第一篇：打印修改------淺談拉威爾音樂作品的融合性(畢業(yè)論文初稿)

拉威爾音樂作品中的民族風(fēng)格分析

——以《西班牙狂想曲》和《鵝媽媽》為例

中 文 摘 要

莫里斯·拉威爾是19世紀(jì)末、20世紀(jì)初法國音樂史上承前啟后的重要作曲家之一，也是法國民族樂派的重要作曲家之一。作為一位杰出的管弦樂配器大師和鋼琴家，拉威爾一生創(chuàng)作了許多優(yōu)秀的作品。在其作品中，都不乏對(duì)西班牙、法國以及其他國家民族音樂元素的運(yùn)用。他的早期作品接近印象主義風(fēng)格，之后，在追尋法國更古老的音樂傳統(tǒng)以及在對(duì)法國古典、浪漫主義音樂法則的綜合把握中，想成了獨(dú)特的民族藝術(shù)風(fēng)格。

對(duì)拉威爾音樂作品中民族風(fēng)格的分析，不但能夠細(xì)致的了解拉威爾的獨(dú)特音樂風(fēng)格，更能對(duì)拉威爾乃至19世紀(jì)末20世紀(jì)初的音樂，尤其是民族音樂有更加宏觀的認(rèn)識(shí)，這些分析對(duì)進(jìn)一步詮釋拉威爾的音樂作品以及在以后的教學(xué)上都有重要意義。關(guān)鍵詞：拉威爾；民族風(fēng)格；《西班牙狂想曲》；《鵝媽媽》組曲

前言

19世紀(jì)末20世紀(jì)初，法國所存在的各種思潮因其穩(wěn)定的背景而異?；钴S。不同的文化領(lǐng)域，都產(chǎn)生新的新式。其中象征藝術(shù)的文學(xué)和繪畫最早風(fēng)行于法國。這時(shí)，音樂的創(chuàng)作，不可避免的的受其影響，也產(chǎn)生了巨大的變化。在法國歷史上占據(jù)了重要位置便是法國民族音樂的復(fù)興，法國音樂的復(fù)興對(duì)印象主義音樂產(chǎn)生發(fā)展起了重要的推動(dòng)作用。

20世紀(jì)初的藝術(shù)雖然是對(duì)古典音樂、傳統(tǒng)音樂寫作手法的一種顛覆，但對(duì)民族民間的音樂元素保留濃厚的興趣，不論是本國民間民歌還是中國，俄羅斯的等東方的民族音樂元素，都會(huì)吸收到他們所創(chuàng)作的音樂中，是創(chuàng)作的必要因素之一。

莫里斯·拉威爾作為這一時(shí)期杰出的作曲家之一，也在創(chuàng)作中添加了大量的民族音樂元素，表現(xiàn)出他對(duì)各國民族音樂的喜愛，尤其對(duì)法國和西班牙的音樂的音樂更是鐘愛，他的任何一部音樂作品幾乎都會(huì)涉及到民族民間音樂元素，例如在《西班牙狂想曲》中大量的使用西班牙的舞曲節(jié)奏，在音樂會(huì)狂想曲《茨岡》中用到了匈牙利的民間音調(diào)，在《鵝媽媽》組曲中用到中國的傳統(tǒng)的五聲調(diào)式等等，這些都使得他的作品表現(xiàn)出濃厚的異國情調(diào)。

一、拉威爾及法國民族樂派概述

法國作曲家莫里斯·拉威爾（Manirce Ravel 1875—1937）在1875年3月7日生于法國南部靠近西班牙的山區(qū)小城西布勒（Ciboure）一個(gè)工程師家庭。父親是瑞士人，母親是西班牙人，在他的創(chuàng)作中，經(jīng)常會(huì)出現(xiàn)法國和西班牙的民族音樂元素。拉威爾 的父親雖然是個(gè)平民工程師，但對(duì)藝術(shù)極度熱愛，擁有非常豐富的音樂知識(shí)，有極高的音樂修養(yǎng)。在對(duì)拉威爾的音樂教育上也是非常重視的，并努力培養(yǎng)拉威爾成為鋼琴家。可以說，父親是拉威爾音樂道路上的啟蒙老師。拉威爾曾這樣評(píng)價(jià)其父親：“音樂修養(yǎng)比大多數(shù)音樂愛好者要高得多，他知道怎樣開發(fā)我對(duì)音樂的興趣，怎樣在恰當(dāng)?shù)臅r(shí)機(jī)激發(fā)我對(duì)音樂的熱情”。在充滿藝術(shù)氛圍與寬松自如的環(huán)境中，拉威爾如魚得水的吸收著各種各樣的音樂元素，為他多樣性的民族音樂創(chuàng)作打下堅(jiān)實(shí)的基礎(chǔ)。

俗話說：“民族的就是世界的?！边@句話在音樂中也同樣適用，如果音樂在創(chuàng)作中脫離了屬于他的民族，那么即使這樣創(chuàng)作出來的音樂也是沒有靈魂的，無法打動(dòng)人心的，無論在何時(shí)何地，無論在任何國家，音樂都是有其民族性的。在西方音樂的歷史長河中，民族音樂的位置是至關(guān)重要的。同根源的民族擁有著共同的的文化和藝術(shù)，民族主義通常帶有著愛國之心，人們將自己的感情通過音樂或文學(xué)傳達(dá)出來。從音樂的角度上來看，民族音樂家所創(chuàng)作的作品都是為了振興本民族的音樂，他們把民間音樂素材融入到作品中，現(xiàn)實(shí)的生活，民族的歷史為創(chuàng)作題材，對(duì)自己民族的深厚感情和愛國之情為主要表達(dá)內(nèi)容。當(dāng)時(shí)法國民族音樂的復(fù)興運(yùn)動(dòng)進(jìn)行的轟轟烈烈，將法國音樂的發(fā)展推向了一個(gè)歷史性的高潮。圣—桑、弗朗克、弗萊、丹弟等作為民族音樂復(fù)興運(yùn)動(dòng)的先行者，為后來的音樂家們開辟了新的創(chuàng)作視野。拉威爾和德彪西在他們的基礎(chǔ)上繼續(xù)對(duì)法國傳統(tǒng)音樂推陳出新。他們吸收傳統(tǒng)音樂的精髓，又對(duì)固有的條條框框進(jìn)行開拓、創(chuàng)新，形成一種新的形式。他們吸收本國民族音樂所特有的風(fēng)格特點(diǎn)，將古老傳統(tǒng)的格里高利圣詠歌和巴洛克時(shí)期的音樂放進(jìn)所創(chuàng)作的音樂中，東方民族，西班牙，匈牙利，法國和俄羅斯等現(xiàn)代民歌音樂元素也在音樂中與古老的傳統(tǒng)形式相結(jié)合。這就形成了拉威爾獨(dú)有的民族音樂風(fēng)格。

法國民族音樂主要的代表人物是德彪西和拉威爾，在他們的作品中不難發(fā)現(xiàn)一些具有法國、西班牙民歌或者是其他國家民間音樂的元素?！八杏袆?chuàng)造力的藝術(shù)家都和他的民族有著切不斷的聯(lián)系，也都有屬于自己的創(chuàng)作原則?！敝档靡惶岬氖牵渌麌业拿褡逡魳吩?，如西班牙的舞蹈音樂，俄羅斯民族音樂，美國黑人音樂，爵士樂等等同樣受到音樂家的重視，取材于此用帶有法國特有的音樂創(chuàng)作手法來創(chuàng)作，吸收進(jìn)自己的音樂中。法國民族樂派的音樂家更偏愛描寫生活場(chǎng)景和大自然的景物而不是重大事件，歷史人物等卻極少涉及。在拉威爾看來，民族音樂元素是至關(guān)重要不可或缺的，在他的作品中無論是鋼琴作品還是管弦樂作品，民族民間音樂可以說是無處不在。

二、影響拉威爾民族風(fēng)格形成的因素

拉威爾愛好廣泛，喜愛各種各樣的藝術(shù)，不論是音樂，詩歌還是繪畫他都很有興趣。古典的與新型的，本國的與異的他都一并接受。創(chuàng)新，他音樂創(chuàng)作中的一大特色，在他的創(chuàng)作中，連當(dāng)下流行的音樂元素都能夠被發(fā)現(xiàn)，作品呈現(xiàn)風(fēng)格也是多樣化的。同時(shí)，拉威爾非常有理智，雖然敏感，但卻極有主見。外界的變化幾乎不會(huì)影響他自己的想法。他的性格決定了其音樂作品，作品采用整體構(gòu)思和邏輯向思維，結(jié)構(gòu)精準(zhǔn)，邏輯嚴(yán)密。

巴黎是拉威爾成長和學(xué)習(xí)的地方，法國傳統(tǒng)音樂元素早已在無形中

扎根于拉威爾的心理。拉威爾認(rèn)為“藝術(shù)作品是作曲家獨(dú)特意識(shí)的產(chǎn)物，他是無法擺脫他的民族傳統(tǒng)的約束的”法蘭西民族音樂的特點(diǎn)，柔美雅致，精制線條都成為了拉威爾音樂創(chuàng)作的依據(jù)。

