毕业论文(第3稿修改)

第一篇：毕业论文(第3稿修改)

湖北工业大学商贸学院毕业论文

摘 要

本课题选择以VI设计在企业中的应用为研究对象，从VI设计的本质目的出发，提取标志设计、视觉识别、企业形象、应用等关键词为重点内容进行解析。通过对VI的基本概念、起源、基本构成、作用及企业导入VI的最佳时机进行探讨和研究。运用船正物流的VI导入为实例，详细介绍了企业VI设计的相关设计流程。包括从最初的设计调研，相关资料的收集和整理，到企业标志、标准字、标准色、辅助图形、标准组合规范等基础部分的设计，再到企业名片、信封、便签纸、记事本、文件夹、工作证等办公用品的设计，最后到门牌、会议牌、楼层指示牌等室内外指示系统的设计。并对国内外VI设计的现状和发展趋势做了相关的分析。让企业了解如何更好的导入VI并加以应用和实施，提升企业知名度，带动企业的发展。

关键词：

VI设计

视觉识别

企业形象

应用

I

湖北工业大学商贸学院毕业论文

Abstract

The topic chosen to VI design in the enterprise application as the research object, the nature of the design from the VI Aims, Extraction logo design, visual identity, corporate image, the application of content analysis focused on key words.By VI basic concept, origin, basic composition, function and business into the best time to conduct VI explore and study.VI logistics ship used is imported as an example, details related to the design of enterprise VI design process.From the initial design research, collect and collate relevant information to the corporate logo, standard character, standard color, supporting graphics, standards, specifications and other basic part of the mix design, to business cards, envelopes, scrap paper, notebook, folders, work permits and other office supplies, design, and finally to the numbers, conference card, floor signs, indoor and outdoor instruction system.And design of domestic and foreign VI status and development trend of related analysis.Allow enterprises to better understand how to import the VI and make the application and implementation, becoming famous, drive the development of enterprises.Keywords:

VI design;

visual recognition;

corporate image;

Application

II

湖北工业大学商贸学院毕业论文

目 录

中文摘要 „„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„ Ⅰ 英文摘要„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„Ⅱ 目录

„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„ Ⅲ 绪论 „„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„ 1 第1章VI的概念 „„„„„„„„„„„„„„„„„„„„„„„„„„„ 2 1.1 VI的基本概况及起源 „„„„„„„„„„„„„„„„„„„„„„ 2 1.2 VI的作用 „„„„„„„„„„„„„„„„„„„„„„„„„„„„ 2 1.3 企业VI导入的最佳时机 „„„„„„„„„„„„„„„„„„„„„„ 2 第2章 VI的基本程序 „„„„„„„„„„„„„„„„„„„„„„„„ 3 2.1 VI的主要内容 „„„„„„„„„„„„„„„„„„„„„„„„„„ 3 2.2 VI制作的程序 „„„„„„„„„„„„„„„„„„„„„„„„„„ 3 2.2.1准备阶段 „„„„„„„„„„„„„„„„„„„„„„„„„„ 3 2.2.2设计开发阶段 „„„„„„„„„„„„„„„„„„„„„„„„„ 3 2.2.3反馈修正阶段 „„„„„„„„„„„„„„„„„„„„„„„„„ 4 2.2.4编制VI手册 „„„„„„„„„„„„„„„„„„„„„„„„„ 5 第3章 VI设计的现状和发展趋势 „„„„„„„„„„„„„„„„„„„„ 9 3.1 VI设计的现状 „„„„„„„„„„„„„„„„„„„„„„„„„„9 3.2 VI设计的发展趋势 „„„„„„„„„„„„„„„„„„„„„„„„9 结束语

„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„1

1参考文献 „„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„12 致谢 „„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„13

III

湖北工业大学商贸学院毕业论文

绪 论

选择VI设计在企业中的应用这一题材主要是注意到很多人对VI设计还不够了解，企业也比较缺乏缺乏对建立品牌形象的重视。长期以来，由于企业家未能清楚的意识到VI设计的重要性，不了解VI设计并不是可有可无的，也不是只为企业涂脂抹粉、装点门面。而是将纯文本格式的企业理念转化为容易被人们所识别和记忆的一种视觉上的符号系统。

VI设计在企业中的应用这一课题主要像大家介绍了VI设计一些相关知识和整个VI设计的流程，及企业如何更好的做好VI的导入工作，最后向大家介绍了VI设计的现状及其发展趋势。选择VI设计这一课题也是为了让自己有机会把自己的在校所学的相关专业知识赋予实际应用，向人们宣传和介绍企业形象设计，让越来越多的企业认识到企业导入VI的重要性。

湖北工业大学商贸学院毕业论文

第1章 什么是VI 1.1 VI的基本概况及起源

VI即英文Visul Identity的字母简写，意思是“视觉的，看的见的”，即视觉识别系统。

CI最早发源于20世纪50年代的美国，是由美国人首先提出的一种商业经营理念。CIS是英文Corporate Identification System 的缩写，即企业识别系统。企业识别系统主要由企业理念识别（Mind Identity,简称MI）、企业行为识别(Behavior Identity,简称BI)、企业视觉识别(Visual Identity,简称VI)三个部分构成。

1.2 VI设计的作用

VI设计对企业商业运作的作用是非常重要的，一个好的VI可以明显的体现企业的经营理念和企业文化。在茫茫商海中脱颖而出，得到消费者的喜爱，提高企业的美誉度，从而形成企业的无形资产。从市场营销的角度来看，五、六十年代的商品竞争主要体现在价格上；

六、七十年代的商品竞争主要体现在质量上；而随着科技的进步和各个企业生产手段的日益接近，使得九十年代以后商品的竞争主要体现在产品设计的竞争上。所以说企业有了好的VI设计，就代表着该企业有着好的发展前景。

1.3 企业VI导入的最佳时机

企业导入VI的最佳时机是在什么时候呢，总结中外企业的实践经验，最佳VI的导入时机有如下几种： 新公司成立时，在建立新公司时，及时导入VI，可以说是经营者的一项高瞻远瞩的战略决策；创业周年纪念时，举行创业周年纪念就像一个人过生日，是皆大欢喜的事情，又是回顾展望的时刻，整个企业从上到下都会形成一成和谐、喜悦的气氛，此时导入VI可以使企业以此为起点，朝着更高的目标迈进；新产品上市时，新产品推向市场，尤其是那些代表企业实力、领导时代潮流、体现科技含量的主打产品问世，最容易使消费者接受新形象，此时导入VI，必将事半功倍；企业兼并、重组时，资产重组、企业兼并是市场化动作的必然结果，也是当今时代的潮流；实施国际化战略时，随着全球经济一体化进程的加快，企业要发展壮大，必须打开国际市场，实施国际化战略之时导入

湖北工业大学商贸学院毕业论文

VI，将是树立企业国际化形象的必要手段。

第2章VI的基本程序

2.1 VI的主要内容

VIS设计的基本内容包含基础部分和应用部分两个。基础部分包括企业中英文名称、企业标准标志、企业标准字、企业专用印刷字体、企业标准色、企业辅助图形、企业宣传标语、口号、基本要素组合中的组合规范、基本要素组织系统的字体设计、附属要素诸如专用字体、象征图形应用、广告版面编排形式、企业产品造型设计、基本要素制图、标准色的标准法实施以及禁止组合规范等。应用要素包括企业产品、事物用品、办公器具、设备、招牌、旗帜、标识牌、建筑外观、交通工具、衣着制服、产品包装、产品展示、广告传播等。企业视觉形象设计的制作流程可分为：准备阶段、设计开发阶段、反馈修正阶段和编制VI手册四个阶段。

2.2 VI制作的程序 2.2.1准备阶段

成立设计小组，分配各自的工作任务。调查企业经营现状，分析企业已有的视觉设计现状，具体包括企业的理念精神内涵与企业的总体发展规划；企业的运营范围、商品特性、服务性质；企业的行销状况与市场占有率；企业的知名度与美誉度；企业经营者对整个形象战略及视觉识别风格的期望；企业与相关竞争着和本行业特点的现状等。并负责和企业高层管理人员沟通，理解消化MI，了解客户需求，确定贯穿VI设计的基本形式，搜集一系列的相关咨讯。

2.2.2 设计开发阶段

VI设计同其他任何设计一样，都是一个极为复杂艰辛的过程，有时候设计出一个好的作品可能只是灵光一现的独特创意就可以完成，然而更多的时候，它需要数日甚至数月的冥思苦想才能得到一个比较好的设计创意。通过前期对物流行业VI设计情况的调查和分析，总结物流行业VI设计的特点。并结合船正物流

湖北工业大学商贸学院毕业论文

经营管理理念的相关知识，通过平面设计的手法，将企业的内在的气质和市场进行定位视觉化、形象化，设计出船正物流的LOGO，体现出船正物流作为独立的法人和社会存在并与其周围的经营及生存的经济环境和社会环境相互区别。

根据前期的调研依据企业标志的特点既识别性、系统性、统一性、形象性、时代性做了以下不同风格的标志的草图方案供客户参考和选择，以便确定VI设计的整体风格。

345 图1运用船正物流的简称，英文字母“C”和“Z”为主进行设计，融入代表物流行业的箭头和和船正物流主要运输方式水运的标识物件—锚，体现物流行业的方向性和快捷。图2整个标志以船为主要设计元素，融入码头的吊车和集装箱的造型，整个外形又恰似一个船正的“正”字，体现企业在相同行业中良好稳定的发展前景。图3整个标志以海上航行的船为主，运用带有速度感的弧线和字母“C”和“Z”，体现物流的方便快捷，简单明了。图4整个标志以“船正”二字为设计点，进行组合和装饰，整体外形似一艘航行的船。图5整个标志以船的锚为主要设计元素，结合代表物流行业的箭头，体现物流的快捷和安全。到此标志草图的第一次设计完毕。

2.2.3反馈修正阶段

草图方案完成后，我们把为客户设计的标志草图方案制作成PPT给客户观看，由于标志制作前期不知道客户的喜好和对企业理念理解不够，导致标志草图方案风格不一，没能让顾客的满意。通过和客户沟通及向客户请教关于公司企业

