發(fā)布時間：2022-05-29 22:36:56
序言：寫作是分享個人見解和探索未知領(lǐng)域的橋梁，我們?yōu)槟x了8篇的英語本科論文樣本，期待這些樣本能夠為您提供豐富的參考和啟發(fā)，請盡情閱讀。
1.商務(wù)英語本科專業(yè)人才培養(yǎng)模式探索
2.新設(shè)商務(wù)英語本科專業(yè)的幾個問題探討——強調(diào)“英語本色”還是“商務(wù)特色”
3.商務(wù)英語本科專業(yè)實踐教學(xué)體系的建構(gòu)——以西華師范大學(xué)商務(wù)英語專業(yè)為例
4.新興商務(wù)英語本科專業(yè)課程體系及教學(xué)模式構(gòu)建探索
5.基于財經(jīng)類院校商務(wù)英語本科專業(yè)課程體系與實現(xiàn)人才培養(yǎng)目標(biāo)的教學(xué)模式構(gòu)建研究
6.商務(wù)英語專業(yè)本科教學(xué)質(zhì)量國家標(biāo)準(zhǔn)要點解讀
7.商務(wù)英語本科專業(yè)教學(xué)大綱的實施與評價
8.商務(wù)英語本科專業(yè)教學(xué)中跨文化交際能力的培養(yǎng)探究
9.區(qū)域經(jīng)濟視野下商務(wù)英語本科人才培養(yǎng)研究——以賀州學(xué)院為例
10.基于語料庫的商務(wù)英語本科學(xué)位論文“N+that”同位語結(jié)構(gòu)中外殼名詞研究
11.應(yīng)用型商務(wù)英語本科人才培養(yǎng)理念下的“生態(tài)化”商務(wù)單證教學(xué)淺析
12.高校商務(wù)英語本科專業(yè)實踐教學(xué)體系構(gòu)建的邏輯基礎(chǔ)
13.解讀《高等學(xué)校商務(wù)英語專業(yè)本科教學(xué)要求》
14.需求分析視角下民辦高校開設(shè)商務(wù)英語本科專業(yè)的探究
15.商務(wù)英語本科專業(yè)人才培養(yǎng)個案研究——以滁州學(xué)院商務(wù)英語本科專業(yè)為例
16.基于需求分析的商務(wù)英語本科課程設(shè)置探索研究
17.財經(jīng)類院校商務(wù)英語本科學(xué)生專業(yè)能力評價模式研究
18.ESP需求分析理論指導(dǎo)下的商務(wù)英語本科專業(yè)實踐教學(xué)探究
19.面向地方經(jīng)濟的商務(wù)英語本科專業(yè)建設(shè)——以九江學(xué)院為例
20.河北省本科院校商務(wù)英語專業(yè)教育的發(fā)展現(xiàn)狀及對策
21.商務(wù)英語本科基礎(chǔ)階段案例教學(xué)的多模態(tài)設(shè)計
22.商務(wù)英語本科專業(yè)培養(yǎng)方案修訂調(diào)研——以集美大學(xué)外國語學(xué)院為例
23.地方性高校商務(wù)英語專業(yè)復(fù)合型本科人才培養(yǎng)模式:問題與對策——以廣西財經(jīng)學(xué)院英語(商務(wù)方向)專業(yè)為例
24.商務(wù)英語本科專業(yè)的幾個問題探討——強調(diào)“英語本色”還是“商務(wù)特色”
25.商務(wù)英語本科專業(yè)若干方向的商務(wù)內(nèi)涵建設(shè)構(gòu)想
26.高校商務(wù)英語本科專業(yè)實踐教學(xué)體系構(gòu)建的邏輯探究
27.新建地方本科院校商務(wù)英語課程設(shè)置現(xiàn)狀分析與策略研究
28.高等學(xué)校商務(wù)英語本科專業(yè)的定位
29.新疆商務(wù)英語本科大學(xué)新生英語語音能力現(xiàn)狀研究
30.商務(wù)英語專業(yè)復(fù)合型本科人才培養(yǎng)的探討
31.商務(wù)英語本科專業(yè)人才培養(yǎng)模式的創(chuàng)新發(fā)展
32.商務(wù)英語本科人才培養(yǎng)方案學(xué)分分配探討
33.遠程開放英語本科商務(wù)英語方向?qū)I(yè)課程教學(xué)探索
34.應(yīng)用型本科院校商務(wù)英語口語教學(xué)探究
35.廣立學(xué)院商務(wù)英語專業(yè)本科的改革及對策
36.應(yīng)用型本科商務(wù)英語專業(yè)的定位與課程設(shè)置
37.應(yīng)用型本科商務(wù)英語專業(yè)口語課程教學(xué)改革研究
38.對大學(xué)本科商務(wù)英語課程的比較研究
39.“互聯(lián)網(wǎng)+教育”在應(yīng)用型本科院校商務(wù)英語人才培養(yǎng)中的適用性分析
40.基于需求分析的本科院校商務(wù)英語課程設(shè)置問卷研究
41.商務(wù)英語本科專業(yè)復(fù)合應(yīng)用型創(chuàng)新人才的培養(yǎng)
42.本科商務(wù)英語專業(yè)應(yīng)用型人才培養(yǎng)探析——對遼寧對外經(jīng)貿(mào)學(xué)院商務(wù)英語人才培養(yǎng)的幾點思考
43.應(yīng)用型本科院校商務(wù)英語專業(yè)教學(xué)改革探索
44.商科院校商務(wù)英語本科專業(yè)師資建設(shè)研究——基于《高等學(xué)校商務(wù)英語專業(yè)本科教學(xué)要求》
45.應(yīng)用型本科商務(wù)英語教學(xué)改革路在何方?
46.應(yīng)用翻譯研究對本科商務(wù)英語翻譯教學(xué)的啟示
47.應(yīng)用型本科商務(wù)英語專業(yè)實踐教學(xué)體系優(yōu)化研究
48.商務(wù)英語本科專業(yè)課程體系構(gòu)建的區(qū)域化分析
49.對應(yīng)用型本科商務(wù)英語專業(yè)教學(xué)模式探索
50.應(yīng)用型本科院校商務(wù)英語口譯教學(xué)中的問題與對策——以黃河科技學(xué)院為例
51.地方性本科院校商務(wù)英語專業(yè)實踐教學(xué)體系的建構(gòu)——以賀州學(xué)院商務(wù)英語專業(yè)為例
52.地方本科院校職業(yè)教育轉(zhuǎn)型中商務(wù)英語教師專業(yè)現(xiàn)狀及發(fā)展策略
53.商務(wù)英語專業(yè)本科辦學(xué)面臨的問題及對策
54.從“現(xiàn)供”到“定制”:商務(wù)英語人才培養(yǎng)模式分析——以地方理工一般性本科院校為例
55.應(yīng)用型本科院校商務(wù)英語專業(yè)雙語教學(xué)探究
56.新建應(yīng)用型本科院?！半p師型”教師隊伍分層建設(shè)探討——以商務(wù)英語專業(yè)為例
57.應(yīng)用型本科高校商務(wù)英語專業(yè)課程項目化教學(xué)的實踐與探索——以《商務(wù)口譯》課程為例
58.語言經(jīng)濟學(xué)視角下應(yīng)用型本科院校商務(wù)英語人才培養(yǎng)
59.本科高?！半p師型”商務(wù)英語師資的梯隊建設(shè)研究
60.英國大學(xué)本科教育對國內(nèi)商務(wù)英語專業(yè)教育的啟示
61.商務(wù)英語專業(yè)人才培養(yǎng)目標(biāo)與企業(yè)人才需求的對比研究——以廣西新建本科高校為例
62.新建本科院校商務(wù)英語專業(yè)人才培養(yǎng)模式的區(qū)域化行業(yè)化創(chuàng)新研究——以廣東白云學(xué)院為例
63.地方新建本科院校商務(wù)英語專業(yè)課程設(shè)置需求分析研究
64.談新建本科院校商務(wù)英語師資隊伍建設(shè)
65.應(yīng)用型本科院校商務(wù)英語專業(yè)教學(xué)模式和教學(xué)方法改革研究
66.應(yīng)用型本科院校商務(wù)英語專業(yè)實踐教學(xué)體系的構(gòu)建研究
67.對本科層次商務(wù)英語教學(xué)的思考
68.商務(wù)英語本科專業(yè)人才培養(yǎng)模式的研究與實踐
69.應(yīng)用型本科院?！半p師型”商務(wù)英語教師隊伍建設(shè)
70.ESP需求理論視角下地方本科院校商務(wù)英語專業(yè)“雙師型”教師培養(yǎng)問題研究
71.應(yīng)用型本科高校商務(wù)英語口譯課程開發(fā)——基于企業(yè)研修的實踐調(diào)查
72.CBI教學(xué)法融入本科商務(wù)英語教學(xué)研究
73.普通應(yīng)用型本科院校開設(shè)商務(wù)英語專業(yè)中存在的問題與對策研究——以商洛學(xué)院為例
74.克拉申二語習(xí)得理論應(yīng)用型本科商務(wù)英語實踐教學(xué)活動的研究
75.大數(shù)據(jù)背景下新建地方本科院校商務(wù)英語人才培養(yǎng)路徑分析
76.《高等學(xué)校商務(wù)英語專業(yè)本科教學(xué)質(zhì)量國家標(biāo)準(zhǔn)》的地方性解讀:國標(biāo)與校標(biāo)的對照
77.商務(wù)英語技術(shù)本科教育研究的新視角
78.基于市場需求的商務(wù)英語本科課程體系的研究
79.獨立本科院校商務(wù)英語課程形成性評價對學(xué)生自主學(xué)習(xí)能力培養(yǎng)的研究
80.西安郵電大學(xué)本科商務(wù)英語專業(yè)人才培養(yǎng)的幾點思考
81.后現(xiàn)代教育觀對應(yīng)用型民辦本科院校商務(wù)英語專業(yè)的啟示和構(gòu)想
82.從語言的經(jīng)濟屬性探索本科商務(wù)英語教學(xué)模式
83.基于需求分析的獨立學(xué)院商務(wù)英語專業(yè)本科人才培養(yǎng)模式探索
84.全國高校商務(wù)英語專業(yè)四、八級測試體系構(gòu)建
85.本科商務(wù)英語專業(yè)以何為“專”——兼論“商?！钡捏w系差別性定位與比較優(yōu)勢特色
86.應(yīng)用型本科商務(wù)英語教學(xué)改革之思考
87.強化研究性學(xué)習(xí)意識,提高研究性學(xué)習(xí)能力——對英語專業(yè)開放本科(商務(wù)方向)畢業(yè)論文(設(shè)計)的案例分析
88.商務(wù)英語專業(yè)復(fù)合應(yīng)用型人才培養(yǎng)模式初探——對本科商務(wù)英語專業(yè)教育改革的思考
89.應(yīng)用型本科商務(wù)英語人才培養(yǎng)的幾點思考
90.《高等學(xué)校商務(wù)英語專業(yè)本科教學(xué)質(zhì)量國家標(biāo)準(zhǔn)》解讀
91.從英語公共演講課程設(shè)置到培養(yǎng)實用型人才——以應(yīng)用型本科院校商務(wù)英語專業(yè)為例
92.《商務(wù)英語專業(yè)本科教學(xué)質(zhì)量國家標(biāo)準(zhǔn)》指導(dǎo)下的二本院校商務(wù)英語專業(yè)課程設(shè)置
93.本科院校商務(wù)英語專業(yè)校企合作路徑探析——以廣西師范大學(xué)外國語學(xué)院與愛索公司為例
94.應(yīng)用型本科英語專業(yè)“國際商務(wù)函電”課程教學(xué)探索
95.論應(yīng)用型本科商務(wù)英語專業(yè)職業(yè)化教學(xué)模式之建構(gòu)
96.本科院校商務(wù)英語專業(yè)建設(shè)研究
97.基于關(guān)聯(lián)內(nèi)容的沉浸式教學(xué):本科商務(wù)英語專業(yè)的人才培養(yǎng)模式分析
98.普通本科與高職商務(wù)英語教育目標(biāo)及課程體系構(gòu)建的哲學(xué)視角
99.構(gòu)建有電大特色的開放教育英語本科(商務(wù)方向)集中實踐環(huán)節(jié)全面質(zhì)量管理體系
100.基于CLIL的地方高校商務(wù)英語學(xué)科課程設(shè)置研究
101.互聯(lián)網(wǎng)+外貿(mào)背景下地方性應(yīng)用型本科高校商務(wù)英語專業(yè)實踐教學(xué)存在的問題與對策
102.地方本科院校商務(wù)英語專業(yè)實踐教學(xué)體系構(gòu)建研究
103.論新建地方本科院校商務(wù)英語專業(yè)人才培養(yǎng)方案的構(gòu)建
104.本科院校商務(wù)英語專業(yè)建設(shè)探析——以重慶第二師范學(xué)院為例
105.落后地方本科院校英語專業(yè)設(shè)置商務(wù)英語課程的探討
106.地方本科院校商務(wù)英語“雙師型”教師創(chuàng)新創(chuàng)業(yè)教育教學(xué)能力培養(yǎng)研究——以百色學(xué)院為例
107.基于需求分析的本科商務(wù)英語專業(yè)課程設(shè)置
108.蓬勃發(fā)展之后的理性思考和建議——再論我國高校商務(wù)英語學(xué)科未來的發(fā)展前景
109.應(yīng)用型本科商務(wù)英語翻譯實踐教學(xué)體系的構(gòu)建
110.《商務(wù)英語》課程定位的再討論——基于本科經(jīng)管類專業(yè)教學(xué)實踐
111.地方應(yīng)用型本科院校商務(wù)英語專業(yè)人才市場需求調(diào)查與學(xué)習(xí)策略分析
112.商務(wù)英語專業(yè)本科畢業(yè)論文選題調(diào)查研究——以西安外國語大學(xué)經(jīng)濟金融學(xué)院為例
113.目的論關(guān)照下的應(yīng)用型本科院校商務(wù)英語翻譯教學(xué)的探討
114.應(yīng)用型本科商務(wù)英語專業(yè)深化創(chuàng)新創(chuàng)業(yè)教育的教改探索
115.具有地方特色的應(yīng)用型本科院校英語專業(yè)課程設(shè)置的思考與研究——以商務(wù)英語專業(yè)為例
116.應(yīng)用型本科院校視聽說模式下商務(wù)英語口語教學(xué)改革探究
117.應(yīng)用型本科高校商務(wù)英語實訓(xùn)教學(xué)的探索與思考
118.大學(xué)本科商務(wù)英語課堂教學(xué)方法改革初探
119.語用學(xué)視角下應(yīng)用型本科院校大學(xué)生商務(wù)英語翻譯教學(xué)研究
120.ESP理論對應(yīng)用型本科商務(wù)英語教學(xué)的影響
121.應(yīng)用型本科院校商務(wù)英語實踐基地建設(shè)和師資培養(yǎng)研究
122.關(guān)于獨立學(xué)院商務(wù)英語方向本科課程設(shè)置的幾點思考
123.商務(wù)英語專業(yè)本科翻譯教學(xué)中形成性評價體系探究
