发布时间：2022-05-29 22:36:56
序言：写作是分享个人见解和探索未知领域的桥梁，我们为您精选了8篇的英语本科论文样本，期待这些样本能够为您提供丰富的参考和启发，请尽情阅读。
2.新设商务英语本科专业的几个问题探讨——强调“英语本色”还是“商务特色”
3.商务英语本科专业实践教学体系的建构——以西华师范大学商务英语专业为例
4.新兴商务英语本科专业课程体系及教学模式构建探索
5.基于财经类院校商务英语本科专业课程体系与实现人才培养目标的教学模式构建研究
6.商务英语专业本科教学质量国家标准要点解读
7.商务英语本科专业教学大纲的实施与评价
8.商务英语本科专业教学中跨文化交际能力的培养探究
9.区域经济视野下商务英语本科人才培养研究——以贺州学院为例
10.基于语料库的商务英语本科学位论文“N+that”同位语结构中外壳名词研究
11.应用型商务英语本科人才培养理念下的“生态化”商务单证教学浅析
12.高校商务英语本科专业实践教学体系构建的逻辑基础
13.解读《高等学校商务英语专业本科教学要求》
14.需求分析视角下民办高校开设商务英语本科专业的探究
15.商务英语本科专业人才培养个案研究——以滁州学院商务英语本科专业为例
16.基于需求分析的商务英语本科课程设置探索研究
17.财经类院校商务英语本科学生专业能力评价模式研究
18.ESP需求分析理论指导下的商务英语本科专业实践教学探究
19.面向地方经济的商务英语本科专业建设——以九江学院为例
20.河北省本科院校商务英语专业教育的发展现状及对策
21.商务英语本科基础阶段案例教学的多模态设计
22.商务英语本科专业培养方案修订调研——以集美大学外国语学院为例
23.地方性高校商务英语专业复合型本科人才培养模式:问题与对策——以广西财经学院英语(商务方向)专业为例
24.商务英语本科专业的几个问题探讨——强调“英语本色”还是“商务特色”
25.商务英语本科专业若干方向的商务内涵建设构想
26.高校商务英语本科专业实践教学体系构建的逻辑探究
27.新建地方本科院校商务英语课程设置现状分析与策略研究
28.高等学校商务英语本科专业的定位
29.新疆商务英语本科大学新生英语语音能力现状研究
30.商务英语专业复合型本科人才培养的探讨
31.商务英语本科专业人才培养模式的创新发展
32.商务英语本科人才培养方案学分分配探讨
33.远程开放英语本科商务英语方向专业课程教学探索
34.应用型本科院校商务英语口语教学探究
35.广立学院商务英语专业本科的改革及对策
36.应用型本科商务英语专业的定位与课程设置
37.应用型本科商务英语专业口语课程教学改革研究
38.对大学本科商务英语课程的比较研究
39.“互联网+教育”在应用型本科院校商务英语人才培养中的适用性分析
40.基于需求分析的本科院校商务英语课程设置问卷研究
41.商务英语本科专业复合应用型创新人才的培养
42.本科商务英语专业应用型人才培养探析——对辽宁对外经贸学院商务英语人才培养的几点思考
43.应用型本科院校商务英语专业教学改革探索
44.商科院校商务英语本科专业师资建设研究——基于《高等学校商务英语专业本科教学要求》
45.应用型本科商务英语教学改革路在何方?
46.应用翻译研究对本科商务英语翻译教学的启示
47.应用型本科商务英语专业实践教学体系优化研究
48.商务英语本科专业课程体系构建的区域化分析
49.对应用型本科商务英语专业教学模式探索
50.应用型本科院校商务英语口译教学中的问题与对策——以黄河科技学院为例
51.地方性本科院校商务英语专业实践教学体系的建构——以贺州学院商务英语专业为例
52.地方本科院校职业教育转型中商务英语教师专业现状及发展策略
53.商务英语专业本科办学面临的问题及对策
54.从“现供”到“定制”:商务英语人才培养模式分析——以地方理工一般性本科院校为例
55.应用型本科院校商务英语专业双语教学探究
56.新建应用型本科院校“双师型”教师队伍分层建设探讨——以商务英语专业为例
57.应用型本科高校商务英语专业课程项目化教学的实践与探索——以《商务口译》课程为例
58.语言经济学视角下应用型本科院校商务英语人才培养
59.本科高校“双师型”商务英语师资的梯队建设研究
60.英国大学本科教育对国内商务英语专业教育的启示
61.商务英语专业人才培养目标与企业人才需求的对比研究——以广西新建本科高校为例
62.新建本科院校商务英语专业人才培养模式的区域化行业化创新研究——以广东白云学院为例
63.地方新建本科院校商务英语专业课程设置需求分析研究
64.谈新建本科院校商务英语师资队伍建设
65.应用型本科院校商务英语专业教学模式和教学方法改革研究
66.应用型本科院校商务英语专业实践教学体系的构建研究
67.对本科层次商务英语教学的思考
68.商务英语本科专业人才培养模式的研究与实践
69.应用型本科院校“双师型”商务英语教师队伍建设
70.ESP需求理论视角下地方本科院校商务英语专业“双师型”教师培养问题研究
71.应用型本科高校商务英语口译课程开发——基于企业研修的实践调查
72.CBI教学法融入本科商务英语教学研究
73.普通应用型本科院校开设商务英语专业中存在的问题与对策研究——以商洛学院为例
74.克拉申二语习得理论应用型本科商务英语实践教学活动的研究
75.大数据背景下新建地方本科院校商务英语人才培养路径分析
76.《高等学校商务英语专业本科教学质量国家标准》的地方性解读:国标与校标的对照
77.商务英语技术本科教育研究的新视角
78.基于市场需求的商务英语本科课程体系的研究
79.独立本科院校商务英语课程形成性评价对学生自主学习能力培养的研究
80.西安邮电大学本科商务英语专业人才培养的几点思考
81.后现代教育观对应用型民办本科院校商务英语专业的启示和构想
82.从语言的经济属性探索本科商务英语教学模式
83.基于需求分析的独立学院商务英语专业本科人才培养模式探索
84.全国高校商务英语专业四、八级测试体系构建
85.本科商务英语专业以何为“专”——兼论“商专”的体系差别性定位与比较优势特色
86.应用型本科商务英语教学改革之思考
87.强化研究性学习意识,提高研究性学习能力——对英语专业开放本科(商务方向)毕业论文(设计)的案例分析
88.商务英语专业复合应用型人才培养模式初探——对本科商务英语专业教育改革的思考
89.应用型本科商务英语人才培养的几点思考
90.《高等学校商务英语专业本科教学质量国家标准》解读
91.从英语公共演讲课程设置到培养实用型人才——以应用型本科院校商务英语专业为例
92.《商务英语专业本科教学质量国家标准》指导下的二本院校商务英语专业课程设置
93.本科院校商务英语专业校企合作路径探析——以广西师范大学外国语学院与爱索公司为例
94.应用型本科英语专业“国际商务函电”课程教学探索