福雷是拉威爾在巴黎音樂學(xué)院的作曲老師，他對(duì)拉威爾的影響可以說是最大的一位。福雷的一生都致力于發(fā)展法國音樂，同時(shí)也是法國民族音樂學(xué)會(huì)的創(chuàng)作者和領(lǐng)導(dǎo)人。拉威爾所具有的古典作曲規(guī)則功底，是從他老師福雷那里學(xué)到的。溫和的語言，含蓄的表達(dá)風(fēng)格，并不刺骨的批判諷刺，是福雷的風(fēng)格，同時(shí)拉威爾也巧妙地借鑒模仿老師對(duì)于民族民間音樂元素的運(yùn)用，把其運(yùn)用到自己的音樂中。這也是其音樂創(chuàng)作的一大特色。福雷給拉威爾充分的空間讓其發(fā)展，并且支持其創(chuàng)新創(chuàng)作。拉威爾對(duì)這位老師充滿了敬愛之情，那首著名的鋼琴作品《水之嬉戲》便是其送給恩師福雷的。

夏布里埃，是另一位對(duì)拉威爾影響重大的法國組曲家。夏布里埃的音樂也是特色十足，傳統(tǒng)和創(chuàng)新元素都可以在他的音樂創(chuàng)作中找到。拉威爾稱其為“法國現(xiàn)代音樂的鼻祖”。夏布里埃創(chuàng)造了法國式的和聲，在全音階中將調(diào)式音樂與和聲統(tǒng)一。這種新的和聲形式的出現(xiàn)為拉威爾的音樂創(chuàng)作仿佛打開了另一扇窗戶，繼承與發(fā)展的大膽創(chuàng)新，進(jìn)一步的豐富了法國音樂。拉威爾的音樂創(chuàng)作里有著夏布里埃的影子，他的早期鋼琴作品也是模仿其特殊的音樂風(fēng)格的，《古風(fēng)》和夏布里埃的《牧歌》如出一轍，清澈見底，如詩如畫的意境讓人陶醉。

藝術(shù)聯(lián)盟是拉威爾和瑞卡多·維涅兩人在1902年發(fā)起，自稱“搗蛋幫”（Societe Des Apaches）。是對(duì)有創(chuàng)新精神的藝術(shù)家進(jìn)行支持的團(tuán)體。每當(dāng)其中的人有創(chuàng)作或是有新的想法時(shí)，成員們都會(huì)相互鼓勵(lì)，進(jìn)項(xiàng)研究和討論并且支持其創(chuàng)新精神。這在一定程度上也幫拉威爾開闊視野，拓寬了他的音樂研究的道路。當(dāng)時(shí)，俄羅斯和西班牙的音樂讓拉威爾沉醉其中，他把這些充滿異國情調(diào)的音樂元素放到他的創(chuàng)作里，使其

作品充滿了奇異的異國色彩。管弦樂曲《西班牙狂想曲》就是在這種情況下產(chǎn)生的。濃厚的異域色彩越來越多的出現(xiàn)在曲子中掩蓋了傳統(tǒng)的元素。

三、拉威爾音樂作品中的民族風(fēng)格分析

拉威爾的作品中重視對(duì)民間音樂的運(yùn)用，如“法國、匈牙利的民間音調(diào)和節(jié)奏；古老的巴斯克民間音調(diào)；吉普賽人而熱情的音樂；東方音樂特別是對(duì)其母親的故鄉(xiāng)西班牙的音樂更為熟悉和喜愛，”在其作品中，都不乏對(duì)這些音樂元素的運(yùn)用。

（一）以《西班牙狂想曲》為例

狂想曲（Rhasody）這個(gè)名詞，源于古希臘的史詩詠吟者，他們用樂器伴奏歌唱或朗誦，后來在專業(yè)創(chuàng)作中是指以民歌曲調(diào)為主題而發(fā)展的器樂幻想曲。大多數(shù)“狂想曲”是以緩慢的民歌曲調(diào)為基礎(chǔ)進(jìn)行變奏，又與宣敘調(diào)的段落和快速的民間舞曲段落相對(duì)比，音樂富于民間特色。十九世紀(jì)以后，狂想曲運(yùn)用民族民間音樂素材進(jìn)行發(fā)揮，結(jié)構(gòu)較自由，具有史詩風(fēng)格和民族色彩的器樂獨(dú)奏或管弦樂曲，多具有鮮明的民族色彩和敘事性段落。

《西班牙狂想曲》是拉威爾1907年創(chuàng)作的一部管弦樂作品，當(dāng)時(shí)正是作者創(chuàng)作精力旺盛、技術(shù)成熟的時(shí)期，他將富于魅力的民間音樂融化在自己獨(dú)特的風(fēng)格中，并在配器手法上大膽而成功地進(jìn)行創(chuàng)造，生動(dòng)的描繪了西班牙生活風(fēng)俗場(chǎng)面。全曲由四個(gè)樂章組成：《夜的前奏曲》、《馬拉加舞曲》、《哈巴涅拉舞曲》和《市集》?！斑@是他作品中唯一一部專為管弦樂構(gòu)思，而不是在一定程度上潛伏在作曲家頭腦中的某種朦朧的、未成形的計(jì)劃構(gòu)思的作品”。1908年3月15日這部作品在巴黎首演，據(jù)說當(dāng)時(shí)大廳的保守派發(fā)出嘲弄的聲音，學(xué)生和

窮人卻報(bào)以熱烈的掌聲，他們向那些不理解音樂的高貴聽眾喊到：“你們這些人，如果這首樂曲是瓦格納寫的，你們一定會(huì)喝彩。”西班牙作曲大師法雅對(duì)這部作品的評(píng)價(jià)平息了這場(chǎng)爭論：“這首狂想曲讓人吃驚的是通過運(yùn)用我們西班牙的流行音樂的調(diào)式和裝飾音型，他所表現(xiàn)出來的純粹的西班牙特性絲毫沒有被作曲家的風(fēng)格所改變?！痹S多聽眾認(rèn)為這部作品是無與倫比的，它以如畫般的手法描繪出濃郁的西班牙氣氛和西班牙精神，具有鮮明的西班牙情趣。這部作品是作曲家第一部成功的管弦樂作品，在作曲家的創(chuàng)作生涯中占有十分重要的地位。

1、夜的前奏曲（第一樂章）

“夜的前奏曲”是一首以持續(xù)反復(fù)的四音動(dòng)機(jī)為基礎(chǔ)寫成的別具一格的西班牙夜曲，這個(gè)主導(dǎo)動(dòng)機(jī)（有時(shí)簡化為三個(gè)音）在小提琴、中提琴和大提琴的各個(gè)音區(qū)，在木管樂器法國號(hào)和鋼片琴上始終不斷地反復(fù)著，并同3/4拍子的基本

構(gòu)成一種交錯(cuò)節(jié)奏。

而在這背景上則可以看到個(gè)別音調(diào)或簡短動(dòng)機(jī)呈現(xiàn)——這是西班牙民間音樂的歌曲與舞曲樣式的概括，它有時(shí)是憂郁的冥想主題，帶有幾乎覺察不出的東方色彩，現(xiàn)有兩個(gè)現(xiàn)有兩個(gè)單簧管相隔八度奏出： 譜例5

而有時(shí)則完全是典型的西班牙旋律進(jìn)行，像這樣的旋律模式，我們?cè)谧髡叩摹段靼嘌罆r(shí)鐘》中、在德彪西的《格拉納達(dá)之夜》和其他作品中都長可看到： 譜例6

這些樂句以其阿拉伯式花紋，增添了樂曲所要體現(xiàn)的那充滿溫柔和倦意的南國之夜的神秘氣氛。

2、馬拉加舞曲（第二樂章）

“馬拉加舞曲”原是西班牙南部安達(dá)盧西亞省馬拉加地區(qū)的一種很有力的凡旦戈舞曲，常帶有即興性的歌唱，通常為3/8拍，速度為“適當(dāng)中速”。拉威爾運(yùn)用這一題材寫成了這首篇幅短小、色彩艷麗、技術(shù)新穎的樂曲。他將這首舞曲一改通常所用的3/8拍，采用了3/4拍，使得音樂更加自由，而速度則適當(dāng)要求輕快（Assezvif）。

在該樂章的前段，這首馬拉加舞曲保持著典型的舞曲形式，例如：其中三拍子的活躍進(jìn)行，伴奏中富有特點(diǎn)的節(jié)奏以及三小節(jié)構(gòu)成的一單元的結(jié)構(gòu)等。譜例7

作者把馬拉加舞曲的這個(gè)三小節(jié)的舞蹈性動(dòng)機(jī)，放在低音提琴隆隆作響的低音區(qū)，因而

帶有一種神秘和警覺的意味，而在這多次反復(fù)的音型之上的樂隊(duì)變奏（木管樂器上幾近于滑奏的流暢音階和其他一些簡短的旋律），又顯得十分輕快，幾乎帶有虛幻的色彩。但是，隨后出現(xiàn)一個(gè)帶有朗誦調(diào)特點(diǎn)的舞蹈旋律： 譜例8

之后，音樂的速度隨即轉(zhuǎn)快，主題從b小調(diào)移入升g小調(diào)，顯得比前便更加有力，這個(gè)主題只有屬和弦構(gòu)成。值得注意的是，這主題只有屬和弦構(gòu)成，這是西班牙舞蹈音樂富有特點(diǎn)的手法之一。樂曲的中段出現(xiàn)由英國管的獨(dú)奏樂句，這是一種熱烈的冥想性獨(dú)白，情緒有點(diǎn)抑郁，同前面的活躍激烈形成對(duì)比： 譜例9：