124.地方本科院校商務(wù)英語專業(yè)改革探索與實踐
125.應(yīng)用型本科院校商務(wù)英語實踐教學(xué)體系的構(gòu)建
126.廣西新建本科院校商務(wù)英語專業(yè)“三位一體”人才培養(yǎng)模式的構(gòu)建
127.應(yīng)用型本科商務(wù)英語課程設(shè)置探析——以韶關(guān)學(xué)院為例
128.對地方應(yīng)用型本科院校商務(wù)英語專業(yè)教材建設(shè)的思考
關(guān)鍵詞: 英語專業(yè) 本科畢業(yè)論文 網(wǎng)絡(luò)寫作策略
英語專業(yè)本科畢業(yè)論文寫作有著重要的意義,《高等學(xué)校英語專業(yè)英語教學(xué)大綱》認(rèn)為它是考查學(xué)生語言能力、獨立能力和創(chuàng)新能力的重要參考,“評估學(xué)業(yè)成績的一個重要方式”。[1]近年來,雖然有了更多關(guān)于英語專業(yè)畢業(yè)論文寫作的研究,內(nèi)容既涉及微觀的選題、摘要、主題句、語言和格式問題,又涉及宏觀的現(xiàn)狀分析、論文指導(dǎo)體系和評估機制問題。[2][3][4][5][6]然而,卻鮮有學(xué)者論及網(wǎng)絡(luò)資源的利用。這不僅與我國高校豐富的中英文電子圖書資源和全球幾千億之巨的中英文網(wǎng)頁資源明顯不協(xié)調(diào),[7][8]而且與很多本科學(xué)生的實際上網(wǎng)情況和畢業(yè)論文對網(wǎng)絡(luò)資源的嚴(yán)重濫用很不協(xié)調(diào)。因此,如何在畢業(yè)論文寫作過程中預(yù)防網(wǎng)絡(luò)抄襲、合理有效地利用日益發(fā)達的網(wǎng)絡(luò)環(huán)境和日益豐富的網(wǎng)絡(luò)資源,是適應(yīng)信息時展、進一步提高英語專業(yè)本科畢業(yè)論文質(zhì)量的急迫需要解決的問題。本文擬探討如何利用豐富的中英文網(wǎng)絡(luò)資源,發(fā)揮個人網(wǎng)絡(luò)信息能力,實現(xiàn)畢業(yè)論文寫作的網(wǎng)絡(luò)策略,在方便教師論文指導(dǎo)和管理的同時,也方便學(xué)生更靈活地運用自己的時間和空間,減少論文寫作的工作量,降低論文寫作的難度,進而有效地提高畢業(yè)論文寫作的效率和質(zhì)量。
一、絡(luò)寫作策略的基本原則
結(jié)合學(xué)生的經(jīng)濟、社會和文化背景,網(wǎng)絡(luò)寫作策略應(yīng)該遵循以下原則:(1)資金節(jié)約原則。盡量免除不必要的經(jīng)濟壓力,充分利用現(xiàn)有的個人電腦、聯(lián)網(wǎng)手機或者公共電腦的軟硬件設(shè)施,同時發(fā)揮個人的網(wǎng)絡(luò)和現(xiàn)實人際關(guān)系,有效獲取所需資源。(2)時間和空間靈活利用原則。網(wǎng)絡(luò)寫作的主要目的之一就是實現(xiàn)隨時隨地上網(wǎng)就可以寫作的構(gòu)想。(3)語言文化的敏感原則。首先,由于大多數(shù)電腦或者手機設(shè)備的系統(tǒng)都使用中文軟件,因此為了在搜索英文信息時不受中文信息的干擾,需要把網(wǎng)頁瀏覽器的語言環(huán)境進行調(diào)整,并且把國外搜索引擎的偏好和指令語言都改為英語。其次,英語論文與中文論文有較大的區(qū)別,在寫作過程中要盡量避免漢語語言文化的負(fù)遷移。(4)遵守國家的互聯(lián)網(wǎng)相關(guān)法律法規(guī)。
同時,雖然畢業(yè)論文的長度、語言、結(jié)構(gòu)、格式和內(nèi)容都是對本科學(xué)生嚴(yán)肅的挑戰(zhàn),但英美國家長期的學(xué)術(shù)傳統(tǒng)和相應(yīng)網(wǎng)絡(luò)資源的豐富已經(jīng)能夠在較大程度上解決很多問題。所以在寫作過程中學(xué)生要對自己的信息需求保持敏感,遵守信息素質(zhì)原則,在實際行動中貫徹信息獲取、評價、整理和合理利用的基本步驟,挖掘并發(fā)揮網(wǎng)絡(luò)資源優(yōu)勢,自主解決論文寫作中的諸多問題。
二、畢業(yè)論文的網(wǎng)絡(luò)寫作策略
根據(jù)網(wǎng)絡(luò)、網(wǎng)絡(luò)資源和畢業(yè)論文寫作過程的特征,網(wǎng)絡(luò)寫作策略的成分包括:硬件環(huán)境、軟件環(huán)境、網(wǎng)絡(luò)和畢業(yè)論文的相關(guān)知識、信息處理、寫作模板和樣本、語言工具、通訊工具、論文修改工具和反抄襲檢查。
網(wǎng)絡(luò)寫作的硬件環(huán)境由能夠進行上網(wǎng)服務(wù)的手機和電腦構(gòu)成。公共網(wǎng)吧和學(xué)校的計算機實驗中心不存在這方面的問題。但是,如果辦理個人手機或者電腦上網(wǎng)業(yè)務(wù),就要認(rèn)真閱讀產(chǎn)品說明書,確認(rèn)自己的手機或者電腦具備所需要的無線或者有線硬件配置;而且,無線服務(wù)的覆蓋范圍要能夠滿足自己的個人需要?？偟膩碚f,近幾年的手提電腦和2009年上市的手機終端通常都支持高速無線上網(wǎng)服務(wù)。
網(wǎng)絡(luò)寫作的軟件環(huán)境包括瀏覽器軟件、文檔閱讀和編輯軟件、文檔轉(zhuǎn)換軟件,以及文檔存儲服務(wù)幾個方面。很多電腦上網(wǎng)瀏覽軟件(如Internet Explorer,Google Chrome)都有相應(yīng)的手機版瀏覽軟件,但更常用的手機瀏覽器卻是Opera,UCWEB和GO。在通過設(shè)置正確的上網(wǎng)方式后,手機和電腦就能利用瀏覽器使用大多數(shù)共同資源了。網(wǎng)絡(luò)上有較多優(yōu)秀的在線free word processors,不需要在電腦或者手機上安裝。使用方便而功能又幾乎能與Microsoft Word媲美的當(dāng)屬Google Documents。用戶通過聯(lián)網(wǎng)手機或者電腦在獲得免費Gmail賬戶后即可進入自己的文檔空間,創(chuàng)建文件并進行編輯和儲存,安全性能較高。其它所涉及的軟件主要依據(jù)資料的文檔類型而定,但通常是.doc,.ppt,.xls文件,這些都能上傳到Google Docs打開或編輯;對于.caj,.kdh,.pdf,.省略、搜搜問問)、電子商務(wù)(如淘寶網(wǎng)店)、電子圖書館、個人社會關(guān)系獲取或者傳遞所需的電子資源。把握所需信息必須了解的程度,適可而止,同時也要明確不同信息的所需類型(網(wǎng)絡(luò)工具書、普通網(wǎng)絡(luò)文本、網(wǎng)絡(luò)圖書、電子學(xué)術(shù)期刊、圖片資料、視頻資料、音頻資料、軟件、數(shù)據(jù)庫等),以便于利用搜索引擎的不同功能或者專門搜索引擎進行比較準(zhǔn)確的查找,或者便于確定在廣域網(wǎng)還是學(xué)校電子圖書館查找。信息的評價是指通過閱讀所獲信息、比較同類資源、查詢作者背景、查看網(wǎng)站域名和信息組織方式等,篩選獲得的信息。通常,如果信息者沒有學(xué)術(shù)或者高校工作背景,可以查看網(wǎng)站是否屬于.edu,.gov.省略網(wǎng)域來作出初步評估。信息的整理是指通過summarizing,synthesizing,paraphrasing,quoting,highlighting和commenting等方式進行處理,利用眾多的免費在線軟件服務(wù),對過濾后的信息作用進行評價和標(biāo)識,并通過超鏈接等方式把它們整合到自己的寫作計劃中。信息的使用是指合理合法地使用資源,尊重信息者的使用協(xié)議,遵循APA,MLA或者CMS等文獻使用的學(xué)術(shù)道德規(guī)范。
絡(luò)寫作過程中還有一些標(biāo)準(zhǔn)模板和自動程序可以使用;常用的有論文寫作模板和文獻引用的自動生成程序。很多美國大學(xué)和研究機構(gòu)都有MLA,APA或者CMS格式的論文寫作模板(template)可以下載,寫作者只需要在相應(yīng)版塊寫入相應(yīng)內(nèi)容即可。但選用的時候要注意模板所對應(yīng)的論文格式印刷版本,以避免信息陳舊問題。而論文文獻格式的自動生成程序(bibliography generator)則可以幫助解決復(fù)雜的引用規(guī)范問題。使得文內(nèi)引用(in-text citation)、腳注和尾注(footnote and endnote),以及文后的書目制作輕而易舉就能完成。在眾多的相關(guān)程序中,綜合性和信度都比較高的是Son of Citation Machine;它包括了主要文獻格式和主要文獻類型的引用格式,也及時更新了文獻格式的版本,是網(wǎng)絡(luò)寫作的可靠資源之一。
論文寫作過程中的信息溝通主要是和指導(dǎo)老師的充分交流,和同學(xué)的必要交流,以及和虛擬社區(qū)相關(guān)人士的有限交流。與指導(dǎo)老師交流的目的是為了提高論文整體質(zhì)量和按時完成畢業(yè)論文,可以通過手機或者電腦的電子郵件或者實時通訊軟件(communication software)實現(xiàn);和同學(xué)交流主要是為了獲取或者交流信息,也可以通過手機或者電腦的電子郵件或者實時通訊軟件實現(xiàn);和虛擬社區(qū)相關(guān)人士的交流主要是為了在保證信息安全的情況下獲取所需信息,主要通過社區(qū)群組(groups,communities,forums)和電子郵件來實現(xiàn)。
利用網(wǎng)絡(luò)寫作本科畢業(yè)論文可以比較有效地防止網(wǎng)絡(luò)抄襲行為,包括表層網(wǎng)絡(luò)抄襲、深層網(wǎng)絡(luò)抄襲和網(wǎng)絡(luò)兜售的論文。表層網(wǎng)絡(luò)抄襲是指抄襲不需要提交用戶信息就可以檢索到的網(wǎng)頁資源,付費的數(shù)據(jù)庫和網(wǎng)絡(luò)資源不在此列。除了把學(xué)生論文的可疑部分或者關(guān)鍵部分的關(guān)鍵詞放到通用搜索引擎中搜索以外,還可以使用在線的文獻抄襲檢測系統(tǒng)(plagiarism checker/detector/scanner)發(fā)現(xiàn)這種行為,譬如EVE2和Viper Anti-plagiarism Scanner。深層網(wǎng)絡(luò)抄襲主要是指抄襲數(shù)據(jù)庫資源。檢測這種行為可以分為兩種策略:一是關(guān)鍵詞搜索:先把論文的可疑部分或者關(guān)鍵部分通過國內(nèi)外數(shù)據(jù)庫專用搜索引擎進行檢索;在檢測到抄襲行為的情況下,如果可能,還可以把相應(yīng)的論文下載到本地計算機,通過文件對比軟件(file comparison software)確定抄襲的比率(如弗吉尼亞大學(xué)的免費軟件WCopyfind);二是購買以數(shù)據(jù)庫為主的反抄襲服務(wù),如CheckForPlagiarism和CNKI英文檢測系統(tǒng)。由于學(xué)生提交的稿件都是電子文檔,指導(dǎo)老師可以較早地把學(xué)生的論文上傳到在線檢測系統(tǒng),及時阻止網(wǎng)絡(luò)抄襲行為。隨著高等教育的發(fā)展,國內(nèi)的論文作坊也不計其數(shù),英語專業(yè)本科論文價格也依據(jù)性質(zhì)的不同而價格各異。通常,他們數(shù)據(jù)庫中的論文價格在300元人民幣左右,而“原創(chuàng)性”的論文則需要1000元以上。在一般情況下,通過在本地計算機或者手機上查看文檔屬性或者高級屬性就可以發(fā)現(xiàn)問題。如果結(jié)合論文寫作過程管理(包括對選題、提綱、原始資料及論文稿件版本的審查),論文作弊的成本就會大大增加。通過查看電子文檔屬性、對比不同的電子文檔版本、跟蹤學(xué)生的論文修改情況,只是簡單地點幾個鍵,買方和賣方就會面臨很大的信用風(fēng)險。這些措施可以在相當(dāng)程度上規(guī)避不誠實行為。
三、結(jié)語
手機或者電腦網(wǎng)絡(luò)積聚了豐富的信息資源、提供了發(fā)達的通訊功能;英語專業(yè)本科畢業(yè)論文的網(wǎng)絡(luò)寫作已經(jīng)具備了比較成熟的條件。論文過程所涉及的選題、提綱撰寫、資料收集、稿件寫作、問題咨詢、指導(dǎo)和管理等環(huán)節(jié)都可以通過網(wǎng)絡(luò)軟硬件資源來完成。相對于傳統(tǒng)的論文寫作方法,網(wǎng)絡(luò)寫作策略具有諸多的獨特作用。它首先賦予了論文寫作更靈活的時間和地點,比較適合當(dāng)前教學(xué)和科研任務(wù)繁重的英語教師及四處奔波的大四學(xué)生。其次,網(wǎng)絡(luò)寫作策略延伸了論文指導(dǎo)老師的內(nèi)涵,網(wǎng)絡(luò)上千千萬萬的信息提供者都或多或少充當(dāng)了這個角色,大大減輕了師生雙方的壓力。再次,老師可以從以往語言或者格式等繁瑣問題中抽身出來,更多地從寫作過程的簡便性、結(jié)構(gòu)的合理性、內(nèi)容的思想性等方面給學(xué)生提供建議,幫助學(xué)生自主解決畢業(yè)論文寫作中的諸多問題。最后,網(wǎng)絡(luò)寫作策略還能夠有效利用網(wǎng)絡(luò)資源阻止泛濫的學(xué)術(shù)不端行為,培養(yǎng)學(xué)術(shù)誠信。
但在網(wǎng)絡(luò)寫作策略實施過程中,我們可能遇到的兩個常見問題是:(1)由于資金等因素影響,有的優(yōu)秀網(wǎng)絡(luò)資源可能不穩(wěn)定,間歇或者長期不可獲取;(2)由于信息太多或者太少而茫然不知所措。對于前者,需要保持比較靈活的資源使用態(tài)度,善于尋找替代資源。而資源太多時則要增加限制條件,利用高級搜索功能縮小范圍;在資源缺乏時則要減少限制條件或者更改搜索關(guān)鍵詞,尋找另外的解決辦法。總之,日益豐富的信息存在于不可見的網(wǎng)絡(luò)上,只要能合理有效地利用網(wǎng)絡(luò)資源,就可以把畢業(yè)論文的網(wǎng)絡(luò)寫作策略發(fā)揮好,從而有效提高畢業(yè)論文寫作的效率和質(zhì)量。
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[7]魏志玲.西部師范院校圖書館電子資源建設(shè)研究[J].內(nèi)蒙古師范大學(xué)學(xué)報,2009,22(9):152-154.