95.论应用型本科商务英语专业职业化教学模式之建构
96.本科院校商务英语专业建设研究
97.基于关联内容的沉浸式教学:本科商务英语专业的人才培养模式分析
98.普通本科与高职商务英语教育目标及课程体系构建的哲学视角
99.构建有电大特色的开放教育英语本科(商务方向)集中实践环节全面质量管理体系
100.基于CLIL的地方高校商务英语学科课程设置研究
101.互联网+外贸背景下地方性应用型本科高校商务英语专业实践教学存在的问题与对策
102.地方本科院校商务英语专业实践教学体系构建研究
103.论新建地方本科院校商务英语专业人才培养方案的构建
104.本科院校商务英语专业建设探析——以重庆第二师范学院为例
105.落后地方本科院校英语专业设置商务英语课程的探讨
106.地方本科院校商务英语“双师型”教师创新创业教育教学能力培养研究——以百色学院为例
107.基于需求分析的本科商务英语专业课程设置
108.蓬勃发展之后的理性思考和建议——再论我国高校商务英语学科未来的发展前景
109.应用型本科商务英语翻译实践教学体系的构建
110.《商务英语》课程定位的再讨论——基于本科经管类专业教学实践
111.地方应用型本科院校商务英语专业人才市场需求调查与学习策略分析
112.商务英语专业本科毕业论文选题调查研究——以西安外国语大学经济金融学院为例
113.目的论关照下的应用型本科院校商务英语翻译教学的探讨
114.应用型本科商务英语专业深化创新创业教育的教改探索
115.具有地方特色的应用型本科院校英语专业课程设置的思考与研究——以商务英语专业为例
116.应用型本科院校视听说模式下商务英语口语教学改革探究
117.应用型本科高校商务英语实训教学的探索与思考
118.大学本科商务英语课堂教学方法改革初探
119.语用学视角下应用型本科院校大学生商务英语翻译教学研究
120.ESP理论对应用型本科商务英语教学的影响
121.应用型本科院校商务英语实践基地建设和师资培养研究
122.关于独立学院商务英语方向本科课程设置的几点思考
123.商务英语专业本科翻译教学中形成性评价体系探究
124.地方本科院校商务英语专业改革探索与实践
125.应用型本科院校商务英语实践教学体系的构建
126.广西新建本科院校商务英语专业“三位一体”人才培养模式的构建
127.应用型本科商务英语课程设置探析——以韶关学院为例
128.对地方应用型本科院校商务英语专业教材建设的思考
关键词: 英语专业 本科毕业论文 网络写作策略
英语专业本科毕业论文写作有着重要的意义,《高等学校英语专业英语教学大纲》认为它是考查学生语言能力、独立能力和创新能力的重要参考,“评估学业成绩的一个重要方式”。[1]近年来,虽然有了更多关于英语专业毕业论文写作的研究,内容既涉及微观的选题、摘要、主题句、语言和格式问题,又涉及宏观的现状分析、论文指导体系和评估机制问题。[2][3][4][5][6]然而,却鲜有学者论及网络资源的利用。这不仅与我国高校丰富的中英文电子图书资源和全球几千亿之巨的中英文网页资源明显不协调,[7][8]而且与很多本科学生的实际上网情况和毕业论文对网络资源的严重滥用很不协调。因此,如何在毕业论文写作过程中预防网络抄袭、合理有效地利用日益发达的网络环境和日益丰富的网络资源,是适应信息时展、进一步提高英语专业本科毕业论文质量的急迫需要解决的问题。本文拟探讨如何利用丰富的中英文网络资源,发挥个人网络信息能力,实现毕业论文写作的网络策略,在方便教师论文指导和管理的同时,也方便学生更灵活地运用自己的时间和空间,减少论文写作的工作量,降低论文写作的难度,进而有效地提高毕业论文写作的效率和质量。
一、络写作策略的基本原则
结合学生的经济、社会和文化背景,网络写作策略应该遵循以下原则:(1)资金节约原则。尽量免除不必要的经济压力,充分利用现有的个人电脑、联网手机或者公共电脑的软硬件设施,同时发挥个人的网络和现实人际关系,有效获取所需资源。(2)时间和空间灵活利用原则。网络写作的主要目的之一就是实现随时随地上网就可以写作的构想。(3)语言文化的敏感原则。首先,由于大多数电脑或者手机设备的系统都使用中文软件,因此为了在搜索英文信息时不受中文信息的干扰,需要把网页浏览器的语言环境进行调整,并且把国外搜索引擎的偏好和指令语言都改为英语。其次,英语论文与中文论文有较大的区别,在写作过程中要尽量避免汉语语言文化的负迁移。(4)遵守国家的互联网相关法律法规。
同时,虽然毕业论文的长度、语言、结构、格式和内容都是对本科学生严肃的挑战,但英美国家长期的学术传统和相应网络资源的丰富已经能够在较大程度上解决很多问题。所以在写作过程中学生要对自己的信息需求保持敏感,遵守信息素质原则,在实际行动中贯彻信息获取、评价、整理和合理利用的基本步骤,挖掘并发挥网络资源优势,自主解决论文写作中的诸多问题。
二、毕业论文的网络写作策略
根据网络、网络资源和毕业论文写作过程的特征,网络写作策略的成分包括:硬件环境、软件环境、网络和毕业论文的相关知识、信息处理、写作模板和样本、语言工具、通讯工具、论文修改工具和反抄袭检查。
网络写作的硬件环境由能够进行上网服务的手机和电脑构成。公共网吧和学校的计算机实验中心不存在这方面的问题。但是,如果办理个人手机或者电脑上网业务,就要认真阅读产品说明书,确认自己的手机或者电脑具备所需要的无线或者有线硬件配置;而且,无线服务的覆盖范围要能够满足自己的个人需要。总的来说,近几年的手提电脑和2009年上市的手机终端通常都支持高速无线上网服务。
网络写作的软件环境包括浏览器软件、文档阅读和编辑软件、文档转换软件,以及文档存储服务几个方面。很多电脑上网浏览软件(如Internet Explorer,Google Chrome)都有相应的手机版浏览软件,但更常用的手机浏览器却是Opera,UCWEB和GO。在通过设置正确的上网方式后,手机和电脑就能利用浏览器使用大多数共同资源了。网络上有较多优秀的在线free word processors,不需要在电脑或者手机上安装。使用方便而功能又几乎能与Microsoft Word媲美的当属Google Documents。用户通过联网手机或者电脑在获得免费Gmail账户后即可进入自己的文档空间,创建文件并进行编辑和储存,安全性能较高。其它所涉及的软件主要依据资料的文档类型而定,但通常是.doc,.ppt,.xls文件,这些都能上传到Google Docs打开或编辑;对于.caj,.kdh,.pdf,.省略、搜搜问问)、电子商务(如淘宝网店)、电子图书馆、个人社会关系获取或者传递所需的电子资源。把握所需信息必须了解的程度,适可而止,同时也要明确不同信息的所需类型(网络工具书、普通网络文本、网络图书、电子学术期刊、图片资料、视频资料、音频资料、软件、数据库等),以便于利用搜索引擎的不同功能或者专门搜索引擎进行比较准确的查找,或者便于确定在广域网还是学校电子图书馆查找。信息的评价是指通过阅读所获信息、比较同类资源、查询作者背景、查看网站域名和信息组织方式等,筛选获得的信息。通常,如果信息者没有学术或者高校工作背景,可以查看网站是否属于.edu,.gov.省略网域来作出初步评估。信息的整理是指通过summarizing,synthesizing,paraphrasing,quoting,highlighting和commenting等方式进行处理,利用众多的免费在线软件服务,对过滤后的信息作用进行评价和标识,并通过超链接等方式把它们整合到自己的写作计划中。信息的使用是指合理合法地使用资源,尊重信息者的使用协议,遵循APA,MLA或者CMS等文献使用的学术道德规范。
