MANAGING DISTANCE EDUCATION*
DELIVERED VIA THE INTERNET
Daing Zaidah Ibrahim**
Abu Daud Silong, Ph.D.***
Gan Siowck Lee, EdD****
ABSTRACT
The purpose of this paper is to describe the management of a pilot project undertaken by Universiti Pertanian Malaysia to offer a distance education program in Bachelor of Computer Science delivered via Internet. With the cooperation of a cellular communication company, CELCOM, the program was started in December 1995 as a small project involving only 27 students. Today, this program has an enrolment of more than two hundred students. This paper discusses the philosophy underlying the decision of the university to offer distance learning via the Internet, its partnership with CELCOM, and the management of media and technologies for instructional purposes. It concludes with a discussion of related problems and issues, and recommendation for future improvement in the management of distance education via the Internet.
Introduction
In its quest to become a fully developed nation by the year 2020 Malaysia has set a target of having at least 30 percent of its population enrolled in tertiary education. At present only seven percent of its citizen, age cohort 19-24 years old, are enrolled in institutions of higher learning (Abu Daud, Norhayati and Maimunah, 1995) in the nine universities of the country, formed mainly for teaching undergraduate courses. These universities are limited in their capacity of admitting all qualified applicants. Thus, many are deprived of the chance of pursuing higher education. Higher education should no longer be the domain of the privileged few and obtaining a tertiary degree via alternative modes such as distance education is unavoidable.
_____________________________________________________________________________ *Paper presented at International Conference on Distance and Open Learning,
27 February-1 March 1997, Universiti Sains Malaysia, Penang, Malaysia
**General Manager, Institute for Distance Education and Learning, Universiti Pertanian Malaysia
***Director/Associate Prof. Institute for Distance Education and Learning, Universiti Pertanian Malaysia
**** Associate Prof. Institute for Distance Education and Learning, Universiti Pertanian Malaysia
There is no doubt that the alternative modes of teaching and learning worries many people. Many still assert that the best form of higher education occurs when student, teacher and learning resources are in close physical contact. They assume that traditional education is intimate and thus good, while distance education leaves learners isolated and thus is acceptable only for those unfortunate adults who have no other choice (Ehrmann, 1995).
Higher institutions of learning are adopting technology to deliver education. The use of computers, video and teleconferencing are means of freeing universities and colleges from the limitations of the campus and providing in-campus students with more academic resources. They are linking instructors to students outside the campus. Research indicates that physical presence is not necessary when it come to lectures, their range of test scores is the same, whether they have seen a lecturer in person or on videotape (Ehrmann, 1995).
Universiti Pertanian Malaysia (UPM), in its bid transform itself into the “University of the Future’ has installed a distributed computer network called UPMNET. The UMPNET effort started way back in 1982 with the installation of the university’s first mainframe. In 1989 the system was upgraded for more integration with applications in finance, human resources and some academic activities. In 1995, UPM laid a high capacity fibre optic network based on ATM (asynchronous transfer mode) technology around its campus. This allowed for global networking through the Internet via Jaring.
In December 1995, UPM through the Institute for Distance Education and Learning (IDEAL) offered its first two distance education programs. One of which, the Bachelor of Computer Science degree, was via the Internet making it the first university in Malaysia to do so. This was a pilot project, with only 27 student, all from Klang Valley.
Universiti Pertanian Malaysia views networking as being crucial to a modern university. The university’s vice-chancellor believes that the university can create a virtual environment and begin to educate people who for whatever reason cannot be on campus. This would also lead to globalization of education, with borderless universities transcending national boundaries
bringing with it knowledge flow and synergy (Syed Jalaluddin, 1995). The vice-chancellor believes that increased networking is the means to achieve this goal. With that, education will eventually become even less elitist as more and more people get access to information, increasing the number of knowledge-based workers in Malaysia.
Together with the Bachelor of Computer Science program UPM started offering the Master of Science, Human Resource Development (MS HRD) program. The latter also started with a small number of students. The MS HRD program, however, it still print-based.
Basically, the Bachelor of Computer Science program is an innovative on-line learning based on the same campus-bound program offered since 1982. The range and type of courses provided, the viability of those courses and the quality of the total student experience are the same as those on campus. Students are required to take a maximum of 120 credits of core and elective courses. During application process, exemption from certain courses are given to those who qualify.
Universiti Pertanian Malaysia chooses self-instructed modules for its distance education programs. In the case of the Bachelor of Computer Science program, these modules can be accessed by students from learning centres set up all over the country of from the comfort of their homes if they have their own Internet accounts. In this way we are enabling and requiring students to take more responsibility for their own learning. Through this innovation and use of technology, UPM is giving a choice between on-line learning in distance education and traditional campus education.
Student from other “networked” institutions of the world use such media as electronic mail, fax machine, voice mail and computer conferencing to reach faculty members to discuss homework. Electronic means are also used for carrying out seminars, tutoring and casual conversation among faculty members and students. Faculty members of these institutions testified that students are expressing themselves more and better when using e-mail. Students who say little in classroom become rich contributors via e-mail, they have more time to digest what have been said and to compose their responses. A recent study of several degree programs for off-campus students, by the Corporation for Public Broadcasting’s Annenberg/CPB Project, reinforced those
judgements (Ehrmann, 1995). Faculty members and students familiar with both traditional and electronic rated e-mail equal to or better than classroom communication, in term of interaction frequency and its overall usefulness.
Technology has made redefining teaching and learning possible. Instructors are able to teach in multiple locations without having to leave their classrooms. Students are able to follow courses without having to leave their homes or work place. Teaching and learning can be carried out even the instructors and students are not in the classroom.
This paper is to discuss the pilot project undertaken by UPM related to the management of the degree program and the partnership and cooperation with a cellular communication company, CELCOM in delivering the program. The paper describes the content and curriculum, the media and technology used, the teaching and learning support. The paper will also discuss issues and future improvement for managing distance education delivered via the Internet.
Partnership
Commonly collaboration in distance education connoted inter-institutional collaboration which can be viewed as an active working partnership based on formal agreement between two or more organizations and supported by some kind of institutional commitment.
Partnership in delivering distance education in UPM is a working relationship between IDEAL and the various faculties that agree to offer programs via distance education, and any other parties outside the university. The partnership is viewed as a strategy to increase accessibility or infrastructure in certain areas to deal with or contribute to that component of distance education. IDEAL being the manager of the distance education programs of the university feels that the academic content and learning packages should come from the faculty that is offering the program. In this case, it is the Computer Science Department, Faculty of Science and Environmental Studies of the university. Since they are the experts in their fields they will provide the curriculum, writers of the learning packages and instructors for the various courses. IDEAL views them as “partners” in providing the content for the program. Then comes the other side of distance education. This involves infrastructure for delivery and other learning
support facilities such as establishing learning centres all over the country which can be costly for a university to undertake and beyond its means. Therefore, a partnership or an alliance with those who have such facilities is necessary.
