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Abstract
Since Dewey developed the concept of “critical thinking”, many scholars abroadhave carried out a series of studies about improving students' critical thinking skills ineducation field. In the 1980s,critical thinking became the target of higher educationprograms in such foreign countries as the US and Canada. It has gained its widespreadattention in China only in recent years. But there are only few studies about it ineducation field. Our traditional English teaching method pays much attention to thetraining of students' linguistic knowledge and language skills but ignores thecultivation of students' critical thinking abilities. In the process of skill practice,teachers often stress the importance of memorizing vocabulary and imitating skillsrigidly,but neglect the students' abilities in analyzing problems and putting forwardinnovative solutions. Therefore, English writing teaching is affected by this andmerely attaches emphasis to train students' reading and writing skills. There are fewstudies which aim at systematically cultivating students' analysis, synthesis, summary,comparison and reasoning skills while they are writing. Therefore,this study aims atdesigning some writings tasks and teaching strategies which can be used to fostercollege students' critical thinking awareness and promote students' all-rounddevelopment.
According to six critical thinking skills,this study was carried out by requiringstudents to hand in an argumentation. All participants in this study are non-Englishmajor college freshmen from a 211 key university. The revised version of Rubric forQualitative Critical Thinking Skills Instrument was used in this study. Withquantitative and qualitative analysis,writing experiment is conducted within a wholesemester to collect data concerning students' learning behavior. Reading-to-write isused in experimental class while traditional method is adopted in control class. Thewriting scores by the experimental and control class were statistically processed bysoftware SPSS . And also the interview was launched in some of students inexperimental class to assess students' critical thinking abilities reflected in theirwritings-The final analysis indicated that EGAP writing model exerted a significantlypositive influence in improving students' critical thinking skills, especially in arousingstudents' writing enthusiasm and critical thinking awareness. Compared with controlclass, students in experimental class made big progress in writing competence. Inaddition, this study put forward some reform proposals to the teaching of Englishwriting. The study is of great value to instruct students to employ critical thinkingskills in their writing.
Abstract
A large body of research has been conducted on the effects of technology-enhancedEnglish vocabulary learning since the 1960s (Marty, 1981)。 However, no consensus hasbeen reached yet (Choo, Lin, & Pandian,2012; Mohsen & Balakumarohsen, 2011)。
Despite the fact that some narrative reviews have evaluated and explored thesecontradictory results, this study aims at quantifying the overall effectiveness oftechnology-enhanced English vocabulary learning with a different approach to review:meta-analysis and performing in-depth moderator analyses of learning method and testtype further.
Totally, twenty effect sizes from thirteen pieces of primary research are obtainedafter collecting related literature published or unpublished in recent ten years via fourchannels and selecting through three filters. Later, all the primary research is coded anddata are computed in random-effects model with software ComprehensiveMeta-Analysis.
Results show that: (1) Technology has a positively large effect on Englishvocabulary learning according to Cohen's standards as proposed in 1992 (g = 95% confidential interval of [, ])。 (2) Learning methods (intentional learning,incidental learning, and integrated learning) have impacts on the overall effectiveness.
Heterogeneity exists in the three learning methods (g = = 0,01 < )，Effectiveness of intentional learning, incidental learning and integrated learning is ^ =, g 二 , g = respectively. Incidental learning under technology-enhancedenvironment yields the largest effectiveness on English vocabulary learning. (3) Testtypes (recognition tests, recall tests,recognition + recall tests) also have impacts on theoverall effectiveness. The three test types are heterogeneous as well {Q = , p = < )。 Recognition tests, recall tests, and recognition + recall tests have effectsizes of and respectively. Technology-enhanced English vocabularylearning achieves the largest effectiveness in recognition tests.
Abstract
The present study, which is based on the Competing Values Framework (. CVF:a framework to identify the organizational effectiveness and to define organizationalculture)， aims to investigate English teachers, teaching motivation at universities, theirperception of the organizational culture in the target university,their professionalaspiration and how they affect each other. The research questions to be addressed are asfollows: (1) How do the English teachers perceive the organizational culture at theirworkplace? (2) How much effort will the teachers pay for their professionalengagement and aspiration? (3) What kinds of motivation do the English teachers in thetarget university appear to have? (4) How will the organizational culture and theprevious experience affect teachers' motivation?
This study employed four different questionnaires as the research instruments,including one demographic questionnaire and three research questionnaires, . thedemographic questionnaire, the Organizational Culture Assessment Instrument (. theOCAI) (Cameron & Quinn, 1999)，the Professional Engagement and CareerDevelopment Aspiration-scale (. the PECDA-scale) (Watt & Richardson, 2008b)，andthe Work Tasks Motivation Scale for Teachers Teaching (. the WTMST) (Fernet et al.,2008)，to investigate the above mentioned research questions. The whole investigationtook roughly 12 weeks and involved three stages: the preparation stage,the pilot study,and the main study.
The findings of the present study show that most of the teachers are intrinsicallymotivated and with identified regulation influenced by the performance culture and theclan culture which are the dominant culture types of the target research site. Results alsoindicate that the overseas experience and length of teaching experience affect teachers'perception of tixe organizational culture and motivation. The participants who haveoverseas experience tend to be more with the sense of professionalism, moreintrinsically motivated and be more confident with their competence in the academicarea; and the ones who have longer years of teaching experience are with moreidentified regulation and introjected motivation and are more committed and moreassured of staying in the education field. The participants in the target universitybasically belong to the highly engaged persisters,and the male teachers expect to be theleadership.
Abstract
Owing to the economic, social and academic needs as well as the advantages of EGAP(General Academic Purpose in Chinese College English) itself, there exist 这 great deal ofnecessity and feasibility for applying English for EGAP class. It is our understanding thatwriting plays an extremely important role in the course of EGAP and genre is a quiteinfluential factor in improving students5 writing competency. However,the investigation ofstudents' current writing situation shows that being deeply influenced by traditional writingteaching methods which emphasize grammar and vocabulary; the students have littleknowledge about genre approach theoretically or systematically and lack the awareness ofgenre. Because of this,it becomes necessary to put forward an English writing teachingapproach which is effective as well as applicable to the situation in China so as to enhancetheir writing competence.
This paper firstly gives a brief introduction to the developing trend of EGAP bydiscussing its necessity and applicability in China and the main views of two schools of genretheory, the tiieoretical foundation and genre-based approaches of three main schools of genrestudy and practice. And also,their characteristics are compared and the adaptability inChinese College EGAP class is analyzed, based on which it puts forward a modifiedGenre-based approach in EGAP writing class in order to enhance students' genre awarenessand improve their writing skills.
To achieve this, two non-English major classes of freshmen in East China University ofScience and Technology (ECUST) have been selected as the experimental class andcontrolled class, and the research lasts one semester. The Genre-based approach is applied inthe experimental class following a modified Genre-based approach. And a comparison hasbeen made on the same subject at the beginning and the end of the semester and thecomparison and contrast between the experimental class and controlled class have also beenmade. Owing to various factors,such as learning motivation, different students show variedextent of acceptance to certain teaching approaches. Therefore, emphasis has not only beenput on the overall changes,but also on the individual differences.
There are three hypotheses:
1. Can Genre-based approach enhance students' genre awareness? 2. Can “genreawareness” really improve students' writing ability in EGAP? If the students can get overallimprovement, is there any difference in gender and the students with diverse learningaptitudes because of the individual difference? If some students fail to improve, what's thepossible reason behind it? 3. Will Chinese students accept and adapt to Genre-basedApproach?
Three sets of data from six writing assignments, writing in final-term examination andquestionnaires are collected and analyzed with the help of the software SPSS . And thestudy indicates that: (1) Genre-based approach has a significant effect in sensitizing students'genre awareness, improving holistic writing competence; (2) during the whole experimentalprocess, girls have a stable superiority over boys, however, boys' improvement fluctuation iscomparatively obvious; (3) students of medium efficiency have the greatest potential to makebig improvement; (4) Unavoidably, in this research there are some students who fail to gainimprovement in terms of writing ability or get changed in terms of writing notions, andthrough analysis it has been found that the main objective reasons are: the difficulty ofwriting itself,the differences of culture and ways of thinking between east and west,thelimited teaching period, etc.; and subjective reasons mainly come from: the limitedcompetence of students themselves, the lack of interest in English writing, etc(5) aoverwhelming majority of students are liable to accept this approach and able to adapt to itpretty well, yet acceptation is not absolutely accompanied by adaptation; (6) feedback is adispensable part in English writing teaching, and more specific feedback will bring strongermotivation in students' self-correcting and developing;In the end,the author presents some limitations in her research and hopes that this cangive some hints and tips to further research in EFL writing classes.
Abstract
In college English listening & speaking classrooms, language and other semioticsystems cooperate together to help students construct meaning. It can be reflected inthe design of textbooks and the use of audios, videos and images, etc. Thus, in thisthesis, the theoretical foundation is the theory of multimodal discourse analysis (MDA)derived from Systemic Functional Linguistics and Social Semiotics. The essence ofMDA is that other semiotic resources such as: images, audios, etc. are as important aslanguage in the meaning-making system. Visual Grammar, Acoustical Grammar andthe integrated frameworks of MDA are the main analysis approaches in this thesis.
Meanwhile, the results of the teaching investigation and the MDA for textbooksare the practical foundation for the multimodal teaching design, providing feasibleand effective suggestions in this thesis. According to the results, it can be concludedthat students have more or less realized multimodality in this course and argue thatmultimodality should be used in moderation; multimodal classroom activities, socialcontent, etc. should be brought into the class; teachers should remind students to payattention to images, fonts change and other multimodal factors in textbooks.