络写作过程中还有一些标准模板和自动程序可以使用;常用的有论文写作模板和文献引用的自动生成程序。很多美国大学和研究机构都有MLA,APA或者CMS格式的论文写作模板(template)可以下载,写作者只需要在相应版块写入相应内容即可。但选用的时候要注意模板所对应的论文格式印刷版本,以避免信息陈旧问题。而论文文献格式的自动生成程序(bibliography generator)则可以帮助解决复杂的引用规范问题。使得文内引用(in-text citation)、脚注和尾注(footnote and endnote),以及文后的书目制作轻而易举就能完成。在众多的相关程序中,综合性和信度都比较高的是Son of Citation Machine;它包括了主要文献格式和主要文献类型的引用格式,也及时更新了文献格式的版本,是网络写作的可靠资源之一。
论文写作过程中的信息沟通主要是和指导老师的充分交流,和同学的必要交流,以及和虚拟社区相关人士的有限交流。与指导老师交流的目的是为了提高论文整体质量和按时完成毕业论文,可以通过手机或者电脑的电子邮件或者实时通讯软件(communication software)实现;和同学交流主要是为了获取或者交流信息,也可以通过手机或者电脑的电子邮件或者实时通讯软件实现;和虚拟社区相关人士的交流主要是为了在保证信息安全的情况下获取所需信息,主要通过社区群组(groups,communities,forums)和电子邮件来实现。
利用网络写作本科毕业论文可以比较有效地防止网络抄袭行为,包括表层网络抄袭、深层网络抄袭和网络兜售的论文。表层网络抄袭是指抄袭不需要提交用户信息就可以检索到的网页资源,付费的数据库和网络资源不在此列。除了把学生论文的可疑部分或者关键部分的关键词放到通用搜索引擎中搜索以外,还可以使用在线的文献抄袭检测系统(plagiarism checker/detector/scanner)发现这种行为,譬如EVE2和Viper Anti-plagiarism Scanner。深层网络抄袭主要是指抄袭数据库资源。检测这种行为可以分为两种策略:一是关键词搜索:先把论文的可疑部分或者关键部分通过国内外数据库专用搜索引擎进行检索;在检测到抄袭行为的情况下,如果可能,还可以把相应的论文下载到本地计算机,通过文件对比软件(file comparison software)确定抄袭的比率(如弗吉尼亚大学的免费软件WCopyfind);二是购买以数据库为主的反抄袭服务,如CheckForPlagiarism和CNKI英文检测系统。由于学生提交的稿件都是电子文档,指导老师可以较早地把学生的论文上传到在线检测系统,及时阻止网络抄袭行为。随着高等教育的发展,国内的论文作坊也不计其数,英语专业本科论文价格也依据性质的不同而价格各异。通常,他们数据库中的论文价格在300元人民币左右,而“原创性”的论文则需要1000元以上。在一般情况下,通过在本地计算机或者手机上查看文档属性或者高级属性就可以发现问题。如果结合论文写作过程管理(包括对选题、提纲、原始资料及论文稿件版本的审查),论文作弊的成本就会大大增加。通过查看电子文档属性、对比不同的电子文档版本、跟踪学生的论文修改情况,只是简单地点几个键,买方和卖方就会面临很大的信用风险。这些措施可以在相当程度上规避不诚实行为。
三、结语
手机或者电脑网络积聚了丰富的信息资源、提供了发达的通讯功能;英语专业本科毕业论文的网络写作已经具备了比较成熟的条件。论文过程所涉及的选题、提纲撰写、资料收集、稿件写作、问题咨询、指导和管理等环节都可以通过网络软硬件资源来完成。相对于传统的论文写作方法,网络写作策略具有诸多的独特作用。它首先赋予了论文写作更灵活的时间和地点,比较适合当前教学和科研任务繁重的英语教师及四处奔波的大四学生。其次,网络写作策略延伸了论文指导老师的内涵,网络上千千万万的信息提供者都或多或少充当了这个角色,大大减轻了师生双方的压力。再次,老师可以从以往语言或者格式等繁琐问题中抽身出来,更多地从写作过程的简便性、结构的合理性、内容的思想性等方面给学生提供建议,帮助学生自主解决毕业论文写作中的诸多问题。最后,网络写作策略还能够有效利用网络资源阻止泛滥的学术不端行为,培养学术诚信。
但在网络写作策略实施过程中,我们可能遇到的两个常见问题是:(1)由于资金等因素影响,有的优秀网络资源可能不稳定,间歇或者长期不可获取;(2)由于信息太多或者太少而茫然不知所措。对于前者,需要保持比较灵活的资源使用态度,善于寻找替代资源。而资源太多时则要增加限制条件,利用高级搜索功能缩小范围;在资源缺乏时则要减少限制条件或者更改搜索关键词,寻找另外的解决办法。总之,日益丰富的信息存在于不可见的网络上,只要能合理有效地利用网络资源,就可以把毕业论文的网络写作策略发挥好,从而有效提高毕业论文写作的效率和质量。
参考文献:
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［关键词］开放教育本科 毕业论文 指导 策略
［中图分类号］G642.4 ［文献标识码］A ［文章编号］1009－5349（2012）02－0195－02
引言
根据开放教育本科英语（教育方向）教学计划的规定，学员在基本修完本专业规定的必修课和选修课后，进入以撰写毕业论文为主的集中实践环节。教学实践设计环节即毕业论文设计是开放教育本科英语专业教育方向的一个极为重要的环节。在本文中，笔者基于近五年的毕业论文指导实践基础，阐述了开放教育英语本科毕业论文的特点，分析了毕业论文写作中存在的问题和不足之处，并在此基础上提出了相应的对策与建议。
一、开放教育本科英语专业毕业论文的特点
开放教育本科英语教育专业学员所写的毕业论文除了学术性（scholarly）、创新性（original）、规范性（formal）这几个毕业论文的基本特征外，还应体现英语教育的职业性（professional）和过程性。
（一）毕业论文的设计应体现理论联系教育实践原则