湖北工业大学商贸学院毕业论文

理念的一些相关知识，探头了关于标志改进方案的相关事宜。最后确定了一个大致设计方向既以他们原有的标志（图6）为主进行改进设计。针对企业这一情况，于是我们开始了标志草图的第二次设计，根据客户所提出的要求，在企业原来标志的基础上进行创意和设计。通过这一次对客户的了解，我们重新进行定位，对企业原来标志进行深刻的理解和分析之后，进行了一些改进。如图7；8；9根据船正的“船”字的大写字母“C”为设计元素，同时“C”形成一轮红日，象征公司的美好前景，海面融入锚的外形，强调公司的主营行业——水运物流。我们把修改后的方案再次做成PPT发给了客户观看，并一起交流和沟通思想。对第二次的方案客户还算比较满意，不过还是认为标志不够简洁大方，让我们最好能把以上的三个方案加以融合，使之变得简洁美观。通过第二次与客户的交流和沟通，我们对自己的方案进行了整合和提炼。把锚的外形抽象化，并与红日进行融合，调整了三个“C”之间的大小比例关系最后基本确定了企业的标志。（图10）功夫不负有心人，这次客户总算是通过了这个方案。随后我们对标志进行了细部的调整，包括标志方格化；各部分的比例尺寸；圆弧角度的调整；粗细线条的变化；正负形的变化和色彩搭配的调整等。

67891011 2.2.4 编制VI手册

企业标准标志确定后我们就着手开始了VI手册的编制，首先是基础部分的湖北工业大学商贸学院毕业论文

制作。包括标志的标准制图，要求在使用标志的时候严格遵守各个部分之间的比例关系，不得擅自更改。标志的最小使用范围为5mm，在实际应用中应当严格遵守。企业的标准色，通过了解市场对企业标准色期望分析；及宗教、名族、区域习惯等忌讳色彩分析等，设定了基本的色彩范围，并融合色彩的视觉传达，色彩具体物的联想、抽象情感的联想及嗜好等心理性调查；色彩对视觉、记忆度、瞩目性等生理性的效果测试以及色彩在实施制作中受到技术、材质、经济等物理因素影响的分析评估。设定反映企业独特组织机构、市场营销与风格面貌的状态的色彩，制定企业的标准色，蓝色代表理智、沉稳、科技和创新，红色代表热情活跃，并作出了数值化的规范(图1-11）。标准色确定后又进行了辅助图形的设计，辅助图形主要以企业标志的造型为开发母体，并不是纯装饰图案，而是企业基本视觉要素的拓展联系。主要包括企业造型、象征图形和版面编排等方面的设计，通过小组探讨和研究，决定运用圆为基本造型，并融合企业名称船正二字加以变化，得到了如图1-12的辅助图形。辅助图形确定后又进行了企业标准字的设计，为了突出企业标准字的识别性、可读性、设计性、系统性，特意选择了汉真广标

图12 图13 图14 图15 图16 图17 字体为基本母体，并对其进行了相关变化和调整，使其更能和标志相融合和呼应，其特有的中英文标准字体现了企业独有的精神和个性，与一般的打字排版的字体不同，不可随意用其他字体替代。（图13）随后又进行了基本要素组合规范的设

湖北工业大学商贸学院毕业论文

计，包括中英文标准字的基本排列，严格规定中英文字符间的比例、间距和整个中英文标准字组合的最小使用范围；企业全称的中英文标准组合规范和最小应用范围（图14）；标志与中英文标准组合规范，标志与标准字的位置关系、距离、大小和最小应用范围都加以了详细的标准化规范设计，使其能够突出企业标志的识别性和独立性（图15）；标志与企业全称组合（图16）；企业口号规范（图17）；标志与注册商标组合；标志与企业宣传口号组合；标志与企业广告语组合（图18）；企业标志、标准字与各部门名称组合规范（图19）。最后在基础部分还添加了一些标志错误组合规范的范例（图20）、特殊使用范例（图1-21）、明度使用规范（图22）和指定中英文印刷字体的设计（图23）等等，到此VI设计的基础部分制作完成。

图18 图19 图20

图21 图22 图23 基础部分制作完毕后，我们针对企业的应用要素现状调查，并对现有的应用要素进行收集分类。对其客观的限制条件和依据作出必要的确定，避免设计项目不实用的问题。根据项目的功能需要，完成成品所必须的基本条件，如形状、尺寸规格、材质、色彩、制作方式和用途等。主要包括办公用品：信封、信纸、传

湖北工业大学商贸学院毕业论文

真纸、便笺、名片、工牌、参观证、合同书、文件夹、介绍信、会议牌、备忘录、资料袋、公文表格等（图1-24）；环境设计：公司旗帜、企业门面、企业招牌、公共标识牌、路标指示牌、灯箱广告、部门标识牌、常用指示牌、楼层标识牌、企业形象牌、旗帜、广告牌等；运输工具：货车、轮船等；服装服饰：管理人员制服、员工制服、文化衫、工作帽、胸卡等；广告媒体：杂志广告、路牌广告、招贴广告等；公关用品：T恤衫、领带、领带夹、打火机、钥匙牌、雨伞、纪念章、礼品袋等(图1-25)，到此VI手册编制工作完成。

图24

图25

湖北工业大学商贸学院毕业论文

第3章 VI设计的现状及发展趋势

3.1 VI设计的现状

CI导入中国已有相当长的时间，其成绩有目共睹，但问题也日益暴露。集中表现在：偏重VI设计而忽视MI和BI，不能很好的体现企业理念和文化，纸上谈兵刻板教条，雷同抄袭屡见不鲜等等，远远没有发挥应有的作用。究其原因，主观上由于国人心理上追求时尚，偏重形式，理解消化不够，生吞活剥；客观上在于CIS脱胎于工业设计时代，仍带有工业时代深深的烙印。

3.2 VI设计的发展趋势

历史的车轮不断往前发展，VI设计业在不断的往前发展，早期的VI设计，目的是创造廉价的、可以批量生产的产品，接下来在二战时期，为了追寻包豪斯早期的理想主义，重申“艺术与科学结合”的主张；现代的设计起源于商业，加之没有社会意识形态为依据，曾经一度跟着市场走。现在，VI设计的发展趋势已经比较明显，主要体现在以下四点：a图形的应用越来越少：企业运用图形越来越少了。因为企业标识的主要功能就是传递给消费者信息，告诉消费者“我是谁”，而图形的应用，却让传播多了一道障碍。因为同样的一种图形可以表达各不相同的意思，在你这里是这种意思，但在消费者那里，却可能是别的意思。所以，图形标志中的应用越来越少了。b标识主要由文字组成，文字多是中英文的湖北工业大学商贸学院毕业论文

搭配：因为标识的信息传播意义，文字是更好传递的工具；而英文的使用，VI设计让企业的标识能够更好的体现国际化的特点；c文字标识的图形化：因为现在是读图时代，将文字图形化，更好的保持了企业形象的统一，也更好的传递了企业的信息。d设计越来越简单化：很清楚，越是简单的东西，其传播力和影响力越强。

湖北工业大学商贸学院毕业论文

结 束 语

作为社会经济发展和商业活动的产物，VI设计对于企业内外形象的塑造，对于企业能够长足发展将起到越来越重要的作用。在中国，由于市场的不成熟，一些企业家对其理解的偏差及某些设计者缺乏系统专业的训练，没有把VI设计做平转化为企业形象和经营理念，致使VI在一些企业中的应用没有达到预想的效果。因此，如何更好地导入VI将是我们下一步面临的挑战和继续解决的问题。

湖北工业大学商贸学院毕业论文

致 谢

在本论文的写作过程中，我的导师李金莉老师倾注了大量的心血，从选题到开题报告，从写作提纲，到一遍又一遍地指出每稿中的具体问题，严格把关，循循善诱，在此我表示衷心感谢。同时我还要感谢在我学习期间给我极大关心和支持的各位老师以及关心我的同学和朋友。

写作毕业论文是一次再系统学习的过程，毕业论文的完成，同样也意味着新的学习生活的开始。

湖北工业大学商贸学院毕业论文

参 考 文 献

《标志设计》赵志勇 著 湖北美术出版社 2009年4月第1版 《视觉传达设计VI》周宏 著 广西美术出版社 2006年1月第一版 《VI设计》金琳 赵海频 著 上海人民美术出版社 2006年1月第1版 《标志设计》杨晓芳 著 安徽美术出版社 2007年8月第一版

《企业视觉形象设计》严晨 渝仲著 辽宁美术出版社，2008年1月第1版

第二篇：毕业论文修改

分类号

UDC

单位代码

1166

1密 级

公开

学

号

2009402034

四川民族学院

学士学位论文

高中英语词汇教学的探析

(初稿)

论文作者：

周均梅 指导教师：

学科专业：

研究方向：

提交日期：

2013年

月

日

中 国  康定

English Department

Sichuan University for Nationalities

Analysis of Lexical Teaching in Senior High Schools

by ZHOU Jun-mei

A Thesis

Submitted to the English Department In Partial Fulfillment of the Requirement For the Degree of B.A.in English

Sichuan University For Nationalities May 2013 Thesis Supervisor:

高中英语词汇教学的探析

摘要

爱玛在高中英语词汇教学中，传统的教学模式给老师的授课和学生的学习带来很多问题。致力于语言教学的国内外学者普遍认为词汇知识在语言运用和篇章理解方面有着至关重要的作用。自新课改以来，大多数中学都采用了新思路和新的教学方法，就本文的问卷调查来看，其成果不可忽视。该文章意在遵循新课改的要求，探析英语词汇教学中的规律和方法，主要从三个方面进行阐述：其一，新课改下,英语词汇教学的现状，从正反两方面分析，提出问题。其二，.英语词汇教学应遵循的规律，着重研究词汇教学中应注意的单词固有规律、学生生理与心理特点以及学生的记忆规律。其三，针对英语词汇教学探究的教学方法，具体有语境记单词教学法，以及对所学单词的复现和运用。

关键词：语词汇教学;注意因素;有效方法

i

Analysis of Lexical Teaching in Senior High Schools

Abstract

In terms of vocabulary teaching in senior high school, the traditional pattern has caused lots of problems to both the teachers and students.The domestic and abroad scholars, devoted to language teaching, generally believe that lexical knowledge is pretty crucial for the use of language and the comprehension of writings.Since the New English Curriculum, innovative ideas and teaching methods are introduced in most senior high.From the survey I conducted, the achievement it has got can’t be ignored.Based on the New English Curriculum, this essay aims at exploring the rules and approaches in vocabulary teaching, and it can be divided into three parts: first, the recent situation of words teaching under the reform.Both the positive and negative sides are presented, and key questions are put forward.Second, the rules one should obey, namely, words’ rules, students’ characteristics on physiology and psychology, and the memory law.Last but not least, some practible ways on this topic, like using contexts together with any other methods(such as roots, affix, and derivative terms), phonetic teaching, classification and utilization of words, and combination of related words, are provided.Key words: vocabulary teaching；factors；effective methods

ii

Acknowledgements

Here I owe the most sincere gratitude to my supervisor, Ms Xiao who leads me to finish this article.I thank her for her endless patience towards me and smart guide in mentality.She impressed the definition of teaching methods on me, and let me know that what I write must be practical and effective.Based on this, a survey among students seems a must.Therefore, I appreciate those friends who helped me finish the survey among freshmen in Southwest Petroleum University.As far as I am concerned, it is tough work to convince the freshmen to believe this is an innocent survey.Obviously, this investigation is very critic to my essay.And I thank them to analyze the questionnaire.I’ll also grateful to my classmates, because they gave me appropriate suggestions, and recommended me many useful books.As to some parts of my essay, they raised very meaningful questions and shared their opinions with me, which benefited my article a lot.Thus I realize that my essay have to be referred to the real situation in the class of senior high schools, the objective of the New English Curriculum, and some rules teachers need to obey.Last but not least, I thank my family very much.During my stay at school, they encourage me all the way, and provide me with careful care and sufficient money.What’s more, they are my inexhaustible.iii

