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一篇完整的论文范文2000字必备6篇论文范文是学术写作中必不可少的参考资料,可以为学生提供写作方向和写作技巧。
本文将以六篇必备的论文范文为例,分别从不同的角度进行论述,并按照论文的格式展示给读者。
1. 标题:文献综述——探索xxx的变革与发展格式:综述格式文献综述是对某一领域相关文献进行系统的整理和分析,以全面、客观地总结研究进展和探讨不同观点。
本文通过对xxx领域的文献进行梳理,旨在探索xxx的变革与发展,并为今后的研究提供借鉴。
2. 标题:案例研究——解析xxx公司的市场营销策略格式:案例研究格式案例研究是通过深入剖析个案来揭示一定规律或原则。
本文以xxx公司为例,分析其市场营销策略,探讨成功的因素和问题所在,以期为其他企业提供借鉴和启示。
3. 标题:实证研究——xxx对xxx的影响分析格式:实证研究格式实证研究是以数据和事实为基础进行研究,通过统计分析和实证方法来验证假设。
本文以xxx为自变量,xxx为因变量,运用实证研究方法探究其对xxx的影响,并提出相应的政策建议。
4. 标题:理论研究——xxx理论的发展与应用格式:理论研究格式理论研究是对某一理论进行分析、批评和拓展,通过对相关文献的综述和逻辑推理探讨理论的发展和应用。
本文以xxx理论为基础,深入研究其发展历程和实践应用情况,为理论的进一步完善和实际应用提供思路。
5. 标题:实践报告——xxx项目的实施与效果评估格式:实践报告格式实践报告是对某一实践项目的详细描述和分析,结合相关理论和实践经验总结出经验教训和行动建议。
本文以xxx项目为例,对其实施过程和效果进行详细阐述,并就项目中的问题提出改进措施和建议。
6. 标题:调查问卷——探究大学生xxx的现状与需求格式:调查问卷格式调查问卷是通过设计问卷并收集数据来获取调查对象的意见和信息,以揭示一定现象或问题。
本文通过设计问卷并对大学生xxx进行调查,分析其现状和需求,并提出相应的政策建议和改革方向。
论文范文3000字通用4篇完整的论文篇一“下面,有请充满活力的运动健将们!”喝着欢快的音乐,脚底踩着鼓点,我们《绳采飞扬》的所有人走上了舞台。
由于我是个门外汉,一上场脑子里除了面就是水,一蹦一蹦的就成了浆糊。
老师平时让我们注意的地方,全都忘了。
其他大部分同学也都是这样。
SO,导致我们整个节目没有发挥出来。
唉,给1、3、5年级的表演失败了。
错误率高达百分之九十九点九啊!只能在给2、4、6年级表演的时候扳回一把了。
无奈!我们这个节目很贴近进小学生的心,他们都知道我们跳的好与不好。
那些舞蹈,他们根本无法品味。
所以,全校对我们这个节目都非常的有兴致。
下午这场表演,一登台,音乐响起。
连同校长,所有的观众全部都站了起来。
他们抻着脖子向前看。
手掌都拍红了,就大声喊一声:“喔——喔——喔”。
现场热闹极了。
不知怎的,同学们忘记紧张。
把这场表演当做平时的练习,全都跳得很好。
就连我,一共四个大绳节目,竟一个都没有断。
真是厉害了。
下场了,台下的观众都又站了起来。
看着下面乌压压一片的人群头脑在晃动着,我们跳绳队的所有队员都把自己内心最美的笑容展现了出来。
完整的论文篇二嘟嘟!一大早被朋友圈刷爆,无非是千篇一律的雪景再配上如出一辙的标题——听说杭州下雪了。
羡慕。
苦恼。
失望。
杭州下雪了?听说。
我只知道温州没下雪。
这个与温州相邻的城市飘起了雪,而温州依旧晴是晴,雨是雨,人们穿着风衣,带着围巾,呼呼哈气,期待着20xx年温州的第一场雪,等着,盼着。
看着每一天太阳从东边升起,西边落下,看着,看着,心中不由大雪纷飞。
这一切,对于每一个温州的孩子来说,都算得上是奢侈。
数数,我想用两只手掰着数,不够再用脚趾头替,可是数到第一个手指后,我便后悔了。
原来,我只在温州看过一次雪,那么少,少的我都不记得雪,究竟是什么样子。
雪,我听过的,我会写的,我知道它是如何如何形成,如何如何落下,如何如何消失。
我用尽所有科学名词形容它,用尽所有华丽的辞藻描绘它——白,很白。
什么叫做论文论文是指对某个特定课题或问题进行研究、调查和分析后所撰写的一篇学术性文稿。
它通常由引言、正文、结论和参考文献等部分构成。
论文的目的是对问题进行深入剖析、独立思考,并阐述作者的观点、研究方法和结果。
一、引言引言是论文的开端,用于引起读者的兴趣并说明研究课题的背景和当前的研究现状。
在引言中,作者应该明确陈述研究目的、研究问题以及研究方法的选择原因,并简要介绍相关理论和前人研究成果。
二、正文正文是论文的核心部分,用于详细阐述和分析研究问题、提出自己的观点和结论,并展示研究过程和研究结果。
在正文中,作者需要逐步展开对问题的分析,从不同角度进行论证,使用合理的实证数据和论据来支持自己的观点。
同时,要注意语句通顺、逻辑清晰、段落过渡自然,以保证全文的可读性和流畅性。
三、结论结论是论文的总结部分,用于对论文研究的主要结果进行归纳和概括,并回答研究问题。
在结论中,作者应该明确指出研究的局限性,并提出进一步研究的方向和建议。
结论要简明扼要,不出现新的观点或信息,以便读者能够快速理解和掌握整个研究的核心内容。
四、参考文献参考文献是论文中引用的相关文献的清单,用于证明论点和提供读者进一步深入了解研究课题的资料。
参考文献应按照一定的格式书写,如APA、MLA或Chicago等,以确保引用规范和学术诚信。
总结:论文是一种系统性的学术研究成果的呈现方式,通常包括引言、正文、结论和参考文献等部分。
在写论文时,作者需要对研究课题进行全面的调查和分析,并使用科学的方法进行研究。
通过合理的论证和充分的实证数据,作者可以阐述自己的观点和结论,为读者提供有价值的学术见解。
同时,正确引用他人的研究成果并列出参考文献是论文写作的重要部分,以确保学术诚信和规范性。
论文是什么1. 引言论文是指研究者根据特定主题深入探索和分析的学术作品。
它不仅仅是为了满足学术要求,更是展示作者深入研究、批判性思维和学术能力的重要成果。
本文将详细介绍论文的定义、特点以及其在学术界和实践中的重要性。
2. 定义论文是学术研究成果的正式记录。
它通常包括问题陈述、研究背景、方法和实验设计、结果分析、讨论和结论等部分。
论文的写作需要严谨的逻辑思维和科学的研究方法,旨在明确阐述作者的观点、结果和贡献。
3. 特点3.1 独立性论文的独立性是指作者对所研究主题进行深入分析和探索的能力。
论文不仅要能够独立思考问题,还要具备自主设计实验、收集数据以及进行数据分析的能力。
独立性是论文与其他学术作品的区别之一。
3.2 学术性论文是学术交流和研究的一种重要形式,应该具备一定的学术性。
学术性体现在论文中必须包含对前人研究工作的综述和引用,以及对研究方法和数据处理等方面的详细描述。
学术性是衡量论文质量的重要指标。
3.3 创新性论文需要具备一定的创新性,即对研究主题有新的见解或提出新的观点。
创新性是考察作者发现和提出新知识的能力,能够推动学科的进步和发展。
3.4 结构化论文的结构应当严谨清晰,具备一定的层次性和逻辑性。
通常论文应包含引言、文献综述、方法、结果与讨论以及结论等部分。
良好的结构能够帮助读者快速把握论文的内容和思路。
3.5 文字表达规范论文的文字表达应当准确、简洁、明确。
避免冗长的叙述和不必要的修辞,使用术语时要准确表达。
文字表达规范对于传达论文思想和结果非常重要。
4. 论文在学术界中的重要性4.1 学术交流论文作为学术交流的主要形式,是学术界学者之间沟通交流的重要途径。
通过发表论文,研究者可以分享自己的研究成果和观点,得到同行学者的评价和建议,进一步提高研究质量。
4.2 知识积累与传承论文的发表对于学科的积累和传承具有重要意义。
通过阅读和引用别人的论文,研究者可以了解最新的研究进展,并在此基础上进行自己的研究。
大学生小论文范文通用7篇无论是在学习还是在工作中,大家都尝试过写论文吧,借助论文可以有效训练我们运用理论和技能解决实际问题的的能力。
相信许多人会觉得论文很难写吧,下面是白话文整理的大学生小论文范文通用7篇,希望能够给予您一些参考与帮助。
各种小论文篇一一、地球的宇宙环境地球所处的宇宙环境是指以地球为中心的宇宙环境,可以从宏观和微观两个层面理解。
宏观层面上是指地球在天体系统中所处的位置,即地月系—太阳系—银河系—总星系;微观层面上是指地球在太阳系中所处的位置。
在无限的宇宙空间中,地球只不过是沧海之一粟,它处在永不止息的运动中。
二、地球的特点1、自身构成特点(1)内部构造:地球的内部结构可以分为三层:地壳、地幔和地核。
在地球引力的作用下,大量气体聚集在地球周围,形成包层,这就是地球大气层。