所谓“学有所用”，学员毕业论文的选题要结合自己的课堂教学实践，真正解决本人在教学实践中遇到的客观存在的问题。毕业论文指导教师应就“教学行为研究”的基本要求和原则面向全体学员以讲座或课程的形式进行指导。整篇毕业论文至少要体现有四次教学研究记录或教学日记；要有一次课堂教学的录像或录音；要有原始调查问卷，或座谈的录音等，以保证教育教学这一职业性的凸显。
（二）毕业论文的设计应该体现过程性原则
整个毕业论文设计必须经过问题分析、方案设计、项目实施、项目评估和项目报告几个阶段。学员的研究必须针对其课堂中确确实实反映出的问题，方案的设计必须符合要求，实施阶段必须严格监控，保证有一个月的实施时间，指导教师对学生的研究要如实评估，项目报告，亦即论文必须符合论文的写作规范，要体现指导过程。整个设计环节由5个环节组成：
1.项目启动：指导教师可采用集体或分散等指导方式，介绍研究原则和研究方法，布置研究任务；
2.问题分析和方案设计：学员分析自己课堂教学中反映出的问题，设计问题解决方案；
3.项目实施：学员通过课堂教学具体实施方案；
4.项目评估：学员运用评估手段和方法，对项目的事实情况及结果进行评估；
5.项目报告：学员根据论文写作规范，用英文写出正文4000词左右的项目报告，同时提供项目实施过程中的所有原始材料。
在整个论文的写作过程中，项目启动是整个论文写作的理论基础；问题分析和方案设计确定论文研究方向；项目实施是论文实用价值体现的关键环节；项目评估是对论文学术价值的提炼；项目报告是对整个写作痕迹的保留。这五个环节环环相扣，缺一不可，相辅相成，层层递进。
二、撰写开放教育本科英语专业毕业论文存在的问题及其对策
毕业论文写作对于开放教育本科英语专业的学员来说非常具有挑战性，因为除了完成一般毕业论文所要完成的各个环节以外，英语专业的学生还需用英文进行毕业论文的写作。要想顺利完成英语专业毕业论文设计,学员要从论文的选题、时间安排及写作心态三方面同步着手。
（一）选题问题
开放教育学员本身写作水平不高（大多学员学历为中专），面对论文选题往往要么望而却步，要么求大求空，无法驾驭论文写作。要解决毕业论文选题难这个问题，在具体的毕业论文指导实践中，指导教师则需着力推进“两个兼容”原则。该原则有利于学员对自己的教学实践进行反思，并学以致用。
1.原则之一：教学实践和学术研究兼容。由于开放教育本科英语专业的学员大多数是中小学一线教师，有着相当丰富的教学经验，驾驭本专业与自己工作实践联系紧密的论文选题会相对来说容易得多。其次，学员对自己多年来的教学实践进行反思和思考，整理和提炼教学心得，再用于指导自己的教学实践，这样的论文很有实践性和指导性。最后要注意在强调联系教育实践的同时，也不能轻视了毕业论文的规范性，学员通过英文写作锻炼了英文写作技巧，同时也对论文写作的规范要求进行了写作实践。
2.原则之二：个人特长和实际情况兼容。学员进行毕业论文的选题时还要考虑自己的特长、综合知识水平、学术科研能力和客观条件。学员最好选择自身擅长并且有一定兴趣的题目。擅长能表现出学员对该论题有较深的认识思考及一定的实践经验，能降低写作难度，更充分地发挥个人的主观能动性，从而做到素材充实，个人见解深刻，针对性强。指导老师可帮助学生对历年的论文题目进行归类，然后就每一类给出具体实例，让学员亲身体验，和学员共同探讨，寻找自己感兴趣、熟悉或是能驾驭的题目。历年论文题目基本可划分为教学实践经验总结、学生心理研究、学科思想、学生非智力因素等方面。
（二）时间问题
由于开放教育本科英语专业学员大多为成人或在职中小学英语教师，工作负担沉重，家庭生活压力大，在完成工作任务和照顾好家庭之余用于论文写作的时间就非常有限，因此时间的合理安排和使用是毕业论文按期按质完成的重要保障。毕业论文的时间安排表如下：
从上表可以看出，在教学计划中留出用于毕业论文写作的时间本身就非常有限，且由于是安排在最后一个学期，面临毕业，论文已无延期上交的可能性，因学员自身不够重视或工作忙等原因最后只能选择放弃论文答辩的现象屡见不鲜。为改变这一无论是学员还是指导教师都不愿意看到的局面，笔者建议首先学员应当重视毕业论文的写作，毕竟三年所学，毕于所写。学员应当处理好学业与工作的关系，充分、高效地使用业余时间进行论文方案的实施及撰写，对写作过程中的困难要有充分的思想准备，耐得住寂寞，忍得下艰苦。其次，作为指导教师则应确实把握好论文写作的每个环节，运用E-Mail、手机等现代化联系方式，或告知学生可进行双向语音或视频联络的网址（例如雅虎通、QQ、MSN等）充分与学员进行有效沟通，指导到位，引导学员逐段完成论文，渐入佳境。按时间安排逐项完成各项写作任务还有赖于指导教师对学员的阶段性检查，定期检查学生的工作进度和质量。
（三）心态问题
学员积极的写作心态，是毕业论文顺利完成的重要保障。积极心态的创立离不开指导教师的培养和学员自身养成。
1.指导教师要为学员设置成功目标。在长达半年的毕业论文写作过程中，指导教师在学员因为这样或那样的困难导致论文写不下去时,应不厌其烦地进行鼓励。为了使毕业论文顺利完成这一远景目标变得不那么遥不可及，指导教师可以对远景目标进行分解，放在每一个写作阶段，逐一完成，使得远景目标的实现具备较强的可操作性。
2.学员对自己的论文写作应持积极心态。积极心态是一种对任何人、任何情况或任何环境所把持的正确、诚恳而且有建设性，同时也不违背法律、道德和人类权利的思想、行为或反映。积极心态有利于毕业论文的顺利完成。下图是柳州市广播电视大学2005-2011年部分毕业生毕业论文心理状况调查表，可以反映出由于持不同心态的毕业生参加毕业论文写作会产生的不同结果。
柳州市广播电视大学2005-2011年部分毕业生毕业论文心理状况调查表
上表显示的状况是不能令人放心的，这样的心态必然会引发教学、管理等方面的一系列问题。混学、浮学现象严重，缺勤、论文抄袭、拼凑等现象屡禁不绝。这些与上述消极心态有直接的关系。在艰辛的毕业论文创作过程中，学员应抱积极心态，把自己遇到的种种失败看成人生经历的宝贵财富。不论怎样，坚持下来，就是最大的胜利。在近五年的指导毕业论文的实践中，笔者发现具有积极心态的学员写作目标明确，动机强，遇到写作困难时善于动脑筋、想办法，写作进展速度快。而具有消极心态的学员在进行毕业论文的创作时，往往遇难而退；面对种种写作困难采取逃避或是蒙混过关的办法，其结果往往是论文不能按时上交，延期毕业。
三、结束语
综上所述，坚持“两个兼容”原则指导学员选题，合理安排论文撰写时间，帮助学生建立积极的撰写心态，能较好地体现电大开放教育培养“实用性、应用性”人才的办学宗旨，可以在一定程度上消除当前毕业论文写作的尴尬状况。毕业论文是一个极其艰辛的实施过程，只要学员合理安排好论文写作时间，保持积极的写作心态就能顺利完成毕业论文的写作，参加论文答辩，达到个人的学术研究高峰。
【参考文献】
[1]黄芬香.开放教育文科类毕业论文评价模式的构建[J].中国远程教育,2006(4):34-38.