英國管的簡短敘述才剛開始，前一首“夜曲”的四音動(dòng)機(jī)便驀地出現(xiàn)，并立即把音樂帶入最后一段?，F(xiàn)在，英國管的旋律被長笛和 單簧管半音下行的急速樂句所取代，馬拉加舞曲的固定動(dòng)機(jī)在低音弦樂器中又隱約可聞，最后音樂在十分輕柔的氣氛中淡然消失。

3、哈巴涅拉舞曲（第三樂章）

“哈巴涅拉” 是起源于古巴哈瓦那的一種較慢的二拍子舞曲，19世紀(jì)中葉傳入西班牙，在西班牙有很大發(fā)展，而且廣泛流傳到歐洲各國，在法國也引起很多作曲家的興趣。此曲是最早寫出的一個(gè)樂章，作曲家在將其收入進(jìn)《西班牙狂想曲》時(shí)，連一個(gè)音符也沒改變可見這首樂曲非常精致并富有濃郁的西班牙風(fēng)格。

譜例10

3、市集（第四樂章）

“市集”即“民間節(jié)日”，具有西班牙舞曲風(fēng)格的輝煌的環(huán)線樂曲，情緒熱烈、活躍，用民間音樂的節(jié)奏和旋律模式寫成，它的巨大的篇幅組成了民間節(jié)日市集上的喧鬧、歡樂的生動(dòng)畫面。

這首樂曲從短笛從C大調(diào)的屬音（G音）上編織的快捷音型開始，在這一背景上，有長笛奏出一個(gè)奇特而美麗的舞蹈性動(dòng)機(jī)，少頃又轉(zhuǎn)到單簧管聲部，與此同時(shí)，好像作為這個(gè)動(dòng)機(jī)的一種反響，從弦樂低聲部也兩次出現(xiàn)某種不明顯的神秘音響——這是節(jié)日的喧囂聲，但這是他只是從遠(yuǎn)處傳來，一切還顯得相當(dāng)朦朧而柔和。譜例11

（二）以《鵝媽媽》組曲為例

兒童組曲《鵝媽媽》法國作曲家拉威爾的《鵝媽媽》組曲，原來是四手聯(lián)彈鋼琴組曲，是一部名副其實(shí)的兒童組曲 — 采用兒童題材、為兒童創(chuàng)作、供兒童演奏的組曲。采用兒童題材 — 內(nèi)容取材于法國作家貝洛（1628—1703）、奧努瓦夫人（約1650—1705）和 博蒙夫人（1711—1780）的童話；為兒童創(chuàng)作這部組曲是1909年拉威爾為他的好朋友哥臺(tái)勃斯基的兩個(gè)孩子創(chuàng)作的，并把這部作品獻(xiàn)給了他們；供兒童演奏——1910年4月，這部組曲在巴黎獨(dú)立音樂協(xié)會(huì)的一次音樂會(huì)上初次演出時(shí)，擔(dān)任鋼琴四手聯(lián)彈的是六歲的韋爾熱爾和十歲的拉米?！儿Z媽媽》作為一部地道的兒童組曲，似乎只差作曲者不是兒童了。但拉威爾告訴我們：“我寫這部組曲，目的是要喚起童年時(shí)代的詩意，因此手法就必須單純，一切表面的效果只好摒棄不用。”可見作曲家也是懷著一顆童心來創(chuàng)作的。

1911年，拉威爾把《鵝媽媽》改編為管弦樂組曲，后來又加上了兩個(gè)樂章，改變

了各樂章的次序，并用間奏曲把它們貫串起來，成為舞劇音樂。舞劇由拉威爾根據(jù)貝洛等的鵝媽媽故事編劇，讓娜·于加爾編舞，1912月首演于巴黎。

《鵝媽媽》組曲共有五首樂曲，并都帶有小標(biāo)題，這些樂曲中都不同的加入了民族音調(diào)和節(jié)奏。

1、帕凡舞曲

帕帆舞，又稱之為孔雀舞，Pavane（或稱之為pavan），是一種16世紀(jì)（文藝復(fù)興時(shí)期）歐洲盛行的緩慢雙宮廷舞步，由許多對(duì)雙人舞者組成一個(gè)隊(duì)列，2/2拍，舞步緩慢而莊重。通常帕帆舞會(huì)與蓋里爾舞（Galliard.）配對(duì)演出。近代作曲家亦采用此舞曲進(jìn)行創(chuàng)作，如福雷的《帕凡》，拉威爾的《悼念公主的帕凡舞曲》，沃恩·威廉斯的《約伯》（job）中的帕凡舞曲。

在該曲的第一首樂曲“森林中睡美人的帕凡舞曲”中，使用了古老的帕凡舞曲。這支舞曲很簡短，共有十二小節(jié)，它的速度緩慢，旋律融合了法國民間音調(diào)和巴斯克族音調(diào)，出了三個(gè)半音的進(jìn)行之外，幾乎都是自然音進(jìn)行，有五聲音階的傾向，他那柔順而倦慵的旋律具有搖籃曲的特點(diǎn)： 譜例12

這只小調(diào)旋律在管樂器聲部傳遞，有時(shí)同法國號(hào)的旋律相交織，充滿溫柔的詩意，又略帶憂郁之感。這首樂曲通《為已故小公主而寫的帕凡舞曲》屬于同一題材。

2、薩拉班德舞曲

薩拉班德是西歐古老舞曲之一種。據(jù)傳16世紀(jì)初由波斯傳入西班牙。16世紀(jì)后期傳入法國演變成速度緩慢而莊重的舞曲。17世紀(jì)前半葉起，常見于德國古組曲，為其中四首固定舞曲的第三首。三拍，第二拍時(shí)值較長為其特色。兩段體結(jié)構(gòu)，速度緩慢，氣氛莊重，是古典組曲中四首固定舞曲中的第三首。

該曲的第五首樂曲，“仙境般的花園”中，使用了薩拉班德舞曲，這段舞曲音樂是劇情發(fā)展到王子出現(xiàn)時(shí)響起的一段音樂，這段音樂的語言格外的簡潔，整首樂曲幾乎全在自然音

階的音列之中，樂曲是從弦樂合奏開始的，它的節(jié)奏便是古老的薩拉班德舞曲。下面這一段是用獨(dú)奏小提琴和鋼片琴奏出的一段主體： 譜例13

這段舞曲的的出現(xiàn)是劇中王子來到仙境時(shí)，安謐的花園的寫照，同時(shí)也顯示了作者富于詩意的心境。

3、中國五聲調(diào)式

五聲調(diào)式是中國特有的名族調(diào)式，音階一般是12356，拉威爾一直以來對(duì)遙遠(yuǎn)的東方的音樂充滿了好奇感，所以在第三首樂曲“瓷偶女皇蕾德隆娜”中作者為了表現(xiàn)瓷偶的能歌善舞，他選用了所謂“古典”的升F大調(diào)調(diào)性，以便用黑鍵來演奏中國的的五聲音階旋律來表現(xiàn)想象中的玩偶王國。譜例14

三、拉威爾民族音樂風(fēng)格總結(jié)

拉威爾在藝術(shù)上有其獨(dú)到的見解，他說：“嚴(yán)格地說，我不是一個(gè)?現(xiàn)代作曲家?，因?yàn)槲业囊魳愤h(yuǎn)不是一場(chǎng)? 革命?，而只是一種?進(jìn)化?。雖然我對(duì)音樂中的新思潮一向是虛懷若谷、樂于接受的，但我從未企圖摒棄已為人們公認(rèn)的和聲作曲規(guī)則。相反，我經(jīng)常廣泛地從一些大師身上吸取靈感(我從未中止過對(duì)莫扎特的研究)，我的音樂大部分建立在過去時(shí)代的傳統(tǒng)上，并且是它的一個(gè)自然的結(jié)果。我可不是一個(gè)擅長于寫那種過激的和聲與亂七八糟的對(duì)位的?現(xiàn)代作曲家?，因?yàn)槲覐膩聿皇侨魏我环N作曲風(fēng)格的奴隸。我也從未與任何特定的樂派結(jié)盟?！?/p>

拉威爾認(rèn)為在藝術(shù)上的“傾向”和“民族性”是不會(huì)讓音樂家拋棄自己的民族意識(shí)，而音樂家創(chuàng)作的根源正是來自于民族。將具有民族風(fēng)格的題材，節(jié)奏，旋律，調(diào)式等作為引子放入音樂創(chuàng)作中，形成了屬于自己特點(diǎn)的音樂，這邊是拉威爾在音樂中所追求的民族性效果。

拉威爾不但大力弘揚(yáng)法國本土民族音樂，還對(duì)其他國家的民族音樂有著濃厚的興趣，像是西班牙民間音樂，俄羅斯民間音樂，還有東方國家的民族民間音樂。正是因?yàn)檫@樣，他所寫的旋律優(yōu)美動(dòng)聽，充滿異國情調(diào)，就像是民歌一樣通俗易懂，在民間大受歡迎，流傳甚廣。

民族音樂中的舞曲也是拉威爾特別感興趣的題材，法國小步舞曲，西班牙馬拉加舞曲，波羅來舞曲，美國爵士舞等都能在他的音樂作品中找到身影。特別是節(jié)奏，無趣的節(jié)奏多變動(dòng)感，成了拉威爾的重要取材部分。其次感興趣的是各個(gè)國家的民間歌曲，拉威爾曾寫了許多異國民歌。這些都彰顯了拉威爾對(duì)本國的熱愛，對(duì)異國民間歌曲的熱愛。