Contents 中文摘要……………………………………………………………………………i Abstract………………..………………………………………………….………ii Acknowledgements..………………………………………………………….iii Introduction………………………………………………………… …………..1 Chapter One The present situation of lexical teaching in Senior High schools.........................................................................................3 1.1 Definition Positive phenomena are showed: teaching approaches of teachers and study methods of students are both improved.......................3 1.2 Negative aspects: unavoidable problems exist…………………………4 1.3 Questions are put forward…………………………………………………..5 Chapter Two The rules and factors that teachers should obey during their teaching……………………………………………….6 2.1.The rules and factors that teachers should obey during their teaching………………………………………………………………………….…6 2.1.1 The rules in vocabulary itself………….………………………… …… ….6 2.1.2 The factors of students’ physiology and psychology……………………..8 2.1.3 Teaching procedures should be in line with the memory law...................9 2.2 Feasible teaching approaches on English lexicon………………………9 2.2.1 The importance of the context and extra-curriculum reading……………9 2.2.2.Using the context as a medium to convey multiple effectual lexical teaching approaches……………………………………………………………….11 2.2.3 Activities to help remembering words……………………………… ……14 Conclusion……………………………………………………………………....15

Bibliography….………………………………………………….… ……………16 Appendix A….………………………………………………….… …………......17 Appendix B….………………………………………………….… ……………..19

ii

Analysis of Lexical Teaching in Senior High Schools

Introduction

Since 20 century 70s, with the further researches into acquisition of language, we can recognize clearly that the mastery of vocabulary is quite crucial for language understanding and language output(Wang Jing，2009:11).The famous linguist Wilkins said: ―Without grammar, we can hardly express something;while without words, we can not express anything.‖（Wilkins D.A.，1972:85）So if one wants to learn a language well, the most basic thing he needs to do is learn words.While in traditional teaching pattern, teachers usually teach words solely.That is: they teach students to read new words, and give students the meanings, some collocations, and then ask them to remember.That is force-feeding method of teaching，aiming at increasing the quantity of words, not the quality of words’ output.As a result, students will be in a state of ―passive‖, very negative and lack interest, to some extent.Successful learning is forged out of learners’ motive and impulse, compiling methods of studying materials , interesting ,etc（He Keyong,2002:334）.There is no doubt that teachers are supposed to respect students’ emotion and interest, to obey the memory law.Besides, most words have not only a single meaning, and they are connected with other words and phrases closely.Quite a few linguists consider that teachers can not teach vocabulary solely.They should provide concrete context and typical sentences to teach, classify words due to meanings, expand interrelated words(synonyms, antonym, hyponymy),adopt topic inductions(based on a certain topic, students are going to imagine other words and collocations), and also conduct ways of roots、derivatives and compound words.But vocabulary is the sign of one’s thought, we learn and use them constantly because they can convey some meaning, and offer us ideas(He Keyong, 2002:344).To have a solid knowledge of learned words, students should practice them in real situations, and promote ability of using them.There is also another thing we should pay attention to that among the information we have forgotten, 80% is acquired at the first time of learning, and we lost it within 24 hours, after which the forgetting rate will decline(Li Guanyi, 2007:8).Besides observing this rule ,students also need remember the words repeatedly and regularly.Moreover ,as a teacher, presiding students actively output vocabulary rightly by using communicating principles of teaching is necessary In this essay ,I intend to discuss some factors influencing results of teaching and effective teaching methods for vocabulary, coming up with an approach of putting new words in contexts , and then students can think out their own ways to quicken and fortify their memory, such as working in groups to show special ways of remembering words ,using roots and derivatives.Chapter One The present situation of lexical teaching in Senior High schools.1.1 Positive phenomena are showed: teaching approaches of teachers and study methods of students are both improved.The modern education of China focuses on students’ quality education, and promotes their all-around ability.In line with this objective, the New English Curriculum was conducted at the beginning of 21 century, aiming at upgrading students’ mind, lighten their study burden, and make them more skillful in practice.In terms of the reform, the English teachers are required to plan the classes fit for the traits of teenagers’ physiology and psychology, linguistic rules of acquiring linguistics, in order to meet different needs of students.The questionnaire conducted among the freshmen(whose hometown is Chengdu)in Southwest Petroleum University this year, is named ―Questionnaire on how the Senior High students study English and remember English words‖(It is abbreviated as ―Questionnaire‖ in the following contents).From questions 11-14 in the Questionnaire, one can judge that English teachers have noticed that students play an most important role during lexical teaching, so that they have been adopting a series of effective approaches to present new looks in class:

 To introduce cooperative and inquiry learning process, and lessen students’ study burden to give more time and space. To change the dubious and sole way of explaining and extending vocabulary, to practice the learnt words in certain contexts, and to set scenes to use them. To adopt new and interesting ways(the Natural Approach/ Total Physical Response/ the Silent Way/Audio-lingual Method, etc.)based on students’ features. To apply multimedia which gather pictures/sound/letters/ video together besides the basic teaching device like chalks and blackboards, thus make the word

teaching more vivid and direct, and making the students more impressive on what the teacher imparts.While teachers’ aim is not to teach knowledge but methods, thus drawing out their study potential, achieving the goal of teaching.During the New English Curriculum, students’ study is more and more drew our attention.Among the Questionnaire, questions 6、8、11、17、24、26、27、30、31 have showed that:  They have realized that they themselves are the master of study;therefore they summarize effective approaches of learning and remembering vocabulary and discuss their doubts actively. They are exploring the rules of study constantly, classify the words which are similar in pronunciation, spelling, meaning, or have opposite meaning;they are also engaged in analyzing lexical roots, the speech, derivation and collocation.Then they can easily form a memory system. Besides applying what they have learned in practice, students use their spare time to learn extracurricular material, enriching their mind.From these phenomena we can conclude that the lexical teaching methods of Senior High schools in Chengdu are efficient to some extent.However, there are also many aspects need improving because there are some unavoidable problems.1.2 Negative aspects: unavoidable problems exist

The New English Curriculum is certainly a kind of reform, and it can be more effective in exploiting students’ potential and interest in applying the knowledge, which adapts to the social development better.Nevertheless, the solutions are always accompanied with problems.The reform helps to promote, while it never can achieve its goal in a short of time.The traditional lexical teaching still prevails among the Senior High schools, which means not that all the traditional ways are useless, but one needs to remove its bad ones.From questions 1、15、19、28 , one can conclude some drawbacks:  The teacher, as a leading factor, and the textbook, as a classroom center unscientifically dominate the whole class, making students have little time and

chance to think and participate. The teachers teach nonstandard pronunciation, causing students’ difficulties in listening and communication;the teacher imparts words solely without any context and explains words simply, causing students’ great troubles in translation and comprehension. The teacher goes against the memory law because he/ she doesn’t lead students to do review, and rarely put them in use. The teacher seldom expand the words to other usage except in the book, making students can’t master and use them flexibly.These problems led to some ―problem students‖.From questions 3, 4, 5,7,25, one can get the following troubles of the students. Most students are quite reliable on their teachers, short of perseverance, can’t review the learnt vocabulary regularly actively, and don’t look up words in dictionaries. Most students have got used to the teacher acting as a leading factor in class, reciting words repeatedly in order to pass exams. Students can use what they have remembered to solve practical problems, and can’t flexibly understand the words in other contexts and scenes.1.3 Questions are put forward.These negative sides are not produced in one day, and they are brought by the traditional teaching which has profound origins.That’s to say, we can’t handle them in one moment.It is the specific situations that one takes in account to reform the previous teaching selectively.Only borrowing the essence of lexical teaching overseas and innovate new approaches, can one succeed.Therefore, what causes these problems in lexical teaching? Certainly it connects closely with the necessary factors of the class: teachers, students, textbooks, the vocabulary itself, teaching approaches, etc.However everything has its rules.So in the teaching procedures, what kind of rules will the teachers obey and what factors they need to notice? Is there any effective lexical teaching methods?

Chapter Two The factors and rules that English teachers need to notice in lexical teaching.2.1 The rules and factors that teachers should obey during their teaching.2.1.1 The rules in vocabulary itself

Each language has an abundant glossary, and every word is unique, but not isolated(Lan Chun, 2009:82).Without connection with those elements to which it closely relates to, the teaching is ineffective, and efforts don’t get reward.In order to make the teaching procedure promptly and effectively, and deepen students’ impression, comprehension and flexibility of using the words, teachers must analyze a certain word in different perspectives, as well as what it is associated with.Phonetic factors.Linguisticians believe that though the definition of vocabulary is various, the relevant basic content it refers to is just a matter of sound and meaning(Lu Guoqiang, 2007:1).From questions 10 and 23, one can judge that it is a popular recognition of students that the standard pronunciation helps a lot to listening and spelling.As a matter of fact, the standard pronunciation can benefits their expressions.Therefore, teachers ought to lead students to analyze phonetic symbols, spell and articulate correctly.Then students practice in this way repeatedly and regard it as a way of remembering words, which can avoid learning by rote.―Tease‖, taken for example, is pronunciated [ti: z].Before teaching students to read it, teachers can ask them to count how many vowels there are, whether every vowel has a corresponding pronunciation, and if they have, then how to?