[2]施小平.试论高校毕业论文(设计)的全面质量管理[J].高教探索,2006(4):62-64.
[3]曹文荣.远程教育毕业论文指导方法研究――基于上海电大毕业论文指导的实践[J].研究与交流,2007(5):11-13.
[4]王正东.流程型开放教育毕业论文(设计)追踪管理模式[J].广播电视大学学报:哲学社会科学版,2006,(3):125-127.宋立平.毕业论文写作指导[M].保定:河北大学出版社,2003.12.
[5]杜祥培,尹跃妮,欧阳中万.提高本科毕业论文(设计)质量的探讨[J].当代教育论坛,2003(9):75-77.
[6]司景萍,高志鹰.提高毕业设计质量的措施探讨[J].高等教育研究,2010(3):43-46.
[7]顾冀梅.关于英语专业本科毕业论文课程改革的思考[J].教育与职业,2009(12):164-165.
[8]郑秀恋.英语专业本科毕业论文选题的问题及对策[J].浙江理工大学学报,2009(3):436-439.
[9]姜昕.高校远程教育毕业论文质量探索[J].中国科教创新导刊,2008,(29):169.
【关键词】过程管理 实施细则 审核 责任预警
【中图分类号】G647 【文献标识码】A 【文章编号】1674-4810（2013）05-0113-01
本科毕业论文是高等院校教学计划的重要组成部分之一，是实现高等院校专业培养目标和要求的重要环节。2000年颁布并在全国高等院校实施的《高等学校英语专业教学大纲》（以下简称《大纲》）中指出：“毕业论文是考查学生综合能力、评估学业成绩的一个重要方式。”对学生而言，毕业论文是检验其运用专业知识能力、分析问题能力和学术能力的标准之一。而对学校，毕业论文的质量是衡量高等院校教学质量的重要指标之一，也是检验学校行政能力的良好手段。因此，无论是学生、老师还是高等院校的行政管理部门都需对毕业论文工作给予高度重视。
一 制定适合本专业特点的毕业论文实施细则，全局宏观把控毕业论文写作
在《大纲》中，明确了“毕业论文一般应用英语撰写，长度为3000～5000个单词，要求文字通顺、思路清晰、内容充实、有一定的独立见解。”这一要求仅仅只明确了英语专业本科毕业论文的字数、撰写语言和纲领性要求。而毕业论文究竟应该怎么写、写什么，学生还需要更为具体的细则来作为准绳。对本科毕业论文写作而言，每个学校的毕业论文实施细则就是学生进行毕业论文写作时的详细指南。毕业论文实施细则一般要求各专业根据自身实际情况，列明论文进度安排、选题范围和要求、撰写语言、最低参考文献数量等部分。一旦细则出台并能严格执行，学生可从中了解本科毕业论文撰写的详细步骤和要求，学校也能从宏观上根据细则把控毕业论文写作的进度和质量。
以进度安排为例，毕业论文作为学术论文的一种，是对某个科学领域中的学术问题进行研究后表述科学研究成果的理论文章。由于本科生的研究深度欠缺，因此本科毕业论文需要学生将自己的研究建立在大量阅读前人理论、研究和著作之上。英语毕业论文除中文文献之外，还需要学生阅览大量的外文文献。这一过程是集翻译、理解、分析、归纳、总结的一个综合过程。所以在制定英语专业的毕业论文的进度安排时如能把整个论文进度提前，将有益于学生的研究。同样，选题作为论文的重头戏，一旦选定研究方向，切入点找得好，学生论文自然写得也顺畅，不会出现写不下去、需要重新选题的情况。所以在制定进度安排时也可以适当延长选题的时间，让学生能找准切入点，有时间将论文写作的准备工作做充分，从而从源头上提高论文质量。
二 制定符合本校实际情况的毕业论文审核及责任预警机制，实时调控毕业论文质量
《浙江省教育厅关于加强普通高等学校毕业设计（论文）工作的通知》（浙教高教〔2004〕137号）中指出：“毕业设计（论文）的质量也是衡量各校教学水平、进行学生毕业与学位资格认证的重要依据。各高等学校要充分认识这项工作的必要性和重要性，建立严格的管理制度。”毕业论文的质量一方面体现在学生研究问题和解决问题的能力及专业知识的联系和运用上，同时也体现在导师的指导和学校的监管上。只有三方共同努力，才能分别从不同的角度协作，从整体上提高毕业论文的质量。因此，制定符合本校实际情况的毕业论文审核及责任预警机制就成为了提高论文质量最好的助推剂。
在选题和结构方面，可以建立从论文指导老师到论文小组再到专业的三层审核工作，层层汇报、层层负责的预警机制，充分运用专业老师的学术严谨性和权威性，而学校作为管理单位可以起到总体监督、避免重复选题的作用。而在语言严谨性和格式规范性方面则可以充分调动学生的自审能力，在专业和学校给出一定要求和参考模板的前提下，激发学生自查和互查的能力，互相取长补短有所学习和借鉴，从源头上做好质量的保证，同时也可以大大提高专业导师在语言和格式方面的后续审查效率。学校管理层面以表格工具的形式走程序化管理线路，做到所有重要质量监控环节执行情况都有据可查。
三 充分调动、利用校内外资源，为学生进行毕业论文写作提供更好的环境
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] 周乐, 美式英语与英式英语比较与分析[J]. 湖南商学院外语系,2008.