(2)运动周期:地球就像一只陀螺,沿着自转轴自西向东不停地旋转着。
她的自转周期为23小时56分4秒,约等于24小时。
同时,地球还围绕太阳公转,她的公转轨道是椭圆形,轨道的半长径达到149,597,870公里。
公转一周要365、25天,为一年。
2、普通性与特殊性地球是太阳系中一颗既普通又特殊的行星。
在太阳系九大行星中,从质量、体积、运动等方面看,地球只是其中的普通一员,但是,存在生命尤其是高级智慧生命又使地球成为太阳系中特殊的一员。
(1)普通性地球太阳系九大行星之一、地球在太阳系中并不居显著的地位,但由于人类定居和生活在地球上,因此对它不得不寻求深入的了解。
它是行星地球,按离太阳由近及远的顺序,地球是第3个行星,它与太阳的平均距离是1、496亿千米,这个距离叫做一个天文单位。
在太阳系的八大行星中,地球的质量、体积、平均密度和公转、自转运动,与其它行星相比,尤其与类地行星相比,并没有什么特别的地方。
按八大行星离太阳的距离来说,地球处于第三位;按质量和体积比较,地球都处于第五位。
地球的自转和公转速度,在八大行星中,既不是最快,也不是最慢,其平均密度与其它类地行星也差不多所以,从这些方面看,地球确是一颗普通行星。
论文(6篇)论文模板篇一化学论文2200字(一):化学分析中误差的影响因素及处理措施研究论文关键词:化学分析;误差;影响因素0引言化学分析是十分繁琐的,经过多个步骤的分析与计算才能得出最终的数据结果。
在这一分析过程中,分析方法、试验器具、实验坏境与条件等等因素都有可能对测量结果造成影响,导致分析误差的出现。
1化学分析中的误差主要包括哪些种类1.1过失误差过失误差也被称为粗差,这种化学分析误差的存在是由于工作人员在化学实验与分析的过程出现失误导致的。
常见的过失误差包括加错化学试剂、读错刻度或者用错实验仪器,这些都属于不规范操作,因此所产生的实验数据是无效的。
过失误差通常都是由人为因素导致的,受到的人为主观因素的影响,在化学分析中这种误差是完全可以避免的。
化学实验操作与分析人员只要在操作时严格按照实验规定流程与操作标准来实施,通过科学严谨的操作就可以避免这一误差的出现。
1.2系统误差化学实验分析中的系统误差具有单向性与重复性的特点,就是在同等条件下连续多次进行反复实验测定依然会出现误差。
并且这种误差不是偏高就是偏低,所出现的正负差值还具有一定的规律性,这是由于某一个固定的因素导致了实验系统出现了误差。
化学实验系统误差形成的因素主要包括方法误差、人为误差以及辅助品误差三种。
其中方法误差指的是化学实驗的方法科学性不足,在化学反应的过程中,由于实验是间断性来实施的,或者实验所进行的空间不同以及指示剂选择等造成了误差的出现。
人为误差指的是化学实验的过程中,由于实验人员的操作不规范或未按照标准流程来操作,导致了实验结果的数据与正确数据之间出现的偏差。
辅助品的误差往往集中在容器误差、水和试剂误差两大方面,在化学实验的过程中天平、各种容器等都是十分常见的,也往往是必须品,如果实验容器的刻度不准确或者天平的砝码不准确等都有可能影响实验结果。
此外,在实验中试剂和水之间的比例误差,或者受其他原因的影响而出现误差。
在实际工作中,化学实验分析中的误差由于系统因素所造成的相对较少,并且这些因素是可以进行检定与校正的。
毕业论文指导论文(5篇)毕业论文指导论文(5篇)毕业论文指导论文范文第1篇主要采纳比较讨论法,辅以文献资料法、调查法和阅历总结法。
比较讨论法以生物技术及应用专业为依托,组织实施生物技术及应用专业高素养技能型人才培育方案的讨论。
文献资料法广泛扫瞄国内外有关就业指导的教育理论,通过搜集、归纳整理、分析提炼了与本课题的相关资料,通过文献讨论为课题的讨论供应充实、牢靠的理论依据和先进理念。
调查法实行走访、问卷方式就本区域内生物技术企业对生物技术高素养技能型人才的需求、学问结构和实践力量要求进行调查,并调查其他高等院校在生物技术高素养技能型人才培育方案方面的实际状况,切实了解存在的问题和困难。
在课题讨论的基础上,对工作进行总结,改革不足,完善适应鄱阳湖生态经济区建设环境下的生物技术高素养技能型人才培育方案,采纳大量数据加以实证。
2讨论过程2.1前期讨论(2021年6月—2021年12月)的主要工作2021年上半年,随机调查了多名往届的毕业生,调查内容涉及“毕业生的基本信息”、“用人单位对毕业生评价”、“用人单位对生物技术及应用专业人才培育建议”等内容。
调查结果显示,用人单位对我校培育的生物技术及应用专业人才是满足的,并提出进一步加强实践教学建议。
一是组建了就业工作讨论小组。
小组成员是长期从事高校就业教育工作的专业课老师、管理人员和班主任,他们与生物技术及应用专业同学朝夕相处,长期关注高校生就业率的提升问题,对高校生的就业状况比较了解,便利开展工作。
2021年9月课题组主要成员主编并出版了《高校生职业生涯规划与就业指导》一书,对全部专业的同学进行职业生涯规划与就业指导。
通过就业指导和社会实践活动,使同学调控自我和进展自我,提高专业爱好和竞争意识,从而提升同学的就业力量,增加魅力技巧和社会技能;同时搭建毕业生就业市场,拓宽信息渠道[3]。
二是完成了对现代生物技术企业对人才需求状况及其与生物技术专业人才相关单位的调研、国内部分学校生物技术人才培育模式的调研、生物技术及应用专业就业率及就业前景调研。
论文范文(4篇)在学术领域写论文是一项重要的任务,研究生甚至本科生都需要撰写一定数量的论文才能毕业。
对于许多人来说,写论文是一项挑战,因为需要具备良好的研究技能、写作能力和时间管理技能。
因此,在这篇文章中,我将提供四篇不同类型的论文范文,以便读者获得写好论文所需的基础知识和灵感。
一. 实验报告范文实验报告通常由四个主要部分组成:引言、方法、结果和讨论。
以下是一份关于“水的沸点实验”的实验报告范文:引言本次实验的目标是确定水的沸点。
沸点指的是液体从液相向气相转化所需的温度,在大气压力下,水沸点约为100°C(212°F)。
确定水的沸点非常重要,因为它是许多日常生活及工业过程中必需的参数。
因此,本实验将探讨如何通过简单的实验来确定水的沸点。
方法为了测量水的沸点,我们利用了一台实验室专用的销售式口炉,该口炉可以提供均匀且高效的加热作用。
我们采用了以下方法来测量水的沸点:1. 把100毫升纯净水倒入烧杯中。
2. 把温度计插入水中,确保水的表面和温度计测量的是同一温度。
3. 放置水的烧杯和温度计在口炉上。
4. 打开口炉,并把口炉调到最高温度设置,等待水沸腾。
5. 当水开始沸腾并呈现大气压下最高温度时,记录温度计示数,并记录时间。
6. 重复三次实验并计算平均沸点。
结果我们进行了三次实验并记录了以下结果:第一次实验:100.2°C第二次实验:100.1°C第三次实验:99.9°C平均沸点为100.1°C。
我们还计算出了每次实验的偏差,结果偏差很小,可接受。
讨论通过此次实验,我们成功测量了纯净水的沸点,并得出了100.1°C 的平均值。
尽管我们采取了一些措施降低实验误差,如三次重复实验并计算均值,但我们无法排除实验偏差的可能性。
我们在实验过程中使用的烧杯可能不够精确,或者在读取温度时存在误差。
这需要在未来的实验中获得更为精确的数据。
二. 综述论文范文综述论文旨在评估过去几十年来某一特定领域的研究与发展情况,并总结对该领域未来的影响。
1000字论文(20篇)1000字论文(精选20篇)1000字论文篇1有趣的共振现象唐朝的时候,洛阳的一座寺院里出了一件怪事。
寺院的房间里有一口铜铸的磬,没人敲它,常常自己“嗡嗡”地响起来,这里是什么原因呢?原来,这口磬和饭堂的一口大钟,它们在发声时,每秒种的振动次数——频率正好相同。
每当小和尚敲响大钟时,大钟的振动使得周围的空气也随着振动起来,当声波传到老和尚房内的磬上时,由于磬的频率跟声波频率相同,磬也跟着振动起来。
发出了“嗡嗡”的响声。
这就是发生振动的共振现象,也叫共鸣。
你注意过吧,胡琴的下端都有一个不小的“肚子”——蒙上蛇皮的竹筒。
当你兴致勃勃地拉起胡琴时,琴弦的振动通过蛇皮会引起“肚子”中空气的共鸣,使发出来的琴声不仅响亮,而且音乐丰满,悠扬动听。
人们把这种“肚子”叫做共鸣箱。
你瞧,扬琴、琵琶、提琴、钢琴等乐器,不都有各种形状,大小不一的共鸣箱吗?除了共鸣箱之外,人们利用共振现象来做的好事还不少呢。
建筑工人在造房子的时候,不论是浇灌混凝土的墙壁或地板,为了提高质量,总是一面灌混凝土,一面用振荡器进行震荡,使混凝土由于振荡更紧密、结实。
大街上的行人,车辆的喧闹声,机器的隆隆声——这些连绵不断的噪声不仅影响人们正常生活,还会损害人的听力。
有一种共振性的消声器,是由开有许多小孔的孔板和空腔所构成。
当传来的噪声频率与共振器的固有频率相同时,就会跟小孔内空气柱产生剧烈共振。
