學學報,2001(4):138-142.
[3]楊宇紅.英語專業本科畢業論文的調查和反思[J].蘇州科技學院學報(社會科學版),2009(3):108-112.
[4]張奕,王健.構建多維化的英語專業本科畢業論文管理體系[J].中國高教研究,2005(9):71-72.
一、 應用型本科英語專業的培養目標
在中華人民共和國教育部高教司2012年頒布的《普通高等學校本科專業目錄和專業介紹》 有關英語專業建設的規范中提到英語專業的培養目標是:“培養具有扎實的英語語言基礎和廣博的文化知識并能熟練地運用英語在外事、教育、經貿、文化、科技、軍事等部門從事翻譯、教學、管理、研究等工作的復合型英語人才?!币髮W生具備:“掌握運用專業知識發現、分析、解決問題的綜合能力、創造性思維能力和科學研究能力”。在此基礎上,應用型本科英語專業重點培養符合經濟社會發展對英語專業人才需要的應用型人才,更加強調學生的實踐活動,注重其應用能力的培養。
二、 翻譯方向教學的特點
翻譯是一種認知活動、一種技巧、一種藝術,是一種專業的交流工具。(仲偉合,穆雷)不同于一般英語專業,翻譯方向教學具備以下幾個特點:
1.重視實踐教學。翻譯本身就是一個實踐過程,因此翻譯方向的教學非常重視實踐環節。開設的課程緊密圍繞翻譯理論與實踐,結合各領域的專業知識,指導學生在實踐中學習、摸索、體會翻譯這個復雜的語言轉換過程。翻譯的技巧要在反復的實踐中才能得以掌握。
2.培養雙語運用能力。英語翻譯涉及到英漢兩種語言的應用與轉換,不同于普通英語專業主要注重英語語言能力的培養,翻譯方向兼顧培養學生中英雙語的運用能力。翻譯的藝術只有在具備熟練運用雙語的條件下才能得以展現。
3.關注跨文化交際意識。翻譯是一個跨越不同文化,連接不同文明的交流工具,這就需要學生在實踐中提升跨文化交際意識,從文字中感受文化差異,并跨越語言和文化的障礙準確有效地傳遞信息。
三、 傳統翻譯類學術論文的普遍問題
從選題上來看,根據多位學者的調查統計,相較于文學或文化領域,英語專業的學生真正選擇翻譯理論研究方向的相對較少(張春芳,2009),這是因為翻譯方向的參考資料相對來說專業度高,抽象難懂,有的研究涉及大量的數據收集和統計,這些都使學生望而卻步。從形式上來看,英語專業傳統的畢業論文要求學生用全英文進行撰寫。這對于翻譯這一強調雙語運用能力的領域來說無異于“瘸腿跑”。這樣的形式使學生在畢業環節中更多的重視了英文表達能力,卻忽略了漢語表達能力的鍛煉。從效果上來看,目前本科生的論文普遍存在論文東拼西湊,質量不佳,甚至在答辯時還不清楚基本概念,也講不清所涉及的基本理論的現象。這就是因為學生在撰寫論文過程中沒有將理論與自己所經歷的實踐活動相結合,因此對于理論的理解也只停留在了表面文字上?;谝陨蟼鹘y畢業論文形式與應用型本科英語專業翻譯方向培養目標間出現的落差,對于傳統畢業論文進行改革讓畢業論文形式多樣化,就顯得尤為重要。
四、 論文改革方式
畢業論文,是大學本科教學的最后一個環節,是對整個大學階段學習的回顧與總結,是學生綜合能力的體現。對于英語專業的學生來說,論文寫作更是語言的一次綜合性的訓練,是學習深化與升華的重要過程。它既是學生學習、研究與實踐的全面總結,又是對學生綜合素質與實踐能力的一次全面檢驗,翻譯作為一個實踐性很強的專業,畢業論文環節更應該將訓練重點放在實踐上,并且兼顧中英雙語表達能力的訓練。切實貫徹教育部高教司提出的“培養學生掌握運用專業知識發現、分析、解決問題的綜合能力”這一要求。設計出適合應用型本科人才培養目標和符合學生實際特點的畢業綜合訓練模式。
參考MTI(英語專業碩士)的畢業環節設計,學生可以采取參與翻譯實踐并撰寫翻譯實踐報告的方式完成畢業論文。學生在導師指導下選擇從未有過譯本的中外原文本進行翻譯。出于對于學生雙語能力訓練的考慮,原則上要求學生選擇與翻譯譯文相反的語言進行實踐報告的撰寫。如:
進行漢譯英原文字數不少于5000字漢語的翻譯實踐,并寫出不少于3000字的漢語實踐報告;或英譯漢原文字數不少于3500英文單詞的翻譯實踐,并寫出不少于2000英文單詞的實踐報告。
所有翻譯活動不拘泥于第四年完成,可累計完成。
基本步驟為:
1.學生自主聯系客戶或尋找符合要求的題材確定翻譯內容。通過此環節可以讓學生直接與翻譯市場接軌,了解行業需求,建立翻譯職業服務意識。