［關(guān)鍵詞］開放教育本科 畢業(yè)論文 指導(dǎo) 策略
［中圖分類號］G642.4 ［文獻標(biāo)識碼］A ［文章編號］1009－5349（2012）02－0195－02
引言
根據(jù)開放教育本科英語（教育方向）教學(xué)計劃的規(guī)定，學(xué)員在基本修完本專業(yè)規(guī)定的必修課和選修課后，進入以撰寫畢業(yè)論文為主的集中實踐環(huán)節(jié)。教學(xué)實踐設(shè)計環(huán)節(jié)即畢業(yè)論文設(shè)計是開放教育本科英語專業(yè)教育方向的一個極為重要的環(huán)節(jié)。在本文中，筆者基于近五年的畢業(yè)論文指導(dǎo)實踐基礎(chǔ)，闡述了開放教育英語本科畢業(yè)論文的特點，分析了畢業(yè)論文寫作中存在的問題和不足之處，并在此基礎(chǔ)上提出了相應(yīng)的對策與建議。
一、開放教育本科英語專業(yè)畢業(yè)論文的特點
開放教育本科英語教育專業(yè)學(xué)員所寫的畢業(yè)論文除了學(xué)術(shù)性（scholarly）、創(chuàng)新性（original）、規(guī)范性（formal）這幾個畢業(yè)論文的基本特征外，還應(yīng)體現(xiàn)英語教育的職業(yè)性（professional）和過程性。
（一）畢業(yè)論文的設(shè)計應(yīng)體現(xiàn)理論聯(lián)系教育實踐原則
所謂“學(xué)有所用”，學(xué)員畢業(yè)論文的選題要結(jié)合自己的課堂教學(xué)實踐，真正解決本人在教學(xué)實踐中遇到的客觀存在的問題。畢業(yè)論文指導(dǎo)教師應(yīng)就“教學(xué)行為研究”的基本要求和原則面向全體學(xué)員以講座或課程的形式進行指導(dǎo)。整篇畢業(yè)論文至少要體現(xiàn)有四次教學(xué)研究記錄或教學(xué)日記；要有一次課堂教學(xué)的錄像或錄音；要有原始調(diào)查問卷，或座談的錄音等，以保證教育教學(xué)這一職業(yè)性的凸顯。
（二）畢業(yè)論文的設(shè)計應(yīng)該體現(xiàn)過程性原則
整個畢業(yè)論文設(shè)計必須經(jīng)過問題分析、方案設(shè)計、項目實施、項目評估和項目報告幾個階段。學(xué)員的研究必須針對其課堂中確確實實反映出的問題，方案的設(shè)計必須符合要求，實施階段必須嚴(yán)格監(jiān)控，保證有一個月的實施時間，指導(dǎo)教師對學(xué)生的研究要如實評估，項目報告，亦即論文必須符合論文的寫作規(guī)范，要體現(xiàn)指導(dǎo)過程。整個設(shè)計環(huán)節(jié)由5個環(huán)節(jié)組成：
1.項目啟動：指導(dǎo)教師可采用集體或分散等指導(dǎo)方式，介紹研究原則和研究方法，布置研究任務(wù)；
2.問題分析和方案設(shè)計：學(xué)員分析自己課堂教學(xué)中反映出的問題，設(shè)計問題解決方案；
3.項目實施：學(xué)員通過課堂教學(xué)具體實施方案；
4.項目評估：學(xué)員運用評估手段和方法，對項目的事實情況及結(jié)果進行評估；
5.項目報告：學(xué)員根據(jù)論文寫作規(guī)范，用英文寫出正文4000詞左右的項目報告，同時提供項目實施過程中的所有原始材料。
在整個論文的寫作過程中，項目啟動是整個論文寫作的理論基礎(chǔ)；問題分析和方案設(shè)計確定論文研究方向；項目實施是論文實用價值體現(xiàn)的關(guān)鍵環(huán)節(jié)；項目評估是對論文學(xué)術(shù)價值的提煉；項目報告是對整個寫作痕跡的保留。這五個環(huán)節(jié)環(huán)環(huán)相扣，缺一不可，相輔相成，層層遞進。
二、撰寫開放教育本科英語專業(yè)畢業(yè)論文存在的問題及其對策
畢業(yè)論文寫作對于開放教育本科英語專業(yè)的學(xué)員來說非常具有挑戰(zhàn)性，因為除了完成一般畢業(yè)論文所要完成的各個環(huán)節(jié)以外，英語專業(yè)的學(xué)生還需用英文進行畢業(yè)論文的寫作。要想順利完成英語專業(yè)畢業(yè)論文設(shè)計,學(xué)員要從論文的選題、時間安排及寫作心態(tài)三方面同步著手。
（一）選題問題
開放教育學(xué)員本身寫作水平不高（大多學(xué)員學(xué)歷為中專），面對論文選題往往要么望而卻步，要么求大求空，無法駕馭論文寫作。要解決畢業(yè)論文選題難這個問題，在具體的畢業(yè)論文指導(dǎo)實踐中，指導(dǎo)教師則需著力推進“兩個兼容”原則。該原則有利于學(xué)員對自己的教學(xué)實踐進行反思，并學(xué)以致用。
1.原則之一：教學(xué)實踐和學(xué)術(shù)研究兼容。由于開放教育本科英語專業(yè)的學(xué)員大多數(shù)是中小學(xué)一線教師，有著相當(dāng)豐富的教學(xué)經(jīng)驗，駕馭本專業(yè)與自己工作實踐聯(lián)系緊密的論文選題會相對來說容易得多。其次，學(xué)員對自己多年來的教學(xué)實踐進行反思和思考，整理和提煉教學(xué)心得，再用于指導(dǎo)自己的教學(xué)實踐，這樣的論文很有實踐性和指導(dǎo)性。最后要注意在強調(diào)聯(lián)系教育實踐的同時，也不能輕視了畢業(yè)論文的規(guī)范性，學(xué)員通過英文寫作鍛煉了英文寫作技巧，同時也對論文寫作的規(guī)范要求進行了寫作實踐。
2.原則之二：個人特長和實際情況兼容。學(xué)員進行畢業(yè)論文的選題時還要考慮自己的特長、綜合知識水平、學(xué)術(shù)科研能力和客觀條件。學(xué)員最好選擇自身擅長并且有一定興趣的題目。擅長能表現(xiàn)出學(xué)員對該論題有較深的認(rèn)識思考及一定的實踐經(jīng)驗，能降低寫作難度，更充分地發(fā)揮個人的主觀能動性，從而做到素材充實，個人見解深刻，針對性強。指導(dǎo)老師可幫助學(xué)生對歷年的論文題目進行歸類，然后就每一類給出具體實例，讓學(xué)員親身體驗，和學(xué)員共同探討，尋找自己感興趣、熟悉或是能駕馭的題目。歷年論文題目基本可劃分為教學(xué)實踐經(jīng)驗總結(jié)、學(xué)生心理研究、學(xué)科思想、學(xué)生非智力因素等方面。
（二）時間問題
由于開放教育本科英語專業(yè)學(xué)員大多為成人或在職中小學(xué)英語教師，工作負(fù)擔(dān)沉重，家庭生活壓力大，在完成工作任務(wù)和照顧好家庭之余用于論文寫作的時間就非常有限，因此時間的合理安排和使用是畢業(yè)論文按期按質(zhì)完成的重要保障。畢業(yè)論文的時間安排表如下：
從上表可以看出，在教學(xué)計劃中留出用于畢業(yè)論文寫作的時間本身就非常有限，且由于是安排在最后一個學(xué)期，面臨畢業(yè)，論文已無延期上交的可能性，因?qū)W員自身不夠重視或工作忙等原因最后只能選擇放棄論文答辯的現(xiàn)象屢見不鮮。為改變這一無論是學(xué)員還是指導(dǎo)教師都不愿意看到的局面，筆者建議首先學(xué)員應(yīng)當(dāng)重視畢業(yè)論文的寫作，畢竟三年所學(xué)，畢于所寫。學(xué)員應(yīng)當(dāng)處理好學(xué)業(yè)與工作的關(guān)系，充分、高效地使用業(yè)余時間進行論文方案的實施及撰寫，對寫作過程中的困難要有充分的思想準(zhǔn)備，耐得住寂寞，忍得下艱苦。其次，作為指導(dǎo)教師則應(yīng)確實把握好論文寫作的每個環(huán)節(jié)，運用E-Mail、手機等現(xiàn)代化聯(lián)系方式，或告知學(xué)生可進行雙向語音或視頻聯(lián)絡(luò)的網(wǎng)址（例如雅虎通、QQ、MSN等）充分與學(xué)員進行有效溝通，指導(dǎo)到位，引導(dǎo)學(xué)員逐段完成論文，漸入佳境。按時間安排逐項完成各項寫作任務(wù)還有賴于指導(dǎo)教師對學(xué)員的階段性檢查，定期檢查學(xué)生的工作進度和質(zhì)量。
（三）心態(tài)問題
學(xué)員積極的寫作心態(tài)，是畢業(yè)論文順利完成的重要保障。積極心態(tài)的創(chuàng)立離不開指導(dǎo)教師的培養(yǎng)和學(xué)員自身養(yǎng)成。
1.指導(dǎo)教師要為學(xué)員設(shè)置成功目標(biāo)。在長達半年的畢業(yè)論文寫作過程中，指導(dǎo)教師在學(xué)員因為這樣或那樣的困難導(dǎo)致論文寫不下去時,應(yīng)不厭其煩地進行鼓勵。為了使畢業(yè)論文順利完成這一遠景目標(biāo)變得不那么遙不可及，指導(dǎo)教師可以對遠景目標(biāo)進行分解，放在每一個寫作階段，逐一完成，使得遠景目標(biāo)的實現(xiàn)具備較強的可操作性。
2.學(xué)員對自己的論文寫作應(yīng)持積極心態(tài)。積極心態(tài)是一種對任何人、任何情況或任何環(huán)境所把持的正確、誠懇而且有建設(shè)性，同時也不違背法律、道德和人類權(quán)利的思想、行為或反映。積極心態(tài)有利于畢業(yè)論文的順利完成。下圖是柳州市廣播電視大學(xué)2005-2011年部分畢業(yè)生畢業(yè)論文心理狀況調(diào)查表，可以反映出由于持不同心態(tài)的畢業(yè)生參加畢業(yè)論文寫作會產(chǎn)生的不同結(jié)果。
柳州市廣播電視大學(xué)2005-2011年部分畢業(yè)生畢業(yè)論文心理狀況調(diào)查表
上表顯示的狀況是不能令人放心的，這樣的心態(tài)必然會引發(fā)教學(xué)、管理等方面的一系列問題?；鞂W(xué)、浮學(xué)現(xiàn)象嚴(yán)重，缺勤、論文抄襲、拼湊等現(xiàn)象屢禁不絕。這些與上述消極心態(tài)有直接的關(guān)系。在艱辛的畢業(yè)論文創(chuàng)作過程中，學(xué)員應(yīng)抱積極心態(tài)，把自己遇到的種種失敗看成人生經(jīng)歷的寶貴財富。不論怎樣，堅持下來，就是最大的勝利。在近五年的指導(dǎo)畢業(yè)論文的實踐中，筆者發(fā)現(xiàn)具有積極心態(tài)的學(xué)員寫作目標(biāo)明確，動機強，遇到寫作困難時善于動腦筋、想辦法，寫作進展速度快。而具有消極心態(tài)的學(xué)員在進行畢業(yè)論文的創(chuàng)作時，往往遇難而退；面對種種寫作困難采取逃避或是蒙混過關(guān)的辦法，其結(jié)果往往是論文不能按時上交，延期畢業(yè)。
三、結(jié)束語
綜上所述，堅持“兩個兼容”原則指導(dǎo)學(xué)員選題，合理安排論文撰寫時間，幫助學(xué)生建立積極的撰寫心態(tài)，能較好地體現(xiàn)電大開放教育培養(yǎng)“實用性、應(yīng)用性”人才的辦學(xué)宗旨，可以在一定程度上消除當(dāng)前畢業(yè)論文寫作的尷尬狀況。畢業(yè)論文是一個極其艱辛的實施過程，只要學(xué)員合理安排好論文寫作時間，保持積極的寫作心態(tài)就能順利完成畢業(yè)論文的寫作，參加論文答辯，達到個人的學(xué)術(shù)研究高峰。
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【關(guān)鍵詞】過程管理 實施細(xì)則 審核 責(zé)任預(yù)警
【中圖分類號】G647 【文獻標(biāo)識碼】A 【文章編號】1674-4810（2013）05-0113-01
本科畢業(yè)論文是高等院校教學(xué)計劃的重要組成部分之一，是實現(xiàn)高等院校專業(yè)培養(yǎng)目標(biāo)和要求的重要環(huán)節(jié)。2000年頒布并在全國高等院校實施的《高等學(xué)校英語專業(yè)教學(xué)大綱》（以下簡稱《大綱》）中指出：“畢業(yè)論文是考查學(xué)生綜合能力、評估學(xué)業(yè)成績的一個重要方式。”對學(xué)生而言，畢業(yè)論文是檢驗其運用專業(yè)知識能力、分析問題能力和學(xué)術(shù)能力的標(biāo)準(zhǔn)之一。而對學(xué)校，畢業(yè)論文的質(zhì)量是衡量高等院校教學(xué)質(zhì)量的重要指標(biāo)之一，也是檢驗學(xué)校行政能力的良好手段。因此，無論是學(xué)生、老師還是高等院校的行政管理部門都需對畢業(yè)論文工作給予高度重視。
一 制定適合本專業(yè)特點的畢業(yè)論文實施細(xì)則，全局宏觀把控畢業(yè)論文寫作
在《大綱》中，明確了“畢業(yè)論文一般應(yīng)用英語撰寫，長度為3000～5000個單詞，要求文字通順、思路清晰、內(nèi)容充實、有一定的獨立見解。”這一要求僅僅只明確了英語專業(yè)本科畢業(yè)論文的字?jǐn)?shù)、撰寫語言和綱領(lǐng)性要求。而畢業(yè)論文究竟應(yīng)該怎么寫、寫什么，學(xué)生還需要更為具體的細(xì)則來作為準(zhǔn)繩。對本科畢業(yè)論文寫作而言，每個學(xué)校的畢業(yè)論文實施細(xì)則就是學(xué)生進行畢業(yè)論文寫作時的詳細(xì)指南。畢業(yè)論文實施細(xì)則一般要求各專業(yè)根據(jù)自身實際情況，列明論文進度安排、選題范圍和要求、撰寫語言、最低參考文獻數(shù)量等部分。一旦細(xì)則出臺并能嚴(yán)格執(zhí)行，學(xué)生可從中了解本科畢業(yè)論文撰寫的詳細(xì)步驟和要求，學(xué)校也能從宏觀上根據(jù)細(xì)則把控畢業(yè)論文寫作的進度和質(zhì)量。
以進度安排為例，畢業(yè)論文作為學(xué)術(shù)論文的一種，是對某個科學(xué)領(lǐng)域中的學(xué)術(shù)問題進行研究后表述科學(xué)研究成果的理論文章。由于本科生的研究深度欠缺，因此本科畢業(yè)論文需要學(xué)生將自己的研究建立在大量閱讀前人理論、研究和著作之上。英語畢業(yè)論文除中文文獻之外，還需要學(xué)生閱覽大量的外文文獻。這一過程是集翻譯、理解、分析、歸納、總結(jié)的一個綜合過程。所以在制定英語專業(yè)的畢業(yè)論文的進度安排時如能把整個論文進度提前，將有益于學(xué)生的研究。同樣，選題作為論文的重頭戲，一旦選定研究方向，切入點找得好，學(xué)生論文自然寫得也順暢，不會出現(xiàn)寫不下去、需要重新選題的情況。所以在制定進度安排時也可以適當(dāng)延長選題的時間，讓學(xué)生能找準(zhǔn)切入點，有時間將論文寫作的準(zhǔn)備工作做充分，從而從源頭上提高論文質(zhì)量。
二 制定符合本校實際情況的畢業(yè)論文審核及責(zé)任預(yù)警機制，實時調(diào)控畢業(yè)論文質(zhì)量
《浙江省教育廳關(guān)于加強普通高等學(xué)校畢業(yè)設(shè)計（論文）工作的通知》（浙教高教〔2004〕137號）中指出：“畢業(yè)設(shè)計（論文）的質(zhì)量也是衡量各校教學(xué)水平、進行學(xué)生畢業(yè)與學(xué)位資格認(rèn)證的重要依據(jù)。各高等學(xué)校要充分認(rèn)識這項工作的必要性和重要性，建立嚴(yán)格的管理制度?！碑厴I(yè)論文的質(zhì)量一方面體現(xiàn)在學(xué)生研究問題和解決問題的能力及專業(yè)知識的聯(lián)系和運用上，同時也體現(xiàn)在導(dǎo)師的指導(dǎo)和學(xué)校的監(jiān)管上。只有三方共同努力，才能分別從不同的角度協(xié)作，從整體上提高畢業(yè)論文的質(zhì)量。因此，制定符合本校實際情況的畢業(yè)論文審核及責(zé)任預(yù)警機制就成為了提高論文質(zhì)量最好的助推劑。
在選題和結(jié)構(gòu)方面，可以建立從論文指導(dǎo)老師到論文小組再到專業(yè)的三層審核工作，層層匯報、層層負(fù)責(zé)的預(yù)警機制，充分運用專業(yè)老師的學(xué)術(shù)嚴(yán)謹(jǐn)性和權(quán)威性，而學(xué)校作為管理單位可以起到總體監(jiān)督、避免重復(fù)選題的作用。而在語言嚴(yán)謹(jǐn)性和格式規(guī)范性方面則可以充分調(diào)動學(xué)生的自審能力，在專業(yè)和學(xué)校給出一定要求和參考模板的前提下，激發(fā)學(xué)生自查和互查的能力，互相取長補短有所學(xué)習(xí)和借鑒，從源頭上做好質(zhì)量的保證，同時也可以大大提高專業(yè)導(dǎo)師在語言和格式方面的后續(xù)審查效率。學(xué)校管理層面以表格工具的形式走程序化管理線路，做到所有重要質(zhì)量監(jiān)控環(huán)節(jié)執(zhí)行情況都有據(jù)可查。
三 充分調(diào)動、利用校內(nèi)外資源，為學(xué)生進行畢業(yè)論文寫作提供更好的環(huán)境
2. British English and American English 2
2.1The history of British English 3
2.2 The history of American English 4
3. Grammar differences between British English and American English 6
3.1 Lexical differences 6
3.1.1The different use of collective nouns in their single or plural forms 7
3.1.2 Differences in verb 7
3.1.2.1 Differences in the inflectional endings of verbs 7
3.1.2.2Different use of present perfect tenses 8
3.1.2.3 Different use of transitive and intransitive verbs 8
3.1.2.4 Different use of "have" 9
3.1.3 Different use of function words 9
3.1.3.1 Different use of preposition and adverb 9
3.1.3.2 Different use of auxiliary verb 10
3.1.3.3 Differences in articles 11
3.2 Syntactical differences 12
3.2.1 Differences in compound object 12
3.2.2 Presence or absence of syntactic elements 13
3.2.3 Different use of subjunctive mood 13
4. The differences between British English and the special form of American English—Black English 14