節(jié)奏，對(duì)位，和聲，配器等多個(gè)音樂創(chuàng)作的領(lǐng)域里都可以發(fā)現(xiàn)拉威爾的兩個(gè)特征——精湛的技巧和讓人難以預(yù)料。拉威爾的思想和他的高超技巧站在同一條線上，就是因?yàn)樗乃伎疾艜?huì)寫出這么有高品位的的作品。他的作品不但豐富了印象主義音樂還給人們以啟迪。拉威爾音樂中那迷人的旋律也要?dú)w功于他對(duì)民族民間音樂和異國音樂的熱愛，將這些民族音樂元素和拉威爾的創(chuàng)新形式相融合，所作出的樂曲也是火花四濺。拉威爾自己認(rèn)為“我不是某一派別”，他是一位創(chuàng)新大師，完美平衡力的天才，他的多元化的音樂對(duì)法國乃至世界的音樂都有著深遠(yuǎn)的影響。

結(jié)語

拉威爾一生堅(jiān)持的原則是博采眾長，正如《新格羅夫音樂辭典》所說：“學(xué)習(xí)研究前輩的作品是拉威爾創(chuàng)作實(shí)踐的關(guān)鍵”，他喜歡傳統(tǒng)的東西，也喜愛新的東西，只要是對(duì)自己創(chuàng)作有有利的，他都加以借鑒，從而形成自己獨(dú)特的民族藝術(shù)風(fēng)格。

拉威爾以自己的方式回歸傳統(tǒng)，又開拓創(chuàng)新，在作品中表現(xiàn)出兩個(gè)極點(diǎn)的完美結(jié)合。在早期，拉威爾的音樂受到印象主義思潮的影響;但從后來的發(fā)展來看，他逐漸擺脫了印象主義的美學(xué)思想的約束，寫出了一些形象清晰、生動(dòng)，色調(diào)明朗，在藝術(shù)上有許多創(chuàng)造并給后人以啟迪和影響的作品。他的音樂，是以法國的音樂文化為基礎(chǔ)的，融合其他民族音樂文化并以自己的方式加以創(chuàng)新。因此，拉威爾的音樂作品在法國乃至世界音樂史上占有重要地位。

參考文獻(xiàn)

[1][美]唐納德·杰·格勞特：《西方音樂史》[M],人民音樂出版社，1996(1)。[2]沈旋 粱晴 王丹丹 ：《音樂史導(dǎo)學(xué)》[M]，上海音樂出版社，2008(1)。

[3]馮志平：《西方音樂史與名作賞析》[M],上海音樂出版社，2008(1)。[4]張式谷 潘一飛：《西方鋼琴音樂概論》[M] 人民音樂出版社 ,2006(2)。[5]于潤洋：《西方音樂史》[M]，上海音樂出版社，2006(3)。[6]楊民望：《世界名曲欣賞》[M]，上海音樂出版社，1987(2)。[7]林逸聰：《音樂圣經(jīng)》[M]，華夏出版社，2000(1)。

[8]李翔宇：《印象派音樂之德彪西與拉威爾風(fēng)格比較》[J]，藝術(shù)探索，2008（03）。[9]劉菁媛：《最精確的瑞士鐘表匠》，[J]，科技創(chuàng)新導(dǎo)報(bào)，2008（18）。.

第二篇：畢業(yè)論文修改

分類號(hào)

UDC

單位代碼

1166

1密 級(jí)

公開

學(xué)

號(hào)

2009402034

四川民族學(xué)院

學(xué)士學(xué)位論文

高中英語詞匯教學(xué)的探析

(初稿)

論文作者：

周均梅 指導(dǎo)教師：

學(xué)科專業(yè)：

研究方向：

提交日期：

2013年

月

日

中 國 ? 康定

English Department

Sichuan University for Nationalities

Analysis of Lexical Teaching in Senior High Schools

by ZHOU Jun-mei

A Thesis

Submitted to the English Department In Partial Fulfillment of the Requirement For the Degree of B.A.in English

Sichuan University For Nationalities May 2013 Thesis Supervisor:

高中英語詞匯教學(xué)的探析

摘要

愛瑪在高中英語詞匯教學(xué)中，傳統(tǒng)的教學(xué)模式給老師的授課和學(xué)生的學(xué)習(xí)帶來很多問題。致力于語言教學(xué)的國內(nèi)外學(xué)者普遍認(rèn)為詞匯知識(shí)在語言運(yùn)用和篇章理解方面有著至關(guān)重要的作用。自新課改以來，大多數(shù)中學(xué)都采用了新思路和新的教學(xué)方法，就本文的問卷調(diào)查來看，其成果不可忽視。該文章意在遵循新課改的要求，探析英語詞匯教學(xué)中的規(guī)律和方法，主要從三個(gè)方面進(jìn)行闡述：其一，新課改下,英語詞匯教學(xué)的現(xiàn)狀，從正反兩方面分析，提出問題。其二，.英語詞匯教學(xué)應(yīng)遵循的規(guī)律，著重研究詞匯教學(xué)中應(yīng)注意的單詞固有規(guī)律、學(xué)生生理與心理特點(diǎn)以及學(xué)生的記憶規(guī)律。其三，針對(duì)英語詞匯教學(xué)探究的教學(xué)方法，具體有語境記單詞教學(xué)法，以及對(duì)所學(xué)單詞的復(fù)現(xiàn)和運(yùn)用。

關(guān)鍵詞：語詞匯教學(xué);注意因素;有效方法

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Analysis of Lexical Teaching in Senior High Schools

Abstract

In terms of vocabulary teaching in senior high school, the traditional pattern has caused lots of problems to both the teachers and students.The domestic and abroad scholars, devoted to language teaching, generally believe that lexical knowledge is pretty crucial for the use of language and the comprehension of writings.Since the New English Curriculum, innovative ideas and teaching methods are introduced in most senior high.From the survey I conducted, the achievement it has got can’t be ignored.Based on the New English Curriculum, this essay aims at exploring the rules and approaches in vocabulary teaching, and it can be divided into three parts: first, the recent situation of words teaching under the reform.Both the positive and negative sides are presented, and key questions are put forward.Second, the rules one should obey, namely, words’ rules, students’ characteristics on physiology and psychology, and the memory law.Last but not least, some practible ways on this topic, like using contexts together with any other methods(such as roots, affix, and derivative terms), phonetic teaching, classification and utilization of words, and combination of related words, are provided.Key words: vocabulary teaching；factors；effective methods

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Acknowledgements

Here I owe the most sincere gratitude to my supervisor, Ms Xiao who leads me to finish this article.I thank her for her endless patience towards me and smart guide in mentality.She impressed the definition of teaching methods on me, and let me know that what I write must be practical and effective.Based on this, a survey among students seems a must.Therefore, I appreciate those friends who helped me finish the survey among freshmen in Southwest Petroleum University.As far as I am concerned, it is tough work to convince the freshmen to believe this is an innocent survey.Obviously, this investigation is very critic to my essay.And I thank them to analyze the questionnaire.I’ll also grateful to my classmates, because they gave me appropriate suggestions, and recommended me many useful books.As to some parts of my essay, they raised very meaningful questions and shared their opinions with me, which benefited my article a lot.Thus I realize that my essay have to be referred to the real situation in the class of senior high schools, the objective of the New English Curriculum, and some rules teachers need to obey.Last but not least, I thank my family very much.During my stay at school, they encourage me all the way, and provide me with careful care and sufficient money.What’s more, they are my inexhaustible.iii

Contents 中文摘要……………………………………………………………………………i Abstract………………..………………………………………………….………ii Acknowledgements..………………………………………………………….iii Introduction………………………………………………………… …………..1 Chapter One The present situation of lexical teaching in Senior High schools.........................................................................................3 1.1 Definition Positive phenomena are showed: teaching approaches of teachers and study methods of students are both improved.......................3 1.2 Negative aspects: unavoidable problems exist…………………………4 1.3 Questions are put forward…………………………………………………..5 Chapter Two The rules and factors that teachers should obey during their teaching……………………………………………….6 2.1.The rules and factors that teachers should obey during their teaching………………………………………………………………………….…6 2.1.1 The rules in vocabulary itself………….………………………… …… ….6 2.1.2 The factors of students’ physiology and psychology……………………..8 2.1.3 Teaching procedures should be in line with the memory law...................9 2.2 Feasible teaching approaches on English lexicon………………………9 2.2.1 The importance of the context and extra-curriculum reading……………9 2.2.2.Using the context as a medium to convey multiple effectual lexical teaching approaches……………………………………………………………….11 2.2.3 Activities to help remembering words……………………………… ……14 Conclusion……………………………………………………………………....15

Bibliography….………………………………………………….… ……………16 Appendix A….………………………………………………….… …………......17 Appendix B….………………………………………………….… ……………..19

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Analysis of Lexical Teaching in Senior High Schools

