洪文仲毕业论文设计修(改一)

第一篇：洪文仲毕业论文设计修(改一)

浅析泉州企业品牌战略

政治与社会发展学院 08经济学 080114012 洪文仲

指导老师 吴子强 讲师

[摘要]：08年金融危机以来，我国产业结构，企业竞争力的不足暴露出严重的缺陷和不足。中国十一五规划期内，我国以一跃成为世界第二经济体，产业转型，提高企业竞争力是企业生死与否的关键。以泉州为例，泉州大多企业没有自己的品牌，多为贴牌生产，或是知名度非常低的小企业，对外依存度非常高，加之以国内高通胀压力，流动性的缩紧，原材料的全面上涨，用工成本增加，人民币升值等因素的影响，泉州出现较大规模的倒闭潮和有订单不能接的尴尬局面。根据泉州的具体情况，大力建设企业的软实力是泉州企业走出困境，实现企业转型的关键。企业软实力包括企业管理，品牌战略，科技竞争力和营销战略等方面。然而品牌战略是关乎企业的未来可持续发展至关重要的原因。

[关键词]:竞争力 品牌企业 战略

一、品牌的内涵

品牌通俗的说就是企业的牌子，是一种名称和符号。品牌是一个系统概念，代表着企业各个方面优势如质量、技术、服务、宣传，内在文化等的具体表现现。品牌是通过以上这些要素及一系列市场活动而表现出来的结果所形成的一种形象认知度，感觉，品质认知，以及通过这些而表现出来的品牌知名度、美誉度、忠诚度，总体来讲它属于一种无形资产。因此，品牌建设的实施客观上要求企业系统地改善整体运作机制以更好地促进品牌的段位升级，进而提高企业的软实力。通过品牌建设提高品牌知名度、美誉度、忠诚度。进而提高产品的市场占有率和企业竞争力。

品牌经营不仅仅影响产品利润，同时对企业的营运、形象等也有着不可忽略的作用力，是企业一项长远的经营方针。品牌是沟通和链接企业与消费者的重要纽带，存在的意义不仅是体现这产品质量和服务，更是企业的形象代表。对于一国的产业而言，品牌有时候意味着一国的产业水平和本土文化，因此可以把影响力扩大到国际层面。如大众汽车代表着德国，微软公司代表着美国，三星、LG代表着韩国，因此品牌是一种强大的竞争力。更有金融时

[2]报(Financial Times)还将品牌称作“现代社会的闪亮标志”。品牌能使企业在同业竞争中获

得更大的市场份额，这样一来还能反过来促进品牌进一步深入人心。一种商品如果具有较好的品牌往往能使消费者对该产品和该企业产生好感，将有利于培养广大消费者对于该品牌的知名度、美誉度、忠诚度，从而能够提高企业的整体形象。据此，品牌战略某种程度上已延伸为企业为适应市场竞争的重要手段和基本战略。在西方发达的工业国家，品牌战略同样是企业必要的核心内容。当代经济社会，每个企业的的竞争者已不仅仅停留在国内的同业竞争了，经济全球一体化已迫使每个企业将品牌战略作为一个制高点。如果泉州，民营企业不能在危机的背景下迅速的发展品牌战略那么将很有广阔的前景也更加容易地被国内外为企业所排斥和挤压，最终消失在经济全球化的大潮中。

二、泉州品牌现状分析

（一）企业品牌意识淡薄、品牌资产值不高

泉州民营企业进行品牌营销、策划品牌发展战略并实施的企业数量在整体区域来讲数量少、规模小，绝大部分企业还仅仅停留在卖产品阶段，缺乏建立品牌的意识，对品牌意识的认识还不够深入，也还未达到真正意义上的理解和重视。真正像“安踏”、“匹克”等依靠品牌卖出产品的企业则少之又少。泉州民营企业对其他行业科研成果、科研力量利用率不高。在本

行业的创新和科研的投入力度很优待加强，不管是人才或者资金等方面的力度。而高品牌资产可为企业带来更多的利润、溢价，泉州企业并不重视对品牌资产的培育与发展，以致泉州民营企业品牌无论在品牌忠诚度、美誉度、知名度方面均劣于国内其他品牌和国际上的知名品牌，直接导致泉州民营企业的产品价格与市场份额普遍较低，产品附加值偏低整体竞争力水平有待进一步提升。泉州民营企业是在改革开放后异军突起的大军，特有的泉州模式以来料加工、来样加工为主打，订单和业务成为了企业生命延续的重要养分。在巨大的市场竞争压力下、经济危机背景下，泉州经济以廉价劳动力为有利区位因素似乎遭受了巨大的打击。其关键之处和主要原因还是过往对于品牌的忽视和品牌战略的缺失。