5. The tendency of the development of British English and American English 17
6. Conclusion 17
Acknowledgements 19
References 19
1．Introduction
There is one play in the famous American TV series Friends: Ross will go to England to marry Emily, suddenly Rachel decides to show his love to Ross and goes to England either, so his friend Phoebe makes a call to tell the news to Ross and Emily, Emily’s housekeeper answers the call. The dialogue as follows:
Housekeeper: The Waltham Residence.
Phoebe: Oh...yes…is this…umm…Emily’s Parents’ house?
Housekeeper: This is the housekeeper speaking. And by the way, young lady, that is not how one addresses oneself on the telephone. First one identifies oneself and then asks for the person with whom one wishes to speak.
Phoebe: (In a British accent)This is Phoebe Buffay. I was wondering, please, if-if it’s not too much trouble, please, umm，might I speak to Miss Emily Waltham, please?
Housekeeper: Miss Waltham is at the rehearsal dinner and it’s not polite to make fun of people. Goodbye.
Phoebe: No,no,no, I’ll be nice, I swear!!! Could you just give me the number for where they are?
Housekeeper: I’m afraid, I’m not at liberty to divulge that information.
Phoebe: Ok, somebody is on their way to ruin wedding okay. And I have to warn somebody, alright. So if you don’t give me that number then I’m going to come over there and kick your snooty ass all the way to New Glocken...shire.
Housekeeper: Hangs up[1]
We can see from the above dialogue that British English is more serious and formal than American English. The American speaks at will while the Englishmen speak gently. As we all know the two major varieties of English used by people as native language are British and American English. There seems to be little differences between the two varieties but the influences are very different. On some occasion we may have some mistakes in communication, in order to help the English speakers and learners understand the two varieties better and to eliminate troubles that may prevent communication and English writing, so I will make analysis on the grammar differences between British English and American English.
2. British English and American English
Nowadays English has developed into a global language. The fact that such a large number of people all around the world speak English means that there are many dialects and varieties. The two major varieties of English used by people as native language are British and American English. As a message carrier, English fully reflects the unique culture possessed by the British and American countries. Since in Dissertations on the English Language, Noah Webster pointed out “several circumstances render a feature separation of the American tongue from the English necessary and unavoidable.”
2.1 The History of British English
English is a West Germanic language which originated from the Anglo-Frisian dialects brought to Britain by Germanic settlers from various parts of what is now northwest Germany and the northern Netherlands. Initially, Old English was a diverse group of dialects, reflecting the varied origins of the Anglo-Saxon Kingdoms of England. One of these dialects, Late West Saxon, eventually came to dominate. The original Old English language was then influenced by two waves of invasion: the first by speakers of the Scandinavian branch of the Germanic language family, who conquered and colonized parts of Britain in the 8th and 9th centuries; the second by the Normans in the 11th century, who spoke Old Norman and ultimately developed an English variety of this called Anglo-Norman. These two invasions caused English to become "mixed" to some degree, though it was never a truly mixed language in the strict linguistic sense of the word, as mixed languages arise from the cohabitation of speakers of different languages, who develop a hybrid tongue for basic communication.
Cohabitation with the Scandinavians resulted in a significant grammatical simplification and lexical enrichment of the Anglo-Frisian core of English; the later Norman occupation led to the grafting onto that Germanic core of a more elaborate layer of words from the Romance languages. This Norman influence entered English largely through the courts and government. Thus, English developed into a "borrowing" language of great flexibility, resulting in an enormous and varied vocabulary. It mainly divided into four periods.
（1）Proto-English （the 5th century AD）[2]
The languages of Germanic tribes gave rise to the English language (the Angles, Saxons, Frisians, Jutes and perhaps even the Franks), who traded and fought with the Latin-speaking Roman Empire in the centuries-long process of the Germanic peoples' expansion into Western Europe. Many Latin words for common objects entered the vocabulary of these Germanic peoples before any of their tribes reached Britain; examples include camp, cheese, cook, fork, inch, kettle, kitchen, linen, mile, mill, mint (coin), noon, pillow, pin, pound, punt (boat), street and wall. The Romans also gave the English language words which they had themselves borrowed from other languages: anchor, butter, chest, devil, dish, sack and wine.
（2）Old English（AD 450—1100）[2]
The invaders' Germanic language replaced the indigenous Brythonic languages. （form one of the two branches of the Insular Celtic language family, the other being Goidelic）The original Celtic languages remained in parts of Scotland, Wales and Cornwall. The dialects spoken by the Anglo-Saxons formed what is now called Old English. Later, it was strongly influenced by the North Germanic language Norse, spoken by the Vikings （is one of the Norse (Scandinavian) explorers, warriors, merchants, and pirates who raided and colonized wide areas of Europe from the late eighth to the early eleventh century.）who invaded and settled mainly in the north-east of England. The new and the earlier settlers spoke languages from different branches of the Germanic family; many of their lexical roots were the same or similar, although their grammars were more distinct, including the prefix, suffix and inflection patterns for many words. The Germanic language of these Old English-speaking inhabitants was influenced by contact with Norse invaders, which might have been responsible for some of the morphological simplification of Old English, including the loss of grammatical gender and explicitly marked case (with the notable exception of the pronouns). The most famous surviving work from the Old English period is a fragment of the epic poem "Beowulf" composed by an unknown poet; it is thought to have been substantially modified, probably by Christian clerics long after its composition.
（3）Middle English（AD 1066-1470）[2]
For about 300 years following the Norman Conquest in 1066, the Norman kings and their high nobility spoke only one of the langues d'oïl called Anglo-Norman, whilst English continued to be the language of the common people. Various contemporary sources suggest that within fifty years of the invasion, most of the Normans outside the royal court spoke English, with French remaining the prestige language of government and law, largely out of social inertia. For example, Orderic Vitalis, a historian born in 1075 and the son of a Norman knight, said that he learned French only as a second language. A tendency for French-derived words to have more formal connotations has continued to the present day; most modern English speakers would consider a "cordial reception" (from French) to be more formal than a "hearty welcome" (Germanic). Another example is the very unusual construction of the words for animals being separated from the words for their food products e.g. beef and pork (from the French bœuf and porc) being the products of the Germanically named animals 'cow' and 'pig'.
（4）Modern English（1500 up to the present）[2]
Modern English can be divided into two parts: early modern english(1500-1800)and late modern English. Modern English is often dated from the Great Vowel Shift, which took place mainly during the 15th century. English was further transformed by the spread of a standardized London-based dialect in government and administration and by the standardizing effect of printing. By the time of William Shakespeare (mid-late 16th century), the language had become clearly recognizable as Modern English.