2.根據工作量組隊或獨自在指導教師的指導下完成翻譯任務。在應用型本科培養方案中,學生是教學和實踐的主體,在此實踐活動中充分調動學生的參與積極性,培養其分工合作意識,以及獨立思考、分析問題、解決問題的能力。在此過程中教師指導學生如何查閱資料、借助各種翻譯輔助工具進行翻譯,起到監督、啟示、引導的作用。
3.組織校審并在規定時間內提交譯文。經過多輪校審學生要嚴格按照委托方的要求提交譯文。
4.對翻譯過程中遇到的典型案例進行分類整理。學生完成翻譯任務之后要對所經過的整個翻譯環節進行系統的回顧,找出其中具有典型意義的案例進行分類總結。不同于學術類傳統論文,要求學生從自己的實踐作品出發,用自己的實踐成果作為素材完成報告。這可以使學生更加細致地思考和整理翻譯流程中的具體環節,用審視的角度看待自己的翻譯作品。
5.根據所學相關翻譯理論知識與技巧對案例進行細致分析。注重引導學生理論與實踐相結合,運用理論解決實際工作中遇到的問題。也可以使學生可以對課本上的理論知識有更深層次的理解。
6.提出解決問題的方法和策略。從實踐中來再回到實踐中去,學生通過對實踐活動的總結和思考,提出自己對特定問題的觀點,以及針對翻譯過程中遇到的問題和困難找出有效的解決方法和應對策略,真正做的有所感悟、有所收獲。
論文評價方式為:
翻譯實踐報告從選題、工作量、結構、案例分析、語言和譯文質量等幾個方面進行綜合考核。翻譯部分評分可以參照英語專業八級考試的評分標準,從忠實度和通順度兩方面對學生的翻譯作品進行評價。
五、 總結
根據應用型本科的培養目標和翻譯方向的教學特點,提出英語專業翻譯方向畢業論文改革的方式,即學生參與翻譯實踐并撰寫翻譯實踐報告的形式,譯文語言和實踐報告語言兼顧中英雙語。使學生在參與完整翻譯環節后,對整個實踐過程進行反思,充分運用其所學翻譯理論技巧、訓練雙語表達能力、案例綜合分析能力和實際解決問題的能力。從而真正實現培養應用型人才的目標。
參考文獻:
[1]中華人民共和國教育部高等教育司.《普通高等學校本科專業目錄和專業介紹》[M] 北京:高等教育出版社.2012.
[2]賈軍紅.英語專業本科畢業論文工作改革方案探索[J].宜賓學院學報.2013.
[3]李淑敏,閔悅.應用型本科教學體系初探[J].大家.2011.
[4]穆雷,鄒兵等.翻譯碩士專業學位論文參考模板探討[J].學位與研究生教育.2012.
畢業論文作為本科生在校期間最后一個綜合性的實踐教學環節,學時最長,學分最大,在本科教學體系中占有十分重要的地位,也是衡量和檢驗本科專業教學質量的一個重要方面。通過畢業論文教學環節,可以有效加強和鞏固學生所學理論知識、實驗技能和綜合素質,使學生在文獻查閱、實驗動手能力、獨立分析和解決問題能力、創新能力等各方面都得到綜合的訓練,同時還可以有效培養學生嚴肅認真、嚴謹科學的研究和工作作風。因此,畢業論文也被稱為學生從學校走向社會的“橋梁”。[1]
應用化學作為一門介于理科和工科之間的應用型的學科,在國內多所高校均有開設,并且本科階段各學??筛鶕髯缘膶嶋H情況決定授予理學或工學學士學位。石河子大學應用化學專業于2002年開始本科招生,授予工學學士,其目標是培養應用型的技術人才。本科畢業論文作為實現該目標的一個重要環節,在我校一直非常重視。通常,畢業論文教學環節包括四個方面,論文選題、論文研究、論文評閱和論文答辯,四個環節互為條件、互相促進,只有做好每一個環節,才能產生高質量的優秀論文。但在畢業論文實際開展過程中,還較大程度存在學生認識不到位和教師指導不到位等問題,嚴重影響了學生本科畢業論文質量。為了有效克服上述問題,關鍵是要做好畢業論文的各環節的管理,筆者結合本校的畢業論文管理辦法及自身在畢業論文教學過程中的體會,就如何強化應用化學專業畢業論文各環節管理提出個人觀點。
一、畢業論文前的準備工作
1.科學上的繼承和借鑒、交流和綜合,主要通過文獻檢索來實現。有效地查閱科技文獻,可以減少重復勞動,避免走彎路,吸取別人的經驗教訓。[2] 但實際情況表明,本科生在文獻查閱方面的能力是非常欠缺的,僅局限在百度、Google等基本的搜索引擎,而對于專業知識、文獻的檢索知之甚少;同時缺乏對專業外文文獻的閱讀能力。針對這種問題,我們在第六學期開設了《專業英語》和在第七學期開設了《信息檢索與利用》兩門課程。其中,《專業英語》課程,重點講授常見的有機化合物、無機化合物、高分子化合物等的命名,外文科技文獻的組成及書寫規則,外文科技文獻的閱讀技巧等。而《信息檢索與利用》課程,則講授文獻檢索的傳統方法、光盤數據庫和網絡數據庫的檢索,重點講授網絡數據庫的查詢及使用,如中國知網、萬方數據庫、SciFinder Scholar,Web of Science等。通過這些課程的開設,提高了學生對專業英語文獻的閱讀能力和文獻檢索能力,從而使得學生在本科論文的文獻查閱、方案設計、論文撰寫等方面起到了非常積極的幫助。