Therefore, when conducting the multimodal teaching design, attention should bepaid to: (1) Modalities influence each other with clear priorities in this course. (2)Words modality and acoustical modality are the primary modalities, while othermodalities are just used as tools to provide supplementary information and to improveteaching efficiency. (3) The chosen modalities should provide supplementaryinformation to make the learning material more easily understood and help studentsconcentrate. Then, on the basis of the above principles and the writer's teachingexperience, a sample teaching design has been worked out, then its' feasibility andeffectiveness have been verified by an empirical study with the method of interview.
Abstract
Degree adverbs play a crucial role in daily language communication. However,owing to their wide varieties and similar meanings, it is hard for language learners toreally master their meanings and usages.
With the aid of AntConc and based on the corpora of FROWN (TheFreiburg-Brown Corpus of American English)，FLOB (The Freiburg-LOB Corpus ofBritish English) and CLEC (Chinese Learner English Corpus)， the study aims tocompare the actual use of common English degree adverbs in terms of semanticprosody between Chinese EFL learners and native English speakers. The researchprocedures consist of two steps. First, AntConc is launched to extractconcordance lines of the target node words in each corpus and the semantic featuresof the node words' collocates are analyzed; then, the semantic prosodies of these nodewords are summarized and comparisons are made between the two corpora.
The results indicate that there are differences as well as similarities betweennative English speakers and Chinese learners in their use of semantic prosody.
Chinese EFL learners tend to underuse the negative semantic prosodies of fairly,highly, and totally?,overuse the negative semantic prosodies of extremely; and misusethe semantic prosody of terribly. The results also show that some problems exist inChinese learners' use of semantic prosodies of degree adverbs, and the reasons mayinclude their first language transfer, intralingual transfer, and the lack of informationabout the semantic prosody in dictionaries and textbooks.
论文英文参考文献格式
在社会的各个领域，大家对论文都再熟悉不过了吧，通过论文写作可以培养我们的科学研究能力。如何写一篇有思想、有文采的论文呢？下面是我收集整理的论文英文参考文献格式，希望能够帮助到大家。
英文文献采用“APA格式”：
单一作者著作的书籍：
姓，名字首字母.(年). 书名(斜体). 出版社所在城市：出版社.
Sheril, R. D. (1956). The terrifying future: Contemplating color television. San Diego: Halstead.
两位作者以上合著的书籍：
姓，名字首字母., & 姓，名字首字母.(年). 书名(斜体). 出版社所在城市：出版社.
Smith, J., & Peter, Q. (1992). Hairball: An intensive peek behind the surface of an enigma. Hamilton, ON: McMaster University Press.
文集中的文章：
Mcdonalds, A. (1993). Practical methods for the apprehension and sustained containment of supernatural entities. In G. L. Yeager (Ed.), Paranormal and occult studies: Case studies in application (pp. 42–64). London: OtherWorld Books.
期刊中的文章(非连续页码)：
Crackton, P. (1987). The Loonie: God's long-awaited gift to colourful pocket change? Canadian Change, 64(7), 34–37.
期刊中的文章(连续页码)：
姓，名字首字母.(年). 题目. 期刊名(斜体). 第几期，页码.
Rottweiler, F. T., & Beauchemin, J. L. (1987). Detroit and Narnia: Two foes on the brink of destruction. Canadian/American Studies Journal, 54, 66–146.
月刊杂志中的文章：
Henry, W. A., III. (1990, April 9). Making the grade in today's schools. Time, 135, 28-31.
php论文英文参考文献
[1]冯国良.基于Web及VRML网络教学平台的设计与实现[D].西安电子科技大学，2010.
[2]赵胜.基于B/S架构的Moodle网络教学平台的设计与实现[D].河北科技大学，2012.
[3]晏榆洋.基于web的在线网络教学平台的设计与实现[D].电子科技大学，2013.
[4]王逾西.动态网页的数据库连接技术[J].天津市财贸管理干部学院学报，2010，12（1）：41-43.
[5]徐一菲，陈光柱，沈春丰等.基于PHP网站的远程控制系统研究[J].微计算机信息，2010，26（15）：135-136，115.
[6]丁鲁南，康梅娟.基于WAMP的红色文化动态网站的设计[J].科技资讯，2012，（26）：20-20.
[7]滕文.基于MVC模式的PHP程序开发[J].科技视界，2012，（28）：262.
[8]郭雪清，肖飞，黄正东，王光华，宋莉莉，张伟.医院绩效管理信息系统的设计与实现[J].中国数字医学，2014，13（15）03：12-14+17.
[9]袁永革.试析医院管理信息系统的设计思想及其实施[J].计算机与信息技术，2014，16（18），03：91-94.
财务论文英文参考文献
[1]Adams, M. and Hardwick, P. An Analysis of Corporate Donations: UnitedKingdom Evidence [J], Journal of Management Studies, 1998,35 （5）： 641-654.
[2]Aronoff,C.,and J Ward. Family-owned Businesses: A Thing of the Past or Model of the Future. [J]. Family Business Review, 1995,8（2）； 121-130.
[3]Beckhard,R“Dyer Jr.,. Managing continuity in the family owned business [J]. Organizational Dynamics, 1983,12 （1）： 5-12.
[4Casson, M. The economics of family firms [J]. Scandinavian Economic History Review, 1999' 47（1）：10 - 23.
[5]Alchian,A.,Demsetz, H. Production, information costs, and economic organization. American Economic Review [J]. 1972,62（5）： 777-795.
[6]Allen, F,J, Qian and M, J. Qian. Law,Finance and Economic Growth in China [J], Journal of Financial Economics, 2005,77: .
[7]Amato,L. H.,& Amato,C. H. The effects of firm size and industry on corporate giving [J]. Journal of Business Ethics,2007,72（3）： 229-241.
[8]Chrisman, ., Chua,., and Steier, L. P. An introduction to theories of family business [J]. Journal of Business Venturing, 2003b, 18（4）： 441-448
动画论文英文参考文献范例多则
[1]程曼丽、王维佳：《对外传播及其效果研究》[M],北京大学出版社，2011年，36页.
[2]冯捃、何春耕：《《功夫熊猫》的跨文化传播分层解读》[J],《电影评介》，2014年第5期37-40页.
[3]范文杰、戴雪梅：《无意识一内隐认知理论的演变历程回顾及展望》[J],《重庆工商大学学报》，2009年第6期，596-601页.
[4]管文虎等：《国家形象论》[M],电子科技大学出版社，1999年，23页.
[5]郭秀艳、崔光成：《内隐学习本质特征的实验研究》[J],《心理科学》，2002年第1期，43-46页.
[6]陈晓云：《动画电影：叙事与意识形态》[J],《上海大学学报（社会科学版）》，2010年第5期，54-60页.
[7]黄国文、徐裙：《语篇分析与话语分析》[J],《外语与外语教学》，2006年第10期，2-6页.
[8]李德顺：《普遍价值与其可观基她》[J],《中国社会科学》，1998年第6期，5-14 页.
[9]刘丽英：《国家形象研究文献述评及营销视角分析一基于CSSCI（2001-2011）的研究》卬，《学术探索》，2014年第2期，120-123页.
学术论文英文参考文献注入格式
一、学术论文英文参考文献标注格式。
按照现行规定，学术期刊中论文参考文献的.标注采用顺序编码制，即在文内的引文处按引用文献在论文中出现的先后顺序以阿拉伯数字连续编码，序号置于方括号内。同一文献在一文中被反复引用者，用同一序号标示。这一规定使得所列文献简洁明了，应该引起论文作者注意。英文参考文献和中文参考文献一样，按在文中出现的先后顺序与中文文献混合连续编码着录;英文文献用印刷体;英文书名、期刊名和报纸名等用斜体;所列项目及次序与中文文献相同，但文献类型可不标出;忌用中文叙述英文。其格式为：
专着、论文集、学位论文、报告-[序号]主要责任者。文献题名。出版地：出版者，出版年。起止页码(任选)。
示例：[1]Day,C.,Veen, Walraven,G. Children and youth at risk and urban education. Research,policy and prac-tice. Leuven/Apeldoorn:Garant. 1997.
期刊文章-[序号]主要责任者。文献题名。刊名，年，卷(期)：起止页码。
示例：[2] Driessen,G.,& Van der Grinten,M. Home language proficiency in the Netherland:The evaluation of Turkish andMoroccan bilingual programmes- A critical review,Studies in Educational Evaluation,1994,20(3)：365- 386.
论文集中的析出文献-[序号]析出文献主要责任者。析出文献题名。原文献主要责任者(任选)。原文献题名。出版地：出版者，出版年。析出文献起止页码。
示例：[3] Driessen,G.,Mulder,L.,& Jungbluth,P. Structural and cultural determinants of educational opportunities in theNetherlands. In (Ed.)，Root and migration in global perspective. Jerusalem:Magnes . 104.[5]
报纸文章-[序号]主要责任者。文献题名。报纸名，出版日期(版次)。
示例：[4] Lgnatieff,M. Keeping an old flame burning brightly. The Guardian,1998- 12- 20(12)。
电子文献-[序号]主要责任者。电子文献题名。电子文献的出处或可获得的地址，发表或更新日期。
示例：[5] Baboescu,F. Algorithms for fast packet classification. .