English has continuously adopted foreign words, especially from Latin and Greek, since the Renaissance. (In the 17th century, Latin words were often used with the original inflections, but these eventually disappeared). As there are many words from different languages and English spelling is variable, the risk of mispronunciation is high, but remnants of the older forms remain in a few regional dialects, most notably in the West Country.
In 1755, Samuel Johnson published the first significan t English dictionary, his Dictionary of the English Language.
2.2 The history of American English
During the 17th century, or more precisely on May 14, 1607, the first English settlers landed in Virginia. This was a group of 104 London entrepreneurs and they established the first English colony in Jamestown. Later on, in 1620, the Pilgrim Fathers, settlers from England, landed in Massachusetts, and also brought the English language over the Atlantic Ocean to America and another variety of English was born, American English. This variety is the largest of all the English varieties, since as many as 70% of the native English speakers live in the US. American English has preserved a number of words and features from the English spoken in England at the time of the settlement, which have now been changed in British English.
The history of American English can be divided into the colonial (1607-1776), the national (1776-1898), and the international (1898-present) periods. During nearly four hundred years of use in North America, the English language changed in small ways in pronunciation and grammar but extensively in vocabulary and in the attitude of its speakers. English settlements along the Atlantic Coast during the seventeenth century provided the foundation for English as a permanent language in the New World. But the English of the American colonies was bound to become distinct from that of the motherland. When people do not talk with one another, they begin to talk differently. The Atlantic Ocean served as an effective barrier to oral communication between the colonists and those who stayed in England, ensuring that their speech would evolve in different directions.[3]
Americans also came cheek-to-jowl with "Amerindians" of several linguistic stocks, as well as French and Dutch speakers. They had to talk in new ways to communicate with their new neighbors. Moreover, the settlers had come from various districts and social groups of England, so there was a homogenizing effect: those in a given colony came to talk more like one another and less like any particular community in England. All these influences combined to make American English a distinct variety of the language. In the United States, there are also regional differences, and these are ultimately descendants of a mixture of accents spoken in the British Isles at the time of the settlement of America. Dialect boundaries in the US tend to run from east to west. The first immigrants settled along the Atlantic coast and they spread from east to west across the continent and took some dialect forms, for example words and pronunciation features, with them. The dialect areas in North America are much larger than they are in England, mainly because English has been spoken in England for about 1,500 years, but in America for only approximately 300 years. Because of America’s recent settlement, there has not been enough time for linguistic changes and this is why there are not so many dialect differences in this large country.
3. Grammar differences between British English and American English
English grammar is the set of rules within the English language itself. "An English grammar"(one kind of grammar system)is a specific study or analysis of these rules. In linguistics, grammar refers to the logical and structural rules that govern the composition of sentences, phrases, and words in any given natural language. The term refers also to the study of such rules, and this field includes lexicology and syntax, often complemented by phonetics, phonology, semantics, and pragmatics. I mainly make analysis on the lexical and syntactical differences between British English and American English.
3.1 Lexical Differences
Lexicology is that part of linguistics which studies words, their nature and meaning, words’ elements, relations between words (semantical relations), words groups and the whole lexicon. Lexical differences mean relating to the words’ differences of a language.
3.1.1 The different use of collective nouns in their single or plural forms
Collective nouns such as “team, faculty, family, government” often take plural verb agreement and plural pronoun substitution in Britain English, but they nearly always take singular agreement and singular pronoun substitution in American English. There is a tendency in Britain English, to stress the individuality of the members, which is reflected in plural verb agreement and pronoun substitution, whereas American English Strongly tends to stress the unitary function of the group, which is reflected in singular verb and pronoun forms.[4] 6
Some examples:
Your team is doing well this year, isn’t it? (AmE)
Your team are doing well this year, aren’t they? (BrE)
3.1.2 Differences in Verb
In syntax, a verb is a word (part of speech) that usually denotes an action (bring, read), an occurrence (decompose, glitter), or a state of being (exist, stand). Depending on the language, a verb may vary in form according to many factors, possibly including its tense, aspect, mood and voice. It may also agree with the person, gender, and/or number of some of its arguments (subject, object).
3.1.2.1 Differences in the Inflectional Endings of Verbs
The past tense and past participle of the verbs are different in BrE and AmE.
The past tense and past participle of the verbs learn, spoil, spell, burn, dream, smell, spill, leap, and others, can be either irregular (learnt, spoilt, etc.) or regular (learned, spoiled, etc.). In BrE, the irregular and regular forms are current; in some cases (smelt, leapt) there is a strong tendency towards the irregular forms (especially by speakers using Received Pronunciation); in other cases (dreamed, leaned, learned) the regular forms are somewhat more common. In AmE, the irregular forms are never or rarely used (except for burnt and leapt).
Nonetheless, as with other usages considered nowadays to be typically British, the t endings are often found in older American texts. However, usage may vary when the past participles are actually adjectives, as in burnt toast.( Note that the two-syllable form learned ['lə:nid] usually written simply as learnt, is still used as an adjective to mean "educated", or to refer to academic institutions, in both BrE and AmE.)Finally, the past tense and past participle of dwell and kneel are more commonly dwelt and knelt on both sides of the Atlantic, although dwelled and kneeled are widely used in the US (but not in the UK).
In British English, the past tense of “get’’ is “got”, while American English usually use its past participle “gotten”.
For example,
A. John has got much better during the last week. (BrE)
B. John has gotten much better during the last week. (AmE)
According to the custom that British English usually uses “got” while American English “gotten”, we can quickly tell the nationality of the speaker. The former is British and the later is American. When Americans use “got”, they mean “own, possess and dominate”, such as the following two examples:
They’ve got no pride.
I’ve got plenty of material if I can just handle it.
3.1.2.2 Different use of present perfect tenses
Traditionally, BrE uses the present perfect tense to talk about an event in the recent past(express an action that has occurred in the recent past that has an effect on the present moment) and with the words already, just, and yet. For example:
British English:[5]
I've just had lunch
I've already seen that film
Have you finished your homework yet?
American English:[5]
I just had lunch or I've just had lunch.
I've already seen that film OR I already saw that film.
Have your finished your homework yet? Or did you finish your homework yet?
In American usage, these meanings can be expressed with the present perfect (to express a fact) or the simple past (to imply an expectation). This American style has become widespread only in the past 20 to 30 years; the British style is still in common use as well. In British English the present perfect is used to.
"I've just arrived home." / "I just arrived home."
"I've already eaten." / "I already ate." [6]
Recently, the American use of just with simple past has made inroads into BrE, most visibly in advertising slogans and headlines such as "Cable broadband just got faster".
Similarly, AmE occasionally replaces the pluperfect with the preterite. Also, US spoken usage sometimes, especially with the contracted forms, substitutes the conditional for the pluperfect (If I would have cooked the pie we could have had it for lunch), but this tends to be avoided in writing.[6]
3.1.2.3 Different use of transitive and intransitive verbs
The following verbs show differences in transitivity between BrE and AmE.[6]
agree: transitive or intransitive in BrE, usually intransitive in AmE (agree a contract/agree to or on a contract). However, in formal AmE legal writing one often sees constructions like as may be agreed between the parties (rather than as may be agreed upon between the parties).
appeal(as a decision): usually intransitive in BrE (used with against) and transitive in AmE (appeal against the decision to the Court/appeal the decision to the Court).
cater("to provide food and service"): intransitive in BrE, transitive in AmE (to cater for a banquet/to cater a banquet).
claim: sometimes intransitive in BrE (used with for), strictly transitive in AmE.
protest: in the sense of "oppose", intransitive in BrE, transitive in AmE (The workers protested against the decision/The workers protested the decision). The intransitive protest against in AmE means, "to hold or participate in a demonstration against". The older sense "proclaim" is always transitive (protest one's innocence).
write: in BrE, the indirect object of this verb usually requires the preposition to, for example, I'll write to my MP or I'll write to her (although it is not required in some situations, for example when an indirect object pronoun comes before a direct object noun, for example, I'll write her a letter). In AmE, write can be used monotransitively (I'll write my congressman; I'll write him).
3.1.2.4 Different use of “have”.
British English usually uses “Have you any children?” or “Have you got any
children?” while Americans commonly express the same meaning with “Do you have any children?”Let us see some other examples.
How many brothers do you have? (AmE)
How many brothers have you? (BrE)
You don’t have much room here. (AmE)
You haven’t (got) much room here. (BrE)
3.1.3 Different use of function words
Function words (or grammatical words) are words that have little lexical meaning or have ambiguous meaning, but instead serve to express grammatical relationships with other words within a sentence, or specify the attitude or mood of the speaker. Words that are not function words are called content words (or lexical words): these include nouns, verbs, adjectives, and most adverbs, although some adverbs are function words (e.g., then and why). Dictionaries define the specific meanings of content words, but can only describe the general usages of function words. By contrast, grammars describe the use of function words in detail, but treat lexical words in general terms only. Now I will compare the different use of function words in BrE and AE in detail as follows.
3.1.3.1 Different use of preposition and adverb
Differences between British and American English in prepositions are shown in the following two aspects: (1) different use of prepositions in the construction of phrases; (2) when using phrases, one will use a preposition while the other will omit it.
(1)Let us first review the different use of prepositions.
Your daughter’s name stands first in the list. (BrE)
Your daughter’s name stands first on the list. (AmE)
These dresses are in a sale. (BrE)
These dresses are on sale. (AmE)
He will come here at a quarter to three. (BrE, AmE)
He will come here at a quarter before /of / till three. (AmE)
She lives just round the corner (BrE).[7]4
She lives just around the corner (AmE).
Similarly, “five past nine” can be expressed in American English by “five after nine” or “nine five”. In front of “weekend” and “Christmas”, British English uses “at” or “over”, while American English adopts “over” or “on”.
At the weekend / Christmas (BrE)
Over the weekend / Christmas (BrE, AmE)
On the weekend / Christmas (AmE)
(2) Omitting preposition[8]2
In British English, before “day”, “week” or “certain day”, preposition “on” shall be used, while it is not so in American English.
The new term begins on September 1. (BrE)
The new term begins September 1. (AmE)
I’ll see you on Monday. (BrE)
I’ll see you Monday. (AmE)
In American English, when “home” is used as an adverb, the preposition “at” is not needed. But, in British English, “at” is required before “home”. Hence, “at home” is used in British English.
Is he home? (AmE)
Is he at home? (BrE)
3.1.3.2 Different use of auxiliary verb
In linguistics, an auxiliary is a verb functioning to give further semantic or syntactic information about the main or full verb following it. There are three types: Modal auxiliaries，have and go.
No matter in the frequency or the tendency of auxiliary verb, AmE differs from BrE. Their differences are stated as follows:.
(1)shall
Shall in BrE, is widely used in the fist person to raise questions, answer questions ,or to express future, while in AmE it is only used in the law file or informal style paper. In formal style paper, people usually use will or should. Such as:
Br.E:1)I shall tell you later.
Am.E:1)I will tell you later.
2)Shall I drink this now?
2)Should I drink this now?
(2)would[9]2
Would has two special usages in AmE, firstly it can show the usual action in the past. such as: When I was small, I would go there everyday.
However in BrE, the past tense or used to can express the past uaual action, therefore in BrE the above sentence should be changed into: When I was small, I went there everyday. Or When I was wmall, I used to go there everyday.
Secondly, would in AmE can express hypothesis in some informal language, quite like a kind of subjunctive mood, however in BrE not.
Try to compare:
Am.E:1)I wish I would have done it.
2)If I would have seen one, I would have bought it for you.
Br.E(it also the same with AmE):1)I wish I had done it.
2)If I had seen one, I would have bought it for you.
In Br.E, “would” and “will” can express suppose, while in Am.E the auxiliary verb “should” and “must” express supposition. Try to compare:
Br.E:1)That will be the postman at the door.
2)That would be zhongshan Road over there.
Am.E: 1)That must be (should be)the mailman at the door.
2)That should be(must be)Zhongshan Rood over there.
(3)used to
“Used to” in AmE is not seen as Modal auxiliary, but seen as notional word. To the opposite, in Br.E, used to is just seen as modal auxiliary, can offer or deny questions, also can be used as notional word but people use “do” to offer or deny questions. For example:
1)He used to go there.(notional verb)
Did he use to go there.(notional verb)
2)Used he to go there.(auxiliary verb)
He used not to go there.(auxiliary verb)
(4)ought to[9]6
“Ought to” is widely used in BrE to raise or deny questions, but in AmE use “should” to substitute for it, such as:
Br.E:1)Ought we to eat lunch?
Am.E:1)Should we eat lunch?
2)You ought not(oughtn’t) to have said that. 2)You shouldn’t have said that.
In AmE, ought to and used to are all used as notional verbs in the informal papers and such forms are said to be not standard forms. For example:
1)Did you ought to say that?
2)You didn’t ought to have said that.
(5) Different use of the indefinite pronoun “one”
In BrE we can use “one” to indicate the “one” of the former writing again while in AmE we usually use “he” or “his” to instead the “one” of the former writing. For instance:
One cannot succeed unless one works hard.(BrE)
One cannot succeed unless he works hard.(AmE)
3.1.3.3 Differences in articles[19]
(1)The omitting of articles
Most phrases of British English have articles, while those of American English do not have. The “the” in the standard expressions in British English “all the afternoon”, “all the winter”, “all the week”, “this time of the year”, ect. But the articles are usually omitted in American English. For example:
The swimming pools are open all summer.
I’ll be here all afternoon.
He has been gone all week.
British English will use articles in front of “sickness”, “river” and etc., while American English does not. For example,
British English expresses in the form of “the measles”, “the mumps”, “the flu”, “the Niagara Falls” and “the Black Creek”, while American English says “measles”, “mumps”, “flu”, “Niagara Falls” and “Black Creek”.
However, there are exceptions. In some expressions, British English does not use articles, while American English does.
BrE AmE
Go into hospital Go into the hospital
In hospital In the hospital
At university At the university
Sentences are as follows:
Next day, the rain began. (BrE)
The next day, the rain began. (AmE)
In future, I’d like you to pay more attention to detail. (BrE)
In the future, I’d like you to pay more attention to detail. (AmE)
(2) The position of articles
British English and American English are different from each other in the use of “a” or “an” with “half”. In British English, “a” follows “half”, for example, “half a dozen”, “half an hour”, “half a mile”, and “half a pound”. In American English, “a” is put in front of “half”, for example, “a half dozen”, “a half hour”, “a half mile” and “a half pound”.