这样,声音能在共振时转变为热能,使相当一部分噪声被“吞吃”掉。
此外,粉碎机,测振仪,电振泵等,也都是利用共振现象进行工作的。
但在某些情况下,共振现象也可能造成危害。
例如:当军队过桥的时候,整齐的步伐能产生振动。
如果它的频率接近于桥梁的固有频率,就可能使桥梁共振,以致到了断裂的程度。
因此,部队过桥要用便步。
在我国西北一带,山头终年积雪。
每当春暖花开,山上冰雪融化,雪层会离开原来的地方滑动。
往往一次偶然的大吼声,厚厚的雪层就会因为共振而崩塌下来,因此规定攀登雪山的勘察队员,登山队员不能大声说话。
学术论文范文16篇优秀版本文收集了16篇优秀的学术论文范文,旨在帮助读者理解并掌握撰写学术论文的技巧和要点。
以下是对每篇范文的简要介绍:1. 标题: "论科技对教育的影响"标题: "论科技对教育的影响"本文探讨了科技在教育领域的应用,并对其对教育方式和教育质量的影响进行了分析。
2. 标题: "英语教育的挑战与机遇"标题: "英语教育的挑战与机遇"本文讨论了英语教育面临的一些挑战,并阐述了提升英语教育质量的机遇和策略。
3. 标题: "国际贸易与经济增长"标题: "国际贸易与经济增长"本文研究了国际贸易对经济增长的影响,并分析了全球化背景下的国际贸易格局。
4. 标题: "环境污染与气候变化"标题: "环境污染与气候变化"本文探讨了环境污染与气候变化之间的关系,同时探索了减缓气候变化所需的政策和行动。
5. 标题: "人工智能在医疗领域的应用"标题: "人工智能在医疗领域的应用"本文介绍了人工智能在医疗领域的应用情况,并探讨了其带来的机遇和挑战。
6. 标题: "城市化与社会问题"标题: "城市化与社会问题"本文研究了城市化过程中出现的影响社会问题,并提出了改善城市化进程的建议。
7. 标题: "金融危机的影响与教训"标题: "金融危机的影响与教训"本文分析了过去金融危机对经济的影响,并总结了从中所得到的教训。
8. 标题: "全球健康挑战与应对策略"标题: "全球健康挑战与应对策略"本文探讨了全球范围内面临的健康挑战,并提出了应对这些挑战的策略和方法。
9. 标题: "社交媒体对年轻人的影响"标题: "社交媒体对年轻人的影响"本文研究了社交媒体对年轻人的影响,并讨论了如何合理利用社交媒体的方法。
How to Improve English Vocabulary Teaching in Middle School Abstract: English vocabulary is the basic assignment of English learning and it plays a very important role in English acquisiion. This paper first illustrates the significance of vocabulary instruction in middl e school in China. It then discusses problems arising from English vocabulary teaching in today’s middle school, such as sticking to traditional methods too much, neglecting its cultural meaning and so on. It finally explores some effective strategies to improve English vocabulary teaching according to some theories and practical skills of English vocabulary teaching.Key words: English V ocabulary teaching; problems; strategies如何改进中学课堂词汇教学摘要: 英语词汇的学习是学习英语的基本任务,在英语习得中发挥着重要的作用。
本文首先阐述了词汇教学的重要性,继而从当今我国中学课堂英语教学的现状出发,讨论了一些出现在英语词汇教学的典型问题,诸如,过于恪守传统的词汇教学方法和忽略词语所蕴含的文化含义。
这些都大大降低了英语词汇学习的效率。
这些问题的探讨旨在引起学生和老师的深思和重视,进而不断反省和改正。
最后一部分,本文根据一些相关的英语词汇教学理论和实践经验,提出了较为代表性的英语词汇教学策略。
关键词:英语词汇教学;问题;策略How to Improve English Vocabulary Teaching in Middle School如何改进中学课堂词汇教1. IntroductionIt is safe to say that there is no existence of language without vocabulary. V ocabulary acquisition should be the central assignment of the acquisition of a second language in that all of linguistic skills must be dependent on vocabulary acquisition. Hence, there is no doubt that English vocabulary instruction plays the extremely basic and important role in English learning. Only when students have a good command of English vocabulary, can it be possible to improve their other language skills.Nowadays, with the wide spread of English in the world and increasingly economic globalization, learning English not only is one of the vital parts of our diary work,study or other activities, but also becomes the tool of communication and knowing about more messages about this varied world as soon as possible. And all of these are established on the basis of the abundant English vocabulary we have. Although it is important, little attention is paid to the teaching of vocabulary in English teaching practice, which is criticized as a “time-consuming with low efficiency”activity. As a result, teacher can not teach English vocabulary effectively and students can not have a good command of English vocabulary. Thus, this paper aims to illustrate the significance of vocabulary instruction, discuss some problems in the process of vocabulary instruction and explore some effective ways of vocabulary learning in order to have a better command of English learning.2 The significance of English vocabulary teachingV ocabulary teaching is the basic element in English teaching. Just as Wilkins(1972:111) once put it, “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed”. V