In a seminar paper entitle “Vision for a Super Tech campus, Syed Jalaluddin Syed Salim, Vice Chancellor UPM said that a modern day university should run like a business while maintaining its core function as a learning center (Syed Jalaluddin, 1995). Such alliances and collaboration may it be inter or intra-institutional, is a partnership, in conditions of trust for the mutual benefit of the partners. Konrad and Small(1986) have gone so far as to propose that such an arrangement may become essential to the continued existence of distance education institutions faces with escalating costs. In Malaysia, as in other parts of the world, evidences suggest that universities are changing their views about working with others. Increasingly, they and even their faculties are viewing collaborations as a realistic means of continuing to provide service to growing number of students, who make greater and more varied demands on the institutions (Moran and Mugridge, 1995).
The collaboration with CELCOM started with the signing of a Memorandum of Understanding (MOU), a formal intention of cooperation and partnership but not a binding agreement, for the Bachelor of Computer Science program. It is an understanding based on personal trust and shared values between the two institutions. Under the MOU, UPM through IDEAL, is mainly responsible for the academic matters which include the provision of learning materials, the teaching staff, the quality of academic content, examination, accreditation, promoting and marketing the program and managing the students. CELCOM provides the learning centers, the infrastructure for the delivery of distance education programs and initial financing.
CELCOM is a subsidiary of Technology Resources Industries Sdn. Bhd. that operates a cellular telecommunication company. In 1994 CELCOM was given the approval from the government to operate in all areas of telecommunication. CELCOM Academy Sdn. Bhd., a subsidiary of CELCOM is entrusted with the task of human resource development for the company especially for staff training in telecommunication, computer and management. In view that the country is in need of skilled manpower especially in the field of telecommunication and information
technology, CELCOM Academy decided to move a step further to provide such training not only for CELCOM staff, but for the public. Thus working in partnership with UPM in delivering distance education for the Bachelor of Computer Science program via Internet is a means of achieving this goal and is also viewed as a contribution to the nation.
Learning Supports
Distance education students usually study by using packages of learning materials like the case of our Bachelor of Computer Science students. However, the package by itself is rarely enough. Most distance education students need support from human beings, people who can help them with their learning and respond to them as individuals.
The feeling of isolation has been found to be a major problem among distance education students. Learners without support are most liable to delay their completion of program or to drop out altogether. They simply have no one to turn to when they run into problem (Rowntree, 1992).
Knowing that distance education learners need support, IDEAL provides face-to-face session which are held in the university itself. The face-to-face sessions are held three times in each semester and are conducted by the instructors themselves. In such session the instructors will provide guidance for the students on the use of learning packages, answer question, discuss problems and go through any specific topics as requested by the students. Face-to-face components of open and distance learning as described by Hodgson (1993) are those occasion on which a learner, or group of learners, come together with a teacher or a tutor for a planned learning experience. This may be a tutorial, a residential school or a counselling or guidance session. The phrase ‘face-to-face’ is sometimes used to denote conventional, on-site teaching or training in contrast to distance education. In the case of UPM, the phrase ‘face-to-face’ is used for sessions conducted by the instructors themselves and are different from tutorials which are conducted by tutors.
While the face-to-face session are held in campus, tutorials are held at the various learning centers more frequently and at times and dates negotiated between the students and tutors. At
these sessions tutors discuss with students study topics, assignments, problem associated with their studies, and help student build what they have already learned. Tutors who are given training by IDEAL at the beginning of each semester, are expected to prepare for each session. These tutors are selected by IDEAL and they are graduates of computer science with some working experience. As stated earlier, the program depends on the learners taking responsibility for their own learning with help from a self-instruction package. As such, tutors are not lecturers on content for this will only encourage dependence of learners on the ace-to-face teaching mode.
It is hoped that all the support provided would reduce the drop out rate among students caused by the feeling of isolation. It is in the provision of these supports that IDEAL needs the contribution from its partner. CELCOM provides 10 learning centers all over the country and it is at these learning that tutorials and interaction among peers take place; and reference materials and other resources are placed. Students use the learning centres to get access to the Internet. CELCOM provides all the requirements of the learning centres. The roles of the university and CELCOM and the requirements of the learning centres are summarised in Appendix I.
Problems and Issues
Various problem have been encountered in the management of the distance education program via the Internet. The following is a brief description of the problems, the solutions and related issues.
Module
The modules are self-instruction materials that enable distance learners to learn on their own without the advantage of regular face-to-face instructions enjoyed by on-campus students. One of the main problems is, therefore, how to ensure that the modules are sufficiently “self-instructional”. Most of the computer science lecturers have had no exposure to pedagogy and instructional methods, much less module-writing for distance learning programs. This fact was borne out by the initial drafts of modules submitted to IDEAL’s curriculum and instruction specialist for perusal and evaluation. Most of these drafts were found to be nothing more than lecture notes converted to html format, resulting in webpages which are poorly designed and grossly lacking in sound pedagogical principles.
To overcome this problem related to module quality, IDEAL has organized module-writing workshops for lecturers who are involved in writing modules for the distance learning programs. These workshops go right down to the basics of how to write helpful instructional objectives and how to plan effective learning activities. Also included in the workshops are basic principles of instructional webpage design and various Internet resources for webpage development.
Instructions
A distance learning program, as suggested by its very name, enables learning to take place over a distance, away from the campus. In such a program in the past, due to distance and other communication constraints, there has been little interaction between instructors and learners, much less among the learners themselves. With the advent of various computer-mediated communication techniques, lack of interaction should no longer be the norm or the cause for learner isolation and high attrition in the program. IDEAL sees effective interactions as a key factor in the instruction of distance learning courses and a solution to the problem of learner isolation. To effect interactions, a mailing list is set up for each course to ensure that group discussion is a regular learning activity involving both the instructors and learners.
Tutoring
One of the initial problems in implementing the program is getting suitably qualified tutors to work at learning centers in places where there are a few IT professionals. The other problem is that with the rapid advancement of computer technology, even some of the qualified tutors find that they need to read up and learn new materials to be effective tutors. IDEAL tries to overcome such problem by developing some lecturers who are willing to travel to the centers. At the same time, lecturers are required to prepare well-structured tutorial materials to disseminate to their tutors early so that the latter will have ample time to make the necessary preparation. The lecturers also meet their tutors at the beginning of the semester to brief them about how to conduct the tutorials. In addition, tutors have free access to all the reference books placed at all the learning centers for the use of learners.