3.2 Syntactical differences
Syntax is the study of the principles and rules for constructing sentences in natural languages. The sentence is the highest rank of grammatical unit. Based on one or more than one clause, the sentence is also the basic linguistic unit of connected discourse; it can stand alone and perform a function in social communication. Thus, a sentence can be defined as a grammatical unit that can perform a communicative function. I will explain the syntactic differences as follows.
3.2.1Differences in compound object[20]
The Verb“ -to do” usually used as compound object in British English, While past participle or past participle phrase mostly used as compound object in American English. Try to compare:
1)He also had ordered his luggage to be labeled for crew.(Bronte.) (BrE)
2)Last year an American hotel manager ordered his quests evacuated after an anonymous bomb threat.(AmE)
3)I have a roll that was in dead storage during the war which I ordered put back in running order. (O' Hara) (AmE)
The two compound structures (compound object with past participle and compound object with –to do) are both used in the BrE and AmE, while the AmE use compound object more frequent ly than BrE. However, there are some differences in the routine usage of Verb related to this phrase structure. The verb “to order” usually linked with the compound structure with past participle in AmE, but linked with the compound structure with “verb -to do” in BrE.
3.2.2 Presence or absence of syntactic elements[11]
Where a statement of intention involves two separate activities, it is acceptable for speakers of AmE to use to go plus bare infinitive. Speakers of BrE would instead use to go and plus bare infinitive. Thus, where a speaker of AmE might say I'll go take a bath, BrE speakers would say I'll go and have a bath. (Both can also use the form to go to instead to suggest that the action may fail, as in He went to take/have a bath, but the bath was full of children.) Similarly, to come plus bare infinitive is acceptable to speakers of AmE, where speakers of BrE would instead use to come and plus bare infinitive. Thus, where a speaker of AmE might say come see what I bought, BrE speakers would say come and see what I've bought (notice the present perfect tense: a common British preference).
As to whether a preposition is used before days denoted by a single word, British people would say she resigned on Thursday, while Americans often say she resigned Thursday, but both forms are common in American usage. Occasionally, in AmE the preposition is also absent when referring to months: I'll be here December (although this usage is generally limited to colloquial speech).But, it will say “I’ll be here on December.” in BrE.
In the UK, from is used with single dates and times more often than in the United States. Where British speakers and writers may say the new museum will be open from Tuesday, Americans most likely say the new museum will be open starting Tuesday. (This difference does not apply to phrases of the pattern from A to B, which are used in both BrE and AmE.) A variation or alternative of this is the most American will say “the play opens Tuesday” and the most British will say “the play opens on Tuesday”. American legislators and lawyers always use the preposition of between the name of a legislative act and the year it was passed, while their British colleagues do not. We can see such differences by making comparison between Americans with Disabilities Act of 1990 and Disability Discrimination Act 1995.
3.2.3 Different use of subjunctive mood
The subjunctive mood used more in AmE than in BrE, which is mainly used in the formal style paper.
In subjunctive mood, American English will rarely reserve traditional subjunctive words.
I suggest that meeting be postponed. (AmE)
I suggest that meeting should be postponed. (BrE)
I wish I had done it. (AmE)
I wish I would have done it. (BrE)
4. The grammatical differences between British English and the special form of American English—Black English
Black English also called African American Vernacular English which is an African American variety (dialect, ethnolect and sociolect) of American English.There are four points in which black English differs from British English.
1)Negation
In addition, negatives are formed differently from standard American English:
Use of ain't as a general negative indicator. It can be used where Standard English would use am not, isn't, aren't, haven't and hasn't, a trait which is not specific to AAVE. However, in marked contrast to other varieties of English in the U.S., some speakers of AAVE also use ain't instead of don't, doesn't, or didn't (e.g., I ain't know that).[14] Ain't had its origins in common English, but became increasingly stigmatized since the 19th century. See also amn't.
Negative concord, popularly called "double negation", as in I didn't go nowhere; if the sentence is negative, all negatable forms are negated. This contrasts with Standard English, where a double negative is considered a positive (although this wasn't always so; see double negative). There is also "triple" or "multiple negation", as in the phrase I don't know nothing about no one no more, which would be "I don't know anything about anybody anymore" in Standard English.
In a negative construction, an indefinite pronoun such as nobody or nothing can be inverted with the negative verb particle for emphasis (eg. Don't nobody know the answer, Ain't nothin' goin' on.)
While these are features that AAVE has in common with Creole languages,[15] Howe and Walker use data from early recordings of African Nova Scotian English, Samaná English, and the recordings of former slaves to demonstrate that negation was inherited from nonstandard colonial English.
Some of these characteristics, notably doubl e negatives and the omission of certain auxiliaries such as the has in has been are also characteristic of general colloquial American English.
2)The omission of copula in black English
You crazy! ("You're crazy") or She my sister ("She's my sister"). The phenomenon is also observed in questions: Who you? ("Who're you?") and Where you at? ("Where are you (at)?"). On the other hand, a stressed is cannot be dropped: She is my sister.
Only the forms is and are (the latter of which, in any case, is often replaced by is) can be omitted. These forms cannot be omitted when they are pronounced with a stress (whether or not the stress serves specifically to impart an emphatic sense to the verb's meaning).
These forms cannot be omitted when the corresponding form in Standard English cannot show contraction (and vice-versa). For example, I don't know where he is cannot be reduced to (BrE) I don't know where he because in Standard English the corresponding reduction I don't know where he's is likewise impossible. (Though I don't know where he at is possible.) Possibly some other minor conditions apply as well.[16]
3)Present-tense verbs uninflected for number/person
there is no -s ending in the present-tense third-person singular. Example: She write poetry ("She writes poetry"). Similarly, was is used for what in standard English are contexts for both was and were.[17]
4)The word it or is denoting the existence of something
This usage is equivalent to Standard English there in "there is", or "there are". It is also found in the English of the US South. Examples its a doughnut in the cabinet ("There's a doughnut in the cabinet") and It ain't no spoon ("There isn't a spoon", also "They ain't no spoon").[17]
5) Altered syntax in questions
Why they ain't growin'? ("Why aren't they growing?") and Who the hell she think she is? ("Who the hell does she think she is?") lack the inversion of standard English. Because of this, there is also no need for the auxiliary DO.[18]
To put it simply, we can summarize the grammatical differences between British and American daily English as follows[19]:
(1) Sometimes, British and American English use different grammatical forms to express the same meaning;
(2) Sometimes, the same grammatical form expresses different meanings in British and American English;
(3) In some structures, either British English or American English will use integrated grammatical form, while the other adopts the omitted form;
(4) Sometimes, American and British English use the same grammatical form to express the same concept and meaning.
However, one of them may have another expression form, while the other does not. We could only avoid misunderstanding by paying attention to those differences in our study.
5. The tendency of the development of British English and American English
The English language changes as the rapid development of politics, economic, culture in Britain and American. After it goes through the three periods (old English, middle English and modern English),it also changes everyday, especially in the related ten years, the changes of English becomes more obvious. Although the English structure is not as obvious as the lexical development, it does not ignore. On the aspect of grammar, English experience the changes from the verb inflections of old English to use word in order to express meaning in the past 1500years, and English also become analytic language from synthetic language. Such experience makes English flexible, meanwhile it also broke the traditional grammar frame, the former disagreed rules transferred into acceptable English even native English. The speed on renewing lexical words is very fast.
On the whole, British English and American English fuse with each other, and they tend to be brief, clear and more flexible for use.
6．Conclusion
As the globalization and information world developed, more and more people from different countries use the same language―English to communicate and exchange ideas with each other. The above discussion about grammar difference between British English and American English is what I have found and concluded. Although there are many differences in detailed aspects in the use of daily British and American English, they are similar to each other in most of aspects. Therefore, they shall only be considered as different forms of the same language rather than two different languages. In addition, we cannot say which one is better or advanced. Any judgment or opinion that “British English is better or worse than American English” is biased. The purpose of this paper is to help English learners understand the two varieties better and eliminate some mistakes caused in communication or paper writing.
The differences between the British English and American English are caused by politics, economy, social life, culture, and geography. American English developed from British English, but it differs from British English. All in all, sinc e English is characterized by its huge vocabulary, great tolerance, and conciseness, it leaves little room for argument that English will be well on its way to be a diversified common language.
Acknowledgements
My initial thanks go to my supervisor Zhu Min, who patiently supervised my dissertation and was at times very willing to offer me illuminating advice or suggestions. Without her help, I could not have finished this dissertation.
I am also indebted to other teachers and my classmates who have not only offered me their warm encouragements but also shared with me their ideas and books. They are Mao Can、Gao YunPing and many others.
My greatest personal debt is to my grandparents and parents, who have cultivated a soul of sensitivity, hospitality, and honesty out of me, and offered a harbor of happiness and sweetness for me.
The remaining weakness and possible errors of the dissertation are entirely my own.
References
[1] 周樂, 美式英語與英式英語比較與分析[J]. 湖南商學(xué)院外語系,2008.
[2] Wikipedia Contributors
en.wikipedia.org/wiki/History_of_the_English_language
[3] blog.languagetranslation.com/public/item/118655
[4] 王振明和公麗艷，英式英語與美式英語的差異[J]. 山東教育學(xué)院學(xué)報,2002.
[5] esl.about.com/od/toeflieltscambridge/a/dif_ambrit.htm
[6]en.wikipedia.org/wiki/American_and_British_English_differences#Use_of_tenses
[7] 孟憲友，英語與美語的差別對比研究[J]. 廣州大學(xué)外國語學(xué)院英語系,2002.
, Jour.of N.W. SCI-TECH Uni.of Agri.and Fore,2001.
, Journal of Shijiazhuang Teachers College,2001
, Journal of Wuhu Vocational Institute of Technology,2007
[11]Wikipedia Contributors
en.wikipedia.org/wiki/American_and_British_English_differences
, Journal of Hunan Agricultural University(Social Sciences), 2007
[13]張振邦,新編語法教程[M].上海,上海教育出版社,1993
, Philadelphia: University of Pennsylvania Press
[15] Winford, Donald (1992), "Back to the past: The BEV/creole connection revisited", Language Variation and Change 4 (3): 311-357
[16] Geoff Pullum, "Why Ebonics Is No Joke" Lingua Franca transcript, 17 October 1998, Australian Broadcasting Corporation.