ocabulary teaching is the precondition of language application. The scholar Lewis(1993) once said that vocabulary acquisition was the central assignment of the acquisition of a second language in that all linguistic skills must be dependent on vocabulary acquisition. Only when students have a good command of English vocabulary, can it be possible to improve their other language skills. Thus, there is no doubt that, usually,the larger vocabulary a student has, the better abilities of comprehension, listening and communication of English he will have.V ocabulary is the most important factor in foreign language learning. There is no doubt that we should not only attach great importance to vocabulary teaching but also adopteffective ways to teach and learn English words. Because effective methods of English vocabulary instruction can not only arouse student’s interest but also make it possible for them to grasp vocabulary efficiently.3. Problems arising from English vocabulary teaching in today’s middle schoolImportant as it is, little attention is paid to English vocabulary teaching in today’s middle school because of incorrect thoughts about English vocabulary teaching. For example, holding the commonly mistaken idea that the comprehension outweighs vocabulary in most examinations, more and more students wrongly think that it is unnecessary to spend more time on learning vocabulary. In addition, teachers can not adopt effective ways to teach and in turn students can not learn vocabulary in ineffective ways due to lack of enough knowledge and skills about English vocabulary instruction. As a result, many problems occur in English vocabulary teaching in today’s middle school. Here, this paper is discussing three typical kinds of problem.3.1 Sticking to traditional methods too muchTraditionally, vocabulary teaching is more emphasis on teaching the meaning. Teacher's role is to help students master the dictionary meaning of new words, and the students ' main task is to learn the new words.The traditional English vocabulary instruction attaches importance to vocabulary teaching by focusing on speech affixes and word class teaching. Although they can help students may lay a solid foundation, their teaching process are more boring and easy to increase the burden on students. As a result, students just only know the meaning of the word, but do not know specific usages of the word. And language using ability still cannot effectively be improvedGeneral performance in traditional English vocabulary teaching is that teachers lead to reading words, then, go on to explain the usage of the word one by one as if talking dictionary. Then, teachers usually ask the students to copy words after class and recite. Finally, teachers check words of memory through dictation. According to teaching practice, the traditional vocabulary teaching is not ideal. Students can not achieve satisfactory learning effect by paying greater. As a result, many students cannot afford to the burden of learning English, even eventually completely give up learning English.3.2 Not providing student s with proper context of English vocabulary learningAs a foundation for language learning,the importance of vocabularyis self-evident. But sometimes vocabulary is not proportional to the competence of language. Because the traditional English vocabulary teaching pays little attention to providing proper context in the course of learning new words. That it is, the traditional vocabulary teaching only to teach word separately, neglecting of consolidating vocabulary by instructing students to learn words in real-world and putting words in certain contexts.Teachers just tell