2.興趣是最好的老師,要使學生能夠全身心的投入本科論文,興趣和熱情是非常重要的一個因素。為了使學生找到自己感興趣的老師和做感興趣的課題,我們會在學生選擇指導教師之前召開本科論文動員大會,其中重要的一點就是詳細介紹我院能帶本科論文老師的具體研究方向和研究課題。這樣學生可以根據指導老師的研究方向和課題,按自己的興趣自行選擇論文指導教師,確定自己論文的研究內容。同時我們打破了教學系的壁壘,允許學生在全院不同教學系中自由選擇指導教師。從近幾年的實際結果來看,這種舉措是值得肯定的,學生反應較好,論文質量也有明顯提高。
3.指導教師在學生畢業論文的過程起著非常重要的作用,他對畢業論文重要性的認識程度直接影響著畢業論文質量的高低,因此,對于指導教師的選拔顯得尤為重要。一直以來,我院的本科畢業論文指導老師均來自教學科研一線,具有較強的責任心和較高的學術水平,實驗員一般不擔任指導教師。為了保證指導教師有足夠的時間來指導學生開展本科畢業論文工作,學院明確規定了老師所指導學生數不超過8人。同時,為了保證論文的順利實施,科研項目多、研究生多的教師可多帶些,而科研經費較少的老師所帶的學生則相應減少。另一方面,為了增強指導教師的責任意識,我院把指導畢業論文的能力和質量作為評價教師的重要指標之一,對畢業論文工作中成績突出的指導教師予以表彰,對優秀的畢業論文給予資金支持,并發放一定的畢業論文指導績效津貼。
二、畢業論文中的過程管理工作
過程管理強調的是全程的整體把握以及對過程關鍵點的監督,其宗旨是“抓大放小、靈活彈性”。[3] 加強對畢業論文的過程管理工作,使畢業論文制度化和規范化,可有效提高畢業論文的質量。首先,在畢業論文的組織管理方面,我院成立了以教學副院長為首的本科教學指導委員會,教科辦、學辦、各系協調配合、組織實施。其次,對畢業論文的重點環節,如論文選題、開題、中期檢查、答辯等,學院加強監督和督導,確保開題論證到位、教師指導到位、研究過程到位、質量控制到位。以檢查促效果,以指導出成績,以考核出成效。在約束學生對畢業論文時間投入和精力投入的同時,督查指導教師的時間和精力的投入,確保老師認真指導,學生認真完成畢業論文。[4] 同時在各個環節,學校也會組織督導抽查、督促和指導。再次,學院統一印制論文實驗記錄本,規范開題報告、最終論文等文件的格式,做到論文的統一和規范化。學院還在院內統一協調學生實驗儀器、實驗場所,以及院內大型表征儀器的使用等,為本科論文的順利開展提供條件保障和技術支持。
三、畢業論文后的評價工作
畢業論文是學生離校前的最后一次總結性的、綜合性的、獨立完成的作業,歷時一個學期的辛苦努力,最終的成績不管對學生還是老師都非常看重的。因此,科學化和規范化的成績評定體系非常重要。我院的學生論文成績一般是按照導師給出的成績、評閱人成績和答辯成績按40%、20%和40%的權重確定最終成績。在各部分的成績評定時,均給出相應的評定依據和評定標準,盡量保證成績的公平和公正。另外,為了保證論文的嚴肅性,杜絕教師個人及相互之間的感情因素,學院還確立了專家復審制度,對于評定為不及格和校級優秀論文進行100%復審,而對于其他的則采取抽查的方式統一進行復審,以規范論文的質量及成績評定。對于與評定級別不符的論文通過專家組的復審,進行成績的更改,通報相關指導教師和學生,并作出相應的處罰等。
四、 結語
中圖分類號:G642.477 文獻標志碼:A 文章編號:1674-9324(2015)20-0085-02
一、高校英語專業畢業論文困境分析