Technical Problems
To overcome the initial problem of inaccessibility of learning modules when the main server at the Computer Science Department was down, a mirror site was set up at IDEAL and another one will be set up at CELCOM. Diskettes and hard copies are also sent to all the center as backups. The other problem is the limitations of dial-up lines at some centers. This problem will be resolved once the center get their own leased lines and servers.
General Problems
Module-writers are generally lecturers from the Computer Science Department who have their usual teaching load of on-campus courses. As such, the production of modules makes additional demands on their time and effort. IDEAL appoints one of the lecturers as the program coordinator to keep track of module development and to ensure that modules meet submission deadlines. The coordinator also liaises with IDEAL’s curriculum and instruction specialist in matters pertaining to curriculum and instruction. In addition, for quality control, the specialist also evaluates the modules and provides feedback for their improvement.
Conclusion and Recommendations
Most of the problem described above, especially those pertaining to the centers, the infrastructures and the technical aspects will ease out in due course. As infrastructure in some of the centers gets upgraded overtime, computer-mediated communication techniques will be used more efficiently and effectively for distance learning. Distance learning via the Internet should not and will not be confined to delivery of modules over the Internet. It will evolve into a highly interactive teaching-learning experience that parallels the face-to-face encounters on campus. In order to achieve that the following recommendations need to be considered: -
?Lecturers will have to learn new pedagogic techniques and to become technology managers.?Production and design of course materials will have to be given more weightage.?Lecturers will need to increase their instructional skills.
?Managers and providers of distance education should prepare learner learners, give them the assessment of workload involved and the scenario of self-directed learning.
?Managers and providers of distance education should initiate collaboration where a group of people, each with particular skills and competencies, develop a course as a team. The above
The above recommendations should be given consideration in the management of any distance education program.
References
Abu Daud Silong, Norhayati Abdul Mukhti and Maimunah Ismail (1996, June)
Challenges in Developing and Effective Distance Education Delivery System in Malaysia. Paper presented at World Conference on Educational Multimedia and Hypermedia & World Conference on Education Telecommunication, Boston, Mass., USA.
Ehrmann, Stephen, C (1995). Moving Beyond campus-Bound Education. The Chronicle of Higher Education, June 1995.
Syed Jalaluddin Syed Salim (1995). Reengineering the University: Strategic Changes to Meet Challenges in 21st century. Paper presented at Seminar on Administration Institutions of Higher Learning, Universiti Pertanian Malaysia.
Rowntree, Derick (1992). Exploring Open and Distance Learning. London: Kogan Page Ltd.
Syed Jalaluddin Syed Salim (1995).Vision for a super Tech Campus: With reference to Universiti Pertanian Malaysia. Paper presented at Seminar on R & D in Telecomunication Technology, Kuala Lumpur.
Moral I & Mugridge ,I. 91995). Collaboration in Distance Education: International Case studies, London and New York: Rutledge.
Hodgson, Barbara (1993). Key terms and issues in Open Distance Learning. London and Philadelphia : Kogan Page and Institute of Educational Technology, Open University.
专题一名词主要考查三个方面： 1、联系上下文，考查同义词、近义词辨析； 2、可数名词的单复数、不可数名词、抽象名词、名词词 组的意义和用法； 3、名词的固定搭配和习惯用语。 ◆名词的数 规则名词的复数形式
a block of一块； a bottle of一瓶 a group of一群； a pile of一堆 a pair of一组/双/对； a piece of一片/张/块既可作可数名词又可作不可数名词的词