students pronun-ciation, common structure and different meanings and usages; students always recite words by rote, they will feel bored then losing interests. Although some students followed teachers’ order but they can’t be knowledgeable, because they have never understood the real meaning and usages of this particular word, which lead to imprecise understanding and in defect of coherent comprehension, all above will influence the reading efficiency, and block the cultivation of English integrated skill s. As a result, it bring a lot of problem, the most typical example is "dump English", meaning that some people have mastered enough vocabulary and grammar, but not saying complete English sentences in suitable situation. The lack of contextualized learning vocabulary must be placed in a context where learning. However, some teachers don’t teach words in a certain context so that many students feel that learning words is too dull, and gradually lost interest in learning words. All in all, the traditional English teaching doesn’t create a visual, hearing and speaking situation to help students learn words. It prevents students to learn words effectively and develop other linguistic skills. in practice teaching.3.3 Neglecting the teaching of cultural meaning of English vocabularyOur traditional methods of teaching English seem to determine that language systems only differ in the symbols, having no material difference between the English system of Western culture and Chinese system of Eastern culture. In vocabulary teaching, teachers are accustomed to neglecting a brief explanation of cultural background of new words. As a result, this brings about confusing meanings, sometimes even makes a fool. For example, in the translation of "timid as a mouse," we usually think that it was "as timid as a mouse" under the mother tongue of thinking. This is a wrong expression mainly due to lack of knowledge of cultural differences. Its correct saying should be "as timid as a rabbit". The example involving the surface of the meaning and connotation of the word meaning proves that language competence is relevant to culture issues. When students are aware of different cultural meaning of words between two languages,they would not misunderstand some expressions and use them effectively. However, many English teachers in the teaching of vocabulary ignore the infiltration of cultural awareness. Thus, students only know the dictionary meanings of words so that they can not use vocabulary appropriately.4. Effective strategies to improve English vocabulary teaching4.1 Making use of word formationAs we know, word-formation plays an important role in the expansion of in English vocabulary l earning. This teaching method treats vocabulary as the explicit task of English instruction. It includes the analysis, and explanation of the structure, meaning and usage of vocabulary. When analyzing the structure of vocabulary, teachers can apply some methods of word formation. This can do good to the students’ understanding of the words and can help them to keep the words in mind deeply. The most common word formation processes are: affixation, compounding, conversion, blendingand so on. Ifstudents can grasp word-formation, we can learn English vocabulary effectively. So how can we deal with word-formation? In word-formation, affixation, compounding, and converse are the most productive ways. This paper is going to take affixation for example, according to the positions of affixes, affixation constitutes two subcategories: prefixation and suffixation. Prefixes include: un-, non-, dis-, mis-, super-, and so on. Each prefix has its meaning. The words formed with