[17] en.wikipedia.org/wiki/African_American_Vernacular_English#Negation
[18] Green, Lisa J., African American English: A Linguistic Introduction[M], Cambridge: Cambridge University Press, 2002
小學(xué)生活潑好動，喜愛表演、善于模仿，要讓學(xué)生快樂學(xué)習(xí)，就必須要順應(yīng)學(xué)生的天性，這樣所設(shè)計的教學(xué)活動才能贏得學(xué)生的認(rèn)可，引發(fā)學(xué)生的關(guān)注，激起學(xué)生內(nèi)心強烈的參與熱情，從而使學(xué)生展開快樂而主動的學(xué)習(xí)活動。運用課本劇表演，既符合小學(xué)生的天性，同時又符合語言學(xué)習(xí)規(guī)律，這正是激發(fā)學(xué)生學(xué)習(xí)興趣，引導(dǎo)學(xué)生主動參與的重要途徑。為此在教學(xué)中我們要為學(xué)生提供與創(chuàng)造更多參與課本劇表演的機會，讓學(xué)生在生動的表演中來學(xué)習(xí)新知，復(fù)習(xí)舊知，在運用中提高聽說水平。
（一）圍繞教材上的短文進行角色扮演
教材上有許多對話性強、情節(jié)性強的短文，我們可以讓學(xué)生來扮演不同的角色，分角色進行短文的朗讀與表演。這樣的活動深受學(xué)生的喜愛與歡迎，為了更好地進行表演，學(xué)生會非常認(rèn)真地記臺詞，這樣的學(xué)習(xí)沒有強迫與被迫，完全是發(fā)自內(nèi)心的。這樣學(xué)生更能感受到學(xué)習(xí)的樂趣，更能取得事半功倍的效果。
（二）選取學(xué)生所感興趣的話題
自主創(chuàng)編小學(xué)生有著豐富的想象力與表現(xiàn)力，為了更充分地發(fā)揮學(xué)生學(xué)習(xí)的主觀能動性，展現(xiàn)學(xué)生的個性，挖掘?qū)W生的潛能，引導(dǎo)學(xué)生進行創(chuàng)造性認(rèn)知活動，增強學(xué)生創(chuàng)新意識，培養(yǎng)學(xué)生創(chuàng)造性思維，我們可以選取學(xué)生所感興趣或是熟悉的話題，來讓學(xué)生進行情景劇的自主創(chuàng)編與表演。這樣的活動擺脫了各種限制，給予了學(xué)生更大的展現(xiàn)自我的舞臺與空間，學(xué)生的思維得以激活，個性得以展現(xiàn)，各小組創(chuàng)編出了許多精彩的劇情，表演也是繪聲繪色。實踐證明，讓學(xué)生表演情景劇，更能激起學(xué)生參與的激情與動力，課堂教學(xué)氛圍更活躍，學(xué)生的思維更活躍，教學(xué)參與度更高，學(xué)生在表演中真正地掌握了語言的精髓，更加利于學(xué)生英語語言綜合運用水平的提高。
二、引入音樂元素，在唱歌中學(xué)習(xí)
音樂是一種訴諸于人類聽覺的藝術(shù)，以特殊的方式來傳遞信息，更能與聽者產(chǎn)生情感共鳴，更能打動人，具有強烈的感染力。將音樂引入英語教學(xué)中，更能讓這門語言學(xué)科更加富有生命的活力，從而讓學(xué)生在快樂的學(xué)唱中將知識內(nèi)化為能力。
（一）播放經(jīng)典英文歌曲
借助現(xiàn)代教學(xué)設(shè)備來為學(xué)生精心挑選通俗易懂的英文經(jīng)典歌曲與影視劇插曲等，以歌曲歡快的節(jié)奏與韻律來增強動感與趣味，讓學(xué)生在愉悅的氛圍中來展開快樂學(xué)習(xí)。同時也可以讓學(xué)生從另一角度來學(xué)習(xí)英語；而且能夠幫助學(xué)生糾正不正確的發(fā)音，增強學(xué)生的語感，這樣更加利于學(xué)生英語學(xué)習(xí)活動的展開。
（二）老歌新唱
在我國，很多應(yīng)用型本科院校都是由一些地方性本科院校轉(zhuǎn)型發(fā)展而來的，因此應(yīng)用型本科商貿(mào)類專業(yè)的創(chuàng)新創(chuàng)業(yè)教育目前還存在很多問題，也還處在起步和探索階段。具體來說，應(yīng)用型本科商貿(mào)類專業(yè)在開展創(chuàng)新創(chuàng)業(yè)教育的過程中存在的主要問題有以下幾點。
1．1創(chuàng)新創(chuàng)業(yè)教育觀念相對落后
由于在我國很多應(yīng)用型本科院校都是由一些地方性本科院校轉(zhuǎn)型發(fā)展而來，所以很多應(yīng)用型本科院校對創(chuàng)新創(chuàng)本科商貿(mào)類專業(yè)在創(chuàng)新創(chuàng)業(yè)教育的過程中只重視創(chuàng)新創(chuàng)業(yè)知識的普及和創(chuàng)新創(chuàng)業(yè)技能的傳授，卻忽視了對學(xué)生創(chuàng)新創(chuàng)業(yè)意識和創(chuàng)新創(chuàng)業(yè)基本能力的培養(yǎng)。學(xué)生在接受創(chuàng)新創(chuàng)業(yè)教育的過程中也普遍存在一些錯誤的認(rèn)識，認(rèn)為創(chuàng)新創(chuàng)業(yè)教育主要是針對那些想創(chuàng)業(yè)的學(xué)生開展的，只會對想創(chuàng)業(yè)的學(xué)生有幫助，在觀念上沒有把創(chuàng)新創(chuàng)業(yè)教育當(dāng)成是應(yīng)用型本科商貿(mào)類專業(yè)的通識教育。
1．2創(chuàng)新創(chuàng)業(yè)教育與人才培養(yǎng)模式?jīng)]有有機地融合
由于創(chuàng)新創(chuàng)業(yè)教育觀念相對落后，所以應(yīng)用型本科商貿(mào)類專業(yè)在人才培養(yǎng)的過程中沒有真正將創(chuàng)新創(chuàng)業(yè)教育的理念融人到商貿(mào)類專業(yè)的人才培養(yǎng)的體系之中。在很多應(yīng)用型本科商貿(mào)類專業(yè)，創(chuàng)新創(chuàng)業(yè)教育往往以相對孤立的形式開展，隨意性強，缺乏統(tǒng)一的規(guī)劃，屬于學(xué)生第二課堂的拓展，創(chuàng)新創(chuàng)業(yè)教育與人才培養(yǎng)模式?jīng)]有實現(xiàn)有機地融合。
1．3創(chuàng)新創(chuàng)業(yè)教育的課程設(shè)置與教學(xué)方法亟待改革
應(yīng)用型本科商貿(mào)類專業(yè)目前尚未形成系統(tǒng)的創(chuàng)新創(chuàng)業(yè)教育課程體系，雖然很多專業(yè)已經(jīng)開設(shè)了一些創(chuàng)新創(chuàng)業(yè)課程，但這些課程相對零散、不成體系，和專業(yè)課程體系相脫節(jié)。在具體實施的過程中，應(yīng)用型本科商貿(mào)類專業(yè)已開設(shè)的創(chuàng)新創(chuàng)業(yè)教育課程往往是以課堂講授或獨立講座的形式進行教學(xué)，沒有真正將學(xué)生作為學(xué)習(xí)的主體，缺乏對學(xué)生自主性和創(chuàng)造性的引導(dǎo)與激勵。
1．4創(chuàng)新創(chuàng)業(yè)教育師資隊伍薄弱
在我國高校中，由于創(chuàng)新創(chuàng)業(yè)教育起步較晚，很多高校特別是一些地方性應(yīng)用型本科院校創(chuàng)新創(chuàng)業(yè)教育師資極度缺乏。很多應(yīng)用型本科商貿(mào)類專業(yè)沒有專門的創(chuàng)新創(chuàng)業(yè)師資，平時創(chuàng)新創(chuàng)業(yè)教育的授課、講座、輔導(dǎo)都是由一些專業(yè)老師或臨時從校外聘請的企業(yè)專家客串，雖然他們具有相對豐富的專業(yè)知識，有的也具有十分豐富的實踐經(jīng)驗，但是由于他們?nèi)狈ο到y(tǒng)的創(chuàng)新創(chuàng)業(yè)知識，也沒有實際的創(chuàng)業(yè)經(jīng)驗，所以在指導(dǎo)學(xué)生創(chuàng)新創(chuàng)業(yè)時對學(xué)生的幫助十分有限。
1．5校內(nèi)外創(chuàng)新創(chuàng)業(yè)基地建設(shè)嚴(yán)重滯后
由于很多應(yīng)用型本科院校在轉(zhuǎn)型之前都是一些地方性的本科院校，他們在過去長期發(fā)展的過程中一般偏重于理論教學(xué)，往往忽視了學(xué)生實踐能力的培養(yǎng)，一般也不重視校內(nèi)外實踐教學(xué)基地的建設(shè)。由于我國應(yīng)用型本科和創(chuàng)新創(chuàng)業(yè)教育都還處于起步階段，所以很多應(yīng)用型本科商貿(mào)類專業(yè)十分缺乏校內(nèi)外創(chuàng)新創(chuàng)業(yè)基地，校內(nèi)外創(chuàng)新創(chuàng)業(yè)基地活動的開展。
1．6創(chuàng)新創(chuàng)業(yè)實踐活動形式單一
由于很多應(yīng)用型本科商貿(mào)類專業(yè)缺乏校內(nèi)外創(chuàng)新創(chuàng)業(yè)基地，所以他們在開展創(chuàng)新創(chuàng)業(yè)教育的過程中往往以理論授課、講座為主，創(chuàng)新創(chuàng)業(yè)實踐活動相對很少，即使有大多形式也比較單一。很多學(xué)校創(chuàng)新創(chuàng)業(yè)實踐活動的主要形式就是舉辦創(chuàng)新創(chuàng)業(yè)大賽，撰寫創(chuàng)新創(chuàng)業(yè)計劃書，由于缺乏相應(yīng)的資金、場地條件，學(xué)生很多很好的創(chuàng)新創(chuàng)業(yè)計劃無法落地開展，因為缺乏親身實踐的體驗學(xué)生創(chuàng)新創(chuàng)業(yè)的綜合素質(zhì)很難得到很大的提高。
2應(yīng)用型本科商貿(mào)類專業(yè)加強創(chuàng)新創(chuàng)業(yè)教育的
2．1樹立正確的創(chuàng)新創(chuàng)業(yè)教育觀念
應(yīng)用型本科商貿(mào)類專業(yè)在加強創(chuàng)新創(chuàng)業(yè)教育的過程中，首先應(yīng)該樹立正確的創(chuàng)新創(chuàng)業(yè)教育觀念。應(yīng)用型本科商貿(mào)類專業(yè)旳創(chuàng)新創(chuàng)業(yè)教育應(yīng)結(jié)合高素質(zhì)應(yīng)用型人才培養(yǎng)目標(biāo)的定位和每個專業(yè)自身的特點來開展，在開展創(chuàng)新創(chuàng)業(yè)教育的過程中不僅要重視創(chuàng)新創(chuàng)業(yè)知識的普及和創(chuàng)新創(chuàng)業(yè)技能的傳授，同時也要重視對學(xué)生創(chuàng)新創(chuàng)業(yè)意識和創(chuàng)新創(chuàng)業(yè)基本能力的培養(yǎng)，要改變“創(chuàng)新創(chuàng)業(yè)教育就是為了培養(yǎng)成功的創(chuàng)業(yè)者、企業(yè)家＂這樣的片面觀念，要把創(chuàng)新創(chuàng)業(yè)教育當(dāng)成是應(yīng)用型本科商貿(mào)類專業(yè)的通識教育，要充分認(rèn)識到創(chuàng)新創(chuàng)業(yè)教育對應(yīng)用型本科商貿(mào)類專業(yè)培養(yǎng)高素質(zhì)應(yīng)用型創(chuàng)新創(chuàng)業(yè)人才的重要意義。
2．2構(gòu)建融合創(chuàng)新創(chuàng)業(yè)教育的創(chuàng)新人才培養(yǎng)模式
應(yīng)用型本科商貿(mào)類專業(yè)在加強創(chuàng)新創(chuàng)業(yè)教育的過程中，要將創(chuàng)新創(chuàng)業(yè)教育納人到商貿(mào)類專業(yè)的人才培養(yǎng)體系之中。應(yīng)用型本科商貿(mào)類專業(yè)要不斷進行人才培養(yǎng)模式的改革，要將創(chuàng)新創(chuàng)業(yè)教育與學(xué)業(yè)教育相融合，要將創(chuàng)新創(chuàng)業(yè)的實踐活動真正融人到應(yīng)用型本科商貿(mào)類專業(yè)的專業(yè)實踐活動之中，通過統(tǒng)一的規(guī)劃，實現(xiàn)創(chuàng)新創(chuàng)業(yè)教育與人才培養(yǎng)模式有機地融合，從而構(gòu)建應(yīng)用型本科商貿(mào)類專業(yè)融合創(chuàng)新創(chuàng)業(yè)教育的創(chuàng)新人才培養(yǎng)模式。
2．3不斷深化創(chuàng)新創(chuàng)業(yè)教育課程體系與教學(xué)方法的改革
關(guān)鍵詞 本科 應(yīng)用型人才 人才培養(yǎng) 人文素質(zhì)教育
中圖分類號：G642 文獻標(biāo)識碼：A
Talking about the Humanistic Quality Education in
Undergraduate Application Personnel Training
GUO Xia, SONG Dali
(Department of Literature and Law, Shandong University of Science and Technology, Taian, Shandong 271021)
Abstract Applied talents should reflect the harmony unity of knowledge, ability and quality. The education of undergraduate applied talents not only include the inculcation of professional theory, vocational skills training, but also including the cultivation of humanistic qualities. To this end, the path can choose to optimize the structure of courses, the creation of a "people-oriented" teaching model to create a campus humanities and cultural environment, improve the humanistic quality of teachers.