Introduction

Since 20 century 70s, with the further researches into acquisition of language, we can recognize clearly that the mastery of vocabulary is quite crucial for language understanding and language output(Wang Jing，2009:11).The famous linguist Wilkins said: ―Without grammar, we can hardly express something;while without words, we can not express anything.‖（Wilkins D.A.，1972:85）So if one wants to learn a language well, the most basic thing he needs to do is learn words.While in traditional teaching pattern, teachers usually teach words solely.That is: they teach students to read new words, and give students the meanings, some collocations, and then ask them to remember.That is force-feeding method of teaching，aiming at increasing the quantity of words, not the quality of words’ output.As a result, students will be in a state of ―passive‖, very negative and lack interest, to some extent.Successful learning is forged out of learners’ motive and impulse, compiling methods of studying materials , interesting ,etc（He Keyong,2002:334）.There is no doubt that teachers are supposed to respect students’ emotion and interest, to obey the memory law.Besides, most words have not only a single meaning, and they are connected with other words and phrases closely.Quite a few linguists consider that teachers can not teach vocabulary solely.They should provide concrete context and typical sentences to teach, classify words due to meanings, expand interrelated words(synonyms, antonym, hyponymy),adopt topic inductions(based on a certain topic, students are going to imagine other words and collocations), and also conduct ways of roots、derivatives and compound words.But vocabulary is the sign of one’s thought, we learn and use them constantly because they can convey some meaning, and offer us ideas(He Keyong, 2002:344).To have a solid knowledge of learned words, students should practice them in real situations, and promote ability of using them.There is also another thing we should pay attention to that among the information we have forgotten, 80% is acquired at the first time of learning, and we lost it within 24 hours, after which the forgetting rate will decline(Li Guanyi, 2007:8).Besides observing this rule ,students also need remember the words repeatedly and regularly.Moreover ,as a teacher, presiding students actively output vocabulary rightly by using communicating principles of teaching is necessary In this essay ,I intend to discuss some factors influencing results of teaching and effective teaching methods for vocabulary, coming up with an approach of putting new words in contexts , and then students can think out their own ways to quicken and fortify their memory, such as working in groups to show special ways of remembering words ,using roots and derivatives.Chapter One The present situation of lexical teaching in Senior High schools.1.1 Positive phenomena are showed: teaching approaches of teachers and study methods of students are both improved.The modern education of China focuses on students’ quality education, and promotes their all-around ability.In line with this objective, the New English Curriculum was conducted at the beginning of 21 century, aiming at upgrading students’ mind, lighten their study burden, and make them more skillful in practice.In terms of the reform, the English teachers are required to plan the classes fit for the traits of teenagers’ physiology and psychology, linguistic rules of acquiring linguistics, in order to meet different needs of students.The questionnaire conducted among the freshmen(whose hometown is Chengdu)in Southwest Petroleum University this year, is named ―Questionnaire on how the Senior High students study English and remember English words‖(It is abbreviated as ―Questionnaire‖ in the following contents).From questions 11-14 in the Questionnaire, one can judge that English teachers have noticed that students play an most important role during lexical teaching, so that they have been adopting a series of effective approaches to present new looks in class:

? To introduce cooperative and inquiry learning process, and lessen students’ study burden to give more time and space.? To change the dubious and sole way of explaining and extending vocabulary, to practice the learnt words in certain contexts, and to set scenes to use them.? To adopt new and interesting ways(the Natural Approach/ Total Physical Response/ the Silent Way/Audio-lingual Method, etc.)based on students’ features.? To apply multimedia which gather pictures/sound/letters/ video together besides the basic teaching device like chalks and blackboards, thus make the word

teaching more vivid and direct, and making the students more impressive on what the teacher imparts.While teachers’ aim is not to teach knowledge but methods, thus drawing out their study potential, achieving the goal of teaching.During the New English Curriculum, students’ study is more and more drew our attention.Among the Questionnaire, questions 6、8、11、17、24、26、27、30、31 have showed that: ? They have realized that they themselves are the master of study;therefore they summarize effective approaches of learning and remembering vocabulary and discuss their doubts actively.? They are exploring the rules of study constantly, classify the words which are similar in pronunciation, spelling, meaning, or have opposite meaning;they are also engaged in analyzing lexical roots, the speech, derivation and collocation.Then they can easily form a memory system.? Besides applying what they have learned in practice, students use their spare time to learn extracurricular material, enriching their mind.From these phenomena we can conclude that the lexical teaching methods of Senior High schools in Chengdu are efficient to some extent.However, there are also many aspects need improving because there are some unavoidable problems.1.2 Negative aspects: unavoidable problems exist

The New English Curriculum is certainly a kind of reform, and it can be more effective in exploiting students’ potential and interest in applying the knowledge, which adapts to the social development better.Nevertheless, the solutions are always accompanied with problems.The reform helps to promote, while it never can achieve its goal in a short of time.The traditional lexical teaching still prevails among the Senior High schools, which means not that all the traditional ways are useless, but one needs to remove its bad ones.From questions 1、15、19、28 , one can conclude some drawbacks: ? The teacher, as a leading factor, and the textbook, as a classroom center unscientifically dominate the whole class, making students have little time and

chance to think and participate.? The teachers teach nonstandard pronunciation, causing students’ difficulties in listening and communication;the teacher imparts words solely without any context and explains words simply, causing students’ great troubles in translation and comprehension.? The teacher goes against the memory law because he/ she doesn’t lead students to do review, and rarely put them in use.? The teacher seldom expand the words to other usage except in the book, making students can’t master and use them flexibly.These problems led to some ―problem students‖.From questions 3, 4, 5,7,25, one can get the following troubles of the students.? Most students are quite reliable on their teachers, short of perseverance, can’t review the learnt vocabulary regularly actively, and don’t look up words in dictionaries.? Most students have got used to the teacher acting as a leading factor in class, reciting words repeatedly in order to pass exams.? Students can use what they have remembered to solve practical problems, and can’t flexibly understand the words in other contexts and scenes.1.3 Questions are put forward.These negative sides are not produced in one day, and they are brought by the traditional teaching which has profound origins.That’s to say, we can’t handle them in one moment.It is the specific situations that one takes in account to reform the previous teaching selectively.Only borrowing the essence of lexical teaching overseas and innovate new approaches, can one succeed.Therefore, what causes these problems in lexical teaching? Certainly it connects closely with the necessary factors of the class: teachers, students, textbooks, the vocabulary itself, teaching approaches, etc.However everything has its rules.So in the teaching procedures, what kind of rules will the teachers obey and what factors they need to notice? Is there any effective lexical teaching methods?

Chapter Two The factors and rules that English teachers need to notice in lexical teaching.2.1 The rules and factors that teachers should obey during their teaching.2.1.1 The rules in vocabulary itself

Each language has an abundant glossary, and every word is unique, but not isolated(Lan Chun, 2009:82).Without connection with those elements to which it closely relates to, the teaching is ineffective, and efforts don’t get reward.In order to make the teaching procedure promptly and effectively, and deepen students’ impression, comprehension and flexibility of using the words, teachers must analyze a certain word in different perspectives, as well as what it is associated with.Phonetic factors.Linguisticians believe that though the definition of vocabulary is various, the relevant basic content it refers to is just a matter of sound and meaning(Lu Guoqiang, 2007:1).From questions 10 and 23, one can judge that it is a popular recognition of students that the standard pronunciation helps a lot to listening and spelling.As a matter of fact, the standard pronunciation can benefits their expressions.Therefore, teachers ought to lead students to analyze phonetic symbols, spell and articulate correctly.Then students practice in this way repeatedly and regard it as a way of remembering words, which can avoid learning by rote.―Tease‖, taken for example, is pronunciated [ti: z].Before teaching students to read it, teachers can ask them to count how many vowels there are, whether every vowel has a corresponding pronunciation, and if they have, then how to?

Through analyzing, one can know that there are 3 vowels, among which, the ―ea‖ in the middle reads [i:], and the ―e‖ at the end is silent.From this, students can see that there is just only one vowel sound in the phonetic symbol, so‖ tease‖ is a single syllable.In that way, it is stressed.Those words like eat, meat, neat, least, beat, contain ―ea‖ reading [i:].Besides, teachers will also guide students to find out differences between [t]and[d], [i:] and[i], [s]and[z].Thus students will master some

pronunciation rules themselves, generalize some words containing the same pronunciation, and they can learn vocabulary by themselves in the long run.Word-formation.Aimed at fostering students’ ability to decompose word-buildings, and strengthen their understanding, the approaches like conversion, derivative, compound, acronym, blend, backformation, etc, are introduced.Here, examples are given about the former three kinds.Conversion.Among the English words one learns, the words whose part of speech can be conversed account a large proportion.For example, ―look‖ is usually used as a verb means ‖看‖ in Chinese.While in the phrase ―have a look‖, it is a noun.What’s more, when it refers to the expressions on face, it is a noun.Another example, ―head‖ is usually used as a noun, meaning ―頭部‖ in Chinese.While when it acts as a verb, it means ―to lead‖, ―to entitle‖.Here examples are given to show nouns changed into verbs.Besides this, there are also adjectives changed into verbs(like better), adverbs changed into verbs(like out), adjectives changed into nouns(like the old), etc.Derivations.Generally prefix and suffix are added to words to alter their part of speech and meaning.For example, ―-r‖ is added to the verb ―write‖, and the noun ―writer‖ is formed.―Dis-‖ is added to the verb ―like‖, then the antonym ―dislike‖ got.―Ness‖ is added to the adjective ―nice‖, and then the noun ―niceness‖ formed.The following are some common affixes:

Noun affixes:-ness,-or,-er,-tion,-ence,-ian,-ess,-ty,-al,-sion； Verb affixes:-fy, en-,-ize,-ate;

Adjective affixes:-y,-ed,-ful,-tive,-able,-ing,-ish,-less,-y;Negative affixes: dis-,il-, im-,-in, anti-, mis-, non-;