these prefixes are: unable, non-smoker, disorder, misleading, superhuman and so on. Suffixes include: -er, -ment, -ation, -ful, -ly and so on.The words formed in this way are: worker, payment, addition, powerful, slowly and so on.When the students know the meaning of these affixes, they can figure out the meaning of the newly formed words.If the students master more knowledge about the word formation, their skill in learning vocabulary will be stronger. For examp le, if the students know the prefix “re-” means “again”, they will know the word “replay” means “play again”; “rebuilt” means “build again”, and so on. Thus, the students can not only remember the new words soon, but also solidify the old words. Further more, they can change the limited vocabulary into limitless skill of producing the vocabulary.In teaching practice, teachers should them let students guess the meaning of words by explaining the word formation and grasp the spirit of the rules of them. Word formation can help students develop good sense of the word so that students learn better.4.2 Context teaching of English vocabularyWord is not isolated. The exact meaning of a word embodies in real context. Situational teaching in English teaching refers to teaching a language with a variety of teaching and auxiliary equipment to create a visual, hearing and speaking context for students. The same word can have various meanings in different contexts. To convey the meaning of a new word exactly, it is better to present the word in the sentence or in the text. Assessing the meaning of a word in context obliges the learner to develop strategies, such as anticipating and reasoning, which become increasingly profitable as learning progresses because they instill an attitude of self-reliance that is the hallmark of proficiency. Systematically meeting new words in context underlines the fact that words are indeed used in discourse for purposes of communication. In addition, context provides an indication of the way the words are used. All these factors may contribute to a learner’s autonomy to learn English and to facilitate the transfer of knowledge that accompanies it. “Mary is a very dili gent student. She gets up very early every morning. She read a lot of books and studies very hard. This year she gets the school prize. ”When teaching the word “diligent”, teacher can present the above context so that students can guess its meaning through the following information and set up a relationship between “diligent”, “early”, “read books”, “study hard”, and “school prize”. This method of teaching not only help the students to understand the exact meaning of a new word, but let them have an idea about the group of words that often appear simultaneously in harmony. All in all,the context makes the situation clear, and this in turn illuminates the meaning of the new word. This practice can save time and develop an intensive reading habit and better understanding.4.3 Making use of visual teaching aidsIf teachers illustrate words making use of visual teaching aids, students will remember words more easily and their memory can last longer. There are a lot of visual teaching aids, such as pictures, cards and multi-media, Visual teaching aids can make up for a lack of some vocabulary that can’t be presented with real objects.For example, pictures, cards and multi-media can present the names of buildings, traffic, mountains, rivers, animals, plants, furniture and so on. They can help the students know vocabulary exactly and accept all about them profoundly. They can also help to develop and train their ability of image thinking. The stronger the stimulation is, the more intense