Key words undergraduate; application personnel; personnel training; humanistic quality education
0 引言
隨著我國高等教育大眾化的實現(xiàn)，圍繞高等學(xué)校應(yīng)用型人才培養(yǎng)的研究在實踐中也逐漸展開。如對國外應(yīng)用型人才培養(yǎng)先進經(jīng)驗的歸納和介紹；對應(yīng)用型人才的涵義、特征、分類、能力結(jié)構(gòu)的分析和闡釋；對“人才培養(yǎng)模式”概念的討論和厘定以及對應(yīng)用型人才培養(yǎng)模式構(gòu)建的理論性探討等；由此產(chǎn)生了比較豐碩的研究成果，也推動著高等學(xué)校應(yīng)用型人才培養(yǎng)的實際工作。但我們發(fā)現(xiàn)，如何在本科應(yīng)用型人才培養(yǎng)過程中強化人文素質(zhì)教育，或者說如何在本科應(yīng)用型人才培養(yǎng)模式下全面彰顯“育人為本”這一現(xiàn)代教育理念，在以往眾多的研究中還鮮有涉及。
《國家中長期教育改革和發(fā)展規(guī)劃綱要（2010-2020年）》明確要求“牢固確立人才培養(yǎng)在高校工作中的中心地位……重點擴大應(yīng)用型、復(fù)合型、技能型人培養(yǎng)規(guī)模，”并強調(diào)提出教育以“育人為本”的工作方針。據(jù)此，以科學(xué)發(fā)展觀為指導(dǎo)，以高等教育大眾化為時代背景，繼續(xù)深入進行本科應(yīng)用型人才培養(yǎng)模式的研究，圍繞本科應(yīng)用型人才應(yīng)具有的基本素質(zhì)和能力，論證人文素質(zhì)教育在本科應(yīng)用型人才成長中的必要性，探索實施人文素質(zhì)教育的具體路徑，以不斷創(chuàng)新和完善本科應(yīng)用型人才的培養(yǎng)理念和培養(yǎng)模式，對于全面提高高等教育的人才培養(yǎng)質(zhì)量具有重要且積極的意義。
1 本科應(yīng)用型人才應(yīng)具有的基本素質(zhì)和能力
1.1 本科應(yīng)用型人才的基本特征界定
一般來說，應(yīng)用型人才是指能夠熟練地將專業(yè)知識和技能應(yīng)用于所從事的專業(yè)社會實踐的一種專門人才類型。應(yīng)用型人才一般又分為?？坪捅究苾蓚€層次，兩個層次的人才特質(zhì)又各有不同。應(yīng)用型專科人才主要是指具有相關(guān)專業(yè)知識和操作技能的專門人才，其基本專業(yè)知識主要轉(zhuǎn)化為實際動手操作的能力；而本科應(yīng)用型人才在知識層面上更加注重應(yīng)用性知識的掌握，在能力層面上更加注重適應(yīng)能力和實踐能力的發(fā)揮，同時又具有較強的創(chuàng)新和創(chuàng)業(yè)精神與能力。
應(yīng)用型人才與其他類型人才相比也具有明顯的特點。如，應(yīng)用型人才與學(xué)理（研究）型人才的區(qū)別在于，應(yīng)用型人才更加突出應(yīng)用性，即依托一定的學(xué)科平臺，具有較強的實踐能力；應(yīng)用型人才與高職高專（實用）型人才也不相同，應(yīng)用型人才更加具備以通識為基礎(chǔ)的深厚專業(yè)理論基礎(chǔ)、寬廣的專業(yè)知識面和較強的創(chuàng)新潛力和創(chuàng)造能力。所以，本科應(yīng)用型人才更應(yīng)該體現(xiàn)知識、能力、素質(zhì)的和諧統(tǒng)一。
1.2 本科應(yīng)用型人才應(yīng)具有的基本能力和素質(zhì)
知識、能力、素質(zhì)結(jié)構(gòu)，有的學(xué)者將其稱為KAQ模式?！癒AQ”分別為知識(owl edge)、能力(Ability)、素質(zhì)(Quality)的英文字頭的組合，三個要素形成為一個有機的統(tǒng)一體。
（1）知識的“廣” 與“深”。在知識方面，本科應(yīng)用型人才應(yīng)該具備一定的廣度和深度。所謂知識的廣度是指本科應(yīng)用型人才不僅要具備職業(yè)崗位所必需的理論知識，同時還要有較強的理論技能；不僅要有扎實的專業(yè)基礎(chǔ)知識，還需要有過硬的應(yīng)用性知識。所謂知識深度是指本科應(yīng)用型人才的知識體系可以支持其實現(xiàn)從知識“實用”且“夠用”，逐步向“可持續(xù)發(fā)展”的提升，支持其實現(xiàn)從滿足職業(yè)崗位技術(shù)操作性要求的知識層面逐步向形成完整、系統(tǒng)的專業(yè)知識體系層面的轉(zhuǎn)變。
（2）能力的“?！迸c“博”。本科應(yīng)用型人才的培養(yǎng)要求以能力為中心。這里所要求的“能力”應(yīng)該既“?！鼻摇安?。所謂“?！敝饕侵笉徫荒芰?，也就是指職業(yè)崗位的專門技能，進一步是指具有應(yīng)用專門知識進行技術(shù)創(chuàng)新的能力和科學(xué)研究的能力，這是一種主動學(xué)習(xí)，不斷獲取新知識，能夠?qū)崿F(xiàn)自我完善、勇于創(chuàng)新必備的能力；所謂“博”主要是指職業(yè)崗位群的能力，因為現(xiàn)代社會注重人與人之間、團隊與團隊之間的密切協(xié)作和緊密配合，應(yīng)用型人才作為操作群體中的管理者，或者是管理群體中的運行者，應(yīng)該具有廣博的全局視野和合作協(xié)調(diào)能力，如組織、安排、實施工作任務(wù)的能力以及表達、交流、合作的人際關(guān)系處理能力等。
（3）素質(zhì)的“高”與“全”。本科應(yīng)用型人才素質(zhì)的“高”和“全”反映了該類型人才應(yīng)具有的素質(zhì)的整體狀況，這種狀況體現(xiàn)在專業(yè)素質(zhì)和非專業(yè)素質(zhì)兩個層面上：其專業(yè)素質(zhì)主要表現(xiàn)為本科應(yīng)用型人才的知識基礎(chǔ)扎實、能力結(jié)構(gòu)合理，職業(yè)性技能素質(zhì)比較高；非專業(yè)素質(zhì)主要表現(xiàn)為該類型人才在運用專業(yè)知識和技能進行生產(chǎn)管理、技術(shù)開發(fā)、創(chuàng)新創(chuàng)業(yè)過程中，所必然表現(xiàn)出來的價值觀、責(zé)任心、道德感、進取精神、心理素質(zhì)、意志品質(zhì)和身體條件等方面的素養(yǎng)既好又全面。其實，非專業(yè)素質(zhì)也可以說是人文素質(zhì)與純粹的、專業(yè)的知識和技能并無直接的關(guān)聯(lián)，但它確是職業(yè)人運用知識、發(fā)揮能力、展現(xiàn)職業(yè)素質(zhì)以完成崗位任務(wù)的具體保障，也是職業(yè)人在工作崗位彰顯人生意義的自我認(rèn)知條件。人文素質(zhì)的高低不僅直接影響本職工作完成的質(zhì)量和效果，也在很大程度上關(guān)乎本科應(yīng)用型人才的自我評價和自我價值的實現(xiàn)。
所以，無論是從社會發(fā)展對本科應(yīng)用型人才期待的角度，還是從人的自我發(fā)展需要的層面，本科應(yīng)用型人才的教育都應(yīng)該避免“重專業(yè)技能、輕綜合素養(yǎng)”的傾向，避免過分重視人的技術(shù)價值、工具價值，而忽視人的本真價值，這也恰恰是培養(yǎng)本科應(yīng)用型人才能否成功的關(guān)鍵性條件。
2 培養(yǎng)本科應(yīng)用型人才必須重視人文素質(zhì)教育
我國著名的教育學(xué)家先生曾經(jīng)說過：“教育者，養(yǎng)成人格之事業(yè)也。使僅僅為灌注知識、練習(xí)技能之作用，而不慣之以理想，則是機械之教育，非所以施于人類也?！彼?，在本科應(yīng)用型人才培養(yǎng)模式下應(yīng)該高度重視人文素質(zhì)教育。
2.1 人文素質(zhì)教育的內(nèi)涵
所謂人文素質(zhì)主要是指人們在自身基本素質(zhì)的形成過程中，將人文知識經(jīng)過教化等途徑內(nèi)化于身心所形成的精神品質(zhì)和價值觀念，是人之所以為人的核心規(guī)定；人文素質(zhì)教育即是教人之所以為人之道。而高等學(xué)校的人文素質(zhì)教育主要是指通過人文學(xué)科的教化和環(huán)境的熏陶，促使大學(xué)生通過自身的內(nèi)化和發(fā)展，逐步形成一種穩(wěn)定的內(nèi)在品質(zhì)和正確的價值取向的過程。由于人文素質(zhì)教育的意義是運用人類特有的智慧陶冶人、啟迪人和教育人，強調(diào)人的道德價值的塑造，注重人的精神品質(zhì)的養(yǎng)成，激發(fā)人的潛能，引導(dǎo)人們堅毅地求真、從善、愛美，培養(yǎng)感悟人生目的和意義的能力，所以人文素質(zhì)教育在高等學(xué)校教育教學(xué)體系中與思想政治教育、專業(yè)知識技能教育相比較具有更為廣泛、深刻、豐富的內(nèi)涵。大學(xué)生的思想品位、道德水準(zhǔn)、心理素質(zhì)、思維方式、人際交往以及人生觀、價值觀等方面的確立都離不開人文素質(zhì)教育的有效進行。由此，人文素質(zhì)教育作為人類社會發(fā)展進步的動力、規(guī)范和方向的根基，也必然成為現(xiàn)代大學(xué)教育的積極選擇，在培養(yǎng)本科應(yīng)用型人才模式下更具有不可替代的重要意義。
2.2 對本科應(yīng)用型人才實施人文素質(zhì)教育的基本路徑
2.2.1 優(yōu)化課程結(jié)構(gòu)體系
第一，完善人文素質(zhì)課程體系。開設(shè)人文課程不能搞一刀切，文科要根據(jù)文科課程內(nèi)容和數(shù)量確定，以免人文課程的重復(fù)；理科的人文課程相對較少，但由于其本身專業(yè)課程任務(wù)的繁重，因此人文課程的開設(shè)必須少而精。各系部也可以根據(jù)自身的專業(yè)特色、資源優(yōu)勢、學(xué)生的個性特點與興趣愛好，由系部負(fù)責(zé)，開設(shè)大量的人文選修課程。
第二，堅持人文課程設(shè)置的持續(xù)性和核心課程的精品化。所謂人文課程設(shè)置的持續(xù)性是指人文教育活動應(yīng)該貫穿于大學(xué)生涯的始終。如，對于大一的學(xué)生，可以開設(shè)大學(xué)生心理、人際關(guān)系學(xué)、倫理學(xué)、演講與口才、音樂欣賞、文學(xué)鑒賞、青年學(xué)生健康指導(dǎo)等課程，以幫助大學(xué)新生實現(xiàn)從中學(xué)時代到大學(xué)時代的轉(zhuǎn)換；對于大二學(xué)生，可以開設(shè)一些如人生哲學(xué)、歷史人物評價、美學(xué)、管理學(xué)、社會學(xué)、影視鑒賞、書法攝影等課程來拓展學(xué)生的知識面，引領(lǐng)學(xué)生思想的深刻化；對于大三、大四的學(xué)生，可以開設(shè)一些就業(yè)指導(dǎo)、企業(yè)文化、廣告學(xué)、人力資源等相關(guān)的課程，幫助學(xué)生進一步了解現(xiàn)代社會和市場經(jīng)濟的新動態(tài)，為以后的就業(yè)打下基礎(chǔ)。所謂核心課程精品化就是結(jié)合不同的專業(yè)，根據(jù)不同年級學(xué)生的心理特點、知識結(jié)構(gòu)、能力基礎(chǔ)與生活閱歷將人文素質(zhì)的課程3-5門，逐漸打造成核心課程。
第三，將人文素質(zhì)教育融入專業(yè)教育課堂。由于高校各門課程皆具有育人功能，所有教師都負(fù)有育人職責(zé)，所以應(yīng)該要求專業(yè)任課教師不僅教授專業(yè)理論技能，而且應(yīng)該盡力把人文素質(zhì)教育融入到大學(xué)生專業(yè)學(xué)習(xí)過程中，以本學(xué)科所發(fā)掘、展現(xiàn)的知識之美、事物發(fā)展的規(guī)律之美給學(xué)生以潛移默化的熏陶，使學(xué)生在學(xué)習(xí)科學(xué)文化知識過程中，自覺強化其人文素質(zhì)修養(yǎng)。
2.2.2 創(chuàng)設(shè)“以人為本”的教學(xué)模式
第一，實行互動式教學(xué)。互動式教學(xué)能夠有效改善傳統(tǒng)的灌輸式教學(xué)的弊病，啟發(fā)引導(dǎo)學(xué)生的個性發(fā)展，提高創(chuàng)新能力。通過師與生互動，生與生互動，相互啟迪，相互交流，共同切磋，實現(xiàn)共同提高。同時，教師既要重視知識的傳授，更要注意對學(xué)生智力和能力的培養(yǎng)；既要突出對學(xué)生認(rèn)知能力的發(fā)展，也強調(diào)對學(xué)生態(tài)度、情感、個性等非智力因素的激發(fā)，在日常教學(xué)過程中實現(xiàn)學(xué)生人文素質(zhì)的升華。
第二，發(fā)掘教材中的人文內(nèi)涵。教師尤其是專業(yè)課教師要善于充分利用教材，挖掘其內(nèi)在的人文內(nèi)涵。一是教師要以科學(xué)家的感人事跡對學(xué)生進行人文教育；二是教師要努力挖掘理科知識在形成和發(fā)展過程中的人文因素，對學(xué)生進行適時的人文教育；三是要重視培養(yǎng)學(xué)生樹立正確的科學(xué)態(tài)度。教師在傳授理工科知識的時候，要使學(xué)生懂得科學(xué)上的每一個進步，除了需要人的天才智慧，更需要人的頑強毅力、奮斗精神與特殊的勇敢。通過科學(xué)知識的傳授與科學(xué)方法的教育，幫助學(xué)生養(yǎng)成嚴(yán)肅認(rèn)真、一絲不茍的良好作風(fēng)，以及實事求是、客觀公正、堅持真理的優(yōu)良品德。
第三，利用現(xiàn)代化教育手段。要充分利用網(wǎng)絡(luò)教育教學(xué)資源和高等教育手段拓展人文教育領(lǐng)域，注重利用網(wǎng)絡(luò)強化教與學(xué)的雙向交流，并積極完善自學(xué)的方式，通過自學(xué)文字教材和收聽、收看電視、錄音、錄像，以及運用多媒體課件學(xué)習(xí)教學(xué)內(nèi)容，利用互聯(lián)網(wǎng)等教學(xué)媒體進行答疑和進行輔導(dǎo)，以不斷提高學(xué)生的學(xué)業(yè)素質(zhì)。
2.2.3 營造校園人文文化環(huán)境
第一，增加圖書資料中人文經(jīng)典書籍的種類和數(shù)量。書籍是人生的伴侶與導(dǎo)師，人文書籍更是具有積極的感召力和影響力，對于青年大學(xué)生來說，尤其是這樣。通過增加圖書資料中的人文經(jīng)典書籍的數(shù)量和種類，為大學(xué)生的閱讀創(chuàng)造條件，使大學(xué)生在閱讀經(jīng)典的過程中感悟大師的魅力，提升人文素養(yǎng)。
第二，組織蓬勃多元、異彩紛呈的文體活動。可按系列組織各類文體活動、知識競賽活動、讀書活動、經(jīng)典詩文推薦活動等等。從而培養(yǎng)學(xué)生的藝術(shù)素養(yǎng)、語言表達和應(yīng)用的能力。在多種活動的參與中，培養(yǎng)學(xué)生的集體主義精神，提高學(xué)生的組織能力和協(xié)作能力。
第三，規(guī)范校園建筑布局，建設(shè)校園文化景點。文化名人塑像和體現(xiàn)科學(xué)人文精神雕塑建筑的樹立，能夠?qū)⒆匀恢琅c人文之美統(tǒng)一起來，營造健康向上的人文環(huán)境，這樣既可以美化校園，也可以對學(xué)生進行審美情操的教育。
2.2.4 提高教師人文素質(zhì)
教師的人文素質(zhì)是實現(xiàn)教育目標(biāo)不可或缺的重要支柱。學(xué)高為師，德高為范。學(xué)校應(yīng)該大力營造終身學(xué)習(xí)的氛圍和風(fēng)氣，鼓勵教師不斷“充電”，積極鉆研業(yè)務(wù)，自覺提高其人文素質(zhì)，并努力把本專業(yè)的理論知識、學(xué)科技能借助于美好的教學(xué)語言、精湛的教學(xué)技巧得以展現(xiàn)，把人文素質(zhì)教育的理念貫徹于各門課程教學(xué)中；學(xué)校應(yīng)該持續(xù)的開展“師德”教育，因為師德是教師最重要的素質(zhì)，通過提高教育者的素質(zhì)，使教師有能力幫助和引導(dǎo)青年大學(xué)生不斷提高人文修養(yǎng)，塑造自身完美的人格，實現(xiàn)人生的價值追求，成為素質(zhì)全面的本科應(yīng)用型人才。
基金項目：本文為山東科技大學(xué)泰安校區(qū)創(chuàng)新工作資助基金項目“應(yīng)用型人才培養(yǎng)模式下的教育功能研究”（編號：cxj1144）的階段性研究成果
參考文獻
[1] 張士獻,李永平.本科應(yīng)用型人才培養(yǎng)模式改革研究綜述[J].高教論壇,2010(10).