If students have mastered these common affixes, they can be more skillful in applying words in practice.Compound.Compound words are formed by two or more words, which are easily understood.For example, a noun and a noun: policeman, blackboard, weekend, airplane, chairman；a gerund and a noun: waiting-room, living-room, dining-room；a adjective and a noun: gentleman, blue-sky, warm-heart, present-day.Besides, there 7

are also compound words that consisting of adjectives and verbs, prepositions and nouns, verbs and adverbs, adjectives and adverbs, etc.Very word has its unique traits and if students find and take advantage of them, they can go further and avoid cram up.2.1.2 The factors of students’ physiology and psychology.Education must adapt to students’ growth.It must be based on the development situation of personal physiology and psychology, development rules, mature mechanism, as well as fit for a certain level of growth, the developing order, all-round cultivation, uniqueness, etc.Thus, education can be a reliable insurance(Li Sen &Chen Xiaorui，2009:59).The Senior High students are transmitting from youngsters to adults, and finalize their shapes and personalities.Though their bodies and minds become mature gradually, their intelligence is more and more perfected, and their improvement on the faculty of memory, judge, logic thinking is outstanding, there appear many conflicts and contradictions.Above all, they strengthen their self-consciousness, independence of judging things, and competence of analyzing;on the other hand, their psychology is so unstable and sentimental that they are easily disturbed by outside things and will easily rebel others.Second, their perseverance increase to a higher level, and they can control and drive themselves to some extent;however, they still lack of willpower, and easily turn impulse and paranoid.Third, they are very enthusiastic and self confident;but they are also conceited.When they fail, they can never recover and then they will feel the study is boring.In addition, the day they step into the Senior High schools, they begin to burden all kinds of pressure, especially the college entrance examination.This results in their anxiety, tense, and tiredness.Based on the above analysis, one can judge that those students’ potential to learn is endless.But if the English teachers merely add the task of remembering and doing exercises, or just tell them some skills to cope with exams, their subjective initiative, activity, and the ability to think can’t find a way out.As a result, teachers, the ones that they can depend on, will one day make them lose their own thinking and creativity.Therefore, under the New English Curriculum, tedious lexical teaching approaches should be renewed, students’ potential needs exploiting, and passing exams is not that important as previous.To find out efficient methods, in what way students want to be taught must be taken into consideration.To sum up, I think that the approaches which can activate students’ initiative and interests, that to say, fit for their physiology and psychology, deserve the description ―efficient‖.2.1.3 Teaching procedures should be in line with the memory law.The great psychologist, H.Ebbinghaus discovered that lethe begins upon the moment the study stops.While the process is not heterogeneous.First, the Lethe’s speed is fast and quantity large, and then its speed will slow down and quantity small(Yang Hong&Wu Tianwu&Wang Chengxiang, 2006:143).As to daily study, teachers need to supervise and urge students to make a plan of remembering vocabulary and conduct it regularly.Sometimes, tests are supposed to be given to help them consolidate their impression and understanding.To deal with the newly learnt words, teachers can introduce this method: remembering the words every a unit time.For example, a student learns 10 words in 5 minutes in the morning;and uses another 5minutes to review in the middle of the morning;and repeats the review in more times until the student can remember all of them.What’s more, in daily class, teachers repeat the words to make them notice and review.In addition, contexts and scenes are supposed to be introduced.2.2 Feasible teaching approaches on English lexicon.2.2.1 The importance of the context and extra-curriculum reading.There is no doubt that all kinds of efficient methods have been put forward and applied in practice.Among these methods, one can find out that the most popular ones are like conversion, derivative, compound, acronym, blend, backformation which have been mentioned above.What’s more, introducing some social common sense by using the target word, giving students some scenes or contexts to figure out the word’s meaning, making some comparison between the similar words and

phrases, using the target words to tell or make up stories which can interest students, are also prevail among the Senior High classes.However, the context is the crucial factor or medium which determines different connotations of the same word, that is to say, without the context, a word’s diverse meaning can’ t be conveyed, and this word means little to the learners.As a result, learners can understand the same word in different texts, let alone use it flexibly.There is a common view that different contexts can endow the same word different connotation.On the other hand, individual words are critical in building blocks in text-meaning construction, efficient in converting graphic symbols into sound or meaning or information, and indispensable in comprehension(Keiko Koda, 2007:29).All in all, reading texts and studying glossary are simultaneous, and each of them benefits the other.From this reason, one can judge that lexical learning or teaching can’t be separated from the context.But in the textbooks, there are indeed many writings and grammar points, which are mastered by the students skillfully.Then why they can’t understand other texts from extra-curriculum materials, consisting of the same vocabulary they have learned? And why they can’t use the same glossary elastically in another way which is different from the usage in the text book?

That’s because students are lack of extra-curriculum reading.Repeated contact with a large amount of words in print is potential to gaining scholarly glossary, and developing techniques for studying new words from texts.It is quite necessary.While in most Senior High schools’ English classes, the textbook is the main-oriented material and teachers spend little time to notice the importance of extra-curriculum reading to students’ study.And then students have the excuse that it is not necessary to read other things because their main objective is to pass exams and get high scores and the teachers design the exams in line with the textbook.So this is a vicious circle in our education.So, from here, one can discover the reason for the students do little extra reading in English.If effective methods are intended to acquire, extra reading must be encouraged and studying new words in personal-suit ways should be incited.Nevertheless, teachers can’t spend much time in guiding students to do extra-reading in class because the class time is limited and the chief aim is to meet the syllabus’ requirements.Therefore there must be a plan, which both can make teachers have time to lead students to do extra-reading, and doesn’t affect the teaching procedures.But how to design that kind of plan? 2.2.2.Using the context as a medium to convey multiple effectual lexical teaching approaches.To assure the normal teaching process, teachers can lead students just do extra-reading once or twice a week.However, there are so many good methods to teach words.And if teachers merely use only the context, that will be tedious and soon the students will get bored.So how can the teachers balance the context and the vivid atmosphere?

As far as I am concerned, using the context as a medium to convey multiple effectual lexical teaching approaches.Well, maybe it makes people feel confused.Let me explain.Teachers can choose one passage from the extra-reading exercises as an example, but the passage must be suitable for students in both the degree of difficulty and rationality of arranging the new words.In that case, teachers have to figure out which level of English and vocabularies have the students are in, which part the students know well and which part they should make efforts to remedy.Referring to the passage ―After Divorce‖ in Appendixⅱ, one can see clearly how to make it.First, the passage is given with the 10 new words which are going to be learnt, and phonetic symbols are showed just after these words to facilitate students to pronounce.Second, after students finish the whole passage, they ought to know the main idea of the passage.Then, they’ll do a test.In the text, 10 questions are designed directed against the 10 words one by one.These questions are mainly about the words’ meaning, and conducted to let the students to dope out their meaning according to the context.Each question has 3 options that show 3 kinds of meaning of the same word, and students are required to choose the best one due to their

understanding.Third, the teacher leads students to analyze these questions one by one.While I have mentioned that each has its own traits, so various ways are encouraged to use that is to say, each word has a special way to learn.The specific learning procedures of each word is showed obviously in Appendixⅱ.And here I just select some typical points to discuss.Take the first word, ―split‖ for example, this word is very simple, but it is not easy to remember because its pronunciation /split/ and spelling will easily make students mix it with ―spilt‖, ―slip‖, ―splice‖, ―spiel‖ etc.So I suggest that teachers can use phonetic factors to remember.Above all, teachers teach students to enunciate the phonetic symbol ―sp‖, and to generalize some words containing the same sound: speed, space, spot, speak, spic, etc.Then, teachers can teach students to articulate the sound ―spl‖, and classify some words owning the articulation, splat, slake , spleen, splice, spore, etc.Therefore, the word ―split‖ can impress students well with its pronunciation.In addition, teachers can introduce the phrases ―split the vote‖, ―split the ticket‖ to students.In this way, students can learn something about the American election as well as the phrases themselves.I think this is better than only explaining the word or phrases.The same way is also applied to explain the second word ―parochial‖, the third word ―welfare‖, the fifth word ―utilities‖, etc.Another way is to use derivatives.For instance, the forth word ―comfortably‖, here I adopt derivatives.First of all, this word is derived from ―comfort‖, from which one can get a series of words.Com-in ―comfort‖ originally means combination/commonness, or serves as a root to stress the tone.And the ―-fort‖ originally refers to strengthen/enhance/reinforce.So the word ―comfort‖ can be explained in this way: if people come together to strengthen their union and care each other, the world will be peaceful and people will be cozy.Based on this, ―comfortable‖, ―comforts‖, ―comforting‖, ―comforter‖, ―comfortably‖ are got.The same way is suitable for the seventh word the eighth one ―extended‖.Then, I must mention that using interesting story to arouse students’ interest in