本科生畢業論文寫作是訓練和培養本科生科研素質的重要教學實踐環節。然而,當前我國許多高校英語專業畢業論文寫作存在抄襲現象嚴重、同質化現象普遍、寫作不規范、選題陳舊、立意不清、質量低下等諸多問題。筆者通過廣泛地調研和多年的畢業論文指導教學經驗,總結出造成畢業論文工作問題重重的原因主要包括以下三個方面:(1)高校本科生畢業論文工作一般都安排在大三下至大四畢業的三個學期開展,學生撰寫畢業論文的時間正是用人單位招聘和學生復習考研的高峰期。大多數學生由于不得不投入大量精力用于找工作和復習備考,因此客觀上造成他們沒有太多精力去顧及畢業論文的選題和寫作,對畢業論文質量的重視程度不夠。(2)許多高校鮮有專門針對本科生科研素質培養以及指導學生寫作專業論文的課程。本科生在進行畢業論文寫作時,由于沒有經過專業素養的培訓和練習,從而缺乏必要的文獻檢索能力和學術規范意識,在一定程度上也影響了畢業論文質量的提高。(3)學生和畢業論文指導老師的初次接觸大多始于大三下學期的畢業論文選題階段,彼此間在還不夠深入、全面了解的情況下就直接進入了論文選題和撰寫環節,缺乏了必要的磨合和適應環節,也為后期指導過程中教師無法高效并因材施教地給學生提供論文寫作指導埋下隱患。
畢業論文寫作教學的重要性和畢業論文現狀的不近人意兩者間日漸彰顯的矛盾張力凸顯了當前急需改進英語專業本科畢業論文指導工作的緊迫性。本文倡導將本科生導師制引入至英語專業本科生畢業論文指導當中,讓本科生導師兼任論文指導教師的職責,以期為解決當前國內高校英語專業畢業論文指導中的教學困境、提高論文指導成效和提升學生綜合科研素質尋找出路。
二、本科生導師制與英專畢業論文指導研究概述
導師制是書院教育的精髓,其核心理念是因材施教和個性化培養,一直以來都是歐美諸多一流大學培養學生的重要教育形式。導師制最早源于14世紀英國牛津大學,被譽為“牛津皇冠上的寶石”。本科生導師制指在本科教育階段引入導師制,聘請有經驗的專業教師在大學四年的教學過程中對學生進行思想引導、專業輔導和心理疏導,從而促使教學與教育結合、教育與管理掛鉤,實現教書和育人的有機結合。本科生導師制以促進“人的全面發展”為核心理念,遵循“因材施教”的教育規律,將單純的教學活動提升到教育的高度,這是開展素質教育的新途徑。在本科生導師制的實施過程中,導師需對學生實施教學和思想的教導、學習方法與技巧的引導,并對學生的疑問提供解答。我國自20世紀90年代開始在高等教育本科教學階段逐漸引入本科生導師制。當時以北京大學、浙江大學為代表的一大批高校曾在部分院系中嘗試本科生導師制并由此掀起研究熱潮。但是隨后由于高校擴招和師生比的不斷攀升,本科生導師制漸漸陷入困境,與此相關的研究也停滯不前。筆者通過中國知網在線搜索發現,國內人文科學類別下以“本科生導師制”為主題的學術論文始自2004年至今總數僅16篇。這些研究多是對本科生導師制內涵、推廣意義和實施措施的理論性討論(孟憲軍,2004;靖國安,2005;姜暉,2011;周志高,2012),教學實踐性研究還十分欠缺。
關于英語專業畢業論文指導的研究現狀,目前國內相關文獻不僅數量較缺乏,而且該領域研究還存在研究內容比較分散、研究方法較為單一的問題。通過梳理和查閱中國知網、萬方、維普等數據庫,我們發現現有英語專業畢業論文方面的文獻內容涉及的有:關于指導對策(王秋華,2002)、寫作方法(翟忠和,2000;宋飛,2001;尤肖南,2004)和引文規范的(鐘偉珍、黃國文,1999;劉新民,2001),有針對管理、評估或寫作教學具體環節作較深入論述的(李家云,1999;余曼筠,2001;黃小蘋,2002;李萍,2003),還有調查現狀的研究報告(穆鳳英,2001;王崇義,2004;楊宇紅,2009;張春芳,2011)。然而針對畢業論文指導的教學環節探究卻很少。其中從本科生導師制視角探究畢業論文指導的研究論文更是鳳毛麟角,僅2篇(劉洪泉,2005;王娟,2007)。正是在這樣的.研究背景下,我們試圖在本文中通過教學實踐的方式探究本科生導師制在本科生畢業論文指導環節中的應用價值。
三、本科生導師介入下的英專畢業論文指導模式探究
1.模式設計和內容。本科生導師制作p為輔導員和專業課任課教師工作的延伸和拓展,重視師生間的人際互動,體現出對學生的人文關懷,注重挖掘學生獨立性和創造性的教育理念,注重對學生實施“個性化培養”,是培養復合型人才的有效途徑。在本科生四年的大學生涯里,導師通過跟蹤式的指導方式對學生進行學業、生活和思想等方面的引導,密切了教與學之間的關系,體現了對大學生全面發展和終身學習的極大關懷。將本科生導師制融入到英語專業畢業論文指導中,讓本科生導師兼任論文指導教師的職責,使得對學生畢業論文的寫作指導成為本科生導師四年導師生涯中的一個自然終結環節,對提高論文指導成效和提升學生綜合素質有極為重要的實踐應用價值。在具體的教學模式實施環節里,我們擬通過本科生導師介入式的英專畢業論文指導實踐達到如下教學目標:(1)喚醒學生對畢業論文寫作的元認知意識,激發其論文寫作的主觀能動性;(2)根據學生特長、知識面和發展需求,引導學生將論文選題和自身職業發展相結合,增強其創新意識和自主學習能力;(3)通過分步驟、有側重的教學實踐,加深師生間的交流和互動,保障學生畢業論文寫作時間和提高論文的總體質量;(4)通過個性化指導,鍛煉和提高學生的學術規范性、創新意識和思辨能力。