[2] Wikipedia Contributors
en.wikipedia.org/wiki/History_of_the_English_language
[3] blog.languagetranslation.com/public/item/118655
[4] 王振明和公丽艳，英式英语与美式英语的差异[J]. 山东教育学院学报,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] 孟宪友，英语与美语的差别对比研究[J]. 广州大学外国语学院英语系,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]张振邦,新编语法教程[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
小学生活泼好动，喜爱表演、善于模仿，要让学生快乐学习，就必须要顺应学生的天性，这样所设计的教学活动才能赢得学生的认可，引发学生的关注，激起学生内心强烈的参与热情，从而使学生展开快乐而主动的学习活动。运用课本剧表演，既符合小学生的天性，同时又符合语言学习规律，这正是激发学生学习兴趣，引导学生主动参与的重要途径。为此在教学中我们要为学生提供与创造更多参与课本剧表演的机会，让学生在生动的表演中来学习新知，复习旧知，在运用中提高听说水平。
（一）围绕教材上的短文进行角色扮演
教材上有许多对话性强、情节性强的短文，我们可以让学生来扮演不同的角色，分角色进行短文的朗读与表演。这样的活动深受学生的喜爱与欢迎，为了更好地进行表演，学生会非常认真地记台词，这样的学习没有强迫与被迫，完全是发自内心的。这样学生更能感受到学习的乐趣，更能取得事半功倍的效果。
（二）选取学生所感兴趣的话题
自主创编小学生有着丰富的想象力与表现力，为了更充分地发挥学生学习的主观能动性，展现学生的个性，挖掘学生的潜能，引导学生进行创造性认知活动，增强学生创新意识，培养学生创造性思维，我们可以选取学生所感兴趣或是熟悉的话题，来让学生进行情景剧的自主创编与表演。这样的活动摆脱了各种限制，给予了学生更大的展现自我的舞台与空间，学生的思维得以激活，个性得以展现，各小组创编出了许多精彩的剧情，表演也是绘声绘色。实践证明，让学生表演情景剧，更能激起学生参与的激情与动力，课堂教学氛围更活跃，学生的思维更活跃，教学参与度更高，学生在表演中真正地掌握了语言的精髓，更加利于学生英语语言综合运用水平的提高。
二、引入音乐元素，在唱歌中学习
音乐是一种诉诸于人类听觉的艺术，以特殊的方式来传递信息，更能与听者产生情感共鸣，更能打动人，具有强烈的感染力。将音乐引入英语教学中，更能让这门语言学科更加富有生命的活力，从而让学生在快乐的学唱中将知识内化为能力。
（一）播放经典英文歌曲
借助现代教学设备来为学生精心挑选通俗易懂的英文经典歌曲与影视剧插曲等，以歌曲欢快的节奏与韵律来增强动感与趣味，让学生在愉悦的氛围中来展开快乐学习。同时也可以让学生从另一角度来学习英语；而且能够帮助学生纠正不正确的发音，增强学生的语感，这样更加利于学生英语学习活动的展开。
（二）老歌新唱
在我国，很多应用型本科院校都是由一些地方性本科院校转型发展而来的，因此应用型本科商贸类专业的创新创业教育目前还存在很多问题，也还处在起步和探索阶段。具体来说，应用型本科商贸类专业在开展创新创业教育的过程中存在的主要问题有以下几点。
1．1创新创业教育观念相对落后
由于在我国很多应用型本科院校都是由一些地方性本科院校转型发展而来，所以很多应用型本科院校对创新创本科商贸类专业在创新创业教育的过程中只重视创新创业知识的普及和创新创业技能的传授，却忽视了对学生创新创业意识和创新创业基本能力的培养。学生在接受创新创业教育的过程中也普遍存在一些错误的认识，认为创新创业教育主要是针对那些想创业的学生开展的，只会对想创业的学生有帮助，在观念上没有把创新创业教育当成是应用型本科商贸类专业的通识教育。
1．2创新创业教育与人才培养模式没有有机地融合
由于创新创业教育观念相对落后，所以应用型本科商贸类专业在人才培养的过程中没有真正将创新创业教育的理念融人到商贸类专业的人才培养的体系之中。在很多应用型本科商贸类专业，创新创业教育往往以相对孤立的形式开展，随意性强，缺乏统一的规划，属于学生第二课堂的拓展，创新创业教育与人才培养模式没有实现有机地融合。
1．3创新创业教育的课程设置与教学方法亟待改革
应用型本科商贸类专业目前尚未形成系统的创新创业教育课程体系，虽然很多专业已经开设了一些创新创业课程，但这些课程相对零散、不成体系，和专业课程体系相脱节。在具体实施的过程中，应用型本科商贸类专业已开设的创新创业教育课程往往是以课堂讲授或独立讲座的形式进行教学，没有真正将学生作为学习的主体，缺乏对学生自主性和创造性的引导与激励。
1．4创新创业教育师资队伍薄弱
在我国高校中，由于创新创业教育起步较晚，很多高校特别是一些地方性应用型本科院校创新创业教育师资极度缺乏。很多应用型本科商贸类专业没有专门的创新创业师资，平时创新创业教育的授课、讲座、辅导都是由一些专业老师或临时从校外聘请的企业专家客串，虽然他们具有相对丰富的专业知识，有的也具有十分丰富的实践经验，但是由于他们缺乏系统的创新创业知识，也没有实际的创业经验，所以在指导学生创新创业时对学生的帮助十分有限。
1．5校内外创新创业基地建设严重滞后
由于很多应用型本科院校在转型之前都是一些地方性的本科院校，他们在过去长期发展的过程中一般偏重于理论教学，往往忽视了学生实践能力的培养，一般也不重视校内外实践教学基地的建设。由于我国应用型本科和创新创业教育都还处于起步阶段，所以很多应用型本科商贸类专业十分缺乏校内外创新创业基地，校内外创新创业基地活动的开展。
1．6创新创业实践活动形式单一
由于很多应用型本科商贸类专业缺乏校内外创新创业基地，所以他们在开展创新创业教育的过程中往往以理论授课、讲座为主，创新创业实践活动相对很少，即使有大多形式也比较单一。很多学校创新创业实践活动的主要形式就是举办创新创业大赛，撰写创新创业计划书，由于缺乏相应的资金、场地条件，学生很多很好的创新创业计划无法落地开展，因为缺乏亲身实践的体验学生创新创业的综合素质很难得到很大的提高。
2应用型本科商贸类专业加强创新创业教育的