learning the knowledge the teachers are talking about is very popular nowadays.In the passage After Divorce, the word, ―teased‖ whose archetype is ―tease‖, is imparted through a fair tale.To explain the phrase, I use the story of the Crow and the Fox which has been very familiar to all the students in their childhood.Here it is used to show the fox cheats the crow to drop the meat from her mouth with a cunning strategy.This action of the fox is called ―to tease out the meat from the crow‖.Among the ten words, the tenth one ―hardship‖ is a compound word.In this situation, when learners meet it, first of all, they need to find how many words subject to ―hardship‖.It is easy to know that there are two words in it: ―hard‖ and ―ship‖.―Hard‖ means strict, severe, difficult, tough, solid, rigid, etc, and ship is a noun and verb meaning a large boat which carries passengers or cargo.Furthermore, it means a kind of relationship, ability, or situation, like judgeship, friendship, headship, relationship, etc.In this case, hardship can be explained this way: a sort of difficult situation.Besides all of above, I also use turn scenes into sentences which contain target words to require students to think out the word’s meaning in differences.This is used on the word ―split‖, ―teased‖, ―extended‖ in the passage After Divorce.What’s more, giving students target word’s synonymies and anonyms which I have used to explain nearly all the ten words.Perhaps limited by the passage, many interesting and effective methods are not adopted in these words.While if possible, teachers can integrate more in teaching.For example, telling differences between two or more words and phrases, making dialogues, reciting tongue twisters, making up short stories.Forth, after learning all the words, students are asked to reread the passage and redo the questions.At the same time, their speed should be much quicker.Fifth, students may forget what they have learnt very quickly within 24 hours.Consequently, the next class, teachers have to review those words for them.But, that will make the students passive.Therefore, students need to do the review themselves.They should work in groups, and each group has 2-3 people.The task is

that each group has to come up with a way to deepen the memory of at least two new words.They can copy the teachers’ way but their explanation must be correct;they can also create new ways like singing a song, playing a game, reciting something, doing some comparison, etc.However, since time is limited, their review should be controlled within 10 minutes.And every class, 2 or 3 groups are supposed to perform.As to the rest of the words which have been learnt last time but not reviewed by groups’ performance, teachers can help students go through them in 5 minutes.2.2.3 Activities to help remembering words.Although some students have a very large vocabulary, they always do badly in exams.To some extent, it is because they don’t know how to use them.And they are under great pressure of the college entrance examination, and have much exercise to do.So, English teachers can plan some activities to arouse their initiative in lexical learning, and use their mastered glossary in practice.These activities can be words’ competition, using given words to make up a short story in 5minutes, singing English songs, watching interesting movies and then taking notes to repeat the plots in English, debates, etc.Whatever ways teachers apply, the aim is to enhance the students’ ability of using what they have learnt in practice.This benefits a lot to their listening, reading comprehension, writing, speaking, and even single option.And this method can also lessen their stress, finding some pleasure similar to the undergraduates.14

Conclusion

It’s easy to point out the drawbacks of teachers’ teaching pattern;it’s a bit difficult to figure out the reasons;the most difficult thing is to feel the feasible ways of teaching and they will turn out effective in practice.While teaching lexicon is a very applicative technique, in that case, if one designs new methods to teach, he must conduct it in class.And based on observe and study teaching situation and the average level of the student body in a certain school, one can come up with the authentic problems and set a point where teachers should focus on their weak parts and make great efforts to improve.Only in this way can the methods agree with the real conditions, and turn out successful.As to new teachers, raising some new approaches to solve teaching lexical problems is not an easy thing.Therefore, except doing and analyzing investigates, and comparing different results caused by different methods, they need to consult those teachers who have rich experience, and good at managing the whole class.Perhaps not all the suggestions those teachers give are suitable for a certain school, but one can combine the advice with the local situation, and come up with the way fit for the class.That’s to say, selecting the ones fit the teachers’ personalities and the students’ study.Besides that, as I stated before, taking the factors: rules in vocabulary itself, students’ physiology and psychology, the memory law into consideration is really an important stage.And the method, using the context as a medium to convey multiple effectual lexical teaching approaches is just a minimum one, and whether it suits specific classes, one needs to implement it and refine it.Anyway, this procedure is mainly to explain in all kinds of ways.Thus, it can not be avoided that the students will get tired to some extend.Therefore, I propose some activities which interest students and provoke their potential.And of course, teachers need to consider the local conditions.Generally speaking, watching movies, performing a play, holding a debate, etc are all ways to make students learn something and happy.Bibliography 崔剛，孔憲遂，《英語教學(xué)十六講》，北京:清華大學(xué)出版社，2009。

王晶，《詞匯深度知識(shí)及其在教學(xué)上的運(yùn)用》，遼寧：沈陽航空工業(yè)學(xué)院外國語學(xué)院，2009（11）。

Wilkins D.A.Linguistics in Language Teaching.Cambridge: MIT press, 1972.何克勇，《英語詞匯及起源》，北京: 清華大學(xué)出版社，2002。

李觀義，《具有中國特色的外語教學(xué)法》，上海：上海外語教育出版社，2007。Keiko Koda.Insight into Second Language Reading.Beijing: Cambridge University press, 2007.伍謙光，《語義學(xué)導(dǎo)論》，長沙：湖南教育出版社，1998。

李森，陳曉瑞，《現(xiàn)代教育學(xué)基礎(chǔ)》，上海：華東師范大學(xué)出版社,2009。陽紅，吳天武，王呈祥：《心理學(xué)新編》，武漢：華中師范大學(xué)出版社，2006。藍(lán)純，《語言學(xué)概論》，北京：外語教學(xué)與研究出版社，2009。

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Appendix A 新課改下高中學(xué)生對(duì)英語學(xué)習(xí)和英語單詞記憶問卷調(diào)查

調(diào)查對(duì)象：西南石油大學(xué)2012屆成都籍新生

調(diào)查人數(shù)：100人 調(diào)查時(shí)間：2012年9月1日~2012年9月9日

調(diào)查人：周均梅

1.你在做英語試卷的時(shí)候，覺得哪部分是最難的？（）

A．聽力（40％）B.單項(xiàng)選擇（4％）C.完形填空（32％）D.閱讀理解（12％）

E.書面表達(dá)

（8％）

F.短文改錯(cuò)（4％）2.你一周上英語課的節(jié)數(shù)（不含晚自習(xí)）（）

A.14節(jié)（20％）B.12節(jié)（28％）C.11節(jié)（16％）

D.10節(jié)（8％）

E.9節(jié)（4％）F.8節(jié)（0%）

G.7節(jié)（0%）

H.6節(jié)（24%）3.你有沒有制定自己的記憶單詞的計(jì)劃？為什么？（）

A.有，這樣可以幫助我更好地鞏固單詞，形成單詞記憶的系統(tǒng)。（12％）B.沒有，感覺沒必要，平時(shí)要考試或者聽寫的時(shí)候再臨時(shí)記憶。（32％）C.有時(shí)，但是不能堅(jiān)持，缺乏毅力。（48％）D.從未，我不喜歡學(xué)習(xí)英語，覺得記憶單詞非?？菰?。（8％）4.在英語課堂上，你喜歡―老師努力講解，學(xué)生認(rèn)真聽和記筆記‖這種教學(xué)方法嗎？（）

A.非常喜歡（8％）B.喜歡（12％）C.還可以（48％）

D.不喜歡（32％）5．你會(huì)對(duì)學(xué)過的單詞做及時(shí)的復(fù)習(xí)嗎？（）

A.會(huì)復(fù)習(xí)（28％）B.不會(huì)復(fù)習(xí)（24％）

C.有時(shí)復(fù)習(xí)（44％）

D.大部分時(shí)間會(huì)復(fù)習(xí)（4％）

6.到目前為止，你認(rèn)為記憶單詞最有效的方法是？（）

A.老師指導(dǎo)的方法（20％）

B.自己總結(jié)的方法（44％）

C.同學(xué)介紹的方法（20％）D.其他方面的方法（16％）

7.你在讀英語文章碰到生詞時(shí)，會(huì)查字典嗎 ？（）

A.讀完文章后推測(cè)該詞的含義，再查字典（28％）B.先停下來查字典，確定其含義后再繼續(xù)讀。（28％）

C.只要了解文章大意，推斷出文章的大意即可（8％）

D.知道文章的大意就好，沒必要追究每個(gè)單詞的含義（36％）

8.你平時(shí)記憶單詞的時(shí)候，會(huì)把拼寫相似、含義相近或相反、發(fā)音相似等詞進(jìn)行聯(lián)系記憶嗎？（）

A.經(jīng)常會(huì)(16％)

B.偶爾會(huì)（64％）C.一般不會(huì)（8％）

D.從不（12％）9.你記憶生詞時(shí)會(huì)將該詞的名詞形式、動(dòng)詞形式、形容詞形式、副詞形式以及其基本用法綜合記憶嗎？（）

A.經(jīng)常會(huì)（12％）B.偶爾會(huì)（48％）

C.一般不會(huì)（28％）

D.從不（12％）10.你認(rèn)為標(biāo)準(zhǔn)發(fā)音和單詞記憶有聯(lián)系嗎？（）

A.完全無關(guān)（20％）

B.正確發(fā)音能增強(qiáng)學(xué)生語感，幫助正確拼寫單詞（40％）

C.有一定聯(lián)系，但不大（20％）

D.不清楚（20％）

11.你是喜歡老師以―單詞讀音—單詞含義—單詞運(yùn)用‖的教學(xué)方法一個(gè)人講解，還是喜歡參與小組討論、與同學(xué)合作學(xué)習(xí)的方法來記憶單詞？（）