（二）品牌市场定位模糊、产业结构不舍理

品牌的市场定位属于企业经营战略的范畴，决定着企业的整体营销策略以及通向成功所需要把握的关键因素。泉州民营企业品牌定位模糊不清，缺乏核心产品，产品结构不合理。再者，泉州民营企业产业结构不合理，产品定位趋同，以低价作为竞争优势，产品同质化竞争、产品利润率低的问题较为突出，很容易陷入低价、低质的恶性循环，这也间接地导致了绝大部分的泉州民营企业生产的轻工业品达不到出口欧美的标准及国内的质量监督。

（三）经营管理手段落后、核心价值不稳定

泉州企业在产品质量质、服务质量等环节曾给消费者和合作商留下些许不良印象。其主要的问题还是：泉州企业管理机制相对的滞后。有调查显示，泉州大部分的企业以个人独资经营或者是作坊式加工企业，或者是家族企业占绝大部分；而这些企业的模式管理经营的机制相对来说水平有限，阻碍和限制了企业品牌战略的实施。当泉州企业在取得迅速发展后，又面临着经济危机和市场结构转型、产业结构重组的巨大挑战；对资金融通、人才与劳动力压力，泉州企业相对落后管理机制已成为企业实施发展品牌战略的瓶颈。产品设计缺乏创新和个性。泉州虽然在历史上也是一个著名的文化古城，但是泉州民营企业在起步和发展的时期并没用注重地区文化的渗透和利用，这样直接导致了泉州大部分民营企业文化底蕴不够深厚，产品缺乏文化特征和个性，也间接导致了品牌战略推广没有坚实的依托基础。造成这样的结果还是因为企业家们缺乏现代的企业经营管理机制，同时又缺乏对企业核心价值的塑造和培养。

三、提升泉州品牌竞争力的战略分析

（一）政府的扶持与引导

(1）创造良好的政策和市场环境

品牌战略是一项长期而又艰巨的任务，实施品牌发展战略是一项系统而又长久的工程，企业、政府以及行业协会，甚至是社会乃都要发挥各自的作用和承担各自的责任。品牌战略的过程中地方政府乃至中央政府具有导向和指引的作用，这是不可或缺的。品牌的生产和发展需要政府创建良好的政策环境和市场环境，政府的经济政策要倾向品牌建设，积极引导和扶持企业进行品牌战略发展；市场经济需要政府提供健康的市场环境、完善的法制环。政府应当在以下几个方面做出确实可靠的动作：第一，重点扶持名优品牌，通过各种媒介积极推广地的名优品牌，促进地区名优品牌的进一步壮大：举办各种展览会或交流会在地区内增强名优品牌的认同感，为名优品牌的推广打下坚实的基础；促进行业协会的的发展、给予引导、给予支持，组织行业的名优品牌的评审队伍，营造创建名优品牌的行业氛围。第二，政机构依要依法行政，充分发挥好工商局、监督局、公安局等有关职能部门在整顿市场秩序方面的作用，制定有效的相关政策，依照国家法律和国际有关法律与制度严格打击和取缔假冒伪劣产品，严格监管不正当的竞争，加强市场管理，监督市场行为维持稳定的市场秩序，这样才能在整体上保护企业品牌。第三，发挥政府的组织优势。搭建平台，邀请专家为品牌战略出谋划策、经验指导，培训企业家的品牌战略意识，培养专业的品牌推广人才，为企业实施品牌

战略提供技术、资源保障；组织行业协会等进行参观访问吸收先进和发达的地区企业品牌战略的宝贵经验，为品牌战略的茁壮成长营建良好的金融投资环境。

(2)政府职能的转变、加强引导与服务

实施泉州市民营企业品牌战略是一个社会系统工程，需要社会各个系统和部门的有效合作，没有政府的协调、引导和支持，泉州品牌战略的推广效率、效益都将难有保障。政府有关部门应在政策上重视泉州地区企业品牌战略的构建。政府应转变职能，要从监管的职能转换为服务型职能。出台相应的法规和办法，做出长远的规划，把扶持和引导企业品牌战略的任务落到实处。在十二五期间要把企业的品牌战略建设作为一个重点，利用规划期间各种有利的因素积极促进品牌战略的发展。政府要和企业形成互动的机制，在信息和资源给予及时的服务。服务型的政府职能要让企业有靠山、有后台、有依靠，这样泉州地区的企业在与国内同行业间的竞争就有了天然的优势。目前泉州市还未成立企业品牌战略管理委员会，相关协调与战略规划工作也还在筹划之中，再此建议政府能在这方面的加快脚步，及早制定并出台相关的规划，引导全市企业实行品牌战略。

(3)政策法规的支持

与国家《中小企业促进法》、《关于鼓励支持和引导个体私营等非公有制经济发展的若干意见》等有关法律法规相配套的实施办法以及符合当地实际情况的措施，依法改善泉州民营企业品牌建设环境，真正意义上从法律和制度角度引导和扶持民营企业品牌战略推广。与此同时国家和地方政府可设立财政拨款和基金，用于泉州民营企业品牌战略的科研和研讨，为泉州地区实施品牌战略提供财力的保证。