2．1树立正确的创新创业教育观念
应用型本科商贸类专业在加强创新创业教育的过程中，首先应该树立正确的创新创业教育观念。应用型本科商贸类专业旳创新创业教育应结合高素质应用型人才培养目标的定位和每个专业自身的特点来开展，在开展创新创业教育的过程中不仅要重视创新创业知识的普及和创新创业技能的传授，同时也要重视对学生创新创业意识和创新创业基本能力的培养，要改变“创新创业教育就是为了培养成功的创业者、企业家＂这样的片面观念，要把创新创业教育当成是应用型本科商贸类专业的通识教育，要充分认识到创新创业教育对应用型本科商贸类专业培养高素质应用型创新创业人才的重要意义。
2．2构建融合创新创业教育的创新人才培养模式
应用型本科商贸类专业在加强创新创业教育的过程中，要将创新创业教育纳人到商贸类专业的人才培养体系之中。应用型本科商贸类专业要不断进行人才培养模式的改革，要将创新创业教育与学业教育相融合，要将创新创业的实践活动真正融人到应用型本科商贸类专业的专业实践活动之中，通过统一的规划，实现创新创业教育与人才培养模式有机地融合，从而构建应用型本科商贸类专业融合创新创业教育的创新人才培养模式。
2．3不断深化创新创业教育课程体系与教学方法的改革
关键词 本科 应用型人才 人才培养 人文素质教育
中图分类号：G642 文献标识码：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
随着我国高等教育大众化的实现，围绕高等学校应用型人才培养的研究在实践中也逐渐展开。如对国外应用型人才培养先进经验的归纳和介绍；对应用型人才的涵义、特征、分类、能力结构的分析和阐释；对“人才培养模式”概念的讨论和厘定以及对应用型人才培养模式构建的理论性探讨等；由此产生了比较丰硕的研究成果，也推动着高等学校应用型人才培养的实际工作。但我们发现，如何在本科应用型人才培养过程中强化人文素质教育，或者说如何在本科应用型人才培养模式下全面彰显“育人为本”这一现代教育理念，在以往众多的研究中还鲜有涉及。
《国家中长期教育改革和发展规划纲要（2010-2020年）》明确要求“牢固确立人才培养在高校工作中的中心地位……重点扩大应用型、复合型、技能型人培养规模，”并强调提出教育以“育人为本”的工作方针。据此，以科学发展观为指导，以高等教育大众化为时代背景，继续深入进行本科应用型人才培养模式的研究，围绕本科应用型人才应具有的基本素质和能力，论证人文素质教育在本科应用型人才成长中的必要性，探索实施人文素质教育的具体路径，以不断创新和完善本科应用型人才的培养理念和培养模式，对于全面提高高等教育的人才培养质量具有重要且积极的意义。
1 本科应用型人才应具有的基本素质和能力
1.1 本科应用型人才的基本特征界定
一般来说，应用型人才是指能够熟练地将专业知识和技能应用于所从事的专业社会实践的一种专门人才类型。应用型人才一般又分为专科和本科两个层次，两个层次的人才特质又各有不同。应用型专科人才主要是指具有相关专业知识和操作技能的专门人才，其基本专业知识主要转化为实际动手操作的能力；而本科应用型人才在知识层面上更加注重应用性知识的掌握，在能力层面上更加注重适应能力和实践能力的发挥，同时又具有较强的创新和创业精神与能力。
应用型人才与其他类型人才相比也具有明显的特点。如，应用型人才与学理（研究）型人才的区别在于，应用型人才更加突出应用性，即依托一定的学科平台，具有较强的实践能力；应用型人才与高职高专（实用）型人才也不相同，应用型人才更加具备以通识为基础的深厚专业理论基础、宽广的专业知识面和较强的创新潜力和创造能力。所以，本科应用型人才更应该体现知识、能力、素质的和谐统一。
1.2 本科应用型人才应具有的基本能力和素质
知识、能力、素质结构，有的学者将其称为KAQ模式。“KAQ”分别为知识(owl edge)、能力(Ability)、素质(Quality)的英文字头的组合，三个要素形成为一个有机的统一体。
（1）知识的“广” 与“深”。在知识方面，本科应用型人才应该具备一定的广度和深度。所谓知识的广度是指本科应用型人才不仅要具备职业岗位所必需的理论知识，同时还要有较强的理论技能；不仅要有扎实的专业基础知识，还需要有过硬的应用性知识。所谓知识深度是指本科应用型人才的知识体系可以支持其实现从知识“实用”且“够用”，逐步向“可持续发展”的提升，支持其实现从满足职业岗位技术操作性要求的知识层面逐步向形成完整、系统的专业知识体系层面的转变。
（2）能力的“专”与“博”。本科应用型人才的培养要求以能力为中心。这里所要求的“能力”应该既“专”且“博”。所谓“专”主要是指岗位能力，也就是指职业岗位的专门技能，进一步是指具有应用专门知识进行技术创新的能力和科学研究的能力，这是一种主动学习，不断获取新知识，能够实现自我完善、勇于创新必备的能力；所谓“博”主要是指职业岗位群的能力，因为现代社会注重人与人之间、团队与团队之间的密切协作和紧密配合，应用型人才作为操作群体中的管理者，或者是管理群体中的运行者，应该具有广博的全局视野和合作协调能力，如组织、安排、实施工作任务的能力以及表达、交流、合作的人际关系处理能力等。
（3）素质的“高”与“全”。本科应用型人才素质的“高”和“全”反映了该类型人才应具有的素质的整体状况，这种状况体现在专业素质和非专业素质两个层面上：其专业素质主要表现为本科应用型人才的知识基础扎实、能力结构合理，职业性技能素质比较高；非专业素质主要表现为该类型人才在运用专业知识和技能进行生产管理、技术开发、创新创业过程中，所必然表现出来的价值观、责任心、道德感、进取精神、心理素质、意志品质和身体条件等方面的素养既好又全面。其实，非专业素质也可以说是人文素质与纯粹的、专业的知识和技能并无直接的关联，但它确是职业人运用知识、发挥能力、展现职业素质以完成岗位任务的具体保障，也是职业人在工作岗位彰显人生意义的自我认知条件。人文素质的高低不仅直接影响本职工作完成的质量和效果，也在很大程度上关乎本科应用型人才的自我评价和自我价值的实现。
所以，无论是从社会发展对本科应用型人才期待的角度，还是从人的自我发展需要的层面，本科应用型人才的教育都应该避免“重专业技能、轻综合素养”的倾向，避免过分重视人的技术价值、工具价值，而忽视人的本真价值，这也恰恰是培养本科应用型人才能否成功的关键性条件。