Through analyzing, one can know that there are 3 vowels, among which, the ―ea‖ in the middle reads [i:], and the ―e‖ at the end is silent.From this, students can see that there is just only one vowel sound in the phonetic symbol, so‖ tease‖ is a single syllable.In that way, it is stressed.Those words like eat, meat, neat, least, beat, contain ―ea‖ reading [i:].Besides, teachers will also guide students to find out differences between [t]and[d], [i:] and[i], [s]and[z].Thus students will master some

pronunciation rules themselves, generalize some words containing the same pronunciation, and they can learn vocabulary by themselves in the long run.Word-formation.Aimed at fostering students’ ability to decompose word-buildings, and strengthen their understanding, the approaches like conversion, derivative, compound, acronym, blend, backformation, etc, are introduced.Here, examples are given about the former three kinds.Conversion.Among the English words one learns, the words whose part of speech can be conversed account a large proportion.For example, ―look‖ is usually used as a verb means ‖看‖ in Chinese.While in the phrase ―have a look‖, it is a noun.What’s more, when it refers to the expressions on face, it is a noun.Another example, ―head‖ is usually used as a noun, meaning ―头部‖ in Chinese.While when it acts as a verb, it means ―to lead‖, ―to entitle‖.Here examples are given to show nouns changed into verbs.Besides this, there are also adjectives changed into verbs(like better), adverbs changed into verbs(like out), adjectives changed into nouns(like the old), etc.Derivations.Generally prefix and suffix are added to words to alter their part of speech and meaning.For example, ―-r‖ is added to the verb ―write‖, and the noun ―writer‖ is formed.―Dis-‖ is added to the verb ―like‖, then the antonym ―dislike‖ got.―Ness‖ is added to the adjective ―nice‖, and then the noun ―niceness‖ formed.The following are some common affixes:

Noun affixes:-ness,-or,-er,-tion,-ence,-ian,-ess,-ty,-al,-sion； Verb affixes:-fy, en-,-ize,-ate;

Adjective affixes:-y,-ed,-ful,-tive,-able,-ing,-ish,-less,-y;Negative affixes: dis-,il-, im-,-in, anti-, mis-, non-;

If students have mastered these common affixes, they can be more skillful in applying words in practice.Compound.Compound words are formed by two or more words, which are easily understood.For example, a noun and a noun: policeman, blackboard, weekend, airplane, chairman；a gerund and a noun: waiting-room, living-room, dining-room；a adjective and a noun: gentleman, blue-sky, warm-heart, present-day.Besides, there 7

are also compound words that consisting of adjectives and verbs, prepositions and nouns, verbs and adverbs, adjectives and adverbs, etc.Very word has its unique traits and if students find and take advantage of them, they can go further and avoid cram up.2.1.2 The factors of students’ physiology and psychology.Education must adapt to students’ growth.It must be based on the development situation of personal physiology and psychology, development rules, mature mechanism, as well as fit for a certain level of growth, the developing order, all-round cultivation, uniqueness, etc.Thus, education can be a reliable insurance(Li Sen &Chen Xiaorui，2009:59).The Senior High students are transmitting from youngsters to adults, and finalize their shapes and personalities.Though their bodies and minds become mature gradually, their intelligence is more and more perfected, and their improvement on the faculty of memory, judge, logic thinking is outstanding, there appear many conflicts and contradictions.Above all, they strengthen their self-consciousness, independence of judging things, and competence of analyzing;on the other hand, their psychology is so unstable and sentimental that they are easily disturbed by outside things and will easily rebel others.Second, their perseverance increase to a higher level, and they can control and drive themselves to some extent;however, they still lack of willpower, and easily turn impulse and paranoid.Third, they are very enthusiastic and self confident;but they are also conceited.When they fail, they can never recover and then they will feel the study is boring.In addition, the day they step into the Senior High schools, they begin to burden all kinds of pressure, especially the college entrance examination.This results in their anxiety, tense, and tiredness.Based on the above analysis, one can judge that those students’ potential to learn is endless.But if the English teachers merely add the task of remembering and doing exercises, or just tell them some skills to cope with exams, their subjective initiative, activity, and the ability to think can’t find a way out.As a result, teachers, the ones that they can depend on, will one day make them lose their own thinking and creativity.Therefore, under the New English Curriculum, tedious lexical teaching approaches should be renewed, students’ potential needs exploiting, and passing exams is not that important as previous.To find out efficient methods, in what way students want to be taught must be taken into consideration.To sum up, I think that the approaches which can activate students’ initiative and interests, that to say, fit for their physiology and psychology, deserve the description ―efficient‖.2.1.3 Teaching procedures should be in line with the memory law.The great psychologist, H.Ebbinghaus discovered that lethe begins upon the moment the study stops.While the process is not heterogeneous.First, the Lethe’s speed is fast and quantity large, and then its speed will slow down and quantity small(Yang Hong&Wu Tianwu&Wang Chengxiang, 2006:143).As to daily study, teachers need to supervise and urge students to make a plan of remembering vocabulary and conduct it regularly.Sometimes, tests are supposed to be given to help them consolidate their impression and understanding.To deal with the newly learnt words, teachers can introduce this method: remembering the words every a unit time.For example, a student learns 10 words in 5 minutes in the morning;and uses another 5minutes to review in the middle of the morning;and repeats the review in more times until the student can remember all of them.What’s more, in daily class, teachers repeat the words to make them notice and review.In addition, contexts and scenes are supposed to be introduced.2.2 Feasible teaching approaches on English lexicon.2.2.1 The importance of the context and extra-curriculum reading.There is no doubt that all kinds of efficient methods have been put forward and applied in practice.Among these methods, one can find out that the most popular ones are like conversion, derivative, compound, acronym, blend, backformation which have been mentioned above.What’s more, introducing some social common sense by using the target word, giving students some scenes or contexts to figure out the word’s meaning, making some comparison between the similar words and

phrases, using the target words to tell or make up stories which can interest students, are also prevail among the Senior High classes.However, the context is the crucial factor or medium which determines different connotations of the same word, that is to say, without the context, a word’s diverse meaning can’ t be conveyed, and this word means little to the learners.As a result, learners can understand the same word in different texts, let alone use it flexibly.There is a common view that different contexts can endow the same word different connotation.On the other hand, individual words are critical in building blocks in text-meaning construction, efficient in converting graphic symbols into sound or meaning or information, and indispensable in comprehension(Keiko Koda, 2007:29).All in all, reading texts and studying glossary are simultaneous, and each of them benefits the other.From this reason, one can judge that lexical learning or teaching can’t be separated from the context.But in the textbooks, there are indeed many writings and grammar points, which are mastered by the students skillfully.Then why they can’t understand other texts from extra-curriculum materials, consisting of the same vocabulary they have learned? And why they can’t use the same glossary elastically in another way which is different from the usage in the text book?

That’s because students are lack of extra-curriculum reading.Repeated contact with a large amount of words in print is potential to gaining scholarly glossary, and developing techniques for studying new words from texts.It is quite necessary.While in most Senior High schools’ English classes, the textbook is the main-oriented material and teachers spend little time to notice the importance of extra-curriculum reading to students’ study.And then students have the excuse that it is not necessary to read other things because their main objective is to pass exams and get high scores and the teachers design the exams in line with the textbook.So this is a vicious circle in our education.So, from here, one can discover the reason for the students do little extra reading in English.If effective methods are intended to acquire, extra reading must be encouraged and studying new words in personal-suit ways should be incited.Nevertheless, teachers can’t spend much time in guiding students to do extra-reading in class because the class time is limited and the chief aim is to meet the syllabus’ requirements.Therefore there must be a plan, which both can make teachers have time to lead students to do extra-reading, and doesn’t affect the teaching procedures.But how to design that kind of plan? 2.2.2.Using the context as a medium to convey multiple effectual lexical teaching approaches.To assure the normal teaching process, teachers can lead students just do extra-reading once or twice a week.However, there are so many good methods to teach words.And if teachers merely use only the context, that will be tedious and soon the students will get bored.So how can the teachers balance the context and the vivid atmosphere?

As far as I am concerned, using the context as a medium to convey multiple effectual lexical teaching approaches.Well, maybe it makes people feel confused.Let me explain.Teachers can choose one passage from the extra-reading exercises as an example, but the passage must be suitable for students in both the degree of difficulty and rationality of arranging the new words.In that case, teachers have to figure out which level of English and vocabularies have the students are in, which part the students know well and which part they should make efforts to remedy.Referring to the passage ―After Divorce‖ in Appendixⅱ, one can see clearly how to make it.First, the passage is given with the 10 new words which are going to be learnt, and phonetic symbols are showed just after these words to facilitate students to pronounce.Second, after students finish the whole passage, they ought to know the main idea of the passage.Then, they’ll do a test.In the text, 10 questions are designed directed against the 10 words one by one.These questions are mainly about the words’ meaning, and conducted to let the students to dope out their meaning according to the context.Each question has 3 options that show 3 kinds of meaning of the same word, and students are required to choose the best one due to their

understanding.Third, the teacher leads students to analyze these questions one by one.While I have mentioned that each has its own traits, so various ways are encouraged to use that is to say, each word has a special way to learn.The specific learning procedures of each word is showed obviously in Appendixⅱ.And here I just select some typical points to discuss.Take the first word, ―split‖ for example, this word is very simple, but it is not easy to remember because its pronunciation /split/ and spelling will easily make students mix it with ―spilt‖, ―slip‖, ―splice‖, ―spiel‖ etc.So I suggest that teachers can use phonetic factors to remember.Above all, teachers teach students to enunciate the phonetic symbol ―sp‖, and to generalize some words containing the same sound: speed, space, spot, speak, spic, etc.Then, teachers can teach students to articulate the sound ―spl‖, and classify some words owning the articulation, splat, slake , spleen, splice, spore, etc.Therefore, the word ―split‖ can impress students well with its pronunciation.In addition, teachers can introduce the phrases ―split the vote‖, ―split the ticket‖ to students.In this way, students can learn something about the American election as well as the phrases themselves.I think this is better than only explaining the word or phrases.The same way is also applied to explain the second word ―parochial‖, the third word ―welfare‖, the fifth word ―utilities‖, etc.Another way is to use derivatives.For instance, the forth word ―comfortably‖, here I adopt derivatives.First of all, this word is derived from ―comfort‖, from which one can get a series of words.Com-in ―comfort‖ originally means combination/commonness, or serves as a root to stress the tone.And the ―-fort‖ originally refers to strengthen/enhance/reinforce.So the word ―comfort‖ can be explained in this way: if people come together to strengthen their union and care each other, the world will be peaceful and people will be cozy.Based on this, ―comfortable‖, ―comforts‖, ―comforting‖, ―comforter‖, ―comfortably‖ are got.The same way is suitable for the seventh word the eighth one ―extended‖.Then, I must mention that using interesting story to arouse students’ interest in

learning the knowledge the teachers are talking about is very popular nowadays.In the passage After Divorce, the word, ―teased‖ whose archetype is ―tease‖, is imparted through a fair tale.To explain the phrase, I use the story of the Crow and the Fox which has been very familiar to all the students in their childhood.Here it is used to show the fox cheats the crow to drop the meat from her mouth with a cunning strategy.This action of the fox is called ―to tease out the meat from the crow‖.Among the ten words, the tenth one ―hardship‖ is a compound word.In this situation, when learners meet it, first of all, they need to find how many words subject to ―hardship‖.It is easy to know that there are two words in it: ―hard‖ and ―ship‖.―Hard‖ means strict, severe, difficult, tough, solid, rigid, etc, and ship is a noun and verb meaning a large boat which carries passengers or cargo.Furthermore, it means a kind of relationship, ability, or situation, like judgeship, friendship, headship, relationship, etc.In this case, hardship can be explained this way: a sort of difficult situation.Besides all of above, I also use turn scenes into sentences which contain target words to require students to think out the word’s meaning in differences.This is used on the word ―split‖, ―teased‖, ―extended‖ in the passage After Divorce.What’s more, giving students target word’s synonymies and anonyms which I have used to explain nearly all the ten words.Perhaps limited by the passage, many interesting and effective methods are not adopted in these words.While if possible, teachers can integrate more in teaching.For example, telling differences between two or more words and phrases, making dialogues, reciting tongue twisters, making up short stories.Forth, after learning all the words, students are asked to reread the passage and redo the questions.At the same time, their speed should be much quicker.Fifth, students may forget what they have learnt very quickly within 24 hours.Consequently, the next class, teachers have to review those words for them.But, that will make the students passive.Therefore, students need to do the review themselves.They should work in groups, and each group has 2-3 people.The task is