The broken ______may cut into your hand if you touch it, you should be careful. A. glass B. glasses C. candle D. candles 【2016广西来宾】 —There are many ____ about this farm. —Yes, lots of ____ are planted on it. A. photo; potato B. photos; potatos C. photos; potatoes D. photoes; potatoes 1. Help yourself to some_______. There are lots of vitamins in them. A. tomato B. tomatoes C. tomatos D. potatos 2.if you take a plane, you cannot take ______ onto the plane with you. A. knife B. knifes C. knives D. a knives 3. The _______ have caught the two_______ already. A. policeman; thief B. policemen; thiefs C. policemen; thieves D. policeman; thieves 【2016重庆】It’s sports time. Most students in Class 1 are playing football on the playground. A. boy B. boys C. boy’s D. boys’ 【2015攀枝花】All the are from ． A. men doctors; Germany B. men doctors; German C. man doctors; Germany D. man doctor; German 【2015广安】 —How many can you see in the picture? —Two．
商务公文写作目录 一、商务公文的基本知识 二、应把握的事项与原则 三、常用商务公文写作要点 四、常见错误与问题
一、商务公文的基本知识 1、商务公文的概念与意义 商务公文是商业事务中的公务文书，是企业在生产经营管理活动中产生的，按照严格的、既定的生效程序和规范的格式而制定的具有传递信息和记录作用的载体。规范严谨的商务文书，不仅是贯彻企业执行力的重要保障，而且已经成为现代企业管理的基础中不可或缺的内容。商务公文的水平也是反映企业形象的一个窗口，商务公文的写作能力常成为评价员工职业素质的重要尺度之一。 2、商务公文分类：（1）根据形成和作用的商务活动领域，可分为通用公文和专用公文两类（2）根据内容涉及秘密的程度，可分为对外公开、限国内公开、内部使用、秘密、机密、绝密六类（3）根据行文方向，可分为上行文、下行文、平行文三类（4）根据内容的性质，可分为规范性、指导性、公布性、陈述呈请性、商洽性、证明性公文（5）根据处理时限的要求，可分为平件、急件、特急件三类（6）根据来源，在一个部门内部可分为收文、发文两类。 3、常用商务公文： （1）公务信息：包括通知、通报、通告、会议纪要、会议记录等 （2）上下沟通：包括请示、报告、公函、批复、意见等 （3）建规立矩：包括企业各类管理规章制度、决定、命令、任命等； （4）包容大事小情：包括简报、调查报告、计划、总结、述职报告等； （5）对外宣传：礼仪类应用文、领导演讲稿、邀请函等； （6）财经类：经济合同、委托授权书等； （7）其他：电子邮件、便条、单据类（借条、欠条、领条、收条）等。 考虑到在座的主要岗位，本次讲座涉及请示、报告、函、计划、总结、规章制度的写作，重点谈述职报告的写作。 4、商务公文的特点： （1）制作者是商务组织。（2）具有特定效力，用于处理商务。 （3）具有规范的结构和格式，而不像私人文件靠“约定俗成”的格式。商务公文区别于其它文章的主要特点是具有法定效力与规范格式的文件。 5、商务公文的四个构成要素： （1）意图：主观上要达到的目标 (2）结构：有效划分层次和段落，巧设过渡和照应 (3）材料：组织材料要注意多、细、精、严 (4) 正确使用专业术语、熟语、流行语等词语，适当运用模糊语言、模态词语与古词语。 6、基本文体与结构 商务文体区别于其他文体的特殊属性主要有直接应用性、全面真实性、结构格式的规范性。其特征表现为：被强制性规定采用白话文形式，兼用议论、说明、叙述三种基本表达方法。商务公文的基本组成部分有：标题、正文、作者、日期、印章或签署、主题词。其它组成部分有文头、发文字号、签发人、保密等级、紧急程度、主送机关、附件及其标记、抄送机关、注释、印发说明等。印章或签署均为证实公文作者合法性、真实性及公文效力的标志。 7、稿本 （1）草稿。常有“讨论稿”“征求意见稿”“送审稿”“草稿”“初稿”“二稿”“三稿”等标记。（2）定稿。是制作公文正本的标准依据。有法定的生效标志（签发等）。（3）正本。格式正规并有印章或签署等表明真实性、权威性、有效性。（4）试行本。在试验期间具有正式公文的法定效力。（5）暂行本。在规定
Countable Nouns Countable nouns are easy to recognize. They are things that we can count. For example: "pen". We can count pens. We can have one, two, three or more pens. Here are some more countable nouns: ?dog, cat, animal, man, person ?bottle, box, litre ?coin, note, dollar ?cup, plate, fork ?table, chair, suitcase, bag Countable nouns can be singular or plural: ?My dog is playing. ?My dogs are hungry. We can use the indefinite article a/an with countable nouns: ?A dog is an animal. When a countable noun is singular, we must use a word like a/the/my/this with it: ?I want an orange. (not I want orange.) ?Where is my bottle? (not Where is bottle?) When a countable noun is plural, we can use it alone: ?I like oranges. ?Bottles can break. We can use some and any with countable nouns: ?I've got some dollars. ?Have you got any pens? We can use a few and many with countable nouns: ?I've got a few dollars. ?I haven't got many pens.
关于会议纪要的规范格式和写作要求 一、会议纪要的概念 会议纪要是一种记载和传达会议基本情况或主要精神、议定事项等内容的规定性公文。是在会议记录的基础上，对会议的主要内容及议定的事项，经过摘要整理的、需要贯彻执行或公布于报刊的具有纪实性和指导性的文件。 会议纪要根据适用范围、内容和作用，分为三种类型： 1、办公会议纪要(也指日常行政工作类会议纪要)，主要用于单位开会讨论研究问题，商定决议事项，安排布置工作，为开展工作提供指导和依据。如，xx学校工作会议纪要、部长办公会议纪要、市委常委会议纪要。 2、专项会议纪要(也指协商交流性会议纪要)，主要用于各类交流会、研讨会、座谈会等会议纪要，目的是听取情况、传递信息、研讨问题、启发工作等。如，xx县脱贫致富工作座谈会议纪要。 3、代表会议纪要(也指程序类会议纪要)。它侧重于记录会议议程和通过的决议，以及今后工作的建议。如《××省第一次盲人聋哑人代表会议纪要》、《xx市第x次代表大会会议纪要》。 另外，还有工作汇报、交流会，部门之间的联席会等方面的纪要，但基本上都系日常工作类的会议纪要。 二、会议纪要的格式 会议纪要通常由标题、正文、结尾三部分构成。
1、标题有三种方式：一是会议名称加纪要，如《全国农村工作会议纪要》;二是召开会议的机关加内容加纪要，也可简化为机关加纪要，如《省经贸委关于企业扭亏会议纪要》、《xx组织部部长办公会议纪要》;三是正副标题相结合，如《维护财政制度加强经济管理——在xx部门xx座谈会上的发言纪要》。 会议纪要应在标题的下方标注成文日期，位置居中，并用括号括起。作为文件下发的会议纪要应在版头部分标注文号，行文单位和成文日期在文末落款(加盖印章)。 2、会议纪要正文一般由两部分组成。 (1)开头，主要指会议概况，包括会议时间、地点、名称、主持人，与会人员，基本议程。 (2)主体，主要指会议的精神和议定事项。常务会、办公会、日常工作例会的纪要，一般包括会议内容、议定事项，有的还可概述议定事项的意义。工作会议、专业会议和座谈会的纪要，往往还要写出经验、做法、今后工作的意见、措施和要求。 (3)结尾，主要是对会议的总结、发言评价和主持人的要求或发出的号召、提出的要求等。一般会议纪要不需要写结束语，主体部分写完就结束。 三、会议纪要的写法 根据会议性质、规模、议题等不同，正文部分大致可以有以下几种写法： 1、集中概述法(综合式)。这种写法是把会议的基本情况，讨