impression there is. Real objects and scenery are visual and common. Students are easily attracted naturally. If the students are interested in them, their attention will be focused and can last for a longer time. So if we show the students real objects and scenery, present vocabulary then listen and say at the same time,the students can feel and know the meanings directly.They will remember them more easily and their memory can last longer.Computer-assisted aids, the modern visual teaching aids, are attached great importance to This includes two parts, visual and audio. We can use flash to show a certain situation and tell students the meaning of some words which are difficult for us to explain by using languages. Using t he tape-recording together with computer-assisted aids may help to get rid of the learners' boredom with language learning, drive away the learners' nervousness and arouse the learners' motivations.4.4. Taking an integrated approach to vocabulary teachingCommonly, teachers tend to demonstrate the pronunciation and Chinese equivalent of a new word item when it first meets the learners, leaving the rest work which is more difficult for the learners themselves to cope with. However, such an attitude toward vocabulary teaching as this doesn’t necessarily l ead to learning results that teachers expect to achieve. There is indeed the necessity that learners have to be sure of the pronunciation and spelling of a word item because this is essential for further command of the word. But as far as appropriately using the word item to say what they would like to is concerned, it is far from enough. More efforts and work with the word item are needed.First of all, it is extremely crucial for teachers to assign sufficient reading tasks outside the classroom to consolidate the words they have learner in classrooms. This is so stressed because without large quantities of reading activities, it would be impossible for a foreign language learner to internalize the word items and structures. And reading is also the first that helps learners to recall and choose vocabulary automatically in both receptive and productive language practice.Second, it is profitable for teachers to give learners some language production tasks to do in which they are required to use the target word items, such as, speaking, retelling thepassage, writing a summary of the reading passage, writing a similar passage, translation of sentences, making sentences and the less difficult one like gap filling with the word items required.Only by integrating vocabulary with other language activities, especially the productive ones, can words be internalized and be used correctly.4.5. Combining words with sentence grammarsAlthough teachers and learners tend to separate vocabulary with grammar in language teaching and learning practice, in some ways it is a false distinction( Michael Lewis &Jimmie Hill,2002). This is so because language consists of grammatical structures where you can put words to say what you mean. In fact, thought is predominantly lexical. And the ability to use the language lies in the ability to bring grammar and vocabulary together. An example would be the word “connection” (Activity one, Listening and vocabulary, Module 2, Book 2, NSE). If we talk about the word, the words we need are those that frequently co-occur with the word “connection” in the same sentence. Typically, they will be adjectives and more importantly, verbs and prepositions. This indicates that when teachers teach the word “connection” it would be useful to teach the verbs, adjectives and prepositions with which it is usually used together.4.6 Grasping English vocabulary by