that each group has to come up with a way to deepen the memory of at least two new words.They can copy the teachers’ way but their explanation must be correct;they can also create new ways like singing a song, playing a game, reciting something, doing some comparison, etc.However, since time is limited, their review should be controlled within 10 minutes.And every class, 2 or 3 groups are supposed to perform.As to the rest of the words which have been learnt last time but not reviewed by groups’ performance, teachers can help students go through them in 5 minutes.2.2.3 Activities to help remembering words.Although some students have a very large vocabulary, they always do badly in exams.To some extent, it is because they don’t know how to use them.And they are under great pressure of the college entrance examination, and have much exercise to do.So, English teachers can plan some activities to arouse their initiative in lexical learning, and use their mastered glossary in practice.These activities can be words’ competition, using given words to make up a short story in 5minutes, singing English songs, watching interesting movies and then taking notes to repeat the plots in English, debates, etc.Whatever ways teachers apply, the aim is to enhance the students’ ability of using what they have learnt in practice.This benefits a lot to their listening, reading comprehension, writing, speaking, and even single option.And this method can also lessen their stress, finding some pleasure similar to the undergraduates.14

Conclusion

It’s easy to point out the drawbacks of teachers’ teaching pattern;it’s a bit difficult to figure out the reasons;the most difficult thing is to feel the feasible ways of teaching and they will turn out effective in practice.While teaching lexicon is a very applicative technique, in that case, if one designs new methods to teach, he must conduct it in class.And based on observe and study teaching situation and the average level of the student body in a certain school, one can come up with the authentic problems and set a point where teachers should focus on their weak parts and make great efforts to improve.Only in this way can the methods agree with the real conditions, and turn out successful.As to new teachers, raising some new approaches to solve teaching lexical problems is not an easy thing.Therefore, except doing and analyzing investigates, and comparing different results caused by different methods, they need to consult those teachers who have rich experience, and good at managing the whole class.Perhaps not all the suggestions those teachers give are suitable for a certain school, but one can combine the advice with the local situation, and come up with the way fit for the class.That’s to say, selecting the ones fit the teachers’ personalities and the students’ study.Besides that, as I stated before, taking the factors: rules in vocabulary itself, students’ physiology and psychology, the memory law into consideration is really an important stage.And the method, using the context as a medium to convey multiple effectual lexical teaching approaches is just a minimum one, and whether it suits specific classes, one needs to implement it and refine it.Anyway, this procedure is mainly to explain in all kinds of ways.Thus, it can not be avoided that the students will get tired to some extend.Therefore, I propose some activities which interest students and provoke their potential.And of course, teachers need to consider the local conditions.Generally speaking, watching movies, performing a play, holding a debate, etc are all ways to make students learn something and happy.Bibliography 崔刚，孔宪遂，《英语教学十六讲》，北京:清华大学出版社，2009。

王晶，《词汇深度知识及其在教学上的运用》，辽宁：沈阳航空工业学院外国语学院，2009（11）。

Wilkins D.A.Linguistics in Language Teaching.Cambridge: MIT press, 1972.何克勇，《英语词汇及起源》，北京: 清华大学出版社，2002。

李观义，《具有中国特色的外语教学法》，上海：上海外语教育出版社，2007。Keiko Koda.Insight into Second Language Reading.Beijing: Cambridge University press, 2007.伍谦光，《语义学导论》，长沙：湖南教育出版社，1998。

李森，陈晓瑞，《现代教育学基础》，上海：华东师范大学出版社,2009。阳红，吴天武，王呈祥：《心理学新编》，武汉：华中师范大学出版社，2006。蓝纯，《语言学概论》，北京：外语教学与研究出版社，2009。

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Appendix A 新课改下高中学生对英语学习和英语单词记忆问卷调查

调查对象：西南石油大学2012届成都籍新生

调查人数：100人 调查时间：2012年9月1日~2012年9月9日

调查人：周均梅

1.你在做英语试卷的时候，觉得哪部分是最难的？（）

A．听力（40％）B.单项选择（4％）C.完形填空（32％）D.阅读理解（12％）

E.书面表达

（8％）

F.短文改错（4％）2.你一周上英语课的节数（不含晚自习）（）

A.14节（20％）B.12节（28％）C.11节（16％）

D.10节（8％）

E.9节（4％）F.8节（0%）

G.7节（0%）

H.6节（24%）3.你有没有制定自己的记忆单词的计划？为什么？（）

A.有，这样可以帮助我更好地巩固单词，形成单词记忆的系统。（12％）B.没有，感觉没必要，平时要考试或者听写的时候再临时记忆。（32％）C.有时，但是不能坚持，缺乏毅力。（48％）D.从未，我不喜欢学习英语，觉得记忆单词非常枯燥。（8％）4.在英语课堂上，你喜欢―老师努力讲解，学生认真听和记笔记‖这种教学方法吗？（）

A.非常喜欢（8％）B.喜欢（12％）C.还可以（48％）

D.不喜欢（32％）5．你会对学过的单词做及时的复习吗？（）

A.会复习（28％）B.不会复习（24％）

C.有时复习（44％）

D.大部分时间会复习（4％）

6.到目前为止，你认为记忆单词最有效的方法是？（）

A.老师指导的方法（20％）

B.自己总结的方法（44％）

C.同学介绍的方法（20％）D.其他方面的方法（16％）

7.你在读英语文章碰到生词时，会查字典吗 ？（）

A.读完文章后推测该词的含义，再查字典（28％）B.先停下来查字典，确定其含义后再继续读。（28％）

C.只要了解文章大意，推断出文章的大意即可（8％）

D.知道文章的大意就好，没必要追究每个单词的含义（36％）

8.你平时记忆单词的时候，会把拼写相似、含义相近或相反、发音相似等词进行联系记忆吗？（）

A.经常会(16％)