不可数名词和可数名词 不能按照个数计算的普通名词叫不可数名词；如：juice, milk, water, beef, chicken 等。 能按照个数计算的普通名词叫可数名词。可数名词有单复数两种形式。指一个人或一件事用单数形式a/an ；指两个人及多个人或事物时用复数形式。可数名词由单数形式变为复数形式的规则如下： ①一般情况，加-s。 女口：books, dogs, days, trees 等。 ②单词以s, x, ch, sh 结尾的，加-es。 女口：classes, watches ,boxes, brushes 等。 ③单词以“辅音字母+y”结尾，将y变i，加-es。 女口：stories, cities, families, babies 等。 ④以o结尾有生命的名词加-es ;无生命的名词加-s。 女口：有生命：heroes, potatoes, tomatoes, man goes 等。 无生命：photos, pia nos, radios, zoos 等。 ⑤一些以f或fe结尾的单词，把f、fe变成ve加-s。 女口：life-lives, knife-knives 等。 ⑥不规则变化。 女口：man-men, woman-women, child-children, foot-feet, tooth-teeth 等。 ⑦单复数同形。 女口：deer, sheep, fish, Chinese, Japanese 等。 一、根据句意填空。 1. Look at those ______ ild) 2.1 can see a ___________ ding n ear the door. (policema n) 3. Do you want some ________ f or dinner? (potato) 4. In autu mn, you can see a lot of ______ ound. (leaf) 5. He has two ______ ne is blue, the other is yellow. (box) 6. Two ________ live in this build ing. ( family )
高中英语语法：不可数名词和可数名词的转化 (1)物质名词转化为可数名词：有些物质名词表示不同种类时可以转化为可数名词。如： Thepotatoisavegetable,notafruit.土豆是一种蔬菜，不是水果。 Marbleisapreciousstone.大理石是一种珍贵的石料。 Mydoctortoldmetoavoidfattyfoodssuchasbaconorhamburg ers.我的医生叫我避免吃油腻的食物，如咸肉或汉堡包。 (2)抽象胜名词转化为可数名词：有些抽象名词表示具体的事物时，可以用作可数名词。如： help帮助→help帮手 shame遗憾→pity遗憾的事 pleasure快乐→pleasure乐事 success成功→success成功的人或事 surprise惊奇→surprise令人惊奇的事 disappointment失望→disappointment令人失望的人或事 (3)特殊物质名词的数量表示：当要表示“一场/段/件/种……”等意思时，某些物质名词前可用不定冠词，但此时通常有形容词或of短语修饰。如： Aheavysnowwasfalling.当时正下着一场大雪。
Afinerainbegantofall.开始下起一阵小雨。 另外，表示“一杯/罐/瓶”的tea,coffee,drink,beer等，可以用a(n)或数词修饰，也有复数形式。如： Twobeers,please.请来两杯啤酒 Twoteasandacoffee,please.请来两杯茶和一杯咖啡。 Iorderedtwocoffeesandanice-cream.我叫了两杯咖啡和一份冰淇淋。 (4)一点特别说明：有些不可数名的用法的用法值得注意，无论在什么情况下也没有复数形式的，即使受形容词修饰也不能加不定冠词的。如advice,fun,homework,information,news,progress,equipment ,furniture,baggage/luggage,jewellery,clothing等。
毕业论文写作要求与格式规范 关于《毕业论文写作要求与格式规范》，是我们特意为大家整理的，希望对大家有所帮助。 (一)文体 毕业论文文体类型一般分为：试验论文、专题论文、调查报告、文献综述、个案评述、计算设计等。学生根据自己的实际情况，可以选择适合的文体写作。 (二)文风 符合科研论文写作的基本要求：科学性、创造性、逻辑性、
实用性、可读性、规范性等。写作态度要严肃认真，论证主题应有一定理论或应用价值;立论应科学正确，论据应充实可靠，结构层次应清晰合理，推理论证应逻辑严密。行文应简练，文笔应通顺，文字应朴实，撰写应规范，要求使用科研论文特有的科学语言。 (三)论文结构与排列顺序 毕业论文，一般由封面、独创性声明及版权授权书、摘要、目录、正文、后记、参考文献、附录等部分组成并按前后顺序排列。 1.封面：毕业论文(设计)封面具体要求如下： (1)论文题目应能概括论文的主要内容，切题、简洁，不超过30字，可分两行排列;
(2)层次：大学本科、大学专科 (3)专业名称：机电一体化技术、计算机应用技术、计算机网络技术、数控技术、模具设计与制造、电子信息、电脑艺术设计、会计电算化、商务英语、市场营销、电子商务、生物技术应用、设施农业技术、园林工程技术、中草药栽培技术和畜牧兽医等专业，应按照标准表述填写; (4)日期：毕业论文(设计)完成时间。 2.独创性声明和关于论文使用授权的说明：需要学生本人签字。 3.摘要：论文摘要的字数一般为300字左右。摘要是对论文的内容不加注释和评论的简短陈述，是文章内容的高度概括。主要内容包括：该项研究工作的内容、目的及其重要性;所使用的实验方法;总结研究成果，突出作者的新见解;研究结论及其意义。摘要中不列举例证，不描述研究过程，不做自我评价。
公文格式规范与常见公文写作 一、公文概述与公文格式规范 党政机关公文种类的区分、用途的确定及格式规范等，由中共中央办公厅、国务院办公厅于2012年4月16日印发，2012年7月1日施行的《党政机关公文处理工作条例》规定。之前相关条例、办法停止执行。 （一）公文的含义 公文，即公务文书的简称，属应用文。 广义的公文，指党政机关、社会团体、企事业单位，为处理公务按照一定程序而形成的体式完整的文字材料。 狭义的公文，是指在机关、单位之间，以规范体式运行的文字材料，俗称“红头文件”。 ?（二）公文的行文方向和原则 ?、上行文下级机关向上级机关行文。有“请示”、“报告”、和“意见”。 ?、平行文同级机关或不相隶属机关之间行文。主要有“函”、“议案”和“意见”。 ?、下行文上级机关向下级机关行文。主要有“决议”、“决定”、“命令”、“公报”、“公告”、“通告”、“意见”、“通知”、“通报”、“批复”和“会议纪要”等。 ?其中，“意见”、“会议纪要”可上行文、平行文、下行文。?“通报”可下行文和平行文。 ?原则： ?、根据本机关隶属关系和职权范围确定行文关系 ?、一般不得越级行文 ?、同级机关可以联合行文 ?、受双重领导的机关应分清主送机关和抄送机关 ?、党政机关的部门一般不得向下级党政机关行文 ?(三) 公文的种类及用途 ?、决议。适用于会议讨论通过的重大决策事项。 ?、决定。适用于对重要事项作出决策和部署、奖惩有关单位和人员、变更或撤销下级机关不适当的决定事项。
?、命令（令）。适用于公布行政法规和规章、宣布施行重大强制性措施、批准授予和晋升衔级、嘉奖有关单位和人员。 ?、公报。适用于公布重要决定或者重大事项。 ?、公告。适用于向国内外宣布重要事项或者法定事项。 ?、通告。适用于在一定范围内公布应当遵守或者周知的事项。?、意见。适用于对重要问题提出见解和处理办法。 ?、通知。适用于发布、传达要求下级机关执行和有关单位周知或者执行的事项，批转、转发公文。 ?、通报。适用于表彰先进、批评错误、传达重要精神和告知重要情况。 ?、报告。适用于向上级机关汇报工作、反映情况，回复上级机关的询问。 ?、请示。适用于向上级机关请求指示、批准。 ?、批复。适用于答复下级机关请示事项。 ?、议案。适用于各级人民政府按照法律程序向同级人民代表大会或者人民代表大会常务委员会提请审议事项。 ?、函。适用于不相隶属机关之间商洽工作、询问和答复问题、请求批准和答复审批事项。 ?、纪要。适用于记载会议主要情况和议定事项。?（四）、公文的格式规范 ?、眉首的规范 ?（）、份号 ?也称编号，置于公文首页左上角第行，顶格标注。“秘密”以上等级的党政机关公文，应当标注份号。 ?（）、密级和保密期限 ?分“绝密”、“机密”、“秘密”三个等级。标注在份号下方。?（）、紧急程度 ?分为“特急”和“加急”。由公文签发人根据实际需要确定使用与否。标注在密级下方。 ?（）、发文机关标志（或称版头） ?由发文机关全称或规范化简称加“文件”二字组成。套红醒目，位于公文首页正中居上位置（按《党政机关公文格式》标准排
