非翻译类 论文格式模板

摘  要（三号宋体，加粗，居中）
 作为交际活动的重要组成部分和五项最基本的语言技能之一，英语听力训练与其能力的提高日益受到人们的重视。为了能和使用英语的人士流利地用英语进行交流，并在考试中取得好成绩，许多大学生都在坚持听力练习。然而，一个不容忽视的事实却是训练结果总是不尽人意。就大学生而言，在经过了许多年的英语训练与学习之后，听力理解部分依然是其弱项和最为害怕的部分。究其原因是因为学生过于注重听力训练而缺少相关理论的指导。
 在各种理论当中，图式理论对听力理解的实践有一定的指导作用。因为听力理解的过程就是学生运用脑中已有的背景知识，即图式，来理解所听到的新信息并进而了解和掌握整篇内容的过程。
 本文作者首先分析了当代大学生听力学习的现状，继而指出影响大学生英语听力水平提高的三个主要障碍，即语言障碍、文化障碍和心理障碍，并分析它们与图式理论的关系，说明图式理论对听力理解水平的提高有着极其重要的指导作用。其次，作者从图式理论对改善英语听力实践的指导意义出发，通过一些具体实例分析了图式理论的三种主要图式，即语言图式、形式图式和内容图式，并分别说明它们对促进英语听力能力的重要作用。最后，作者强调指出，对大学生而言，建立足够的图式并把三种图式与听力训练实践有机结合，可以有效地提高大学生的英语听力水平。
 （中文摘要内容不少于500汉字，为小四号宋体）
 
关键词（小四号宋体、加粗）：（冒号）图式；图式理论；英语听力练习；运用（小四号宋体，关键词之间用分号分隔）
 
注：从摘要到bibliography部分的行间距，全部设置为固定值，24磅。
  
（此处另起一页，方法：点出“插入”---分隔符---分页符---确定即可）
Abstract（三号，Times New Roman，居中）
 As a central component of language communication and one of the five basic language skills, English listening has been paid more and more attention by foreign language learners, seeking an improvement in their listening ability. In order to communicate fluently with English-speaking people in English, and also to ensure high scores in English examinations, many university students keep practicing their listening. However, one fact that can’t be overlooked is that the training result is quite unsatisfactory. As for university students, after so many years of English training and learning, listening comprehension part remains their weakness and headache. One reason lies in the fact that students attach too much importance to the practice while they are short of the guidance of relevant theories.
 Of all the theories, schema theory has practical value to listening practice. This is because listening comprehension process is one during which students resort to their existing knowledge stored in their minds, namely, schemata, try to make sense of what they hear and then learn about and grasp the whole meaning of the listening material.
 According to the current situation of college students' listening comprehension, the author concludes the following three obstacles in English listening: language, culture and psychology, and then analyzes the relationship between schema theory and these obstacles, aiming to state the significance of schema theory to the improvement of one’s listening ability. Then, starting from the instructive function of schema theory in listening practice, with the help of some specific examples, the author details linguistic schemata, formal schemata and content schemata as well as their respective application in English listening practice. Finally, the author emphasizes that it is helpful for university students to effectively improve their listening ability if they are able to establish enough schemata and combine the three types of schemata with their listening practice in an organic way.
 （英文摘要内容应与中文摘要内容相对应，小四号Times New Roman）
Key words（小四号Times New Roman，加粗）: （冒号）schemata; schema theory; English listening practice; application （与中文关键词对应，小四号Times New Roman，关键词之间用分号分隔）
 

（此处另起一页）
Contents（三号Times New Roman，加粗，居中）
摘  要 I
Abstract II
1 Introduction 1
2 Schema Theory 2
2.1 Schema Theory 2
2.2 Two Basic Processes 3
3 The Present Situation of College Students' Listening Practice 4
3.1 Three Obstacles in English Listening 4
3.2 The Relationship between Schema Theory and These Three Factors 5
4 The Three Types of Schematic Knowledge and Their Application 5
4.1 Linguistic Schemata and Their Application 5
4.2 Formal Schemata and Their Application 8
4.3 Content Schemata and Their Application 9
5 Conclusion 10
Acknowledgements 12
Bibliography 13