2.模式的教學價值?,F有本科英語專業畢業論文指導因教學和實踐時間過短、學生對科學研究認知不足、論文指導教師和學生間了解不夠等諸多弊病的影響,存在優質論文“難產”、學生科研動手能力和創新思辨能力難以得到實質性提高等問題。上述本科生導師參與畢業論文指導的應用模式可為解決上述教學問題提供實踐策略,具體表現在以下四個方面:(1)導師能創造機會讓學生提早體驗科研實踐和畢業論文寫作,增強其對學術研究的認知并為其畢業論文的寫作爭取更多的實踐時間;(2)導師和學生間的人際互動,保障了導師對學生的全面了解和論文指導的針對性;(3)導師采用個性化培養方式,引導學生將畢業論文選題和其今后職業發展相結合,可增強其創業創新意識和自主學習能力;(4)導師分步驟、有側重地因材施教,可在保障學生論文質量的同時,加強其學術規范性,提高其創新思維和科研實踐能力。進一步概括即為,英語專業學生在本科學習階段,畢業論文的撰寫采用本科生導師制兼任論文指導教師的思路,這是緩解當前畢業論文質量普遍偏低、學生學術意識不強、論文指導教學效率不高等教學瓶頸問題的一劑良藥。
四、結語
本科生導師兼任畢業論文指導教學工作可優化師資配置,在保證對學生實行個性化指導提高其論文寫作質量的同時,還能因材施教地提升學生的科研素養及他們的創新和思辨能力。筆者認為本科生導師制是近年來高校教書育人工作正在探索實踐的一項制度創新,將其應用于英語專業高年級畢業論文教學研究還處于嘗試和建構階段,亟待教學實踐的檢驗和完善。筆者也希望后續能有更多的項目采用問卷調查、教學實踐等多元研究方法,運用定性和定量數據,對本科生導師制在畢業論文教學中的應用效果展開綜合性研究,推動本領域實踐性研究的進一步發展。
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[1]姜暉,孫永君.高校英語專業導師制模式構建與探究[J].長春大學學報,2011,(12):155-157.
[2]孟憲軍.關于實施本科生導師制之理論探究[J].黑龍江高教研究,2004,(3):68-70.
[3]穆鳳英.英語專業本科生畢業論文的調查與思考[J].徐州師范大學學報,2001,(4):138-142.
[4]孫文抗.英語專業學士論文寫作現狀分析[J].外語界,2004,(3):59-64.
關鍵詞:應用型本科 畢業論文(設計) 有效實施模式
一、引言
應用型本科是在高等教育大眾化的背景下提出的,重在“應用”二字,要求各專業緊密結合地方特色,注重學生實踐能力,培養應用型人才。畢業論文(設計)是普通高校本科教育的重要教學環節,旨在培養學生系統、綜合地運用所學知識,加強專業實踐,增強科學研究能力,提高創新意識,對于以培養應用型人才的應用型本科院校來說更是具有重要意義。本文對應用型本科畢業論文(設計)現存的問題進行了分析,提出了應用型本科畢業論文(設計)的有效實施模式,并探討了如何有效保障畢業論文(設計)的進行。
二、應用型本科畢業論文(設計)存在的問題
1、指導教師的因素
隨著近幾年高校的擴招,許多本科院校招生規模不斷擴大,同時教學條件和師資力量一時難以跟上,指導老師教學任務十分繁重,或者是從思想上沒有對畢業論文(設計)進行重視,因此對畢業論文(設計)投入精力不足。
2、部分學生對畢業論文(設計)的重要性認識不足
畢業一般安排在第八學期,正是學生選擇就業,找工作的重要時期。對于學校和學生就業壓力巨大的今天,選擇理想就業更為重要,即學生的就業與學習矛盾突出。由于畢業設計對學生找工作沒有直接影響,故部分學生采取了消極應付的態度,相當程度上影響了畢業論文(設計)的質量。
3、教學資源不充分
隨著各高校不斷擴招,學生人數不斷增加,而教學設備的投入相對滯后,已經不能滿足教學的需要。學生在查閱文獻資料等方面得不到滿足,客觀上形成了畢業論文(設計)工作的瓶頸。大學城一般遠離城區,尤其像我們安徽三聯學院,由于遠離市中心,教師去學校的次數較少,導致學生難以及時與老師見面,指導時間難以得到保障。