large applicationTeachers should provide students with different kinds of vocabulary exercises and give more chances for students to practice after teahing words. This will strengthen students’ vocabulary acquisition and abilities of process of new words. These are some useful ways as follow:A. Blank Filling. This is an efficient way of practice.Filling blanks for word practice which are related to the context. Teachers should make good use of them.B. Translation exercises. This kind of practice not only consolidates the new words but also present students with different kinds of context.C. Writing. Writing is not mechanically copy. It demands students to write a summary according to the material in textbooks using key words. For example, we have just learned the lesson Captain Cook and give students some key words to write a summary. Also, teachers can get a similar topic out of the materials. Let students express their thoughts freely. In addition, teachers should ask students to think of the reality and try to write an article about a disabled man around them. Thus students will try to use the words or phrases to express their thoughts and describe their daily lives. The most important thing is students can master the real usage of words in practice.5. ConclusionEnglish vocabulary is basic and important in English Learning. Many language skills are dependent on the learning of English vocabulary.Teaching vocabulary is one of the most important and difficult fields in the teaching process. Teachers should learn how to handle this field properly and let their learners handle words and be involved with them. If teachers tea ch vocabulary in a more efficient way and help learners to develop good vocabulary learning strategies, language learning will surely be more enjoyable and less painstaking, which is all of us teachers’ aim. Hence, teachers not only should attach great importance to the teaching of English vocabulary, but also can adopt effective methods to teach words in teaching practice. All in all, the purpose of the paper is emphasizing the importance of English vocabulary and exploring effective methods of English vocabulary instruction so that teachers can teach words effectively and students can have a good command of English.7References[1]大学英语教学大纲修订本)[Z]. 上海:上海外语教育出版社,1999.[2] 汪榕培卢晓娟.英语词汇学教程[M].上海:上海外语教育出版社,1997.[3] 文秋芳. 英语学习策略论[M]. 上海: 上海外语教育出版社, 1996.[4] 章振邦. 新编英语语法教程[M]. 上海外语教育出版社,2003[5] Cohen, L. Research Methods in Education [M]. London: Routledge, 1994.[6] Firth,J.R. Papers in Linguistics [M]. Oxford: Oxford University Press, 1957.[7] Hatch,E.and Brown,C. Vocabulary, Semantics and Language Education [M]. New York: Cambridge University Press,1995.[8] Lewis M. The Lexical Approach: The State of ELT and A Way Forward[M] England:Language Teaching Publications, 1993[9] Pimsleur P. A memory schedule [J]. Modern Language Journal, 1967,(51):167-173.[10] Wilkins D. Linguistics in Language Teaching[M]. London: Edward Arnold, 1978AcknowledgementsI want to express my sincere thanks to my supervisor, Professor Ms Ding, for her valuable suggestions to and patient correction and polishing of my paper. Without her support, this paper will not come into being. Thanks are also due to other teachers in the English Department who not only taught me English but also broadened my ken and helped me embark on the road of life. My friend, Xiaoyi, should also be on the list of people whom I want to express my gratitude. They really did me a favor in helping me collect the materials and typing the paper. Finally, I want to thank my parents who gave me unselfish support during the four years' study and whose debt will never be paid.。