（二）企业家与企业自身经营

（1）企业家应发挥自身的作用

优秀的企业家可以让企业的生存和发展来得更加容易。优秀企业家的战略思路同样让企业品牌发展步步为营。在世界上，一流的企业家往往可以造就世界一流的企业，成功的企业总是与一流的企业家息息相关。Iphone公司CEO乔布斯成就了Iphone公司一代伟业；比尔.盖茨成功的个人事业成就业让微软公司称霸了世界IT业。

企业家拥有不同于别人的冒险精神，善于经营与组织。创新也是一个不可或缺的重要精神。勇于冒险、善于竞争、富有责任心才能使企业迈向辉煌的天堂。总而言之，泉州企业的品牌战略要求企业家们兼备创业、创新、谋划、改革，这样方使企业的品牌战略如鱼得水。

（2）选准市场定位，品牌定位要突出品牌的核心价值

商业企业通常经营着成千上万种产品。实施品牌战略要抓住市场和抓重点，泉州的企业没必要更没有那么强大的实力去一一推广各种产品。在迎合市场的实际需求与考虑竞争优势条件下着力推广两三个品牌比较合适也更适合企业的前景。现今，世界上众所皆知的大品牌也不过五百个，大型企业集团也不过五百强。现代科技日益发达、信息交流日益频繁，社会大生产的环境下产品愈来愈国际化和趋同化，关键之处在于开发同质产品异质化。只有以此为根本的出发点才能使企业适合当代的激烈竞争。以异质性为指导，更随市场走势才企业能驾驭社会主义市场经济的竞争，才能在经济全球一体化的趋势下独占鳌头，才能成为时代的弄潮儿。

研究市场结构锁定目标消费者，并在消费者心目中树立一个无与伦比的差异竞争优势和位置的过程，实现有效的市场份额。品牌的核心价值代表着品牌对消费者的意义和价值，吸引着消费者选择某一品牌，是消费者接受企业产品的原动力和驱动力。泉州企业实施品牌战略要突出泉州浓郁的地方色彩，要体现泉州独特的区域文化，企业的核心价值才能独树一帜。这样才能让深层次的挖掘具体产品的理念，是消费者接受品牌核心价值也能使消费者从中受益。

（3）准确定位提升品牌满意度

品牌的定位对于品牌战略在实施之初有着指引方向的作用。品牌体现了企业及其产品的内涵，是传递企业信息的综合指标。企业把产品投放市场，直接面对消费者，独特的产品特性、质量和文化价值就是企业的品牌定位。品牌定位要有精心的设计、专门的策划与营销才能让企业的的品牌在市场上有准确的定位。在当代的市场经济环境下品牌不仅是一种营销的模式更是企业战略性资产与核心竞争的内在动力源泉。对于任何企业树立品牌与打造品牌已经成为了抢占战略领先的关键所在。品牌定位需要细分不同的消费群体，对应不同的群体做出不同的品牌定位。如大宝把品牌定位成大众所能接受的品牌，那么大宝在满足消费者的现实利益需求时采用的是低价策略。而兰蔻等高端的化妆品牌因为对应的消费群体属性不是大众消费，那么兰蔻所采用的策略就不是价格了。它们激发了不同消费者的体验感受，满足了消费者不同的实际和心理需求。因此，泉州的企业在实施品牌战略之处就应该准确地定位品牌，针对性地把品牌设置为适合企业长远发展的级别。企业树立了品牌意识并将其导向品牌定位。品牌的定位及品牌的战略意识才能保证企业的可持续发展。

（4）集团化与多元化为泉州民营企业品牌发展提速

市场经济的发展客观地要求了集团经济的产生，这也是历史发展的必然趋势。集团经济是一国经济的中坚力量为企业的品牌走向国际奠定了基础；多元化战略有利于企业实现产品与市场的有机衔接，凸显了企业产品的强烈个性、扩大市场份额占有，增强品牌的社会认识，扩大了企业利润增长面、提升企业抗风险能力。泉州多家企业被评为中国名牌同时也是央视著名品牌，通过这个平台泉州许多企业有了宝贵的资源，极大限度发挥这一功能进一步扩大了影响力，增强了企业的品牌价值。集团化与多元化可以加速泉州民营企业品牌战略发展。泉州民营经济的集团化与多元化加速了企业的品牌战略进一步发展。泉州民营企业有着自身的品牌优势，应该组建企业集团发挥产业优势，实现多元扩张。只有资源的优化组合才能避免不必要的重复建设，才能把有限的资源发挥到最大的用处。通过多元化和集团化提升企业品牌竞争力、壮大企业实力、扩大企业生产规模，就能早日走出亚洲走向世界。