4、管理保障缺乏力度
盡管目前大部分學校都有針對畢業設計指定的規章制度和條例,但在執行中不嚴格,不規范,學校缺乏對畢業設計全過程的有效監控,缺乏對教師真正有效的監督機制和獎懲措施,在評閱和答辯過程中,老師有時為了不影響學生就業,出現了對學生放松要求,流于形式,對一些不符合要求的畢業設計往往采取遷就,寬容的態度。
三、畢業論文(設計)的有效實施模式
應用型本科畢業論文(設計)的實施模式分為確定選題、制定任務書、開展開題報告、進行中期檢查、評閱和答辯和工作總結6個方面。具體如下:
1、確定選題
(1)畢業論文(設計)指導教師申報研究題目及研究內容;
(2)畢業論文指導小組審閱研究題目及研究內容;
(3)公布畢業論文(設計)選題和指導老師;
(4)召開雙向選擇會,確定師生的對應關系,確定學生選題。
2、制定任務書
任務書應該由指導老師和學生共同完成。主要包括論文(設計)的主要任務及目標,論文(設計)的主要內容,論文(設計)的基本要求,主要參考文獻和進度安排等。
3、開展開題報告
開題報告由學生完成,分別由指導老師和論文(設計)指導小組審閱,內容主要包括論題的意義及研究狀況,主要內容、研究方法和思路,查閱過的文獻資料及調研情況,總體安排和進度(包括階段性工作內容及完成日期)。
4、進行中期檢查
中期檢查由學生匯報,由指導老師和畢業論文(設計)指導小組檢查。主要包括工作進度,遇到的問題,下一步的工作方法和思路等等。
5、評閱和答辯
由評閱,PPT演示和答辯三個部分組成。論文由指導老師和畢業論文(設計)指導小組評閱;PPT演示由學生進行演示;答辯由答辯小組進行答辯。畢業論文(設計)成績采用五級記分制即優秀,良好,中等,及格,不及格。指導老師初步評定成績,寫出評語,經答辯后由答辯小組或畢業論文(設計)指導小組審定成績。
6、工作總結
包括兩個方面,一是指導老師對畢業論文(設計)的過程及論文撰寫的要點進行總結,然后選擇成績優秀的同學在課堂上演示,以激勵其他同學;二是進行畢業論文(設計)工作的總結,完成畢業論文(設計)資料歸檔。
四、畢業論文(設計)的有效保障
要使畢業論文(設計)模式有效實施,畢業論文(設計)工作有序進行,還需要相應的保障條件。筆者認為以下四個方面是必不可少的。
1、制度和質量管理
包括兩個方面,一是加強制度建設,通過相應的管理文件,對畢業論文(設計)的選題,指導教師的職責,答辯成績的評定等環節規范化,統一畢業論文(設計)格式要求;二是強化過程管理,構建畢業論文(設計)質量監控體系,成立學校、二級學院(系)和教研室三級機構,對畢業論文(設計)的各個環節的執行進行檢查,實行全過程,全方位的質量監控。
2、強化指導老師能力
包括兩個方面,一是指導老師本身要嚴格按照管理文件規定履行職務。包括文獻(資料)檢索方法的培訓和指導、畢業論文撰寫的培訓和指導、畢業答辯的培訓和指導等。二是學校要加強教師能力的培養,鼓勵教師參加科研和實踐活動,不斷增強畢業論文(設計)的指導水平。
3、改變學生觀點
一方面要改變學生對畢業論文(設計)不重視或認識不夠的意識。通過畢業論文(設計)加強對學生實踐能力,創新能力和應用型能力的培養。另一方面畢業論文(設計)要做到早布置,早準備。在上屆學生的答辯的時候,組織學生去聽答辯,再者是讓優秀學生給下屆學生講寫畢業論文(設計)的過程和體會。
4、論文所需經費
給予畢業論文(設計)一定的經費。這包括指導老師指導學生的課酬,畢業論文(設計)復印等各項工作的支出。除了學校擔負一部分經費外,還可以爭取企業,事業和政府的經費支持。
五、結論
本科畢業論文(設計)工作是培養學生運用所學的基本理論、基本知識和基本技能分析解決實際問題能力、獨立工作能力、增強創新意識的重要途徑。對于以培養應用型人才的應用型本科院校來說更是具有重要意義。本文針對畢業論文(設計)現存的問題進行分析,提出了應用型本科畢業論文(設計)的有效實施模式,即確定選題,制定任務書,開展開題報告,進行中期檢查,評閱和答辯以及工作總結六個方面。同時從制度和質量管理、強化指導老師能力、改變學生認識、論文所需經費四個方面探討了如何有效保障論文(設計)的進行。
基金項目:安徽三聯學院2011年度院級科研基金項目。項目編號:20110024。
參考文獻:
[1]陸富彬.對教學應用型高校本科生畢業論文工作的思考[J].高教研究文教資料,2006,(10):59,60.