二、关于英文人名的标注。
现行编排规范对英文人名如何标注未作明确要求，英文人名的标注较为混乱，有标注全名的，有标注时将名缩写、姓不缩写、保持原来顺序的，还有在姓、名之间加圆点的，后者是我国翻译作品中，中文书写外国人名经常采用的一种方式。其实，标注英文人名是有章可循的，在国外学术着作的参考文献中，关于人名的标注已约定俗成为一种统一的格式，即英文参考文献标注作者姓名时，要求姓在前、名在后，姓与名之间用逗号隔开，姓的词首字母大写，其余字母不大写;名用词首大写字母表示，后加缩写符号圆点，缩写符号不可省略。由于欧美国家人的姓名排列一般是名在前、姓在后，在标注时必须加以调整。如Georg Paghet Thomson,前面两个词是名，最后一个词是姓，应标注为Thomson,G. P为什么要如此标注呢?笔者认为有以下原因。
1.在应用计算机等信息工具进行英文文献检索时，以英文作者姓名中的姓作为依据之一，即以姓作为检索目标之一。
2.在欧美人姓名表达含义里，姓比名的重要性更强、更正式。用姓而不是名来代表作者，还有尊重、礼貌的意味。名缩写后加缩写符号圆点，也含有正式、尊重和礼貌的意味，缩写符号不可省略。
3.表示与平常书写姓名的不同，体现学术论文重要性、简约性和准确性的要求，符合科研论文文体风格。这种标注在英文学术着作、科技文献中已广泛采用，也容易被广大读者、作者理解、接受。
对于复姓情况，如Jory Albores-Saavedra等，在引用标注时，应将复姓全部写出，即Albores-Saavedra, J对于姓前带有冠词或介词的情况，如带有Mac,Le,Von,Van den等，标注时不能省略，应同姓一起提到前面标注，如Mac Donald,La Fontaina,Von Eschenbach,Van den Bery等。这里有个有趣的现象，对于北欧人常见的姓Van den Bery,如Van的词首字母大写，表示它是姓的一部分，标注时应与姓一起前置;如果作者姓名书写为Graham van den Bery,其中van的词首字母v没有大写，则表示它不是姓的一部分，姓Bery前置时，van den仍留在原来的位置，并且不可缩写或省略，标注为Bery,G. van den.另外，对于“姓名+学位”的情况，标注时一般把“学位”删去，不要将其误认为姓或姓的一部分.
一个参考文献有两位或两位以上作者时，标注时除按上述要求将每位作者的姓提前书写外，作者与作者之间用逗号分开，最后一位作者前加&符号，如示例[1],也可仅保留前三位作者，之后加etc.表示。
三、关于英文参考文献发表(出版)时间标注到年的问题。
发表(出版)时间是参考文献的一项重要内容，标示引用文献发表的历史时间位置，是判断引用文献新旧的一个根据，不可遗漏。国外学术论着中参考文献的发表(出版)时间标注到年，这与我国学术论着中参考文献的标注规定相同。国外学术论着中参考文献的发表(出版)时间的标注位置有标注在作者后的情况，并加圆括号，这是因为采用了“着者-出版年”制。我国学术期刊编排规范参考文献的标注采用“顺序编码”制,发表(出版)时间标注靠后，如示例[1]、[3],应按此要求标注为是。
四、英文析出文献名和原文献名的标注。
由于现行编排规范对英文析出文献和原文献的标注书写要求不够明确，目前有把析出文献名排成斜体，而把原文献名(论文集名或期刊名等)排成正体的情况。这种标注方式是不对的，混淆了析出文献名和原文献名的效力，正确的编排要求与此相反，国外的普遍作法与我国学者的论述[4]要求一致，因此这一现象值得编辑同行注意。
英文书名在英文文章中出现有排成斜体的习惯，论文集名、期刊名或报纸名与书名效力相同，故排成斜体，析出文献名相当于书中的章节标题，不具有书名的分量，故不可排成斜体。
在标注原文献名及作者时，原文献多指论文集或与之类似的著作，英文标注习惯上在编着者名前加词首字母大写的介词In,作者姓名前后次序不作调整，名缩写为词首大写字母，后加缩写符号圆点，姓完整标出，不缩写。作者后加编者一词的缩写形式及缩写符号圆点，词首字母大写，外加圆括号，如标注为In S. Weil(Ed.)，如示例[3].然后斜体标注原文献题名，后加注出版年，起至页码的缩写形式pp.和析出文献的起至页码。当原文献有两位或两位以上作者时，作者姓名同上述情况一样，前后次序不作调整，分别标出，编者一词缩写用复数形式Eds.,如In L. Eedering,& P. Leseman(Eds.)。
文献类型不宜标出。文献类型是我国编排规范制定的标注要求，国外并未采用。在中文中标注醒目、自然，在英文中此一项目的标注容易产生误解和干扰。如果是为方便计算机在检索或统计时辨识，是技术上的要求，那么就应当统一要求标注，从“可不标出”来看，尚未有技术上的要求。因而，文献类型在英文参考文献中不作标注为妥。
五、出版地和出版社(商)的标注。
出版地和出版社(商)是参考文献的重要内容，标示版权信息，不可遗漏或省略。我国一部着作一般由一家出版社负责出版发行，出版地一般也就比较明确为出版社所在的城市。国外情况就比较复杂了，由于市场经济高度成熟，语言通用程度高，着作权被普遍保护等原因，一部着作可能由不止一家出版社(商)合作出版发行，出版地也可能在不同国家的不同城市。当出版地有两处或两处以上、出版社(商)有两个或两个以上时，应当一一标出，中间用斜杠分开。如Amsterdam/Philadephia:Ben-jamins,又如Den Haag:Sdu/DOP出版地一般是出版社(商)所在的城市，标注城市名，不可标注为国家名。
参考文献补充了文章的重要信息，涉及范围十分广泛。因而，希望在修订现行编排规范时，对英文参考文献的标注作明确规定，以便作者写作和编者编辑时皆有章可循，亦使这项工作更加规范。
java论文英文的参考文献
参考文献：
[1]王庆智.王喜富.基于供应链管理的物流信息平台设计研究[A].第五届中国工业企业物流论坛论文集[C].2007(8)
[2]张翔.基于XML与Java技术构建电子政务系统的方法研究[D].西北大学.2008(5)
[3]符强.基于Java动态编程技术的软件自愈合构架研究[D].西北工业大学.2007(3)
[4]徐伟.赵嵩正.蒋维杨，基于功能的区域物流信息平台体系结构研究[J].情报杂志.2008(27)
[5]白磊，李芙玲.基于工作过程导向的JAVA程序设计课程教学研究[J].华北科技学院学报，2013，（04）：92-95.
[6]赖小平.基于工作过程导向的《Java程序设计》课程开发与实践[J].福建电脑，2015，（05）：52-53.
[7]孙晓奇，李胜，张文娇.基于工作过程的教学模式在java课程中的应用[J].电脑知识与技术，2014，（02）：338-339.
参考文献：
[1]李舒，陈丽君.高校学生成绩管理系统的设计与实现[J].辽宁大学学报：自然科学版，2006，3（3）：283-285.
[2]徐亮.高校智能排课系统的研究[J].电子设计工程，2013，21（7）：24-27.
[3]张小红.高校排课系统的设计与实现[J].电子科技，2012，25（7）：45-47.
[4]苏贞，陈海关.高校智能排课系统中蚁群算法的应用探讨[J].兰州教育学院学报，2013，29（7）：120-121.
[5]叶波霞浅谈大学生兼职在大学生活的重要性[J].中小企业管理与科技，2014，（33）
[6]王丽晖.关于大学生兼职现象的几点思考*高校一线思政工作者视角下的大学生兼职现象[J].2009，10（04）
参考文献：
[1]常征.功能测试中自动化测试框架的分析与应用[D].北京：北京林业大学，2007.
[2]徐骋.Android应用软件自动化测试框架的研究[D].大连：大连海事大学，2015.
[3]路静，王琪.一种基于功能测试的自动化测试框架[J].内蒙古科技与经济，2005（23）：25-26.
[4]曾北溟.自动化测试框架的研究与实现[D].武汉：武汉大学，2004.
[5]步倩倩.面向GUI软件的自动化测试框架的研究与应用[D].成都：电子科技大学，2010.
[6]郝义鹏.基于关键字驱动自动化测试平台的设计与实现[D].哈尔滨：哈尔滨工业大学，2007.
[7]侯菊敏.基于Android的关键字驱动自动化测试框架研究[D].广州：中山大学，2012.
[8]区立斌.基于层次关键字驱动的自动化测试框架设计与应用[D].广州：中山大学，2012.
[9]郝晓晓，张卫丰.基于XML的SDK自动化测试框架的设计与实现[J].计算机技术与发展，2010（4）：101-104.
[10]谢文哲.基于模块化测试框架的单元自动化测试框架的设计与实现[D].武汉：华中科技大学，2007.
[11]陈健.基于模型的数据处理系统的自动化测试框架[D].北京：中国科学院大学（工程管理与信息技术学院），2013.