2 培养本科应用型人才必须重视人文素质教育
我国著名的教育学家先生曾经说过：“教育者，养成人格之事业也。使仅仅为灌注知识、练习技能之作用，而不惯之以理想，则是机械之教育，非所以施于人类也。”所以，在本科应用型人才培养模式下应该高度重视人文素质教育。
2.1 人文素质教育的内涵
所谓人文素质主要是指人们在自身基本素质的形成过程中，将人文知识经过教化等途径内化于身心所形成的精神品质和价值观念，是人之所以为人的核心规定；人文素质教育即是教人之所以为人之道。而高等学校的人文素质教育主要是指通过人文学科的教化和环境的熏陶，促使大学生通过自身的内化和发展，逐步形成一种稳定的内在品质和正确的价值取向的过程。由于人文素质教育的意义是运用人类特有的智慧陶冶人、启迪人和教育人，强调人的道德价值的塑造，注重人的精神品质的养成，激发人的潜能，引导人们坚毅地求真、从善、爱美，培养感悟人生目的和意义的能力，所以人文素质教育在高等学校教育教学体系中与思想政治教育、专业知识技能教育相比较具有更为广泛、深刻、丰富的内涵。大学生的思想品位、道德水准、心理素质、思维方式、人际交往以及人生观、价值观等方面的确立都离不开人文素质教育的有效进行。由此，人文素质教育作为人类社会发展进步的动力、规范和方向的根基，也必然成为现代大学教育的积极选择，在培养本科应用型人才模式下更具有不可替代的重要意义。
2.2 对本科应用型人才实施人文素质教育的基本路径
2.2.1 优化课程结构体系
第一，完善人文素质课程体系。开设人文课程不能搞一刀切，文科要根据文科课程内容和数量确定，以免人文课程的重复；理科的人文课程相对较少，但由于其本身专业课程任务的繁重，因此人文课程的开设必须少而精。各系部也可以根据自身的专业特色、资源优势、学生的个性特点与兴趣爱好，由系部负责，开设大量的人文选修课程。
第二，坚持人文课程设置的持续性和核心课程的精品化。所谓人文课程设置的持续性是指人文教育活动应该贯穿于大学生涯的始终。如，对于大一的学生，可以开设大学生心理、人际关系学、伦理学、演讲与口才、音乐欣赏、文学鉴赏、青年学生健康指导等课程，以帮助大学新生实现从中学时代到大学时代的转换；对于大二学生，可以开设一些如人生哲学、历史人物评价、美学、管理学、社会学、影视鉴赏、书法摄影等课程来拓展学生的知识面，引领学生思想的深刻化；对于大三、大四的学生，可以开设一些就业指导、企业文化、广告学、人力资源等相关的课程，帮助学生进一步了解现代社会和市场经济的新动态，为以后的就业打下基础。所谓核心课程精品化就是结合不同的专业，根据不同年级学生的心理特点、知识结构、能力基础与生活阅历将人文素质的课程3-5门，逐渐打造成核心课程。
第三，将人文素质教育融入专业教育课堂。由于高校各门课程皆具有育人功能，所有教师都负有育人职责，所以应该要求专业任课教师不仅教授专业理论技能，而且应该尽力把人文素质教育融入到大学生专业学习过程中，以本学科所发掘、展现的知识之美、事物发展的规律之美给学生以潜移默化的熏陶，使学生在学习科学文化知识过程中，自觉强化其人文素质修养。
2.2.2 创设“以人为本”的教学模式
第一，实行互动式教学。互动式教学能够有效改善传统的灌输式教学的弊病，启发引导学生的个性发展，提高创新能力。通过师与生互动，生与生互动，相互启迪，相互交流，共同切磋，实现共同提高。同时，教师既要重视知识的传授，更要注意对学生智力和能力的培养；既要突出对学生认知能力的发展，也强调对学生态度、情感、个性等非智力因素的激发，在日常教学过程中实现学生人文素质的升华。
第二，发掘教材中的人文内涵。教师尤其是专业课教师要善于充分利用教材，挖掘其内在的人文内涵。一是教师要以科学家的感人事迹对学生进行人文教育；二是教师要努力挖掘理科知识在形成和发展过程中的人文因素，对学生进行适时的人文教育；三是要重视培养学生树立正确的科学态度。教师在传授理工科知识的时候，要使学生懂得科学上的每一个进步，除了需要人的天才智慧，更需要人的顽强毅力、奋斗精神与特殊的勇敢。通过科学知识的传授与科学方法的教育，帮助学生养成严肃认真、一丝不苟的良好作风，以及实事求是、客观公正、坚持真理的优良品德。
第三，利用现代化教育手段。要充分利用网络教育教学资源和高等教育手段拓展人文教育领域，注重利用网络强化教与学的双向交流，并积极完善自学的方式，通过自学文字教材和收听、收看电视、录音、录像，以及运用多媒体课件学习教学内容，利用互联网等教学媒体进行答疑和进行辅导，以不断提高学生的学业素质。
2.2.3 营造校园人文文化环境
第一，增加图书资料中人文经典书籍的种类和数量。书籍是人生的伴侣与导师，人文书籍更是具有积极的感召力和影响力，对于青年大学生来说，尤其是这样。通过增加图书资料中的人文经典书籍的数量和种类，为大学生的阅读创造条件，使大学生在阅读经典的过程中感悟大师的魅力，提升人文素养。
第二，组织蓬勃多元、异彩纷呈的文体活动。可按系列组织各类文体活动、知识竞赛活动、读书活动、经典诗文推荐活动等等。从而培养学生的艺术素养、语言表达和应用的能力。在多种活动的参与中，培养学生的集体主义精神，提高学生的组织能力和协作能力。
第三，规范校园建筑布局，建设校园文化景点。文化名人塑像和体现科学人文精神雕塑建筑的树立，能够将自然之美与人文之美统一起来，营造健康向上的人文环境，这样既可以美化校园，也可以对学生进行审美情操的教育。
2.2.4 提高教师人文素质
教师的人文素质是实现教育目标不可或缺的重要支柱。学高为师，德高为范。学校应该大力营造终身学习的氛围和风气，鼓励教师不断“充电”，积极钻研业务，自觉提高其人文素质，并努力把本专业的理论知识、学科技能借助于美好的教学语言、精湛的教学技巧得以展现，把人文素质教育的理念贯彻于各门课程教学中；学校应该持续的开展“师德”教育，因为师德是教师最重要的素质，通过提高教育者的素质，使教师有能力帮助和引导青年大学生不断提高人文修养，塑造自身完美的人格，实现人生的价值追求，成为素质全面的本科应用型人才。
基金项目：本文为山东科技大学泰安校区创新工作资助基金项目“应用型人才培养模式下的教育功能研究”（编号：cxj1144）的阶段性研究成果
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