1對象與方法
1.1調查對象
選擇2011年9月-2012年4月在4所二級甲等以上醫院實習的本科生52人作為調查對象。納入標準:(1)在醫學院校學習醫學知識3年或者4年,最后一年在臨床實習中需撰寫畢業論文的本科生;(2)被調查時正在從事醫學院校臨床實習;(3)愿意參與本項調查。其中男2人,女50人;年齡22-25(23.2±0.8)歲。專業:護理專業33人,占63.5%,其他專業19人,占36.5%。實習醫院等級:三級醫院42人,占80.1%,二級醫院10人,占19.2%。
1.2方法:采用問卷調查法
1.2.1通過參考有關文獻及與本科生座談資料自行設計問卷。問卷包括四個部分:①本科生的一般資料,包括年齡、性別、專業及實習醫院。②學生所屬院校在畢業論文撰寫方面所做工作、實際效果與學生對學校的期盼。③實習醫院對畢業生論文撰寫的影響以及實習生對醫院的期盼。④學生對撰寫論文的認識以及實際撰寫論文的能力。問題以單項選擇題為主,多選題2題,有專門標注。
1.2.2由調查者向被調查者說明調查的目的,并逐條講解調查內容,讓他們在充分理解后根據自身實際情況自行填寫,填寫完畢后調查者逐項檢查,確認沒有遺漏后回收。共發放調查問卷52份,回收52份,有效問卷52份,有效回收率100%。
1.2.3統計學方法
調查所得資料用MicrosoftExcel軟件建立數據庫,進行統計描述。
2結果與討論
通過本次調查得知,影響醫學院校臨床實習本科生畢業論文撰寫的因素歸納起來有三個方面:
2.1學校方面本次調查顯示:①82.7%的醫學院校雖然開設了論文撰寫方面的課程,但有63.5%的學生認為院校開設的此類課程少。②在實用性方面,有65.4%的學生認為這些課程對實際論文撰寫的幫助不大,只是知道了論文的撰寫格式。③只有7.7%的學生掌握了數據資料收集、統計分析方面的知識。因此,學生希望學校做如下改進工作:①學校在優化課程設置的基礎上,建議提高教師授課技巧。如在學習統計學課程時,老師應側重實際應用方面的講解,教會學生不同的數據資料該用哪種相對應的統計方法?具體意義是什么?②在撰寫論文實際需要的能力方面,學校應該加強對學生論文選題的指導,以糾正在以往畢業論文中存在的選題過大、查新不準、設計不夠科學等問題[2]。③筆者建議學校安排學生參加論文撰寫講座和模擬演練。
2.2實習醫院方面
2.2.1指導老師本次調查表2顯示:①86.6%認為醫院非常有必要為實習生提供論文指導老師。②80.8%表示需在老師的指導下才能完成畢業論文的撰寫,這說明了醫院提供論文指導老師對實習生畢業論文撰寫的重要性,這與某些文章的見解相一致[3]。
2.2.2實習科室的合理安排調查顯示:①73.1%的學生認為進入臨床實習初期即要求學生確定論文題目感到迷茫。②82.7%認為醫院實習科室的安排對論文定題有影響。筆者認為這可能是學校純理論性教育與臨床實踐有一定的差距所致,實習醫院可以在統一安排科室輪轉的基礎上增加一點學生的自主性。比如在接近論文選題那段時間,通過讓實習生自主選擇感興趣的科室進行2-4周的??茖嵙?,配合臨床論文指導老師的指導,進一步熟悉該???,了解本專科的國內外發展動態,增加學生畢業論文撰寫的興趣,以明確畢業論文撰寫的方向。另外,還可以安排學生參加實習醫院舉辦的論文撰寫相關講座、論文匯報會和科研課題開題報告會等,甚至可以安排學生參加實習醫院部分科研工作。
2.3學生個人方面調查顯示:①只有26.9%對撰寫論文感興趣。②53.8%覺得撰寫論文非常難,30.8%不知道論文的選題,覺得無從下手。③有40.4%的本科生不知道如何進行數據資料的收集與統計分析。筆者建議:學生在大學三年級起可以梳理并確定自己感興趣的??疲亓私夂驼莆赵搶?频膰鴥韧獍l展動態,以便為最后一年臨床實習畢業論文定題做好充分的準備。最后,學生進入臨床實習早期就應勤觀察、勤思考,理論聯系實際,以便早日選好、選對論文題目;并充分利用實習醫院現有的資源,例如臨床指導老師、醫院的圖書館等,要積極主動與論文指導老師溝通、交流,得到老師的指導,使大家不再感到撰寫論文是件非常困難的事情。
3小結
1對象與方法
1.1調查對象