ProQuest数据库平台 经济、管理期刊全文数据库包括大量学术期刊、学位论文 。Econlit 美国经济学会出版，部分全文 。EBSCO 收录2200种全文期刊，包括经济学、金融、国际商务、管理等.SpringerLink 经济、商业与管理电子图书和期刊Elsevier sdos 收录经济类电子图书和期刊Web of Science 综合性检索平台社会科学文献、经济学文献。Scopus 全球最大的文献型数据库。商业、管理和会计，决策科学、经济学、计量经济学和金融学。如果学校的数据库权限不够，或者在校外还可以用seek68文献馆，涵盖的中外数据库更多。
标题一般是Times New Roman小三，正文是Times New Roman小四
正式的英文学术文章格式设置如下：
1、字体为 Times New Roma，大小为12 font（也就是小四）；
2、行距 为 或 2倍 行距，段与段之间需要空一行；
3、对齐方式为左对齐 或者 两侧对齐（总之，左起必须顶格）；
4、Reference（参考文献）必须另起一页，且不计入文章字数。
英语注释具体要求如下：
①在文中要有引用标注，如××× [1]；
②如果重复出现同一作者的同一作品时，只注明作者的姓和引文所在页码（姓和页码之间加逗号）；格式要求如下：
[1]（空两格）作者名（名在前，姓在后，后加英文句号），书名（用斜体，后加英文句号），出版地（后加冒号），出版社或出版商（后加逗号），出版日期（后加逗号），页码（后加英文句号）。
[2]（空两格）作者名（名在前，姓在后，后加英文句号），文章题目（文章题目用“”引起来）（空一格）紧接杂志名（用斜体，后加逗号），卷号（期号），出版年，起止页码，英文句号。
参考资料：百度百科-论文格式
学术论文格式要求范文
无论是身处学校还是步入社会，大家都写过论文吧，通过论文写作可以培养我们独立思考和创新的能力。相信很多朋友都对写论文感到非常苦恼吧，以下是我精心整理的学术论文格式要求范文，希望能够帮助到大家。
学术论文的精要在于文字的博大精深，跟着我一起看看要注意哪些问题吧。
1、论文中文题目。（二号宋体加粗）
2、作者姓名：作者所在单位名称，所在省和城市名称，邮编，如多名作者则分行依次排列。（作者：小四号仿宋;单位等：六号宋体）
3、摘要：150～300字，需有简明的研究目的、研究方法、结果、结论等，摘要书写中不能出现“本人”、“本文”等第一人称称谓。（五号宋体，摘要两字加粗）
4、关键词：3～8个，每个关键词之间用“;”隔开。（五号宋体，关键词三字加粗）
5、引言：简要说明研究工作的目的、范围、相关领域的前人工作和知识空白、理论基础和分析、研究设想、研究方法和实验设计、预期结果和意义等。引言应言简意赅，不要与摘要雷同，不要成为摘要的注释。（内容均为小四宋体，行距倍下同）
6、正文：论文的核心，要求主题新颖，观点明确，有理论高度，有实践基础;论据充分，引文准确，数据可靠;层次分明，文字简练，图表清晰。
一、题目作者：
论文题目（宋体二号、不超过20个字）
作者姓名宋体四号
（单位全名、部门全名，市（或直辖市）、邮政编码）宋体小四
二、摘要关键词：
摘要宋体四号：摘要内容宋体小四号
关键词宋体四号：内容宋体小四号
三、引言部分：
宋体小四号
四、正文部分：
正文文字宋体小四号，单倍行距
五、标题部分：
1一级标题 宋体三号标题1
二级标题 宋体四号标题2
三级标题 宋体小四号标题3
六、图片格式：
正文文字中，先见文后见图，全文统一按顺编号，图片格式为JPG格式，分辨率为400DPI以上。
七、注释文献：
[注释]宋体五号
①注释1宋体小五号
②注释2宋体小五号
[参考文献]宋体五号
[1]参考文献1宋体小五号
[2]参考文献2宋体小五号
1、文稿
应具有科学性和实用性，论点明确，资料可靠，文字精炼，层次清楚，数据准确，书写工整规范，必要时应做统计学处理。
2、题目
力求简明、醒目，反映出文章的主题。中文文题一般以20个汉字以内为宜，不用非公知公认的缩写或符号，尽量避免用英文缩写。
3、作者、单位和脚注
作者姓名居题目下方，单位名称用括号注于作者下方，写至具体科室并注明城市和邮政编码。稿件首页的脚注处用中（英）文附第一作者和通讯作者的简介，包括学历、职称、学衔（如院士、博导、硕导或其他学术头衔）、研究方向、本研究的基金资助项目与编号（附基金证书复印件，将优先发表）、联系电话、传真、e—mail等。
作者姓名的排列顺序应在投稿时确定，在编排过程中不再更动，作者应是：
①参与选题和设计，或参与资料的分析和解释者；
②起草或修改论文中关键性理论或其它主要内容者；
③能对编辑部的修改意见进行核修，在学术界进行答辩，并最终同意该文发表者。
以上3条均需具备，仅参与获得资金或收集资料者不能列为作者，仅对科研小组进行一般管理也不宜列为作者。对文章的各主要结论，均必须至少有1位作者负责。集体署名的文章必须明确对该文负责的关键人物（通讯作者）；其他对该研究有贡献者应列入志谢部分。作者中如有外籍作者，应征得本人同意，并有证明信或本人签名。
4、摘要
本版采用结构式摘要（讲座与综述可不按此结构书写），摘要的内容应客观真实，采用第三人称撰写，不用“本文”、“作者”等主语，前三部分切忌掺杂作者的主观见解、解释和评论。非公知公认的符号或术语第一次出现时应写全称。
5、关键词
论著需标引2～8个关键词。请尽量使用美国国立医学图书馆编辑的最新版（index medicus）中医学主题词表（mesh）内所列的`词。主要的自由词和未被词表收录的新学科、新技术中的重要术语，也可作为关键词标出。如果最新版mesh中尚无相应的词，处理办法有：
①可选用直接相关的几个主题词进行组配；
②可根据树状结构表选用最直接的上位主题词；
③必要时，可采用习用的自由词并排列于最后。关键词中的缩写词应按mesh还原为全称，如“hbsag”应标引为“乙型肝炎表面抗原”，每个英文关键词第一个字母大写，各词汇之间用“；”隔开。
一、学术论文格式要求
（一）需报送全文，文稿请用word录入排版。字数不超过5000字。
（二）应完整扼要，涉及主要观点的图片、曲线和表格不能缺少，正文要有“结论”部分。如稿件内容不清或文章篇幅超长等原因，编辑有权删改。
（三）论文结构请按下列顺序排列：
1、大标题（第一行）：三黑字体，居中排。
2、姓名（第二行）：小三楷字体，居中排。
3、作者单位或通信地址（第三行）：按省名、城市名、邮编顺序排列，用小三楷字体。
4、关键词。需列出4个关键词，小三楷字体。第1个关键词应为二级学科名称。学科分类标准执行国家标准；关键词后请列出作者的中国科协所属全国性学会个人会员的登记号
5、正文。小四号宋体。文中所用计量单位，一律按国际通用标准或国家标准，并用英文书写，如km2，kg等。文中年代、年月日、数字一律用阿拉伯数字表示。
正文中的各级标题、图、表体例见下表：
表；标题体例
标题级别字体字号格式说明
一级标题三号标宋居中题目
二级标题四号黑体左空2字，单占行汉字加顿号，如“一、”
三级标题四号仿宋体左空2字，单占行汉字加括号，如“（一）”
四级标题小四号黑体左空2字，单占行阿拉伯数字加下圆点，如“1。”
五级标题小四号宋体左空2字，右空1字，接排正文阿拉伯数字加括号，如“（1）”允许用于无标题段落
图、表、注释及参考文献体例
内容字体字号格式说明
图题五号宋体排图下，居中，单占行图号按流水排序，如“图1；“图2”
图注小五号宋体排图题下，居中，接排序号按流水排序，如“1.”；“2.”