（小四号Times New Roman）
（此部分制作方式：先点击第4列的“插入”，再“引用”---“索引和目录”---“目录”---将“显示页码”、“页码右对齐”划钩，“制表符前导符”选 “第二种”，即如上所示虚线，格式选 “来自模板”，大纲级别选“3”.其他不动即可。）
 
  说明：从正文开始加页眉和页脚，正文奇数页眉为本人毕业设计(论文)题目，偶数页眉为“西南石油大学本科毕业设计(论文)”，页码在页脚，页眉和页脚均为五号宋体、居中。
 
1 Introduction（一级标题，三号Times New Roman，顶格，加粗）
 （正文：首行空4个英文字符格，小四号Times New Roman。下同）According to a statistics from American professor Paul, in adults' social intercourses….
2 Schema Theory（一级标题，三号Times New Roman，顶格，加粗）
2.1 Schema Theory （二级标题，小三号Times New Roman，顶格，加粗）
 In accordance with theory, schema is not only the basis of cognition but also the knowledge framework stored up in people's memories to express general conceptions. Pearson thinks schema is the pictures or associations emerging in people's memories when they read or hear some information (Pearson, 1987)（正文中的注释内容，五号Times New Roman。 下同）. Cook points out that schema is the knowledge or background information which has been stored up in people's minds, namely, ….
2.2 Two Basic Processes （二级标题，小三号Times New Roman，顶格，加粗）
 As to listeners, there are two ways to settle outside information. One is up-bottom process and the other is ….
3 The Present Situation of College Students' Listening Practice（一级标题，三号Times New Roman，顶格，加粗）
3.1 Three Obstacles in English Listening （二级标题，小三号Times New Roman，顶格，加粗）
 According to a research by professor Liu of Northeast Forestry …..
3.2 The Relationship between Schema Theory and These Three Factors（二级标题，小三号Times New Roman，顶格，加粗）
 The reason why students ….
 （注意：各层次标题不得置于页面的最后一行）
4 The Three Types of Schematic Knowledge and Their Application（一级标题，三号Times New Roman，顶格，加粗）
4.1 Linguistic Schemata and Their Application （二级标题，小三号Times New Roman，顶格，加粗）
 Linguistic schemata refer to ….
4.2 Formal Schemata and Their Application （二级标题，小三号Times New Roman，顶格，加粗）
 Formal schemata are about….
4.3 Content Schemata and Their Application （二级标题，小三号Times New Roman，顶格，加粗）
 Content schemata …
5 Conclusion（一级标题，三号Times New Roman，顶格，加粗）
 Schema theory a….
 注：如果层次多，可参看具体说明。
层  次 说    明
一级标题 三号宋体，顶格，加粗
二级标题 小三号宋体，顶格，加粗
三级标题 四号宋体，顶格，加粗
四级标题 小四号宋体，顶格，加粗
五级标题 首行空两格，小四号宋体
正 文 首行空两格，小四号宋体；
正文中的注释内容，五号宋体
  
Acknowledgements（另起一页，三号Times New Roman，加粗居中）
 （谢辞内容为小四号Times New Roman）Today I finish my research paper at last. When I look back the four years I have passed, I have to say that with the help of my teachers, I am able to overcome the difficulties I met in past four years.
 First, I want to give my deepest gratitude to Ms Hu, my supervisor, for her constant encouragement and guidance. She has helped me go through all the stages of the writing of this paper. Without her consistent instruction, this paper could not have reached its present form.
 Second, I want to express my appreciation to the teachers who taught me knowledge. Without their instruction, I will not have enough knowledge to accomplish this paper.
 Last but not the least, I will give my thanks to my loved family for their loving considerations and great confidence in me all through these years. I would also like to give my sincere gratitude to my friends who help me work out the problems during the difficult course of the thesis.
 Thank you all very much.
      
 
Bibliography（另起一页，三号Times New Roman，加粗、居中）
 （参考文献内容为小四号Times New Roman）（格式采用“论文写作”课上讲过的APA格式或MLA格式，且全文统一使用一种格式。）
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