B.偶尔会（64％）C.一般不会（8％）

D.从不（12％）9.你记忆生词时会将该词的名词形式、动词形式、形容词形式、副词形式以及其基本用法综合记忆吗？（）

A.经常会（12％）B.偶尔会（48％）

C.一般不会（28％）

D.从不（12％）10.你认为标准发音和单词记忆有联系吗？（）

A.完全无关（20％）

B.正确发音能增强学生语感，帮助正确拼写单词（40％）

C.有一定联系，但不大（20％）

D.不清楚（20％）

11.你是喜欢老师以―单词读音—单词含义—单词运用‖的教学方法一个人讲解，还是喜欢参与小组讨论、与同学合作学习的方法来记忆单词？（）

A.老师一个人讲解，学生做笔记（12％）

B.两种方法都用会比较好（32％）

C.比较喜欢与同学讨论，合作性学习（48％）

D.用任何一种都行（8％）12.学习新单词的时候，老师会提供一定的语境进行练习吗？（）

A.经常（44％）

B.偶尔（28％）

C.很少（16％）

D.基本没有（12％）13.你所在的学校，已经使用多媒体对英语进行教学了吗？（）

A.是的，全多媒体教学（32％）

B.是的，偶尔使用（24％）

C.有在用，但是很少（20％）

D.基本没有（24％）

14.通常你的英语老师会用一些有趣的方法帮你记单词吗？（例如：编顺口溜、玩游戏、讲故事）（）

A.经常（14％）

B.偶尔（32％）

C.很少（24％）

D.基本没有（32％）15.你认为老师应着重哪些方面的讲解（）（可多选）

A、语法（20％）

B、词汇（28％）C、翻译（44％）

D、语篇分析

（28％）

E、做题技巧（16％）

16.你认为大学英语教学的重心应该是（）（可多选）

A、语法（16％）

B、听力（48％）

C、阅读（20％）

D、口语（44%）

E、写作（8％）

17.你认为在英语课堂中，最有利于提高你的英语能力的活动是：（）（可多选）

A、两人对话（12％）B、小组讨论（28％）C、个人发言（36％）D、其他（24％）18．每天你课外学习英语多长时间？（）

A．2小时以上

（8％）

B、1小时左右（40％）C.一个半小时左右（16%）D、少于1小时（36％）

19． 你阅读除课文以外的其它英语读物吗？（）

A、经常（20％）

B、偶尔

（20％）

C、从不（40％）20.在听英语时，碰到生词我会跳过生词继续听下去。（）

A、非常同意（12％）B、同意（48％）

C、不同意（12％）D、无所谓（28％）21.在英语课上，我注意老师在口语表达中常用的词语（）。

A、经常注意（12％）B、有时注意（52％）C、没注意过（20％）

D、他用什么词语与我无关（16％）

22．我会有选择的记忆课外阅读材料中碰到的生词和未学过的短语。（）

A：非常同意（18％）

B：同意（30％）C：有点同意（18％）

D：有点不同意（28％）

E：不同意（6%）

F：非常不同意（0%）

23．假如在听力时碰到生词，我会尽量记住生词的发音，然后根据发音在字典上查找它的拼写及相关意思。（）

A：非常同意（20％）B：同意（20％）C：有点同意（36％）D：有点不同意（20％）

E：不同意（4％）

F：非常不同意（0%）24．写作文时我尽量使用刚学过的生词和短语。（）

A：非常同意（32％）B：同意（40％）C：有点同意（12％）D：有点不同意（8％）

E：不同意（4％）

F：非常不同意（4％）

25．我用重复念和重复拼写的方法来记生词。（）

A：非常同意（28％）B：同意（48％）

C：有点同意（8％）D：有点不同意（12％）

E：不同意（4％）F：非常不同意（0%）26．记单词时，我会联想有关的同义词或反义词。（）

A：非常同意（20％）

B：同意（28％）C：有点同意（16％）

D：有点不同意（20％）

E：不同意（16％）

F：非常不同意（0%）27．记单词时，我经常联想同词根的词。.（）

A：非常同意（8％）B：同意（40％）C：有点同意（44％）D：有点不同意（12％）

E：不同意（16％）F：非常不同意（4％）

28．学习单词时，我只记忆精读课本词汇表上列出的词。（）

A：非常同意（20％）B：同意（28％）C：有点同意（12％）D：有点不同意（20％）

E：不同意（20％）F：非常不同意（0%）

29．我不仅学习词汇在课文中的意思，而且学习词汇在课文以外的意思。（）

A：非常同意（20％）

B：同意（40％）

C：有点同意（12％）

D：有点不同意（16％）

E：不同意（4％）

F：非常不同意（8％）30．我课外主动看英语电视和电影。（）

A：非常同意（12％）B：同意（44％）C：有点同意（28％）D：有点不同意（8％）

E：不同意（8％）

F：非常不同意（0%）31．我坚持每星期用英语写一篇日记。（）

A：非常同意（8％）B：同意（28％）C：有点同意（24％）D:有点不同意（16％）

E：不同意（24％）F：非常不同意（0%）32．我经常去英语角和别人交谈。（）

A：非常同意（24％）

B：同意（24％）

C：有点同意（12％）

D：有点不同意（32％）

E：不同意（4％）

F：非常不同意（4％）33．我主动通过生词的汉语意思来记住所学的生词。（）

A：非常同意（4％）B：同意（32％）C：有点同意（24％）D：有点不同意（24％）

E：不同意（12％）

F：非常不同意（4%）

Appendix B After Divorce My parents divorced/ di′v ɔ:st /（离婚）when I was two, and the repercussions/、ri:p ə ｀k ʌ ʃ ə n/(影响)of their split /split/lasted long after it was final.My mother was a parochial /p ə｀rəukiə l/school teacher who earned just enough to stay off welfare/｀welfεə /, but not enough for us to live comfortably/｀k ʌ mf ə t ə bli/.Utilities /ju:｀tiliti/in our home were shut off（不够用）from time to time, and it seemed like we would never catch up.My mother also worked nights, so after school I would go to my grandparents' house.I spent little time with my mother because she worked during the week, and eventually(最后)on weekends, too.My most painful memories of that time are not of being teased/ti:zd/ for my limited wardrobe/｀w ɔ:dr əu b/, or the times we had no running water because my mother missed payments.The most difficult experience was watching my mother cry at night, while I hugged her and told her I loved her.Through all this, I learned so much.I came to value education, family and faith.I worked hard in school, and earned good grades.I learned from my mother's example(she went back to school after three children and a divorce)that it is important for a woman to go to college and not depend on a man.I came to value extended/iks｀tendid/ family support and developed a close relationship with my grandparents and cousins because I was with them so much while my mother

worked.Last, my faith became very strong.Although my mother was very busy, she made sure we all went to church together every Sunday.Most important, we did not blame God for our situation.Instead, we thanked Him for the good things in our lives.We were grateful for the people who cared about us, for not being on the streets, and for good health when we did not have health insurance/in｀ʃ uərəns /.My parents' divorce caused hardships/｀ha:dʃip/ and pain, but it was also an experience that I would not change because of how much I learned.1.What does the word ―split‖ mean?()

A.An opening(裂缝)made violently as by pulling apart;B.A break or separation in some relationship.C.A promised or claimed share of loot(战利品)or money.2What does the word ―parochial‖ mean?()

A Relating to or supported by or located in a parish(教区)；

B.Narrowly limited in outlook or scope;C.Some place which is too far away or remote.3.What does the word ―welfare‖ mean?()

A.Governmental provision of economic support to people in need.B.Something beneficial that aids or improves someone’s life or well-being.C.A contented(满足的)state of being happy, healthy and prosperous(繁荣的).4.What does the word ―comfortably‖ mean?()A.In mental comfort(舒适);without stress.B.In physical comfort.C.In financial(经济的)comfort.5.What does the word ―Utilities‖ mean?()

A A company that performs a public service;subject to government regulation.B Some daily tools or things used in household such as soap(肥皂)and washing powder.C The quality of being of practical use.6.What does the word ―teased‖ mean?()A.Feeling mild pleasurable excitement.B.Mock or make fun of some one;playfully.C.Annoy(使 烦恼)persistently（不断地）7.What does the word ―wardrobe‖ mean?()

A A tall piece of furniture that provides storage(储存)space of clothes;has a door and rails or hooks for hanging clothes.B Collection for clothing belonging to one person.C Collection for costumes(服饰)belonging to a theatrical（剧院的）company.8.What does the word ―extended‖ mean?()A Quite long in duration(延长);B Great in rang(范围)or scope(视野)C Became large in material(物质)rang or stretched forth 9.What does the word ―insurance‖ mean?()

A Promise of reimbursement(退还，偿还)in the case of loss;a kind of business paid to people or companies that so concerned about danger that they have made B Written contract or certificate of insurance;

C Protection for the safety of somebody or something.10.What does the word ―hardships‖ mean?()

A Situation in which your life is difficult or unpleasant, often because you don’t have enough money.B Ships which is old and can’t work well.C Some problems which are hard to solve.Following is the teaching procedures: 1.Split.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciate it correctly.Then give them its part of speech.And its elementary meaning is‖分开、分裂、断裂、分担‖，which in English we can connect it with‖cut/share/break/crack/segment/disagree/divide/sever/separate,etc‖.Moreover, Split can be transitive verb, intransitive verb, adjective and noun.What’s more ,students can associate the opposite meaning:―联合、团结、联系、结合‖，which in English we can say ―unite/connect/combine/together/same/cooperate, etc‖.②Give students the following sentences and ask them to figure out what split means in each sentence:

*If something splits or you split it, it is broken into parts.*A split in a group is a disagreement between its members.*A split is a long crack.*If some people split something, they share it with each other.③ Giving some usage of split in order to help students to consolidate their impression about it.Ask them whether they know ―split the ticket/split the vote/split one’s side‖.Then Teacher explains them in details.*split the vote:(the candidate, the small parties)to attract another candidate’s or party’s votes causing destruction to both sides and makes the third win.And this usually happens in the western countries.*split the ticket: to vote for more than one party.*split one’s sides: to laugh very happily so that one will press his belly.④Based on these analyses, Teacher lets students look at ―split‖ in the passage, identify its meaning and finish exercise 1.2.Parochial ①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciate it correctly.Generally speaking, it is adjective.When teaching this word, Teacher shows the meaning in English;at the same time, students guess it in Chinese.For example, parochial is closely connected with parish;it also refer to ―narrow/limited/ short sighted/small-minded‖ ②Parochial school.It is a kind of religious school, as a sort of assistant education of normal one in West countries, especially America.Another narrow usage is that it refers to the grammar schools of Christianity established by small parishes.As to British education, the parochial schools set up by the national religion form the basis of the educational system assisted by the state.③Some collocations and use in scene.For example: *parochial affairs;

*He is too parochial in his outlook because he is in parish.④Based on these analyses, Teacher lets students look at parochial in the passage, identify its 21

meaning and finish exercise 2.3.Welfare.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.In English, its meaning is very similar to or closely connected with benefit/prosperity/interest/advantage/health/peace.So students can guess its basic meaning is ―福利、健康、安宁、幸福‖.And it is a noun.②Next analyze its formation to make it impressed on students.From its spelling and pronunciation we can jude that welfare consists of two parts: ―wel‖ and ―fare‖.―Wel‖ is similar to well, and we can treat it as ―good/fine/well‖；on the other hand, ―fare‖ convey the meaning ―fee/the price of ticket/food‖.In that case, the compound word ―welfare‖ is associated with benefit/prosperity/interests, etc.③ Teacher gives students some expressions of welfare in our daily life.* welfare fund

*social welfare

*welfare state

*child welfare

④Based on these analyses, Teacher lets students look at ―welfare‖ in the passage, identify its meaning and finish exercise 3.4.Comfortably.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.In English, its meaning is very similar to or closely connected with cosines/ease/pleasure, etc.What’s more, it is an adverb.② Point out that comfort is comfortably’s derivation.Let’s start from the derivation, comfort(it can be a noun and a verb), which can be divided into two parts: ―com‖ and ―fort‖.The root ―com‖ is interrelated with combination/commonness, that is to say, it means ―共同的‖in Chinese;on the other hand, it serves as a root to stress the tone.The root ―fort‖ is closely linked with strengthen/enhance/reinforce, which mostly means ―加强‖in Chinese.So the word comfort can be explained in this way: if people come together to strengthen their union and care each other, the world will be peaceful and people will be cozy.Comfort +-able(an adjective derivational morpheme, meaning‖可……的‖ in Chinese):comfortable(舒适的)；

Comfort +-ing(an adjective derivational morpheme, meaning possessing a certain quality): comforting(令人舒适的)；

Comfort +-er(an noun derivational morpheme, meaning a kind of people or thing): comforter(安慰者、羊毛围巾)；

Comfortable +-ly(an adverb derivational morpheme): comfortably(舒适地)；

Comfort +-s(a plural derivational morpheme，standing nouns): comforts(令人愉快的人或物)③Give some expressions used in daily life, and set a scene to make students to use them in conversation.*comfortably off

*creature comforts

* comfortable winner ④Based on these analyses, Teacher lets students look at ―comfortably‖ in the passage, identify its meaning and finish exercise 4.5.Utilities.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.Teacher leads students to figure out its archetype ―utility‖, which can be both a noun and a adjective.Being a noun, it possesses two parts of meaning.On the one hand, its meaning is abstract, sharing the same connotation with effectiveness/use/function to some degree;on the other hand, its meaning is concrete, sharing the same connotation with service/ public welfare/tool/implement to some

degree.Being an adjective, it means useful in many ways or works.Teacher gives definitions or examples to make it more clear to students:(1).The utility of something is its usefulness.(2).A utility is an important service such as water, electricity, or gas that is provided for everyone, and that everyone pays for.② In English, the root ―util-‖ refers to ―use‖.In that case, ―-ity‖ is added to it to form a word ―utility‖, connecting with ―use‖.③So Teacher show students some utility’s phrases.First, let them guess;And then give them the answers;Last, set some scenes to practice.*utility pole

*domestic utility

*utility service

*utility room

*utility theory ④Based on these analyses, Teacher lets students look at ―utilities‖ in the passage, identify it-s meaning and finish exercise 5.6.Teased.①Giving basic information about this word, which is: Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.Teacher point-s out that its archetype is tease, which can be a noun and a verb.As a noun, it has the meaning of ―someone who likes laughing at or playing jokes on others‖.As a verb, it means ―to laugh at others or make jokes about them in order to embarrass, annoy, or ups-et them.‖ Teacher shows students several sentences to deepen their comprehension.*My brother is such a tease.*The best way to deal with a tease is to ignore him.*The other boys tease him because he is fat.②From tease, one can get teaser, possessing the same meaning as ―someone who likes laughing at or playing jokes on others‖.What’s more, it refers to ―a difficult question, especially in competition‖.For example, whether to accept this offer is really a teaser.③ Teacher uses the tale of the Crow and the Fox to explain the phrase ―tease out‖.ThenTeacher gives a conclusion: the phrase means using some cunning way to get certain information / solution/secret/profit, etc.So in this tale, the fox tries to tease out the meat from the crow.More sentences are imparted: *They try to tease out the answer without appearing to ask him.*The thief intended to tease out the key to the door from the baby.④Based on these analyses, Teacher lets students look at ―teased‖ in the passage, identify its meaning and finish exercise 6.7.Wardrobe.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.It is a nou-n.When one sees this word, he can get the same meaning from closet/bureau, and kn-o w that it means ―a tall cupboard or cabinet in which one can hang your clothes‖.More sentences are showed to students:

*Someone’s wardrobe is the total collection of clothes that they have.*She stuffed her clothes in the wardrobe.② Wardrobe can be divided into two parts: ―ward‖ and ―robe‖.Ward: as a noun, it means ―a room in a hospital which has beds for many people, ofte-n people who need similar treatment‖(病房)or ―a district which forms part of a political constituency or

local council‖（行政区、选区）.*Ward off(v.avoid)

*warder(n.someone who works in a prison supervising the prisoners.)