（5）创新民营经济企业制度

泉州民营企业的家族管理模式在企业成长初期起到了决定性的作用，家族成员间的相互信任促进了企业了快速成长，在一定程度上有其合理性。随着竞争的日益加深，信息化和人才战略的市场经济下，要使企业持续发展就迫使泉州民营企业改革创新，及时地采用现代企业制度使企业符合《公司法》的要求。泉州民营企业以往的产权模式已经严重的滞后，阻碍了融资、募资。应该尽早的进行股份制改造，使企业适合当代的产权制度。引导民营企业打破产权封闭模式，支持有条件的企业通过向社会募股、向员工转让部分股权以及企业兼并、联合、相互参股等形式，加快股份制改造，建立起母子公司管理体制和以集团公司为投资中心，以专业公司为利润中心，以生产公司为成本中心的三维矩阵管理模式，走上现代企业集团的轨道，实现资本社会化。二是创新管理制度。通过拆解两权合一、科学划分管理权责、确立制约监督机制、允许员工持有股份、统一信息披露制度和接轨国际会计制度等措施，逐步建立起员工、股东、债权人共同治理的公司法人治理结构，以适应规模扩大化、资产社会化、股权分散化、专业知识化发展趋势，确保企业运作“不越位、不缺位、不错位”，实现企业长期稳定发展。通过创新现代管理模式，采用先进管理方法，逐步建立科学的管理体系。

（三）发挥行业的促进作用

行业的作用对于企业发展的作用是不言而喻的，应当进一步发挥行业协会的职责，促进泉州市民企品牌战略发展。行业协要坚持服务宗旨，紧紧围绕服务宗旨，将会员单位的企业品牌战略视为协会工作的出发点，将企业的品牌战略视为协会的己任，为泉州民营企业品牌推广作为协会最高任务。同时还要进一步深入行业调查、行业统计，为实施品牌战略的泉州民企提供行业资料分析预测。行业协会应该对企业的可能会面临的问题做出预测，并提出相应的有效的对策和建议。还应该开展专业人才培训，提高整个行业人才队伍的素质。除了企

业自身员工的培训，行业协会更应站在整个行业的角度出发，充分利用行业协会的信息、技术和人才的优势，通过各种形式促进行业人才素质的提高。行业间的自律可以起到促建行业健康有序发展的作用。行业协会还可以运用组织的优势与政府共同思考办法，与政府进行探讨为企业的发展出谋划策。提供平台把政府与企业联系在一起，只有这样才能使信息对称，企业与政府才能形成有效的沟通与交流。政府了解了企业的现实处境才能做出准确的判断，从而扶持泉州企业品牌战略的实现。

（三）转变观念及温州品牌策略的借鉴

（一）加大人才国际化

温州企业通过二种途径促使人才国际化：一个是“引进来”：聘请国家级大师担任企业的设计师，在整体上提高企业的实际水平和专业水平。如奥康集团都聘请了国际着名的设计师担任企业的首席设计师，主要负责高档品牌的设计，使产品具有世界水准。邀请外国的专家来华进行交流，开展各种研讨会同时提高自己的人才的设计能力和专业能力。另一个是“走出去”：组织公司的专业团队处方发达的地区，通过行业协会等发面对西方发达国家进行学术访问。

（二）．发挥温州区域经济的集群优势

产业分析与竞争大师波特指出，产业集群指的是在某一特定领域中，大量产业联系密切的企业以及相关支撑机构在空间上集聚，并形成强劲、持续竞争优势的现象。简单讲，就是当一个区域内某种产业形成相当规模时，与之配套的上下游关联产业就会汇集过来，使 这种产业在采购、加工、销售等环节更具成本、人才和时间等优势，从而产业得到更大发展。以青岛为例，目前青岛家电产品在国内市场占有率超过20％。家电产品制造业实现销售收入897亿元，占全市规模以上工业企业的27％。家电集群中的海尔、海信、澳柯玛三大龙头企业(2004年又加入了TcL)，2003年除自身1300亿元的销售收入和43亿元的税收外，还带动了800多家配套企业的发展。其中，仅海尔集团一家就吸引了74家配套供应商“落户”，不乏爱默生、三洋、三菱重T等33家跨国公司，他们累计在青岛投资了30亿元。而温州也应该利用其在鞋类、打火机、服装等产业形成的产业集群优势，努力提升其品牌核心力价

【3】值。

（三）产业专业化

信息化时代到来以后，所有的企业都面临着一个难题即品牌如何重新定位和资源整和。根据《财富》杂志的统计，全球500强企业中，单项产品销售额占企业总销售额比重95％以上的有140家，占500强总数的28％；相关产品销售额占总销售70％的有146家，占29．2％。这说明500强企业品牌的核心竞争力来自最擅长的行业，而不是面面俱到的多元化品牌。

中国企业也是一样。上世纪八九十年代几乎所有的企业都投入到多元化经营中。如今天在国内地产行业被称为第一品牌的万科地产，从创业初期的多元化到最终将地产作为自己的主导行业，才成就了万科在地产的龙头地位。我们看到，在经历了多元化发展之后，国内本土留存下来的都是在某一专业领域独具竞争优势的品牌。所以，无论是新兴的海尔、联想、还是百年老店同仁堂、张裕葡萄酒，他们发展的经验教训告诉我们，要和跨国企业在自己家门口摆开擂台一较高下，中国武术对西洋拳，走专业化经营发展之路，是温州绝大多数中小企业增强品牌竞争力的唯一选择。

