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1、章節(jié)標(biāo)題或一級(jí)小標(biāo)題單獨(dú)占一行,左頂格,上空1行,TimesNewRoman四號(hào),粗正體,和正文之間空一行。1.Introduction一級(jí)標(biāo)題與上文空一行;每頁(yè)最后一行不能只是標(biāo)題,如果恰巧標(biāo)題在最后一行,則放在下一頁(yè)。兩端對(duì)齊,TimesNewRoman小四號(hào),正體。Studyandresearcharetwoofthemostconfusingtermsusedineducationalsettingsbecausetheycansometimesusequiteinterchangeablywhileon
2、otheroccasionstheymayrefertosomethingremarkablydifferent.Whenwesay,“We’redoingastudyintohowmuchtimemiddleschoolstudentsspendlearningEnglish”,wemeanthatwearedoingresearchintothisissue.However,inthesentence“A正文行距為“多倍行間距,設(shè)置值為1.25”,首行縮進(jìn)。ftersixyearsofstudyinschoo
3、l,hesuccessfullyenteredZhejiangUniversityattheageof17”,the“study”usedhereisgenerallynotinterpretedas“research”.Nowadays,itisreasonablyacceptabletosaythatstudentscannotonlystudybutalsoresearch.Researchersneedtostudyinthecourseofresearch.Tobeteachers,theyshould
4、dosomeresearchwhilecontinuingtheirstudyofwhattheyareteachinginfurthereducation.InordertopromoteEnglishlanguageteaching(ELT)inschoolsandcollegesinChina,thispaperwillfirstdiscusstheroleofresearchintheacquisitionofknowledge,thenexaminethekindsofstudy,andfinallye
5、xplorethedynamicinteractionbetweenstudyandresearchintermsofeducationaltheoryandpracticeinELTsettings.2.Threesourcesofknowledge二級(jí)及以下各級(jí)小標(biāo)題單獨(dú)占一行,左頂格,TimesNewRoman小四號(hào),正體。Researchisoneofthethreemajormeansforhumanbeingstoacquireknowledgeoftheenvironmentincludingthe
6、naturalworldandourhumansociety.Theothertwoare“experience”and“reasoning”(Cohen&Manion,1994:1)頁(yè):1夾注的格式要求:所引文獻(xiàn)的作者在正文中出現(xiàn)的情形:根據(jù)MLA,夾注的格式依次為:“作者的姓”、“逗號(hào)”、“文獻(xiàn)的出版年份”和“引文出現(xiàn)的頁(yè)碼”。所有夾注必須跟“參考文獻(xiàn)目錄”中的文獻(xiàn)篇目完全對(duì)應(yīng)。(見(jiàn)《MLA科研論文寫(xiě)作規(guī)范》第212-213頁(yè)。).Theroleofresearchintheacquisitionofhuma
7、nknowledgecanhardlybeunderstoodfullywithoutbeingstudiedinconnectiontothatofexperienceandreasoning.Forthepurposeofachievingabetterunderstandingofresearch,theroleofexperienceandreasoningwillbeconsideredbeforethatofresearch.2.1ExperienceExperienceisakindofdevelo
8、pmentofpersonalknowledgeoftheworld.Itisregardedasanindividuallyaccumulatedbodyofknowledge(Cohen&Manion,1994:1).Inaproblem-solvingsituation,peopletendtoresorttopersonalexperiencefirst.Howe