*warden(n.doorkeeper/the head of a county)

Robe: a loose piece of clothing which covers all of your body and reaches the ground.(睡袍)For example, she put her robe on the chair.*Work robe

*baby robe

To sum up, the word, wardrobe can be explained this way: a cabinet where one’s clot-hes are deposited.③Based on these analyses, Teacher lets students look at ―wardrobe‖ in the passage, identify its meaning and finish exercise 7.8.Extended.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.First, Teach –er shows students its archetype ―extend‖.Extend is a transitive verb and intransitive verb.And ―extend‖ contains two-faced meaning.On the one hand, it approximates to reach /increase/expand /enlarge /stretch/ magnify /broaden/ lengthen out, meaning ―延伸、增大、扩大‖ in Chinese.On the other hand, it approximates to donate /give grant supply/ furnish /contribute /allot/ provide /present, meaning ―给予、捐赠、分配‖in Chinese.Some examples are given: *The boss extended money to create new products.*This metal will extend when it is heated.②Extend can be separated into two parts: ―ex-‖ and ―-tend‖.Ex-: A: to make something out, such as exclude/expel/expose/extract, etc.B: something or someone is no longer the one it or he once was, such ex-wife, ex-president, ex-colonial.Tend-: A: to notice/ look after /care/mind, etc.B: something is likely to happen frequently;someone is likely to behave/say in a certain way.To sum up, ―extend‖ basically can be explained this way: something is likely to get larger/more/longer/out/spread.More meaning of it is show in the following sentences: *This speech has extended for two hours.(持续)*This paper extends to a lot of practical problems.(涉及)*I’m glad that you extended my mother an invitation.(发出)③Based on these analyses, Teacher lets students look at ―extended‖ in the passage, identify its meaning and finish exercise 8.9.Insurance.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.Generally speaking, it is a noun, meaning an arrangement where you pay money to a company, and they pay money back once something bad occurs to you, such as if your belongings are stolen or damaged/ if you catch a severe disease(保险);What’s more it also refers to some measures done to make up great loss in future（保险措施）.②Teacher tells students that insurance’s verb is insure(intransitive and transitive).And insure can be analyzed as following: insure consists of two parts: ―in‖ and ―sure‖.In-: inside;in power;on position or it is a negative affix.Sure: certain;firmly assure something;and it can be both an adjective and adverb.Therefore we can explain ―insure‖ in this way: one is certain about something heartily(确

定)；one promises somebody something(保证);one safeguards somebody/something（保护）.Moreover, some synonyms are offered: *assure

*affirm

*guarantee

*certify ③Teacher introduces some expressions used in daily life: *insurance company

* insurance act

* insurance law

*insurance amount

*insurance industry ④Based on these analyses, Teacher lets students look at ―insurance‖ in the passage, identify its meaning and finish exercise 9.10.Hardship.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.It is usually used as a noun, approximating to ―difficulty/ trouble/ handicap, etc‖.②Two parts(hard and ship)forms ―hardship‖.From this, hardship is defined as a compo--und word.Hard: strict, severe, difficult, tough, solid, rigid, etc.Ship: a noun and verb;a large boat which carries passengers or cargo.Furthermore, it means a kind of relationship, ability, or situation, like judgeship/friendship/leadship/relationship, etc.So in hardship,-ship means a kind of situation, and hard refer to difficult.Thus, hards--hip signifies a sort of difficult situation.③Based on these analyses, Teacher lets students look at ―insurance‖ in the passage, identify its meaning and finish exercise 10.25

第三篇：毕业论文修改注意事项

毕业论文修改注意事项

1、不要出现错别字；

2、所有数字、字母都要在英文状态下输入，字母要倾斜；

3、论文中红字的地方要注意；

4、封面的版本注意统一，题目下面部分没有学号这一行；

5、论文题目太长的可以分成两行写，要居中；

6、封面的下划线注意粗细长短统一，不要一长一短一粗一细；

7、目录中，二级标题注意空格，不要顶格写，和一级标题区分开，有层次；页码尽量对齐，不要明显长短不一；

8、论文中（包括英文翻译中）不要有你的名字，学号，指导老师姓名；不要出现“本文”、“我们”等词语；

9、改的时候，文件保存名，就用答辩序号加“毕业论文”，如24号.毕业论文.doc；

10、摘要，关键词，参考文献，这几个字不要用【】括起来，摘要两字之间有空格；

11、摘要，关键词，不要顶格写，要空两格，包括英文翻译；

12、每一段空两格，不要总是顶格开始；

13、英文翻译注意去掉背景；

14、关键词，key words，注意加s，因为关键词有几个，是复数；每个关键词中间用“；”隔开，英文每个关键词语第一个字母不要大写；

15、题目下一行写“数学与应用数学2008级(1)班”，英文翻译“Mathematics and applied mathematics2008(1)class”；

16、表格、图等要居中排列，表名加黑；

17、参考文献，这四个字顶格写，序号用[1] [2] [3] [4] [5]，括号不要用【】这种，在序号要后空一格，如

[12] 谭小江，伍胜健，复变函数简明教程.北京:北京大学出版社，2006.[13] 夏志，一类复变函数极点阶数的确定.渤海大学学报（自然科学版），2005.18、行距一般为1.5倍；

这些只是常出错的地方，具体情况具体分析，不包括所有论文。

大家一定相互传阅，不要坚定自己的就一定是最标准的格式，多和几个人比较才能减少问题的出现。修改好后，明天（3月7号）自己发给黄朝军老师（hcjh6@163.com）。

第四篇：英语论文修改毕业论文翻译格式

英语论文修改毕业论文翻译格式

手-机:【131-1089-3071】

精诚翻译公司全网最低5元百字起（市场价格10元，比传统翻译机构低40%左右，互联网+时代，省去中间的环节，价格低于翻译行业任何家翻译机构，5年经验保证，首推先翻译后付费模式，无效免单，免费试译，免费修改，为很多的大型外企和国企翻译过许多专业文件!五周年庆，五折优惠中，可以通过以上方式咨询！

颜色词的译法

要想准确而生动地运用各种颜色词把原文中色彩斑斓的世界重新展现在读者面前，使读者有身临其境之感，译者的确需要认真“察言观色”，努力再现原文中的色彩。遇到词汇空白和文化鸿沟时，要采取灵活的补救措施，使原文与译文相协调，使读者真正欣赏原作的色彩和意境。一般说来，颜色词有以下几种译法：

A.把英语颜色词译成与之相应的汉语颜色词。如果英语颜色词与汉语颜色词在词义上相同，就可采用这种直译的方法。例如：

（1）The sun was dropping behind the farthest mountain, and the valleys were purple with something deeper than aster.夕阳已渐渐沉没在远山的背后，壑谷间一片紫蔼，颜色比紫菀还浓。

（2）His arms and legs were thickly smeared with calamine lotion dried to a chalky white.他四肢上涂得厚厚的炉甘石液已干成粉白色。

（3）The very dust was scorched brown, and something quivered in the atmosphere as if the air itself was panting.连那尘土都被炙烤成褐色；大气中似乎也有什么东西在颤抖，仿佛空气本身也在气喘吁吁。

（4）The clear, sharp cloven Carrara mountains sent up their steadfast flame of marble summit into amber sky.轮廓分明的卡拉拉山把永恒不变的火焰似的大理石山顶插入琥珀色的天空。

（5）The leafless trees, that against the leaden sky now revealed more fully the wonderful beauty and intricacies of their branches.那叶儿落尽的树木，映衬着铅灰色的天空，此刻显得更加枝丫交错，姿态万千。

B.改换英语颜色词。如一种颜色在两种语言中分别被不同的颜色词所指称，而直译会导致读者不正确的联想或是不为译入语的读者所接受，这时可改换颜色词，使之符合译入语的表达习惯。例如：

（1）The floor was covered with ochre-colored sawdust, trampled here and there into mud.地上全是黄褐色的木屑，到处都给踩成泥糊糊的了。

（2）The sun shining on her glossy hair, gave it a metallic luster, and it was difficult to say what was the color , dark bronze or black.阳光照在她光泽的头发上，给它涂上一层金属似的光彩。很难说出它究竟是什么颜色，是深褐色，还是黑色。

（3）Lightness, rapidity, nimbleness, grace and rich apparel all belong to the humming-bird.The emerald, the ruby, and the topaz gleam upon its dress.蜂鸟具有轻盈、敏捷、灵活、优雅以及羽毛绚丽等一切妙处。它那翠绿的、鲜红的、嫩黄色的羽毛闪闪发光。

（4）His face became blue with cold.他的脸冻得发青。

（5）She dressed in a very short creamy skirt that day.那天她穿着一条很短的米色裙子。

C.原文中无颜色词，译文中增加颜色词。有时译文可根据具体语境添增色彩词以突出色彩，加强译文的感染力。

（1）And over all these, set close against the golden hair and burning cheek of lady and knight is that untroubled and sacred sky_1.在这一切之上，同贵夫人和骑士金色头发和红润面颊相映衬的是一片蔚蓝的天空。

（2）He didn't try in vain.他没有白干。

（3）Her eyes became moist.她眼圈红了。

（4）It is like a windfall, like a Godsend, like an unexpected piece of luck.它像飞来的吉庆，像天降洪福，像意外红运。

D.原文颜色词有象征意义或意义有所引申，一般采用意译灵活处理。例如：

（1）You look blue today.What's wrong with you?你今天看起来闷闷不乐，出了什么事？

（2）He is green with jealousy.他醋意大发。

（3）He is a blue-blooded man.他出生贵族。

（4）Her story immediately reminded me of a Chinese saying“The young beautiful lady will always be star-crossed.”听了有关她的故事，我立刻想到中国的一句俗。