（四）．建设独特的企业文化

科特勒将品牌的含义分为六个层次：属性、利益、价值、文化、个性和用户。行业内人士认为，中国产品忽视了品牌的文化含量和文化品位所以很难在国际上成为名牌。国际名牌商品不仅要带给消费者高度的物质效用，更应带给消费者心理满足和文化享受。西方发达的各国经济及其产品中，人们都可处处看到其传统文化的影子。法国的贵族文化、英国的绅士文化、美国的大众文化都在其品牌中发挥了不可取代的作用。温州历史文化和区域产业特色的不断的提升和挖掘，使温州品牌的文化内涵极大地增强。在激烈的市场经济竞争中，可以清楚的看到，品牌是企业全球经济一体化的的的必备要素。企业文化的功能与作用市场经济环境不断的延伸和深入，越来越突出了其不可忽视的作用。随着企业的逐步发展企，管理与技术领域之间的差距越来越小，而企业文化最终决定企业成败和可持续发展路线。目前，越来越多的企业经营者对企业优秀文化重视程度越来越深。提升企业品牌核心竞争力获得最大限度的经济价值和社会价值就走品牌战略的最终目的。

[1]蔡洪浩《我国企业的品牌发展战略建议》，2007年6月金陵科技学院学报(社会科学版)第2l卷第2期

[2]让·诺尔·卡菲勒．战略性品牌管理[M]．上海：商务印书馆，2001：178．

[3] 王乔君，童莹娟《浙、闽体育用品企业民族品牌建设研究》体育科学2010年(第30卷)第4期

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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：仲恺农业工程学院毕业论文

仲恺农业工程学院 毕业论文

(论文题目)

姓名院（系）专业班级学号指导教师职称论文答辩日期年月日

仲恺农业工程学院教务处制

第五篇：毕业论文(一)

范文

试析余光中《乡愁》的现实意义

[内容提要] 余光中的《乡愁》是一首经久不衰的爱国主义诗歌。本文将其置于当代政治与诗坛这样两个背景之下，分析其现实意义，认为其主题具有鲜明的时代气息，也是进行传统文化教育的典范，同时也是当代诗歌创作时可资借鉴的典范。[关键词] 爱国主义 创作 借鉴 传统教育

乡愁，是中国诗歌一个历史常新的普遍的主题，只要你翻开诗歌的书卷，你总能看到有关乡愁的诗歌，“露从今夜白，月是故乡明”是杜甫的乡愁，“来日倚窗前，寒梅著花未”是王维的乡愁，“举头望明月，低头思故乡”是李白的乡愁。但是在中国的诗歌史上将乡愁长期作为写作的主题，并且赋予其国家统一的思想内涵，在中国文学史上，余光中恐怕还是前无古人。在他众多写乡愁的诗中，“一叫一回肠一断，三春三月忆三巴”的《乡愁》一诗毫无疑问是流传最广、最为委婉动人的一首。把这首诗置于当代环境之下，其仍具有积极的现实意义。

一、主题具有鲜明的时代气息

就乡愁诗而言，外国诗人中，莱蒙托夫、海涅、荷尔德林、翁加雷蒂等都写过广为传颂 的思乡名篇。在中国古典诗歌里，屈原、贺知章、李白等诗人也留下了大量的老百姓耳熟能详的乡愁诗。在这些诗歌里，作者大多流露的是对家乡、对亲人的思念。“却恐他乡胜故乡”、“此心安处即为乡”、“埋骨何须桑梓地，人间何处不青山”，可是那“他乡”、“安处”、“桑梓地”，不管在天之涯还是在地之角，却大多时候都在同一块完整的国土上。理解这些诗歌时我们并不需要花费太多的思索，就能够很好的把握诗歌的主题。

余光中是一个挚爱祖国以及具有深厚文化传统的中国诗人，其乡愁诗从内在感情上继承了我国古典诗歌中的民族感情传统，具有深厚的历史感与民族感。同时，台湾和大陆由于人为的长期隔绝，飘流到孤岛上的千千万万人的思乡情怀，客观上具有以往安土重迁时代的乡愁所不可比拟的特定的内容。这就使得诗歌具有了以往任何时代的乡愁所不可比拟的特定的广阔内容。特别是目前台湾与大陆之间的大三通的实现，让我们在高兴之余，更能体会本诗之良苦用心。