表题五号黑体排表上，居中，可在斜杠后接排计量单位，组合单位需加括号如“表2几种发动机的最大功率/kW”“表5几种车辆的速度/（km/h）”表序号按流水排序，如“表1”、“表2”
表栏头小五号宋体各栏居中，计量单位格式同上。
图文/表文小五号宋体表文首行前空1字，段中可用标点，段后不用标点。
6、参考文献。文章必须有参考文献。“参考文献”4字作为标题，字体五黑，居中，其他字体五宋。文献著录格式如下：
（1）著作：作者姓名。书名。出版社名，出版年月，页码（如有两个以上作者，作者间用逗号分开）
（2）期刊：作者姓名。文章名。期刊名，年份，卷（期）、页码。
7、作者简介。请在参考文献之后附作者简介。“作者简介”请用五黑字体左起顶格排，后空一格，接排。作者简介字体五宋，100字以内，包括姓名、参加的全国性学会名称、中国科协个人会员登记号、工作单位、电话、传真、电子信箱等。
二、论文格式基本要求 ：
限在“CSSCI检索期刊2003”、“中文核心期刊（学术刊物，非杂志类）北大2004版”期刊发表的论文格式
（一）基本要求
1、用WORD等文本编辑5000字为宜，并附100—200字的内容摘要，3—8个关键词，标题、内容摘要和关键词必须翻译成英文；内容摘要的写作应力求简明扼要，具有相对独立性和完整性，客观反映论文的主要内容和研究方法。摘要的写作应避免出现“本文论述了……对……有重要意义”之类的用语。
2、关键词是反映论文主要内容的名词性术语一般每篇可选3—8个，应尽量从《汉语主题词表》中选用。未被词表收录的新学科、新技术中的重要术语和地区、人物、文献等名称，也可作为关键词标注。关键词应以与正文不同的字体字号编排在摘要下方。多个关键词之间用分号分隔。中英文关键词应一一对应。中文关键词前以“关键词：”或“[关键词]”作为标识；英文关键词前以“Keywords：”作为标识。
3、稿件内容观点鲜明、选题新颖、逻辑严密、下笔有据、论证充分、结合实际、深人浅出、文字通顺、言简意赅。
（二）标题
标题应简明、具体、确切，能概括文章的特定内容，符合编制题录、索引和检索的有关原则，一般不超过20个字。必要时可加副标题，用较小字号另行起排。文章标题及作者姓名单位均须翻译成英文。
（三）注明投稿日期
是指您投稿的日期。示例：收稿日期：20xx—02—18
（四）基金项目
获得基金资助产出的文章应以“基金项目：”或“[基金项目]”作为标识注明基金项目名称，并在圆括号内注明项目编号。多项基金项目应依次列出，其间以分号隔开。示例：基金项目：国家社会科学规划基金资助项目（2004BJL001）
（五）作者简介
作者的姓名、出生年、性别、民族（汉族可省略）、籍贯、职称、学位等作出介绍，其前以“作者简介：”作为标识。一般排在篇首页地脚，置于投稿日期（或基金项目）之后。同一篇文章的其他主要作者简介可以在同一“作者简介：”标识后相继列出，其间以分号隔开。
示例：
作者简介：张三（1960—），男，汉族，福建厦门人，厦门大学会计系教授，博士。
（六）正文
文内标题力求简短、明确，题末不用标点符号（问号、叹号、省略号除外）。层次不宜过多，一般不超过5级。大段落的标题居中排列，可不加序号。层次序号可采用一、（一）、1、（1）、1）；不宜用①，以与注号区别。文中应做到不背题，一行不占页，一字不占行。
（七）参考文献
参考文献著录的条目以小于正文的字号编排在文末。其格式为：
专著、论文集、学位论文、研究报告[序号]主要责任者，文献题名[文献类型标识]。出版地：出版者，出版年，起止页码（任选）。
1,思路清晰，概念清晰，层次清晰，表达清晰。2,内容齐全，结构完整对称，不想无休止地开始或结束。3,科学内容是正确的（没有错误），数据是正确的（可靠的数据），语言是正确的（语法是没有错误）4,深入、全面地探索其科学内涵，使定量方法成为可能。
正式的英文学术文章格式设置如下：
1、字体为 Times New Roma，大小为12 font（也就是小四）；
2、行距 为 或 2倍 行距，段与段之间需要空一行；
3、对齐方式为左对齐 或者 两侧对齐（总之，左起必须顶格）；
4、Reference（参考文献）必须另起一页，且不计入文章字数。
英语注释具体要求如下：
①在文中要有引用标注，如××× [1]；
②如果重复出现同一作者的同一作品时，只注明作者的姓和引文所在页码（姓和页码之间加逗号）；格式要求如下：
[1]（空两格）作者名（名在前，姓在后，后加英文句号），书名（用斜体，后加英文句号），出版地（后加冒号），出版社或出版商（后加逗号），出版日期（后加逗号），页码（后加英文句号）。
[2]（空两格）作者名（名在前，姓在后，后加英文句号），文章题目（文章题目用“”引起来）（空一格）紧接杂志名（用斜体，后加逗号），卷号（期号），出版年，起止页码，英文句号。
参考资料：百度百科-论文格式
英语论文的格式
在个人成长的多个环节中，大家一定都接触过论文吧，论文是对某些学术问题进行研究的手段。写论文的注意事项有许多，你确定会写吗？下面是我帮大家整理的英语论文的格式，欢迎大家分享。
论文的'规格：正文长度 5，500—8，500 单词。
使用的语言：英语
论文分题目、引言、正文、参考文献、致谢等部分。
引文要注明出处。直接引用要加引号，间接引文要以转述的方式出现。然后以括号把引文来源写清楚：(作者名，年份，引文所在页码)
论文正文部分：
1、 题目大写，三号字，新时代罗马字，大写下面可写一个附标题，4号字;
2、 作者名，5号字，班级，学号
3、 指导教师名，5号字，职称
4、 摘要：用300词，5号字, 英文一页,中文一页
5、 关键词：不能用专有名词，词与词之间空四格(或一个tab键)，不加标点符号
6、 正文：用5号字, 大部分标题用5号字黑体、小部分、小小部分。大部分用罗马字，小不分用一般数字符号：
引言：引入正题，不超过2段
7、 参考文献(bibliography)：先英文,后中文
作者名，出版年月，文章名/书刊名，出版社，地点
9、致谢(acknowledgement)
五、 毕业论文质量标准
(一)选题恰当、与毕业生的知识水平与认识能力相当;
(二)内容丰富、资料翔实、论证充分有力;
(三)观点正确、逻辑性强、无违反国家大政方针的观点;
(四)叙述清楚、层次清晰而丰富;
(五)语言表达正确，无拼写错误、语言错误控制在20-25%00(万分之二十到二十五);
(六)用词、造句、谋篇、布局等方面无明显失误，修辞错误率控制在2%。
1.文章标题 英文标题一般在10个实词以内,最多不超过15个实词,避免使用非公知公用的缩略词,代号等.
2. 论文如有涉密问题或已在公开期刊上发表,请在篇首页地脚处注明.
3. 摘要 英文摘要一般为150-180个实词,中文摘要一般在300字以内,中英文摘要应基本一致.其内容应包括研究目的,方法,结果,结论等,禁用"本文","作者","This paper"等作主语.详见"科技期刊文章摘要的写作要求".
4. 关键词 每篇文章可选3～8个能反映文章主要内容的单词,词组或术语.英文关键词应与中文关键词相对应.
5中图分类号 请查《中国图书馆分类法》.
6. 正文 正文篇幅一般希望控制在成书5页(记空格,图表占位)以内.内容力求有创新,论证严谨,语句通顺,文字精炼.
7.文中正体,斜体,黑体字符的用法:
⑴斜体.变量名称用斜体单字母表示;下标若是由变量转化来的则用斜体;坐标轴(如x,y)和变量(如i,j)用斜体.
⑵正体.下标由文字转化来的说明性字符用正体;单位,词头用正体,如nm,pF等;几个特殊常量用正体,如e,i,π等.
⑶黑体.矩阵,矢量名称用黑体表示.
8.图形要求
图中所有线条,文字必须用黑色绘制;用线形或标识符区分;不得有背景;
图中线条须清晰,均匀,刻度线向内侧画,并且间隔应均匀;
图中坐标线粗磅,曲线宽度为坐标线宽度的3倍;
9.表格要求 表格采用三线表,表头中使用物理量符号/单位,如下例:
10.参考文献 来稿引用他人观点与材料,须将参考文献按正文中出现的先后次序列于文后,文中须在引用处右上角加注"「序号」".中文参考文献必须列出相应的英文,并在后面加注"(in Chinese)".引文作者姓名均为姓前名后,最多标3名,余下用"et al."代表.
著录格式为:(按不同析出物分类说明)
「连续出版物」 主要作者.题名「J」 .刊名,年,卷(期):起止页码.
「专著」 主要作者.书名「M」 .出版地(城市名):出版者,出版年.起止页码.
「译著」 主要作者.书名「M」 .译者.出版地(城市名):出版者,出版年.起止页码.
「论文集」 主要作者.题名「A」 .编者.论文集名「C」 .出版地(城市名):出版者,出版年.起止页码.
「会议论文」 主要作者.题名「Z」 .会议名称,会议召开地(城市名),召开年.
「学位论文」 作者.题名「D」 .所在城市:保存单位,年份.
「研究报告」 主要作者.题名「R」 .报告代码及编号(或:保存地点:责任单位),年份.
「报纸」 作者名.文章名「N」.报纸名,出版日期(版次).
「电子文献」 作者.题名「EB/OL」 .发表或更新日期/引用日期.
「专利」 申请者.专利名「P」 .专利国名:专利号,发布日期.
「技术标准」 技术标准代号,技术标准名称「S」 .
下面是关于学术论文英文摘要模板，希望对你们有帮助。
Abstract
Since Dewey developed the concept of “critical thinking”, many scholars abroadhave carried out a series of studies about improving students' critical thinking skills ineducation field. In the 1980s,critical thinking became the target of higher educationprograms in such foreign countries as the US and Canada. It has gained its widespreadattention in China only in recent years. But there are only few studies about it ineducation field. Our traditional English teaching method pays much attention to thetraining of students' linguistic knowledge and language skills but ignores thecultivation of students' critical thinking abilities. In the process of skill practice,teachers often stress the importance of memorizing vocabulary and imitating skillsrigidly,but neglect the students' abilities in analyzing problems and putting forwardinnovative solutions. Therefore, English writing teaching is affected by this andmerely attaches emphasis to train students' reading and writing skills. There are fewstudies which aim at systematically cultivating students' analysis, synthesis, summary,comparison and reasoning skills while they are writing. Therefore,this study aims atdesigning some writings tasks and teaching strategies which can be used to fostercollege students' critical thinking awareness and promote students' all-rounddevelopment.
According to six critical thinking skills,this study was carried out by requiringstudents to hand in an argumentation. All participants in this study are non-Englishmajor college freshmen from a 211 key university. The revised version of Rubric forQualitative Critical Thinking Skills Instrument was used in this study. Withquantitative and qualitative analysis,writing experiment is conducted within a wholesemester to collect data concerning students' learning behavior. Reading-to-write isused in experimental class while traditional method is adopted in control class. Thewriting scores by the experimental and control class were statistically processed bysoftware SPSS . And also the interview was launched in some of students inexperimental class to assess students' critical thinking abilities reflected in theirwritings-The final analysis indicated that EGAP writing model exerted a significantlypositive influence in improving students' critical thinking skills, especially in arousingstudents' writing enthusiasm and critical thinking awareness. Compared with controlclass, students in experimental class made big progress in writing competence. Inaddition, this study put forward some reform proposals to the teaching of Englishwriting. The study is of great value to instruct students to employ critical thinkingskills in their writing.
Abstract
A large body of research has been conducted on the effects of technology-enhancedEnglish vocabulary learning since the 1960s (Marty, 1981)。 However, no consensus hasbeen reached yet (Choo, Lin, & Pandian,2012; Mohsen & Balakumarohsen, 2011)。
Despite the fact that some narrative reviews have evaluated and explored thesecontradictory results, this study aims at quantifying the overall effectiveness oftechnology-enhanced English vocabulary learning with a different approach to review:meta-analysis and performing in-depth moderator analyses of learning method and testtype further.
Totally, twenty effect sizes from thirteen pieces of primary research are obtainedafter collecting related literature published or unpublished in recent ten years via fourchannels and selecting through three filters. Later, all the primary research is coded anddata are computed in random-effects model with software ComprehensiveMeta-Analysis.