初中英语——可数名词和不可数名词 一、可数名词与不可数名词的区别 普通名词所表示的人或事物是可以按个数计算的，这类名词叫可数名词。可数名词分为个体名词（表示某类人或事物中的个体，如worker, farmer, desk, factory等）和集体名词（表示作为一个整体来看的一群人或一些事物，如people,family 等）。如果普通名词所表示的事物是不能按个数来计算的，这类名词就叫不可数名词。不可数名词分为物质名词（表示无法分为个体的物质，如meat, rice, water, milk, orange 等）和抽象名词（表示动作、状态、情况、品质等抽象概念，如work, homework, time, health, friendship等）。 二、关于可数名词 可数名词有单数和复数两种形式。指一个人或一件事物时，用单数形式；指两个或多个人或事物时用复数形式。名词由单数形式变成复数形式的规则如下： 1. 一般的名词词尾直接加-s 。如： book → books room → rooms house → houses day → days 2. 以s,ss, ch,sh, x 结尾的名词，在词尾加-es 。如： bus → buses glass → glasses watch → watches dish → dishes box → boxes 3. 以"辅音字母+y"结尾的名词，要先将y改为i再加-es。如： city → cities body → bodies factory → factories等等。 4. 以f 或fe 结尾的名词，要将f或fe改为v再加-es。如： half → halves leaf → leaves knife → knives wife → wives 5. 特例[悄悄话：特例常常考，要记住。] ①child → children ②man → men woman → women policeman → policemen （规律：man → men）
学生会文档书写格式规范要求 目前各部门在日常文书编撰中大多按照个人习惯进行排版，文档中字体、文字大小、行间距、段落编号、页边距、落款等参数设置不规范，严重影响到文书的标准性和美观性，以下是文书标准格式要求及日常文档书写注意事项，请各部门在今后工作中严格实行： 一、文件要求 1.文字类采用Word格式排版 2.统计表、一览表等表格统一用Excel格式排版 3.打印材料用纸一般采用国际标准A4型（210mm×297mm），左侧装订。版面方向以纵向为主，横向为辅，可根据实际需要确定 4.各部门的职责、制度、申请、请示等应一事一报，禁止一份行文内同时表述两件工作。 5.各类材料标题应规范书写，明确文件主要内容。 二、文件格式 （一）标题 1.文件标题：标题应由发文机关、发文事由、公文种类三部分组成，黑体小二号字,不加粗，居中，段后空1行。 （二）正文格式 1. 正文字体：四号宋体，在文档中插入表格，单元格内字体用宋体，字号可根据内容自行设定。 2.页边距：上下边距为2.54厘米；左右边距为 3.18厘米。
3.页眉、页脚：页眉为1.5厘米；页脚为1.75厘米； 4.行间距：1.5倍行距。 5.每段前的空格请不要使用空格，应该设置首先缩进2字符 6.年月日表示：全部采用阿拉伯数字表示。 7.文字从左至右横写。 （三）层次序号 (1)一级标题：一、二、三、 (2)二级标题：（一）（二）（三） (3)三级标题：1. 2. 3. (4)四级标题：（1）（2）（3） 注：三个级别的标题所用分隔符号不同，一级标题用顿号“、”例如：一、二、等。二级标题用括号不加顿号，例如：（三）（四）等。三级标题用字符圆点“.”例如：5. 6.等。 （四）、关于落款： 1.对外行文必须落款“湖南环境生物专业技术学院学生会”“校学生会”各部门不得随意使用。 2.各部门文件落款需注明组织名称及部门“湖南环境生物专业技术学院学生会XX部”“校学生会XX部” 3.所有行文落款不得出现“环境生物学院”“湘环学院”“学生会”等表述不全的简称。 4.落款填写至文档末尾右对齐，与前一段间隔2行 5.时间落款：文档中落款时间应以“2016年5月12日”阿拉伯数字
名词的用法 可数名词 (一) 定义：能以数目来计算，可以分成个体的人或东西。可数名词变成复数形式规则变化 一般情况下，直接在词尾+s: book→books, pencil→pencils. man — men 男人woman — women 妇女tooth — teeth 牙齿foot — feet 脚 有些名词的单复数形式相同 deer — deer 鹿sheep — sheep绵羊 Chinese — Chinese 中国人Japanese — Japanese 日本人 (四) 特殊的复数形式的名词 由两部分构成的东西的名词，总以复数形式出现，如：glasses眼镜，trousers裤子，socks 袜子，clothes衣服等。若表达具体数目，要借助量词pair对/双，suit套等。 a pair of glasses, two pairs of socks (五)可数名词的特点 (1) 有单复数：one desk, two chairs, many birds。 (2) 可以用不定冠词a/an、数词、many, some, any, a lot of, lots of等词修饰：an apple, three pictures, some students。 (3) 单数名词做主语，谓语动词用单数形式；复数名词做主语，谓语动词要用复数形式。 ①There is a pen on the desk. 桌子上有一支笔。 ②There are some students in the classroom. 教室里有一些学生。
(4) 在特殊疑问句中，用how many修饰可数名词 There are three pens on the desk. (对划线部分提问) →How many pens are there on the desk? 不可数名词 (一)定义：不能以数目计算，不可以分成个体的概念、状态、品质、感情或表示物质材料的 东西，如water, tea, bread等。它没有复数概念，它的前面不能用补丁冠词a/an. 表特指时可用定冠词the修饰。 ①Water is very important to life. 水对生命来说十分重要。 ②The bread on the table is Mark’s. 桌子上的面包师Mark的。 (二)特点 (1) 不可数名词前面可以有much, a little, a lot of等修饰词：much bread, a little tea (2) 不可数名词不能用数词修饰，需要借助单位词来表示数量： a piece of paper 一张纸，a piece of bread一片面包，a cup of tea一杯茶 (3) 不可数名词变复数：量词变复数形式，作主语时谓语动词用复数 two pieces of bread 两片面包，three cups of tea 三杯茶 (4) 对不可数名词的修饰词提问，疑问词用how much. There is some milk in the glass. (对划线部分提问) →How much milk is there in the glass? 练习： 一、根据句意及所给单词填空。 1. ________(this) are my English books. 2. My aunt Jane and my mother are ___________(sister). 3. I have two ___________(watch). They are on the desk. 4. I have some __________(photo) of my family. 5. Do you like these ____________(dictionary)? 6. Those are _________(bus). 7. I have lots of________(tomato) here. 8. The________(leaf) on the tree turn-yellow. 二、选择填空： 1. —Mom, I want___. ——Here you are. A. a bread B. a piece of bread C. some breads D.breads 2. The _____ has two ______. A. boys, watches B. boy, watch C. boy, watches D. boys, watch 3. There are lots of _____ in the basket on the table. A. tomatos B. tomato C. tomatoes D. tomatoss 4. —_____apples do we need to make fruit salad? —Let me think...We need three apples. A. How long B. How often C. How much D. How many 5. "Lily, Let's make vegetable salad. How many _____ do we need?" "One is enough." A. oranges B. potato C. tomatoes. 6. Would you like _____ to eat now? A. some B. anything C. something D. thing 7. I'm so hungry. Please give me _____ to eat.