因此我们在理解《乡愁》的主题时必须要考虑到这一点。诗人流沙河这样评价《乡愁》道：这是一粒水晶珠子，内无暇斑，外无纹痕，而且十分透明，一眼便可看穿。在诗中，诗人由远及近，由对亲人强烈的情感追忆转入对现在的叙述：而现在，乡愁是一湾浅浅的海峡，1 我在这头，大陆在那头。现在那湾浅浅的海峡，竟成了一个古老民族的深深伤痕，是和诗人一样千千万万中华子孙的伤痕。诗的意境在这里突然得到了升华。那乡愁已不仅是诗人心中的相思和苦闷。诗歌由此具有了一种深层的象征意义。那母亲难道不是祖国的象征？那情人难道不是诗人的自喻？因此，余光中的《乡愁》是将个人的悲欢与对祖国之爱、对民族之恋融于一体，寄寓了海峡那面赤子的怀乡之情，涵蕴着结束民族分裂、完成祖国统一大业的殷切期望。这样的主题既体现了一位当代诗人的历史使命，又透射出鲜明的时代气息。正如温家宝总理在2008年3月5日在第十一届全国人民代表大会第一次会议上政府工作报告所说“坚持‘和平统一、一国两制’的基本方针和新形势下发展两岸关系、促进祖国和平统一的各项政策，牢牢把握两岸关系和平发展的主题„„坚决反对‘台独’分裂活动，绝不允许任何人以任何名义任何方式把台湾从祖国分割出去。任何涉及中国主权和领土完整的问题，必须由包括台湾同胞在内的全中国人民共同决定。‘台独’分裂势力企图改变大陆和台湾同属一个中国的现状，破坏台海和平，是注定要失败的。两岸统一是中华民族走向伟大复兴的历史必然。海内外中华儿女共同奋斗，一定能够完成祖国统一大业！

二、对当代诗歌创作具有借鉴作用

一首好的诗歌，不仅仅是其“合为时而著”，“合为事而作”，由于作者在创作时的精心构思、严谨的遣词更能给读者留下美的享受。审视当代诗坛，《乡愁》仍可堪创作上的典范之作，这也为当代诗歌的创作提供了可资借鉴的范本。

1、音乐美

余光中的诗是非常注重音乐性的，他自己说“诗是一只蛋，歌是一只鸟孵出来的是新雏，妙的悦耳，使听的人感到兴奋而年轻。”他的《乡愁》继承了中国格律诗的传统，同时又吸收了民歌的特点，集自由和雅致于一体，具有极强的音乐性。《乡愁》的音乐美，主要表现在回旋往复、一唱三叹的美的旋律，其中的“乡愁是——”与“在这头„„在那（里）头”的四次重复，加之四段中“小小的”、“窄窄的”、“矮矮的”、“浅浅的”在同一位置上的重叠词运用，使得全诗低回掩抑，如怨如诉。而“一枚”、“一张”、“一方”、“一湾”的数量词的运用，不仅表现了诗人的语言的功力，也加强了全诗的音韵之美。

2、画面美

诗歌分画面无需小说那样细致刻画，往往三言两语便能营造出梦幻般的画面。由于《乡愁》创作于新的时代和特殊的地理条件下，所以其画面具有较强的立体感。

从空间看，首先遴选了四幅鲜明而又具体的生活画面呈现给读者，每一个画面都借助于原型意象来表达作者不同的情感。第一小节，母子别，借助于邮票来表达：幼年求学，母子分离，用书信以慰别情；第二小节，夫妻别，借助于船票来表达：成年后，告别新婚妻子，离乡背井，天各一方；第三小节，生死别借助于坟墓来表达：母子阴阳两界、不得相见；第四小节借助于海峡来表达：同胞难得相聚，国家不能统一。

从时间看，跨越了“小时候”，“长大后”，“后来呵”，“而现在”。作者生于1928年重阳

[2][1] 2 节的南京，1950年到达台湾，自此辗转于台湾、香港、美国。在台北时，他怀念江南；在香港时，他眷恋台北；在高雄时，他回望香港；在美国时，他渴望故国和故岛。1992年，作者再次踏上祖国大陆的土地，43年的时间跨度，让作者的游子情怀变得更广阔，对祖国的眷恋更深厚，他说：“大陆是母亲，不用多说，烧我成灰，我的汉魂唐魄仍然萦绕着那片厚土”。

这种广远的时空相结合，就将诗人的个人悲欢、祖国之爱、民族之恋交融在一起，正如 诗人自己所说：“纵的历史感，横的地域感。纵横相交而成十字路口的现实感。”（《白玉 苦瓜》序）。这种纵横交错的感情，呈现给读者的就是一幅立体的乡愁画。

3、建筑美

《乡愁》的建筑美（节的匀称和句的均齐）主要表现为和谐、统一。

和谐就是全诗以时间为顺序，以感情为线索，以空间的变化构成不同的画面，以耳熟能详的意象寄托思乡爱国之情，以大体相同的诗句和格式，反复咏叹，使情感逐层加深，由思乡、思亲升华达到思念祖国，从而超越了一般的故乡范畴而上升到了“国家”概念。

统一，就是相对地均衡、匀称。全诗共四节，每节四行，节与节之间相当均衡对称，每 节二十二字共八十八字，段式、句式比较整齐。但是，诗人注意了长句与短句的变化调节，从而避免了呆板，使诗的外形整齐中有参差之美。