Results show that: (1) Technology has a positively large effect on Englishvocabulary learning according to Cohen's standards as proposed in 1992 (g = 95% confidential interval of [, ])。 (2) Learning methods (intentional learning,incidental learning, and integrated learning) have impacts on the overall effectiveness.
Heterogeneity exists in the three learning methods (g = = 0,01 < )，Effectiveness of intentional learning, incidental learning and integrated learning is ^ =, g 二 , g = respectively. Incidental learning under technology-enhancedenvironment yields the largest effectiveness on English vocabulary learning. (3) Testtypes (recognition tests, recall tests,recognition + recall tests) also have impacts on theoverall effectiveness. The three test types are heterogeneous as well {Q = , p = < )。 Recognition tests, recall tests, and recognition + recall tests have effectsizes of and respectively. Technology-enhanced English vocabularylearning achieves the largest effectiveness in recognition tests.
Abstract
The present study, which is based on the Competing Values Framework (. CVF:a framework to identify the organizational effectiveness and to define organizationalculture)， aims to investigate English teachers, teaching motivation at universities, theirperception of the organizational culture in the target university,their professionalaspiration and how they affect each other. The research questions to be addressed are asfollows: (1) How do the English teachers perceive the organizational culture at theirworkplace? (2) How much effort will the teachers pay for their professionalengagement and aspiration? (3) What kinds of motivation do the English teachers in thetarget university appear to have? (4) How will the organizational culture and theprevious experience affect teachers' motivation?
This study employed four different questionnaires as the research instruments,including one demographic questionnaire and three research questionnaires, . thedemographic questionnaire, the Organizational Culture Assessment Instrument (. theOCAI) (Cameron & Quinn, 1999)，the Professional Engagement and CareerDevelopment Aspiration-scale (. the PECDA-scale) (Watt & Richardson, 2008b)，andthe Work Tasks Motivation Scale for Teachers Teaching (. the WTMST) (Fernet et al.,2008)，to investigate the above mentioned research questions. The whole investigationtook roughly 12 weeks and involved three stages: the preparation stage,the pilot study,and the main study.
The findings of the present study show that most of the teachers are intrinsicallymotivated and with identified regulation influenced by the performance culture and theclan culture which are the dominant culture types of the target research site. Results alsoindicate that the overseas experience and length of teaching experience affect teachers'perception of tixe organizational culture and motivation. The participants who haveoverseas experience tend to be more with the sense of professionalism, moreintrinsically motivated and be more confident with their competence in the academicarea; and the ones who have longer years of teaching experience are with moreidentified regulation and introjected motivation and are more committed and moreassured of staying in the education field. The participants in the target universitybasically belong to the highly engaged persisters,and the male teachers expect to be theleadership.
Abstract
Owing to the economic, social and academic needs as well as the advantages of EGAP(General Academic Purpose in Chinese College English) itself, there exist 这 great deal ofnecessity and feasibility for applying English for EGAP class. It is our understanding thatwriting plays an extremely important role in the course of EGAP and genre is a quiteinfluential factor in improving students5 writing competency. However,the investigation ofstudents' current writing situation shows that being deeply influenced by traditional writingteaching methods which emphasize grammar and vocabulary; the students have littleknowledge about genre approach theoretically or systematically and lack the awareness ofgenre. Because of this,it becomes necessary to put forward an English writing teachingapproach which is effective as well as applicable to the situation in China so as to enhancetheir writing competence.
This paper firstly gives a brief introduction to the developing trend of EGAP bydiscussing its necessity and applicability in China and the main views of two schools of genretheory, the tiieoretical foundation and genre-based approaches of three main schools of genrestudy and practice. And also,their characteristics are compared and the adaptability inChinese College EGAP class is analyzed, based on which it puts forward a modifiedGenre-based approach in EGAP writing class in order to enhance students' genre awarenessand improve their writing skills.
To achieve this, two non-English major classes of freshmen in East China University ofScience and Technology (ECUST) have been selected as the experimental class andcontrolled class, and the research lasts one semester. The Genre-based approach is applied inthe experimental class following a modified Genre-based approach. And a comparison hasbeen made on the same subject at the beginning and the end of the semester and thecomparison and contrast between the experimental class and controlled class have also beenmade. Owing to various factors,such as learning motivation, different students show variedextent of acceptance to certain teaching approaches. Therefore, emphasis has not only beenput on the overall changes,but also on the individual differences.
There are three hypotheses:
1. Can Genre-based approach enhance students' genre awareness? 2. Can “genreawareness” really improve students' writing ability in EGAP? If the students can get overallimprovement, is there any difference in gender and the students with diverse learningaptitudes because of the individual difference? If some students fail to improve, what's thepossible reason behind it? 3. Will Chinese students accept and adapt to Genre-basedApproach?
Three sets of data from six writing assignments, writing in final-term examination andquestionnaires are collected and analyzed with the help of the software SPSS . And thestudy indicates that: (1) Genre-based approach has a significant effect in sensitizing students'genre awareness, improving holistic writing competence; (2) during the whole experimentalprocess, girls have a stable superiority over boys, however, boys' improvement fluctuation iscomparatively obvious; (3) students of medium efficiency have the greatest potential to makebig improvement; (4) Unavoidably, in this research there are some students who fail to gainimprovement in terms of writing ability or get changed in terms of writing notions, andthrough analysis it has been found that the main objective reasons are: the difficulty ofwriting itself,the differences of culture and ways of thinking between east and west,thelimited teaching period, etc.; and subjective reasons mainly come from: the limitedcompetence of students themselves, the lack of interest in English writing, etc(5) aoverwhelming majority of students are liable to accept this approach and able to adapt to itpretty well, yet acceptation is not absolutely accompanied by adaptation; (6) feedback is adispensable part in English writing teaching, and more specific feedback will bring strongermotivation in students' self-correcting and developing;In the end,the author presents some limitations in her research and hopes that this cangive some hints and tips to further research in EFL writing classes.
Abstract
In college English listening & speaking classrooms, language and other semioticsystems cooperate together to help students construct meaning. It can be reflected inthe design of textbooks and the use of audios, videos and images, etc. Thus, in thisthesis, the theoretical foundation is the theory of multimodal discourse analysis (MDA)derived from Systemic Functional Linguistics and Social Semiotics. The essence ofMDA is that other semiotic resources such as: images, audios, etc. are as important aslanguage in the meaning-making system. Visual Grammar, Acoustical Grammar andthe integrated frameworks of MDA are the main analysis approaches in this thesis.
Meanwhile, the results of the teaching investigation and the MDA for textbooksare the practical foundation for the multimodal teaching design, providing feasibleand effective suggestions in this thesis. According to the results, it can be concludedthat students have more or less realized multimodality in this course and argue thatmultimodality should be used in moderation; multimodal classroom activities, socialcontent, etc. should be brought into the class; teachers should remind students to payattention to images, fonts change and other multimodal factors in textbooks.
Therefore, when conducting the multimodal teaching design, attention should bepaid to: (1) Modalities influence each other with clear priorities in this course. (2)Words modality and acoustical modality are the primary modalities, while othermodalities are just used as tools to provide supplementary information and to improveteaching efficiency. (3) The chosen modalities should provide supplementaryinformation to make the learning material more easily understood and help studentsconcentrate. Then, on the basis of the above principles and the writer's teachingexperience, a sample teaching design has been worked out, then its' feasibility andeffectiveness have been verified by an empirical study with the method of interview.
Abstract
Degree adverbs play a crucial role in daily language communication. However,owing to their wide varieties and similar meanings, it is hard for language learners toreally master their meanings and usages.
With the aid of AntConc and based on the corpora of FROWN (TheFreiburg-Brown Corpus of American English)，FLOB (The Freiburg-LOB Corpus ofBritish English) and CLEC (Chinese Learner English Corpus)， the study aims tocompare the actual use of common English degree adverbs in terms of semanticprosody between Chinese EFL learners and native English speakers. The researchprocedures consist of two steps. First, AntConc is launched to extractconcordance lines of the target node words in each corpus and the semantic featuresof the node words' collocates are analyzed; then, the semantic prosodies of these nodewords are summarized and comparisons are made between the two corpora.
The results indicate that there are differences as well as similarities betweennative English speakers and Chinese learners in their use of semantic prosody.
Chinese EFL learners tend to underuse the negative semantic prosodies of fairly,highly, and totally?,overuse the negative semantic prosodies of extremely; and misusethe semantic prosody of terribly. The results also show that some problems exist inChinese learners' use of semantic prosodies of degree adverbs, and the reasons mayinclude their first language transfer, intralingual transfer, and the lack of informationabout the semantic prosody in dictionaries and textbooks.