政府公文写作格式 一、眉首部分 （一）发文机关标识 平行文和下行文的文件头，发文机关标识上边缘至上页边为62mm，发文机关下边缘至红色反线为28mm。 上行文中，发文机关标识上边缘至版心上边缘为80mm，即与上页边距离为117mm，发文机关下边缘至红色反线为30mm。 发文机关标识使用字体为方正小标宋_GBK，字号不大于22mm×15mm。 （二）份数序号 用阿拉伯数字顶格标识在版心左上角第一行，不能少于2位数。标识为“编号000001” （三）秘密等级和保密期限 用3号黑体字顶格标识在版心右上角第一行，两字中间空一字。如需要加保密期限的，密级与期限间用“★”隔开，密级中则不空字。 （四）紧急程度 用3号黑体字顶格标识在版心右上角第一行，两字中间空一字。如同时标识密级，则标识在右上角第二行。 （五）发文字号 标识在发文机关标识下两行，用3号方正仿宋_GBK字体剧
中排布。年份、序号用阿拉伯数字标识，年份用全称，用六角括号“〔〕”括入。序号不用虚位，不用“第”。发文字号距离红色反线4mm。 （六）签发人 上行文需要标识签发人，平行排列于发文字号右侧，发文字号居左空一字，签发人居右空一字。“签发人”用3号方正仿宋_GBK，后标全角冒号，冒号后用3号方正楷体_GBK标识签发人姓名。多个签发人的，主办单位签发人置于第一行，其他从第二行起排在主办单位签发人下，下移红色反线，最后一个签发人与发文字号在同一行。 二、主体部分 （一）标题 由“发文机关+事由+文种”组成，标识在红色反线下空两行，用2号方正小标宋_GBK，可一行或多行居中排布。 （二）主送机关 在标题下空一行，用3号方正仿宋_GBK字体顶格标识。回行是顶格，最后一个主送机关后面用全角冒号。 （三）正文 主送机关后一行开始，每段段首空两字，回行顶格。公文中的数字、年份用阿拉伯数字，不能回行，阿拉伯数字：用3号Times New Roman。正文用3号方正仿宋_GBK，小标题按照如下排版要求进行排版：
修饰可数名词和不可数名词的词 首先要搞清楚，是修饰可数名词或不可数名词，而不是单数或复数名词。可数名词都有复数形式，而不可数名词 没有复数形式。 a large deal of, plenty of和a good supply of 在多数情况下修饰不可数名词，如：plenty of water, a great deal of time，不过它们也可以修饰可数名词，如plenty of men。 a quantity of在多数情况下修饰可数名词，如a quantity of boxes, 不过也可修饰不可数名词，如a quantity of milk。quantities of与上述的一样 一、只能修饰可数名词的词语有: many, many a(n), a good / great many, a (great / large) number of, scores of, dozens of等。例如: Scores of people went there in the first few days after its opening. 开张后的头几天,很多人去了那儿。 I have been there dozens of times. 我已去过那儿很多次了。 There’re a number of students reading English in the classroom. 教室里有许多学生在读英语。 Many a student has(=many students have)visited the Great Wall.(谓语动词用单数) 很多学生都游览过长城。 In winter, a good many animals sleep under the snow. 冬天很多动物在雪下冬眠。 注意: 注：a good [great] many 后直接跟名词，不用介词of。但是，若其后所接名词有the, these, my 等限定词修饰，则要用介词of表示“…中的很多”：例如: a great many of my friends 我的朋友当中的许多人。 A great many(of the) graduates have found jobs. 毕业生中很多人已经找到了工作。 二、只能修饰不可数名词的词语有: this, that, little, a little, a bit of, much, a great deal of, a great / large amount of等。有些名词形式上是复数，但却被用作不可数名词，使用much, little等修饰语 例如: Is there much water in the bucket? 桶里有很多水吗? He always has a great amount of work to do. 他总是有很多工作要做。 He hasn’t got much brains. 他没什么头脑。 He took much pains to do the work. 他费了不少心做这工作。 I said I wouldn’t want much wages. 我说过我不要很多工资。 It's high time you were taught a little manners. 该是你学一点礼貌的时候了。
广州中医药大学研究生学位论文基本要求与写作规范 为了进一步提高学位工作水平和学位论文质量，保证我校学位论文在结构和格式上的规范与统一，特做如下规定： 一、学位论文基本要求 （一）科学学位硕士论文要求 1.论文的基本科学论点、结论，应在中医药学术上和中医药科学技术上具有一定的理论意义和实践价值。 2.论文所涉及的内容，应反映出作者具有坚实的基础理论和系统的专门知识。 3.实验设计和方法比较先进，并能掌握本研究课题的研究方法和技能。 4.对所研究的课题有新的见解。 5.在导师指导下研究生独立完成。 6.论文字数一般不少于3万字，中、英文摘要1000字左右。 （二）临床专业学位硕士论文要求 临床医学硕士专业学位申请者在临床科研能力训练中学会文献检索、收集资料、数据处理等科学研究的基本方法,培养临床思维能力与分析能力,完成学位论文。 1.学位论文包括病例分析报告及文献综述。 2.学位论文应紧密结合中医临床或中西结合临床实际，以总结临床实践经验为主。 3.学位论文应表明申请人已经掌握临床科学研究的基本方法。 4.论文字数一般不少于15000字，中、英文摘要1000字左右。 （三）科学学位博士论文要求 1.研究的课题应在中医药学术上具有较大的理论意义和实践价值。 2.论文所涉及的内容应反映作者具有坚实宽广的理论基础和系统深入的专门知识，并表明作者具有独立从事科学研究工作的能力。 3.实验设计和方法在国内同类研究中属先进水平，并能独立掌握本研究课题的研究方法和技能。