4、语言美

对于入诗的语言就是要有高度精练的语言。高尔基说：“文学的第一要素是语言。语言 是文学的主要工具，它和各种事实、生活现象一起，构成了文学的材料。”本诗以浅显、直白的语言入诗，吟咏琅琅上口而又回味无穷。

5、小与大中蕴含深刻的思想

余光中说：“如果乡愁只有纯粹的距离而没有沧桑，这种乡愁是单薄的”。诗歌中出现的形容词“小小的”、“窄窄的”、“矮矮的”、“浅浅的”，这些都是很平常的形容词了，但把它与它所对应的对象以及所蕴育的内涵联系起来，你就会发现，“其称文小而其指极大”。第一个是“一枚小小的邮票”，小小的邮票所承载的是“家书抵万金”，是诗人小时侯的依恋，寄托的是儿子对母亲的思念、母亲对儿子的挂念，在互通音讯中诗人获得了母亲的安慰。

第二个是“一张窄窄的船票”，船票总是紧紧握在手里，有了它，再宽阔的江河也能渡过，在来来往往中，诗人填补了感情的缺口。它承载的是夫妻之间的思恋之情。

第三个是“一方矮矮的坟墓”。回到家里，发现母亲已经过世。一坯黄土割断了诗人和母亲的相见。诗人的心归往何处？那乡愁竟是不能圆的梦了！“矮矮的”折射出儿子的愧疚。

第四个是“一湾浅浅的海峡”，却是作者愁肠万转无法解脱之处，明明是如此浅的海峡，却能把一个国家一分为二，隔断了人们之间的来往，喻含着国家统一难度之大。

6、远与近的变化中产生距离美

在乡愁诗中，作者少不了对空间的处理，在本诗中，作者如何处理的呢？我们先来回顾一下诗中这样的句子：“我在这头”“母亲在那头”；“我在这头”“新娘在那头”；“我在外头”“母亲在里头”；“我在这头”“大陆在那头”。单纯这样看来，我与彼之间并没有很远的距离，但是加入了意象之后，诗境就完全发生了变化。

先从时间上说，年少时，因为求学与母亲产生“距离”，从而“邮票”出现了；成年时，因为谋生，与新娘产生“距离”，“船票”出现了；人到中年，因为岁月无情，与母亲阴阳相隔，“坟墓”出现了；而如今，政治的原因，使得故土可望而不可及，“乡愁”无时无刻不困扰着诗人，“海峡”凸显了。你看，诗人用远近的变化让我们切实感受到“乡愁”的存在。再从空间上来看。我们会发现，“邮票”“船票”连接的两头，距离较远；而“坟墓”“海峡”连接的双方似乎只有一步之遥。然而，我们再品味一下，你会发现诗中所传送的乡愁，距离较远的，可以通过“邮票”“船票”来传送，来倾诉，来实现；而看起来距离较近的，尽管距离是近了，似乎也可以传送、可以倾诉，却难以实现。真可谓“实远而近，实近而远也”。而真正困扰作者、使得作者憔悴的，恰是那虽近犹远的乡愁。作者便是借着这微妙的“距离感”，让读者感受到乡愁的存在、乡愁的微妙与无奈。

三、传统文化教育的经典 1 爱国主义教育

任何艺术作品都必然是社会生活的客观因素和艺术家的主观因素二者的有机结合，而在诗歌中，后者明显地占据优势，社会生活往往需要通过诗人主观情感世界的折射才能反映出来。在余光中的主观情感世界里，对祖国、对故乡浓浓的情愫是经久不变的。作者说“从 21岁负笈漂泊台岛，到小楼孤灯下怀乡的呢喃，直到往来于两岸间的探亲、观光、交流，萦绕在我心头的仍旧是挥之不去的乡愁”，“烧我成灰，我的汉魂唐魄仍然萦绕着那片厚土”，是其“尤必附随一种对本国已往历史之温情与敬意”。爱国主义情怀是中华民族亘古不变的情节，是中华民族传统文化中最为浓郁，最为强烈的部分，也是余光中情感中最为活跃的部分。

随着当下市场经济的发展，社会形态发生巨大的转型，更兼受到西方各种思潮的冲击。我们民族原先所拥有的那些优良的民族精神在现代生活中很难觅其踪影了。毫无疑问的是，诗歌是一种民族性极强的语言，在诗人奇特丰富的想象和饱满热烈的激情的驾驭下，它应当传唱出一个民族的心声，讲述和关怀这这个民族的苦难、幸福、过去、现在及未来的命运。[5]

[4][3]

近些年来，余光中一直活跃在两岸文化交流的第一线，他说：中华民族的传统文化是两岸同胞共同的灵魂故乡，分离现状是暂时的，文化的一脉相承是永久的。余光中反“文化台独”的举动，不断遭到“台独”分子的恶意攻击，被骂成是“颓废意识”、“流亡心态”、“买办意识”，是“阉割诗作以屈从国民党，转而认祖归宗于中国当权者，完全不以诗句惨遭统战化为忤”，是“强加于学生，灌输中国意识，对抗本土化”„„但余光中认定，任何人都 4 没有权利剥夺我们对祖先文化的继承权，中华文化一脉相承，不是说改变就能改变，中华文化具有强大的向心力，“文化台独”绝无可能。2 亲情教育