選擇2011年9月-2012年4月在4所二級甲等以上醫院實習的本科生52人作為調查對象。納入標準:(1)在醫學院校學習醫學知識3年或者4年,最后一年在臨床實習中需撰寫畢業論文的本科生;(2)被調查時正在從事醫學院校臨床實習;(3)愿意參與本項調查。其中男2人,女50人;年齡22-25(23.2±0.8)歲。專業:護理專業33人,占63.5%,其他專業19人,占36.5%。實習醫院等級:三級醫院42人,占80.1%,二級醫院10人,占19.2%。
1.2方法:采用問卷調查法
1.2.1通過參考有關文獻及與本科生座談資料自行設計問卷。問卷包括四個部分:①本科生的一般資料,包括年齡、性別、專業及實習醫院。②學生所屬院校在畢業論文撰寫方面所做工作、實際效果與學生對學校的期盼。③實習醫院對畢業生論文撰寫的影響以及實習生對醫院的期盼。④學生對撰寫論文的認識以及實際撰寫論文的能力。問題以單項選擇題為主,多選題2題,有專門標注。
1.2.2由調查者向被調查者說明調查的目的,并逐條講解調查內容,讓他們在充分理解后根據自身實際情況自行填寫,填寫完畢后調查者逐項檢查,確認沒有遺漏后回收。共發放調查問卷52份,回收52份,有效問卷52份,有效回收率100%。
1.2.3統計學方法
調查所得資料用MicrosoftExcel軟件建立數據庫,進行統計描述。
2結果與討論
通過本次調查得知,影響醫學院校臨床實習本科生畢業論文撰寫的因素歸納起來有三個方面:
2.1學校方面本次調查顯示:①82.7%的醫學院校雖然開設了論文撰寫方面的課程,但有63.5%的學生認為院校開設的此類課程少。②在實用性方面,有65.4%的學生認為這些課程對實際論文撰寫的幫助不大,只是知道了論文的撰寫格式。③只有7.7%的學生掌握了數據資料收集、統計分析方面的知識。因此,學生希望學校做如下改進工作:①學校在優化課程設置的基礎上,建議提高教師授課技巧。如在學習統計學課程時,老師應側重實際應用方面的講解,教會學生不同的數據資料該用哪種相對應的統計方法?具體意義是什么?②在撰寫論文實際需要的能力方面,學校應該加強對學生論文選題的指導,以糾正在以往畢業論文中存在的選題過大、查新不準、設計不夠科學等問題[2]。③筆者建議學校安排學生參加論文撰寫講座和模擬演練。
2.2實習醫院方面
2.2.1指導老師本次調查表2顯示:①86.6%認為醫院非常有必要為實習生提供論文指導老師。②80.8%表示需在老師的指導下才能完成畢業論文的撰寫,這說明了醫院提供論文指導老師對實習生畢業論文撰寫的重要性,這與某些文章的見解相一致[3]。
2.2.2實習科室的合理安排調查顯示:①73.1%的學生認為進入臨床實習初期即要求學生確定論文題目感到迷茫。②82.7%認為醫院實習科室的安排對論文定題有影響。筆者認為這可能是學校純理論性教育與臨床實踐有一定的差距所致,實習醫院可以在統一安排科室輪轉的基礎上增加一點學生的自主性。比如在接近論文選題那段時間,通過讓實習生自主選擇感興趣的科室進行2-4周的??茖嵙?,配合臨床論文指導老師的指導,進一步熟悉該???,了解本專科的國內外發展動態,增加學生畢業論文撰寫的興趣,以明確畢業論文撰寫的方向。另外,還可以安排學生參加實習醫院舉辦的論文撰寫相關講座、論文匯報會和科研課題開題報告會等,甚至可以安排學生參加實習醫院部分科研工作。
2.3學生個人方面調查顯示:①只有26.9%對撰寫論文感興趣。②53.8%覺得撰寫論文非常難,30.8%不知道論文的選題,覺得無從下手。③有40.4%的本科生不知道如何進行數據資料的收集與統計分析。筆者建議:學生在大學三年級起可以梳理并確定自己感興趣的???,著重了解和掌握該專科的國內外發展動態,以便為最后一年臨床實習畢業論文定題做好充分的準備。最后,學生進入臨床實習早期就應勤觀察、勤思考,理論聯系實際,以便早日選好、選對論文題目;并充分利用實習醫院現有的資源,例如臨床指導老師、醫院的圖書館等,要積極主動與論文指導老師溝通、交流,得到老師的指導,使大家不再感到撰寫論文是件非常困難的事情。
3小結
通過對52例醫學院校臨床實習本科生畢業論文撰寫影響因素的調查,發現醫學院校臨床實習本科生在畢業論文撰寫上,學校、實習醫院、學生個人還有很多工作需要改進,實習醫院、學校應該為臨床實習本科生畢業論文撰寫提供更多的幫助,如實習醫院可以允許學生自選??茖嵙?-4周來完成畢業論文的撰寫;學生個人應該以更加積極主動的態度努力提高與撰寫論文有關的各種能力,如思維能力、創新意識和科研能力等。
參考文獻