4.对本研究课题有创造性见解，并取得显著的科研成果。 5.学位论文必须是作者本人独立完成，与他人合作的只能提出本人完成的部分。 6.论文字数不少于5万字，中、英摘要3000字；详细中文摘要(单行本)1万字左右。 （四）临床专业学位博士论文要求 1.要求论文课题紧密结合中医临床或中西结合临床实际，研究结果对临床工作具有一定的应用价值。 2.论文表明研究生具有运用所学知识解决临床实际问题和从事临床科学研究的能力。 3.论文字数一般不少于3万字，中、英文摘要2000字；详细中文摘要(单行本)5000字左右。 二、学位论文的格式要求 （一）学位论文的组成 博士、硕士学位论文一般应由以下几部分组成，依次为：1.论文封面；2. 原创性声明及关于学位论文使用授权的声明；3.中文摘要；4.英文摘要；5.目录； 6.引言； 7.论文正文； 8.结语； 9.参考文献；10.附录；11.致谢。 1.论文封面：采用研究生处统一设计的封面。论文题目应以恰当、简明、引人注目的词语概括论文中最主要的内容。避免使用不常见的缩略词、缩写字，题名一般不超过30个汉字。论文封面“指导教师”栏只写入学当年招生简章注明、经正式遴选的指导教师1人，协助导师名字不得出现在论文封面。 2．原创性声明及关于学位论文使用授权的声明（后附）。 3.中文摘要：要说明研究工作目的、方法、成果和结论。并写出论文关键词3～5个。 4.英文摘要：应有题目、专业名称、研究生姓名和指导教师姓名，内容与中文提要一致，语句要通顺，语法正确。并列出与中文对应的论文关键词3～5个。 5.目录：将论文各组成部分(1～3级)标题依次列出，标题应简明扼要，逐项标明页码，目录各级标题对齐排。 6.引言：在论文正文之前，简要说明研究工作的目的、范围、相关领域前人所做的工作和研究空白，本研究理论基础、研究方法、预期结果和意义。应言简
修饰可数名词和不可数名词的词精编W O R D 版 IBM system office room 【A0816H-A0912AAAHH-GX8Q8-GNTHHJ8】
修饰可数名词和不可数名词的词 首先要搞清楚，是修饰可数名词或不可数名词，而不是单数或复数名词。可数名词都有复数形 式，而不可数名词没有复数形式。 a large deal of, plenty of和a good supply of 在多数情况下修饰不可数名词，如： plenty of water, a great deal of time，不过它们也可以修饰可数名词，如 plenty of men。 a quantity of在多数情况下修饰可数名词，如a quantity of boxes, 不过也可修饰不可数名词，如a quantity of milk。 quantities of与上述的一样 一、只能修饰可数名词的词语有: many, many a(n), a good / great many, a (great / large) number of, scores of, dozens of等。例如: Scores of people went there in the first few days after its opening. 开张后的头几天, 很多人去了那儿。 I have been there dozens of times. 我已去过那儿很多次了。 There’re a number of students rea ding English in the classroom. 教室里有许多学生在 读英语。 Many a student has(=many students have)visited the Great Wall.(谓语动词用单数) 很多 学生都游览过长城。 In winter, a good many animals sleep under the snow. 冬天很多动物在雪下冬眠。
（公文写作）毕业论文写作要求和格式规范
中国农业大学继续教育学院 毕业论文写作要求和格式规范 壹、写作要求 （壹）文体 毕业论文文体类型壹般分为：试验论文、专题论文、调查方案、文献综述、个案评述、计算设计等。学生根据自己的实际情况，能够选择适合的文体写作。 （二）文风 符合科研论文写作的基本要求：科学性、创造性、逻辑性、实用性、可读性、规范性等。写作态度要严肃认真，论证主题应有壹定理论或应用价值；立论应科学正确，论据应充实可靠，结构层次应清晰合理，推理论证应逻辑严密。行文应简练，文笔应通顺，文字应朴实，撰写应规范，要求使用科研论文特有的科学语言。 （三）论文结构和排列顺序 毕业论文，壹般由封面、独创性声明及版权授权书、摘要、目录、正文、后记、参考文献、附录等部分组成且按前后顺序排列。 1．封面：毕业论文（设计）封面（见文件5）具体要求如下： （1）论文题目应能概括论文的主要内容，切题、简洁，不超过30字，可分俩行排列； （2）层次：高起本，专升本，高起专； （3）专业名称：现开设园林、农林经济管理、会计学、工商管理等专业，应按照标准表述填写； （4）密级：涉密论文注明相应保密年限； （5）日期：毕业论文完成时间。 2．独创性声明和关于论文使用授权的说明：（略）。
3．摘要：论文摘要的字数壹般为300字左右。摘要是对论文的内容不加注释和评论的简短陈述，是文章内容的高度概括。主要内容包括：该项研究工作的内容、目的及其重要性；所使用的实验方法；总结研究成果，突出作者的新见解；研究结论及其意义。摘要中不列举例证，不描述研究过程，不做自我评价。 论文摘要后另起壹行注明本文的关键词，关键词是供检索用的主题词条，应采用能够覆盖论文内容的通用专业术语，符合学科分类，壹般为3～5个，按照词条的外延层次从大到小排列。 4．目录（目录示例见附件3）：独立成页，包括论文中的壹级、二级标题、后记、参考文献、和附录以及各项所于的页码。 5．正文：包括前言、论文主体和结论 前言：为正文第壹部分内容，简单介绍本项研究的背景和国内外研究成果、研究现状，明确研究目的、意义以及要解决的问题。 论文主体：是全文的核心部分，于正文中应将调查、研究中所得的材料和数据加工整理和分析研究，提出论点，突出创新。内容可根据学科特点和研究内容的性质而不同。壹般包括：理论分析、计算方法、实验装置和测试方法、对实验结果或调研结果的分析和讨论，本研究方法和已有研究方法的比较等方面。内容要求论点正确，推理严谨，数据可靠，文字精炼，条理分明，重点突出。 结论：为正文最后壹部分，是对主要成果的归纳和总结，要突出创新点，且以简练的文字对所做的主要工作进行评价。 6．后记：对整个毕业论文工作进行简单的回顾总结，对给予毕业论文工作提供帮助的组织或个人表示感谢。内容应尽量简单明了，壹般为200字左右。 7．参考文献：是论文不可或缺的组成部分。它既可反映毕业论文工作中取材广博程度，又可反映文稿的科学依据和作者尊重他人研究成果的严肃态度，仍能够向读者提供有关