第五篇：硕士毕业论文修改葵花宝典

论文修改宝典

Papertest检测常识（以下简称PT）

一、亲们最关心的是哪些地方需要改，哪些地方不需要改以及如何修改！

不需要改的地方：

A、由于PT是采用通篇检测的原则，所以目录、声明、小标题和参考文献部分也会参与检测，这几部分如果有标红的地方可以直接跳过，不改，也可以在提交PT论文检测的时候将目录、声明、参考文献删除，不参与检测，还能省钱。（这部分字数少，不检测的话对

重复率的影响就1%左右）

B、论文检测，本来就是个机器活，机器肯定不如人脑，会有一定的误判存在，这个是可以理解的。而PT的检测又是最严格，那么肯定会存在少量太严不沾边的误判，这些可以直接跳过，不修改。比如：“我是她儿子”和“她是我儿子”任何检测系统检测出来肯定都是百分百相似。机器是死的，人是活的，我们可以灵活修改。

C、当抄袭的内容是法规条文名人名言概念真理等固定的条款，这种情况就不需要修改了，改也改不出一个道道。

需要修改的地方：

PT检测报告中：句子不同颜色表示不同的相似度，红色表示相似度在百分之70以上，橙色表示相似度在百分之40-70，绿色表示合格的句子。所以在排除以上三种不需要改的情况之后，红色句子重点修改，橙色句子稍微修改。绿色句子中要是有您知道是抄袭的句子也需要修改。（任何系统的对比库都是有限的，虽然有几十亿上百亿的数据，但毕竟这世界资料那么多，而且很多是有版权的，肯定不可能全部都收录，存在部分检测不到是正常的）

修改方法总结：

只留下肯定改不了的部分如专业术语、数据等，其他的都用同义词替换，并改变描述方式（变原句为倒装句、被动句、主动句），另外还可以把超长句拆分成几个短句。注意修改过程中可以适当增减字数，但是不能改变太多，比如原本一个句子四十个字被改成十个，或者八十个，甚至直接删除标红的句子，这样有可能会越改越重复，甚至还可能导致原本检测不重复的地方在下次检测中会变成重复的。（这是由于PT和知网检测系统都采用了模糊算法，如果整体结构和大纲被打乱（比如删除了A这个标红的句子），可能引起句子B前后检测标红不一致（第一次检测合格，第二次却被标红）简而言之，修改会引起“蝴蝶效应”，所以当您的文章相似度比较少的时候（比如低于30%），修改过程中不要对字数改变太大，而如果您的相似度很高，（比如高于40%）您就可以大刀阔斧的修改，甚至直接删除标红的句子，否则几乎每个句子都要重新修改又要考虑到字数的话就工作量太大了。具体修改案例见底部。

二、PT数据库有哪些

PaperTest的比对指纹数据库库由超过9000万的学术期刊和学位论文，以及一个超过10亿数量的互联网网页数据库组成。指纹库是指提取的文章关键性特征信息，并非全文。

现在大家写论文主要都是通过互联网来收集资料，为了更大程度顺应市场规则，PT采用优先互联网匹配原则，也就是说当我们匹配到了互联网的文章后，就不会再去匹配论文资源库了，这样就能为最多的买家提供最有效最准确的论文修改指导。另外大家注意到两个问题：一是买家A第一次用PT检测是90%，修改数次之后用PT检测只有10%，那么可以很肯定的说知网也低于10%（因为PT比知网严格，几乎检测的相似度都比知网高，而如果）

为什么引用也会全部标红？先说一下知网对于引用库的检测原则吧，知网在检测专用术语中有两种库的概念，我们暂且用一种通俗易懂的语言来解释，一种是抄袭库，一种是引用库。断句的时候，当发现一句话，来自于抄袭库，他则算是抄袭，如果发现是引用库的时候，则算引用，所以无论你在文中的引用符号标得多么先进，他都以他的库为标准，所以建议不要过度引用。在PaperPass论文修改的过程中，你加了引用的地方可以暂且先pass掉，毕竟论文中是允许存在一定的引用的。

所有的修改完后，建议再次进行一次检测，检测完后，确定无问题了，无可以修改的地方了，可以采用知网做一次定稿检测。为了论文顺利通过，修修改改是必要的，别偷懒，顺利毕业比什么都重要。

修改方法案例分析

例如下句：

过热故障中的过热与变压器正常运行下的发热是有区别的，正常运行时的其发热源来自于绕组和铁芯，即铜损和铁损，而变压器过热故障是由于受到有效热应力而造成的绝缘加速劣化，它具有中等水平的能量密度。

论文更改为：

几乎被标红，说明与相似文献存在重合和高度相似，经过以上方式结合，本句可改为： 过热故障中出现的过热容易与变压器正常运行下的发热相混淆，后者是因为其绕组和铁芯会出现铜损和铁损的现象，这是正常运行过程中的发热，而变压器过热故障是受到有效热应力造成的绝缘加速劣化，具有中等水平的能力密度。

这样修改几乎可以降低抄袭率一半。

例如下句：

上世纪九十年代以来，在生产力提高、科技进步、跨国公司活跃等因素的共同驱动下，经济全球化席卷全球，世界经济越来越成为一 个整体，跨国公司根据其战略部署在世界范围内对生产要素和资源进行优化配置和重新整合，这导致国际贸易和分工的方式悄然发生 了变化，由传统的产业间分工模式逐步演化为同一产品不同工序和区段上的分工体系，即产品内分工。

论文更改为:

从20世纪末以来，在新的科技革命及跨国公司迅速发展的带动下，全球经济日趋一体化，各国经济在世界范围内实现了竞争与协作相结合的良好共存局面。在全球范围内，各生产要素由于跨国公司的快速发展实现了优化配置和重新整合，从而使国陈贸易和世界分工的方式产生了适应新时代要求的变化，传统的产业分工方式开始转变为因产品在工序和区段上的差异而进行的分工方式，这也就是我 们所说的产品之中的分工。

例如下句：

在透明水杯的清水中放入少量纤维进行搅动，便可以直观地发现纤维呈立体悬浮状乱向分散，且长时间放置都不会有太大变化，说明合成纤维的质量较好；质量差的纤维经搅动后可能分散，但时隔不久便会上浮为一絮状层。质量差的纤维在混凝土的实际配制过程中多不易均匀分散。

论文更改为：

（本段完全被标红，修改方式只有一种，就是打乱顺序，重新组织）

将少量纤维放入盛装清水的透明容器中，边搅动边观察纤维变化情况，如果合成纤维质量较好，那么就可以直观地看到纤维呈立体悬浮状分散，随着时间的推移，位置也不会发生明显的变化；若合成纤维质量较差，那么搅动的过程中，纤维可能分散，并且容易上浮形成絮状层。质量差的纤维在混凝土的实际配制过程中多不易均匀分散。

例如下句：

对施工单位或业主提出的设计变更要求要进行统筹考虑，确定其必要性，同时将设计变更对施工工期和费用的影响进行全面分析，非改不可的要调整施工计划，以尽可能减少对工程的不利影响。

论文更改为：

施工单位或业主一旦提出设计变更要求，要进行统筹考虑，考察变更的必要性，同时，将设计变更对施工工期、费用等方面可能造成的影响进行全面而科学的分析，遇到非改不可的变更要调整施工计划，尽可能将其对工程的不利影响降到最小

“反反抄袭”密招一：改写

躲避“论文测谎仪”的方法听起来有些笨，但却很“实用”，那就是——改写。“不是论文不能抄，要看你会抄不会抄！”。

东拼西凑其实并没有过时，关键在于要仔细，不能露出马脚。首先在不同的资料当中找到我需要的东西，然后把每句话变变句式，换换说法，加一些解释性的扩充，略作增删，最后把这些部分组织到一起，论文就大功告成了。虽然繁琐一点，但是最后出炉的论文，绝对就像去韩国做了整容手术，焕然一新！再牛的测谎仪见到我这论文，估计也只有哀叹的份儿。

多加参考书目，把脚注一通乱加，那就是双重保险了！”有的时候，东拼西凑出一大段话，但是又不知道怎么改写更好，就干脆给这段话原封不动地加上一个引号，然后再给这段话编一个相应的脚注。首先，„引用‟部分不算作抄袭，论文测谎仪会自动剔除；其次，老师根本不可能有精力去检查我的每个脚注是否真实。这样一来，我的抄袭怎么可能被发现呢？

“反反抄袭”密招二：翻译

要抄，就不能留下任何痕迹。她的方法更加繁琐，但也更加保险，那就是翻译。跨语言的论文测谎系统还没有研发出来。广泛查阅外文资料，挑出可以为我所用的部分，按照一定框架合在一起，一篇拼凑的英文论文就诞生啦！再把它翻译成中文，毕业论文不就有着落了吗？说抄袭，测谎仪软件查得出来吗？

这种方法对英语水平有很高要求，不过，英语一般的同学也有自己的“门道”。有些同学付钱给学校里英语专业的研究生，请他们对自己的“双语论文”全程把关。“很多学校的墙上贴着这种小广告，英语专业的学生为人操刀论文，价格也不菲，少则几百元多则上千元。

“反反抄袭”密招三：取巧

改写也好，翻译也罢，都是力气活儿。几万字的论文，如果字字改写，句句翻译，恐怕论文没写完，已经是人比黄花瘦，华发上鬓头了。理工科学生是天下最幸福的人，因为“理工科的论文，变变数据图表啊，变变操作环节啊，就可以变成自己的东西了，反抄袭软件根本查不出来”。理工科的个人成果要好出一些，数据不一样，画图不一样，结果就不一样。自己写个软件，下载一个源代码，然后根据需要加以修改，就能把代码变成自己的啦！最后用自己的框架搭建起来，毕业设计就完成了。

“反反抄袭”密招四：Google新用

如果说以上所有同学的“反反抄袭”密招都还在大家的理解范围之内的话，那么这种“反反抄袭”法，则让人瞠目结舌，以为自己遇到了火星人。

这种方法，命名为“Google法”。“所谓„Google法‟，就是找一篇现成的论文，把论文的每一段都用Google在线翻译成英文，然后将翻译好的英文用Google在线翻译全部转回中文。猛地看上去，跟原文差不多；可是仔细一看，其实每句话都不一样！只要自己再把少量的语病改一改，就大功告成了。”

提交论文之前，上淘宝网，有很多卖家会提供论文检测服务！卖家也持有类似的论文检测软件，通过卖家可以查看自己的论文有哪些破绽，再把露出马脚的部分精心修改。这样一来，把毕业论文交上去，就不会有什么风险了。有很多同学都准备这样做，花钱买个放心呗！

修改其实很简单，不要被红字所吓倒，沉下心来，任何文章都能改好，最后祝您顺利通过学校的论文答辩！！