传统的中国文化非常注重人有人之间的关系，仁爱精神源远流长，是我们的人民亲和共处所依凭的准则。千百年来，经过世代哲人先贤的琢磨锤炼，激浊扬清，热爱思想升华凝聚，成为中华民族构建伦理道德大厦的基准和标尺。一部好的文学作品总会或深或浅地融入情感教育，受到高尚情操与趣味的熏陶。亲情教育就是被经常融会的内容，也是诗歌中经常歌咏的内容。良好的亲情关系，有利于个人的成长和发展。一个不重视亲情关系的人，无论如何也谈不上对国家的热爱。

本诗虽然没有以之为主题，创作上既不像《背影》所描写的催人泪下的父子深情，也不像《地震中的父亲》展示出的父子不离不弃的承诺，但在诗中作者把它作为一个铺垫，来烘托爱国主义的主题。余光中内心世界感情丰富，他热爱生活。热爱人生，更热爱自己的亲人。在诗中，作者这样写到“小时候，乡愁是一枚小小的邮票，我在这头，母亲在那头 ；长大后，乡愁是一张窄窄的船票，我在这头，新娘在那头；后来呵，乡愁是一方矮矮的坟墓，我在外头，母亲呵在里头”。对母亲拳拳的爱，对妻子缱绻的情在反复歌咏中渐浓。他曾这样形象地比喻他生活、奋斗过的地方：旧大陆是他的母亲，岛屿是他的妻子，新大陆是他的情人。“和情人约会是缠绵而醉人的，但是那件事注定了不会长久。在新大陆的逍遥中，他感到对妻子的责任，对母亲的深远的怀念，渐行渐重也渐深。在去新大陆的行囊里，他没有像肖邦那样带一把泥土，毕竟，那泥土属于那岛屿，不属于那古老的大陆。”（《地图》）没有直白的说教，在作者深情的吟咏中，教育我们怎样“做人”，让我们懂得“仁义”、“孝敬”、“真情”、“善恶”、“关爱”、“诚信”等亲情范畴，增强他们的“亲情意识”，这对营造和谐的家庭和社会是至关重要的。3 乡情教育

月是故乡明，叶落归根。从文化学心理学角度看，几千年的农业文明，使安土重迁的意识作为一种集体无意识植入中华民族的血脉。中国人内心深处，对故乡的情愫永远是说不明道不白的。现代心理学研究表明，人的记忆具有选择性:凡是人们喜好的记忆表象更多地保存在大脑皮层中，在岁月的长河冲刷下，积留下来的多为美好的回忆。

用儒家人文精神来解释，这就是一种“天人相与”观，具体到文学作品中，表现为对乡国的歌颂、怀念以及对从事建设乡国的政治活动的莫大热情。因此，不管置身何处，诗人对故乡总是美言以送，决不遮掩自己对故乡的赞誉。在本诗中，一湾浅浅的海峡暂时阻隔了诗人归乡的路，但永远阻隔不了诗人对故乡的感情，正如作者在《逍遥游》中所写：当我怀乡，我怀的是大陆的母体，啊，诗经中的北国，楚辞中的南方！当我死时，愿江南的春泥覆盖在我的身上，当我死时。

黄礼孩说，“诗人的存在是用诗歌去见证并影响自己的时代。”这句话可以很好的用来

[9]

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[7][6] 5 阐释余光中及其《乡愁》。正是诗人将个人的悲欢与巨大的祖国之爱、民族之恋交融在一起，付诸于汩汩不绝的笔端，才具有了以往的乡愁诗所不可比拟的广度和深度。也才具有了在现代诗坛上的经久不衰的地位。2006年，温家宝总理美国之行，面对在场的华侨他深情的吟诵了《乡愁》，全场报以热烈的掌声。这就是它的魅力之所在：一首诚挚而又富有时代特点的诗歌，必将时常回荡在人们的耳旁，永远震颤人们的心房。

参 考 文 献

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[3] 彭吉象.《艺术概论新编》[M].中央广播电视大学出版社.2006年12月 [4] 钱 穆.《国史大纲（修订本）》上册[M].商务印书馆.1996年

[5]冯月季 张伏.困惑与守望：对当代中国诗歌的几点思考.时代文学（双月版）[J].2006.5 [6] 张新声.中国——记余光中“乡愁”诗作品音乐会.《统一论坛》[J].2008年第2期 [7]王运涛.儒学人文精神在经典文学中从传承及其当代意义.辽宁教育行政学院学报[J]2006.5 [8] 黄礼孩.《用诗歌去见证并影响自己的时代》.见《异乡人》[M].花城出版社.2007年 [9] 王运涛.儒学人文精神在经典文学中从传承及其当代意义.辽宁教育行政学院学报[J]2006.5