您好，本人也是采矿工作者。采矿方面的论文可以发表到以下期刊：采矿与安全工程学报矿业安全与环保金属矿山矿冶工程煤矿机械矿业研究与开发煤矿安全煤炭学报煤炭工程煤炭科学技术中国矿业大学学报中国矿业有色金属中国煤炭矿山机械西安科技大学学报湖南科技大学学报中南大学学报辽宁工程技术大学学报中国煤炭露天采矿技术河北煤炭建井技术采矿技术矿冶矿业工程江西煤炭科技煤矿爆破煤矿机电煤煤矿现代化中国矿业大学学报：英文版煤矿开采煤炭科技煤炭学报：英文版煤炭技术山东煤炭科技山西焦煤科技能源技术与管理陕西煤炭水力采煤与管道运输广东有色金属学报中国煤层气有色矿山有色金属：矿山部分中国矿山工程中州煤炭黑龙江科技学院学报山东科技大学学报华北科技学院学报太原理工大学学报安徽理工大学学报以上比较详细了，望采纳。
多了不知道哪里去，主要看你是需要国内还是国外的。
目前有很多矿业类的期刊，但都是核心，发表起来要求学术水平非常高，对于屏职称完全没有必要。我有个同学也是矿业工程的，在新汶矿业集团，我给他发表在《价值工程》上，他评审通过了，一点问题没有。如果确实是高水平文章，可以到中国知网找相关期刊。
在中国有些比较好的杂志是直接EI或者SCI送检的，只要是被此杂志录用的文章，最终会被EI、SCI数据库收录。这只个数据库不是发表文章的地，发表的就去* 品 优 刊。
building types and designA building is closely bound up with people，for it provides with the necessary space to work and live in .As classified by their use ,buildings are mainly of two types :industrial buildings and civil buildings .industrial buildings are used by various factories or industrial production while civil buildings are those that are used by people for dwelling ,employment ,education and other social activities .Industrial buildings are factory buildings that are available for processing and manufacturing of various kinds ,in such fields as the mining industry ,the metallurgical industry ,machine building ,the chemical industry and the textile industry . factory buildings can be classified into two types single-story ones and multi-story ones .the construction of industrial buildings is the same as that of civil buildings .however ,industrial and civil buildings differ in the materials used and in the way they are used .Civil buildings are divided into two broad categories: residential buildings and public buildings .residential buildings should suit family life .each flat should consist of at least three necessary rooms : a living room ,a kitchen and a toilet .public buildings can be used in politics ,cultural activities ,administration work and other services ,such as schools, office buildings, parks ,hospitals ,shops ,stations ,theatres ,gymnasiums ,hotels ,exhibition halls ,bath pools ,and so on .all of them have different functions ,which in turn require different design types as well. Housing is the living quarters for human beings .the basic function of housing is to provide shelter from the elements ,but people today require much more that of their housing .a family moving into a new neighborhood will to know if the available housing meets its standards of safety ,health ,and comfort .a family will also ask how near the housing is to grain shops ,food markets ,schools ,stores ,the library ,a movie theater ,and the community center .In the mid-1960’s a most important value in housing was sufficient space both inside and out .a majority of families preferred single-family homes on about half an acre of land ,which would provide space for spare-time activities .in highly industrialized countries ,many families preferred to live as far out as possible from the center of a metropolitan area ,even if the wage earners had to travel some distance to their work .quite a large number of families preferred country housing to suburban housing because their chief aim was to get far away from noise ,crowding ,and confusion .the accessibility of public transportation had ceased to be a decisive factor in housing because most workers drove their cars to work .people we’re chiefly interested in the arrangement and size of rooms and the number of bedrooms .Before any of the building can begin ,plans have to be drawn to show what the building will be like ,the exact place in which it is to go and how everything is to be important point in building design is the layout of rooms ,which should provide the greatest possible convenience in relation to the purposes for which they are intended .in a dwelling house ,the layout may be considered under three categories : “day”, “night” ,and “services” .attention must be paid to the provision of easy communication between these areas .the “day “rooms generally include a dining-room ,sitting-room and kitchen ,but other rooms ,such as a study ,may be added ,and there may be a hall .the living-room ,which is generally the largest ,often serves as a dining-room ,too ,or the kitchen may have a dining alcove .the “night “rooms consist of the bedrooms .the “services “comprise the kitchen ,bathrooms ,larder ,and water-closets .the kitchen and larder connect the services with the day rooms .It is also essential to consider the question of outlook from the various rooms ,and those most in use should preferably face south as possible .it is ,however ,often very difficult to meet the optimum requirements ,both on account of the surroundings and the location of the roads .in resolving these complex problems ,it is also necessary to follow the local town-planning regulations which are concerned with public amenities ,density of population ,height of buildings ,proportion of green space to dwellings ,building lines ,the general appearance of new properties in relation to the neighbourhood ,and so on .There is little standardization in industrial buildings although such buildings still need to comply with local town-planning regulations .the modern trend is towards light ,airy factory buildings .generally of reinforced concrete or metal construction ,a factory can be given a “shed ”type ridge roof ,incorporating windows facing north so as to give evenly distributed natural lighting without sun-glare .翻译：建筑类型和设计建筑物与人们有着紧密的联系，他为人们提供必要的空间，用以工作和生活。根据适用类型不同，建筑物可以分为两类：工业建筑和民用建筑。工业建筑包括各个工厂或工业生产所使用建筑，民用建筑是指那些人们用以居住，就业，教育和其他社会活动的建筑场所。工业建筑的厂房可用于采矿业，冶金工业，机械制造，化学工业和纺织工业等各类领域的加工和制造。厂房可分为两种类型：单层的和多层的。工业建筑也属于建筑的一种。但是，工业建筑与民用建筑所用的材料和建筑方式不同。民用建筑按使用可分为两大类：住宅建筑和公共建筑。住宅建筑要适应家庭生活。每个单位应包括至少三个必要客房：起居室，厨房和厕所。公共建筑可在政治，文化活动，管理工作和其他服务，如学校，写字楼，公园，医院，商店，车站，剧院，体育馆，宾馆，展览馆，洗浴池，等等。他们都有着不同的职能，这反过来又需要不同的设计类型。房屋是用以住人的. 其基本功能是提供住房的内容，但今天人们需要更多的住房内容。一个家庭在进入一个新的社区后将知道，现有住房不仅要符合其安全，健康和舒适等标准。还要考虑其附近是否有相应的配套设施，如食品市场，学校，商店，图书馆，电影院，以及社区中心等。在60年代中期住房最重要的价值是足够大的空间和方便的出入交通。大多数家庭会首选约半英亩面积土地的家庭住宅，这样将提供足够的空间的用以业余活动。在高度工业化的国家，许多家庭的首选是那种尽可能远离市中心商业圈的住房，即使距离上班地点不得不有一段距离。相当多的家庭首选是郊区的住房，因为他们的主要目的是要远离噪音，拥挤和混乱。拥有方便的公共交通使得距离不再是一个决定性因素，因为大多数人都是开着自己的汽车去上班了。人们现在主要感兴趣的是户型，房间的大小和卧室的数目。在工程项目开始之前，要做好建筑设计和施工流程,让人提前知道该建筑建成后是什么样子以及下一步应该做什么。在建筑设计中要特别重视房间的布局，其目的是提供最大的便利与可能的用途。在一个住宅建筑设计中，布局可考虑以下三个方面： “白天” ， “夜晚”和“服务”。必须注意这些空间区域之间的连通交流。 “白天”房一般包括餐厅，起居室和厨房，但其他房间可能会增加，如书房，并有可能成为一个大厅。起居室通常是最大的，往往是一个餐厅，也或可能有厨房、凹室等。 “夜间”房间包括卧室、客房。“服务”用房间包括厨房，浴室，储藏室 ，和厕所等。厨房和储藏室需设置在一起，以方便其房间功能的使用。此外，还必须考虑各种客房的朝向问题，当然最好尽可能的将那些经常使用的房间朝南设置。然而，在考虑到周围的环境和地点、道路等多方面因素，往往很难达到最佳要求。在解决这些复杂的问题，还必须按照当地城市规划条例所涉及的对公共设施，人口密度，建筑物高度，绿化面积，建筑红线等的要求，还要考虑到有相邻建筑的情况，等等。尽管工业建筑需要符合当地城市规划条例但很少有标准化的工业楼宇。现代厂房建筑的趋势是轻质、通风。一般的钢筋混凝土结构或钢结构的工厂，可以得到一个“跌”型脊屋顶，把窗户开向北以便使分布均匀的自然采光不会直射进来造成刺眼。
土木工程专业的英文论文格式
导语：土木工程专业的英文的论文格式包括哪些内容呢?土木工程是建造各类工程设施的科学技术的统称。下面是我分享的土木工程专业的英文的论文格式，欢迎阅读!
土木工程专业的英文论文格式均以美国土木工程师协会出版社发布的标准格式为准。
英语论文用激光打印机打印，打印稿为黑白稿，彩色打印件会影响出版效果。
版心：a4纸，上、下页边距 cm，左、右页边距均为 mm。论文内容宽不得超过， 长不得超过。
字体和字号：正文，标题，作者联络信息和图表中的文字均为times new roman 12号字。可以跟据需要使用同类字体中的粗体，斜体。
行距：单倍行距。
页码： 论文正文和文后所附图例都需添加页码。页码为阿拉伯数字，位于页面下方居中。
文体： 文章应语法正确，技术用词准确。标题应该以最简洁的语言概括文章内容。如果标题较长，请采用title: subtitle的形式。
数学公式：文中的数学公式不得手写，必须打印。公式如果在文中多次被引用，应该编号。公式之间，公式和正文之间都应该空一行。 单位： 文中所用的度量衡单位应为国际单位。可在括号内，单位对应表中列出其他单位。有关国际单位的使用(standard practice for use of the international system of units)可以通过电话1-向asce索取。其他相关使用参考文献，如anmc metric editorial guide， 5th ed，1992 可向美国国家公制协会 索取(american national metric council， 1735n. lynn street， suite 950， arlington， va 22209-2022)
图表：
标题说明和图例：插入的图表应该以出现顺序编号(figure 1，figure 2，table 1，table 2)。图的说明和标题，包括图的序号应该位于图的下方。表的说明和标题，包括表的序号应该位于表格上方。
位置： 图可以插入到正文中，或者集中放在文章最后。如果在正文中插入图，尽量放在页面的.顶部或尾部。不要选择文字环绕图形的对齐方式，可选择上下环绕方式。
底纹： 插图中不要选择带阴影或底纹，否则会影响印刷效果。
照片：如果文中需要附上照片，在文中出现照片的地方贴上其黑白光面冲洗照片，标题说明位于照片下方。照片将和正文一起缩印，请不要提供彩色照片，以免影响印刷效果。
扫描图： 印刷后的扫描图不如原件清晰。如果文中有扫描图，请提供灰色色标扫描图。
作者联络信息：请用横线和正文隔开。联络信息可以为一位作者或所有作者的，包括以下内容：作者全名;所属学会;学历或授予的荣誉;所在单位;通讯地址和电子邮箱;电话和传真。
参考文献： 所有参考文献为单倍行距，放在文章最后，按照第一作者姓氏的字母顺序排列。如有同一作者的两篇以上文献，按出版年代先后排列。正文中引用参考文献时，作者和出版年代应该放入括号内。由于上标缩印后会变小，难于辨认，正文中不使用上标标注参考文献。所列出的参考文献应当在正文中都有所引用，如果正文中没有引用，请将文献列入文章最后的附加信息(additional information)部分，或者相关材料(related materials)部分。
1.《建筑结构制图标准》GB/T50105-2001
2.《建筑结构荷载规范》GB5009-2001(2006版)
3.《混凝土结构设计规范》GB50010-2002
4.《建筑地基基础设计规范》GB5007-2002
5.《砌体结构设计规范》GB5003-2001
6.《建筑抗震设计规范》GB5011-2001
7.《钢结构设计规范》GB50017-2003
8.《建筑结构构造资料》(合订本)，中国建筑工业出版社，1998年。
9.《混凝土结构构造手册》，中国建筑工业出版社，2002年。
10.《地基基础设计手册》，上海科技出版社，1998年。
11.《混凝土结构设计手册》，中国建筑工业出版社，2002年。
12.《建筑结构静力计算手册》，中国建筑工业出版社，1999年
13.《建筑结构强制性国家标准》(简装本)，中国建筑工业出版社，2001年9月
14. 任全宏、常建军.钢筋混凝土多层框架结构房屋结构设计中应注意的几个问题。陕西建筑2007，145(7).
15. 范俊梅. 钢筋混凝土多层框架结构设计问题分析. 科技资讯2008，3.
16. Basic Principles for Reinforced Concrete Structure Design
17.建筑、结构设计有关图集资料以及专业课程教材等。
你给的分太少了……
The urban river embankment discuss the ecological constructionAnonymous XXXXXXXXAbstract: the urban river embankment construction as the object, discuss the current social background, analyses and compares the river embankment design of traditional methods and characteristics of ecological methods, and puts forward three modes of ecological design and their advantages and disadvantages, and expounds the present situation of the ecological construction in domestic bank and future : the bank; Ecology; Design way; Domestic situationText:A, backgroundRiver Banks part is the amphibious interlaced transition belt, has the remarkable edge effect. Here are active substances, nutrient and energy flow, offer a habitat for a variety of creatures. Natural state Banks often species richness, productivity traditional embankment design often single ?一、背景河流的堤岸部分是水陆交错的过渡地带，具有显著的边缘效应。这里有活跃的物质、养分和能量的流动，为多种生物提供了栖息地。自然状态下的堤岸往往物种丰富、生产力高。传统的堤岸设计往往会单纯从防洪角度出发，采用土堤或者土石混合堆砌起来高高的堤岸。它的优点在于高度的可靠性，结构设计后加起防护堤岸抗流水冲刷能力显著增强。对于洪水暴发频繁、侵蚀严重的区段，这样的设计无可厚非，而对于一般河流堤岸的修建，这样的设计则显得缺乏环境的美化和绿化，同时也破坏许多对生态起重要作用的自然因素，如破坏植被与河床间的联系，造成冲刷侵蚀转移等。另外，河流作为城市风貌不可多得的珍惜资源，也是城市风貌的特色要素，它的景观塑造显得十分必要。同时，堤岸景观建设必然使滨河地区土地价值提升，滨水开发的高投资回报的特点更增强了对城市堤岸景观建设的需求。二、需求——堤岸的生态化建设河流堤岸作为城市中最邻近河流的区域，是城市与河流的衔接线，它的景观规划是提高城市生活品质的需要，也是丰富城市景观的需要。生态化建设，它的根本思路是运用自然本身抗干扰和自我修复的能力来处理人与自然的关系。生态设计方法不同于传统用人工的结构和形式来取代自然的方法，而是用自然的结构和形式来顺应自然的进程。将河岸与河道在生态上联系起来，也就实现了物质、养分、能量的交流：对于生物，它提供了合适的栖息地；植物根系可固着土壤，枝叶可截留雨水，过滤地表迳流，抵抗流水冲刷，从而起到保护堤岸、增加堤岸结构的稳定性、净化水质、涵养水源的作用，而且随着时间的推移，这些作用被不断加强。同时，生态化建设以自然的外貌出现，容易与环境取得协调，造价也较低，不需要长期的维护管理。三、河流堤岸生态化设计方式河流堤岸生态化设计，要遵守生态设计的原则，注重地方性、保护与节约自然资本、让自然做功、显露自然，主要体现在对地域气候环境、河流地质地貌、水文变化的适应，对河流生态环境的考虑，对堤岸地形的处理和对筑堤材料的选择和构造方式方面。1） 人工类：传统方法是采用块石或混凝土块砖等堆砌。可在此基础上加以改进以适应河流景观设计的需求。a) 块石或混凝土块砖干砌，不用砂浆。这样在砌块之间就留有空隙，为后期滨河植物的生长提供了空间。随着时间的推移，堤岸会逐渐呈现出自然的风貌。b) 堤岸采用台阶式分级，台阶面上的空间加以利用，种植植物。当然这两种改进方法对于河岸处现有植被仍存在一定的不良影响，人工痕迹也过于明显。2） 自然类：充分利用堤岸植被原型，可直接将适用于滨河地带生长的植被种植于堤岸上，利用植物的根、茎、叶来稳固堤岸，防止侵蚀、控制沉积的同时也为生物提供了栖息地。3） 人工自然相结合综合了以上两种方法的优点，具有人工结构的稳定性和自然的外貌，见效快、生态效益好，以下为常见的两种类型：a) 种植植物的堆石将由大小不同的石块组成的堆石置于与水接触的土壤表面，再把活体切枝插入石堆中使斜坡更加稳定。根系可提高强度，植被可遮盖石块，使堤岸外貌更加自然。b) 与植物结合使用的插孔式混凝土块将预制的混凝土块以连锁的形式置于岸底的浅渠中，再将植物切枝或植株扦插于混凝土块之间和堤岸上部，其上覆土压实，再播种草本植物。堤岸生态化建设也存在一定的局限性。如：选用的材料及建造方法不同，堤岸的防护能力相差很大，需要运用多学科知识认真分析，这就为设计人员提出了更大的挑战；建造初期若受到强烈干扰，则会影响到以后防护作用的发挥等。这也就对河流堤岸的生态化设计提出了更高的要求。四、国内现状1）省会城市在我国省会城市及计划单列市中有近80％进行了堤岸景观规划。（参考文献[3]）城 市 项目名称 城 市 项目名称北 京 长河城市水系统综合治理 南 宁 堤岸园工程长 沙 湘江风光带 宁 波 滨江大道沿江景观工程成 都 府南河绿化工程 上 海 外滩、陆家嘴滨江大道福 州 闵江江滨公园 沈 阳 浑河观光旅游带广 州 珠江二沙段堤岸景观、芳村长堤建设 太 原 汾河公园贵 阳 南明河景观绿化工程 天 津 海河堤岸改造工程哈尔滨 松花江南岸沿江风景长廊 武 汉 汉口江滩一二期工程昆 明 盘龙江中段滨水生态景观建设 西 安 灞河大水大绿工程兰 州 黄河风情线 重 庆 南滨路滨江旅游观光大道从规划后建成情况看，这些城市河流堤岸景观项目都得到了当地政府与市民的肯定。在这些项目中，堤岸既可成为当地最具吸引力的城市公园，如太原的汾河公园和福州的江滨公园；堤岸也可成为市民日常休闲活动的热点地段，如南宁的堤路园和武汉的汉口江滩工程；堤岸还可成为城市最具特色的地段，如重庆的南滨路滨江旅游观光大道；堤岸更可成为城市旅游的热点，如上海的外滩和陆家嘴滨江大道。总之，经过景观规划的堤岸已成为当地最具特色的地区。从建设效果看，相对堤岸的原来面貌而言，统计资料中的这些景观工程都是较成功的，都成为当地城市关注的热点，成为当地政府的政绩工程，成为当地的民心工程。城市河流堤岸通过景观规划，有效地改善了滨河地段的环境，并带动滨河地段的开发。但必须清醒地认识到，这些城市堤岸景观项目规划并非尽善尽美，也存在这样或那样的问题，仍有待完善。2）中小城市城市经济实力的强大决定了其城市建设水平的高标准和高水平。中小城市河流堤岸景观与统计资料中的城市存在较大的差距，存在更多的问题。特别是由于资金问题，堤岸景观是，纯人工，状态的钢筋混凝土防洪堤，或保持自然防洪状态的土石堤，没有经过景观规划，易造成城市资源的极大浪费。五、前景目前，河流景观建设，特别是城市河流景观建设，在中国正方兴未艾；在发达国家中也是一个久盛不衰的话题。 回顾发达国家河流景观建设的历史，自20世纪70年代以来，随着人们环境意识的普遍增强，重视河流景观的生态功能已成为一个时代的呼唤，河流景观建设的生态设计方法也已得到了空前的重视和发展。他山之石可以攻玉，借鉴发达国家已经形成的成熟的理念和做法，可以使我们少走弯路，搭上隆隆前进的生态建设之车。