A.老師一個(gè)人講解，學(xué)生做筆記（12％）

B.兩種方法都用會(huì)比較好（32％）

C.比較喜歡與同學(xué)討論，合作性學(xué)習(xí)（48％）

D.用任何一種都行（8％）12.學(xué)習(xí)新單詞的時(shí)候，老師會(huì)提供一定的語境進(jìn)行練習(xí)嗎？（）

A.經(jīng)常（44％）

B.偶爾（28％）

C.很少（16％）

D.基本沒有（12％）13.你所在的學(xué)校，已經(jīng)使用多媒體對(duì)英語進(jìn)行教學(xué)了嗎？（）

A.是的，全多媒體教學(xué)（32％）

B.是的，偶爾使用（24％）

C.有在用，但是很少（20％）

D.基本沒有（24％）

14.通常你的英語老師會(huì)用一些有趣的方法幫你記單詞嗎？（例如：編順口溜、玩游戲、講故事）（）

A.經(jīng)常（14％）

B.偶爾（32％）

C.很少（24％）

D.基本沒有（32％）15.你認(rèn)為老師應(yīng)著重哪些方面的講解（）（可多選）

A、語法（20％）

B、詞匯（28％）C、翻譯（44％）

D、語篇分析

（28％）

E、做題技巧（16％）

16.你認(rèn)為大學(xué)英語教學(xué)的重心應(yīng)該是（）（可多選）

A、語法（16％）

B、聽力（48％）

C、閱讀（20％）

D、口語（44%）

E、寫作（8％）

17.你認(rèn)為在英語課堂中，最有利于提高你的英語能力的活動(dòng)是：（）（可多選）

A、兩人對(duì)話（12％）B、小組討論（28％）C、個(gè)人發(fā)言（36％）D、其他（24％）18．每天你課外學(xué)習(xí)英語多長時(shí)間？（）

A．2小時(shí)以上

（8％）

B、1小時(shí)左右（40％）C.一個(gè)半小時(shí)左右（16%）D、少于1小時(shí)（36％）

19． 你閱讀除課文以外的其它英語讀物嗎？（）

A、經(jīng)常（20％）

B、偶爾

（20％）

C、從不（40％）20.在聽英語時(shí)，碰到生詞我會(huì)跳過生詞繼續(xù)聽下去。（）

A、非常同意（12％）B、同意（48％）

C、不同意（12％）D、無所謂（28％）21.在英語課上，我注意老師在口語表達(dá)中常用的詞語（）。

A、經(jīng)常注意（12％）B、有時(shí)注意（52％）C、沒注意過（20％）

D、他用什么詞語與我無關(guān)（16％）

22．我會(huì)有選擇的記憶課外閱讀材料中碰到的生詞和未學(xué)過的短語。（）

A：非常同意（18％）

B：同意（30％）C：有點(diǎn)同意（18％）

D：有點(diǎn)不同意（28％）

E：不同意（6%）

F：非常不同意（0%）

23．假如在聽力時(shí)碰到生詞，我會(huì)盡量記住生詞的發(fā)音，然后根據(jù)發(fā)音在字典上查找它的拼寫及相關(guān)意思。（）

A：非常同意（20％）B：同意（20％）C：有點(diǎn)同意（36％）D：有點(diǎn)不同意（20％）

E：不同意（4％）

F：非常不同意（0%）24．寫作文時(shí)我盡量使用剛學(xué)過的生詞和短語。（）

A：非常同意（32％）B：同意（40％）C：有點(diǎn)同意（12％）D：有點(diǎn)不同意（8％）

E：不同意（4％）

F：非常不同意（4％）

25．我用重復(fù)念和重復(fù)拼寫的方法來記生詞。（）

A：非常同意（28％）B：同意（48％）

C：有點(diǎn)同意（8％）D：有點(diǎn)不同意（12％）

E：不同意（4％）F：非常不同意（0%）26．記單詞時(shí)，我會(huì)聯(lián)想有關(guān)的同義詞或反義詞。（）

A：非常同意（20％）

B：同意（28％）C：有點(diǎn)同意（16％）

D：有點(diǎn)不同意（20％）

E：不同意（16％）

F：非常不同意（0%）27．記單詞時(shí)，我經(jīng)常聯(lián)想同詞根的詞。.（）

A：非常同意（8％）B：同意（40％）C：有點(diǎn)同意（44％）D：有點(diǎn)不同意（12％）

E：不同意（16％）F：非常不同意（4％）

28．學(xué)習(xí)單詞時(shí)，我只記憶精讀課本詞匯表上列出的詞。（）

A：非常同意（20％）B：同意（28％）C：有點(diǎn)同意（12％）D：有點(diǎn)不同意（20％）

E：不同意（20％）F：非常不同意（0%）

29．我不僅學(xué)習(xí)詞匯在課文中的意思，而且學(xué)習(xí)詞匯在課文以外的意思。（）

A：非常同意（20％）

B：同意（40％）

C：有點(diǎn)同意（12％）

D：有點(diǎn)不同意（16％）

E：不同意（4％）

F：非常不同意（8％）30．我課外主動(dòng)看英語電視和電影。（）

A：非常同意（12％）B：同意（44％）C：有點(diǎn)同意（28％）D：有點(diǎn)不同意（8％）

E：不同意（8％）

F：非常不同意（0%）31．我堅(jiān)持每星期用英語寫一篇日記。（）

A：非常同意（8％）B：同意（28％）C：有點(diǎn)同意（24％）D:有點(diǎn)不同意（16％）

E：不同意（24％）F：非常不同意（0%）32．我經(jīng)常去英語角和別人交談。（）

A：非常同意（24％）

B：同意（24％）

C：有點(diǎn)同意（12％）

D：有點(diǎn)不同意（32％）

E：不同意（4％）

F：非常不同意（4％）33．我主動(dòng)通過生詞的漢語意思來記住所學(xué)的生詞。（）

A：非常同意（4％）B：同意（32％）C：有點(diǎn)同意（24％）D：有點(diǎn)不同意（24％）

E：不同意（12％）

F：非常不同意（4%）

Appendix B After Divorce My parents divorced/ di′v ?:st /（離婚）when I was two, and the repercussions/、ri:p ? ｀k ? ? ? n/(影響)of their split /split/lasted long after it was final.My mother was a parochial /p ?｀r?uki? l/school teacher who earned just enough to stay off welfare/｀welfε? /, but not enough for us to live comfortably/｀k ? mf ? t ? bli/.Utilities /ju:｀tiliti/in our home were shut off（不夠用）from time to time, and it seemed like we would never catch up.My mother also worked nights, so after school I would go to my grandparents' house.I spent little time with my mother because she worked during the week, and eventually(最后)on weekends, too.My most painful memories of that time are not of being teased/ti:zd/ for my limited wardrobe/｀w ?:dr ?u b/, or the times we had no running water because my mother missed payments.The most difficult experience was watching my mother cry at night, while I hugged her and told her I loved her.Through all this, I learned so much.I came to value education, family and faith.I worked hard in school, and earned good grades.I learned from my mother's example(she went back to school after three children and a divorce)that it is important for a woman to go to college and not depend on a man.I came to value extended/iks｀tendid/ family support and developed a close relationship with my grandparents and cousins because I was with them so much while my mother

worked.Last, my faith became very strong.Although my mother was very busy, she made sure we all went to church together every Sunday.Most important, we did not blame God for our situation.Instead, we thanked Him for the good things in our lives.We were grateful for the people who cared about us, for not being on the streets, and for good health when we did not have health insurance/in｀? u?r?ns /.My parents' divorce caused hardships/｀ha:d?ip/ and pain, but it was also an experience that I would not change because of how much I learned.1.What does the word ―split‖ mean?()

A.An opening(裂縫)made violently as by pulling apart;B.A break or separation in some relationship.C.A promised or claimed share of loot(戰(zhàn)利品)or money.2What does the word ―parochial‖ mean?()

A Relating to or supported by or located in a parish(教區(qū))；

B.Narrowly limited in outlook or scope;C.Some place which is too far away or remote.3.What does the word ―welfare‖ mean?()

A.Governmental provision of economic support to people in need.B.Something beneficial that aids or improves someone’s life or well-being.C.A contented(滿足的)state of being happy, healthy and prosperous(繁榮的).4.What does the word ―comfortably‖ mean?()A.In mental comfort(舒適);without stress.B.In physical comfort.C.In financial(經(jīng)濟(jì)的)comfort.5.What does the word ―Utilities‖ mean?()

A A company that performs a public service;subject to government regulation.B Some daily tools or things used in household such as soap(肥皂)and washing powder.C The quality of being of practical use.6.What does the word ―teased‖ mean?()A.Feeling mild pleasurable excitement.B.Mock or make fun of some one;playfully.C.Annoy(使 煩惱)persistently（不斷地）7.What does the word ―wardrobe‖ mean?()

A A tall piece of furniture that provides storage(儲(chǔ)存)space of clothes;has a door and rails or hooks for hanging clothes.B Collection for clothing belonging to one person.C Collection for costumes(服飾)belonging to a theatrical（劇院的）company.8.What does the word ―extended‖ mean?()A Quite long in duration(延長);B Great in rang(范圍)or scope(視野)C Became large in material(物質(zhì))rang or stretched forth 9.What does the word ―insurance‖ mean?()

A Promise of reimbursement(退還，償還)in the case of loss;a kind of business paid to people or companies that so concerned about danger that they have made B Written contract or certificate of insurance;

C Protection for the safety of somebody or something.10.What does the word ―hardships‖ mean?()

A Situation in which your life is difficult or unpleasant, often because you don’t have enough money.B Ships which is old and can’t work well.C Some problems which are hard to solve.Following is the teaching procedures: 1.Split.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciate it correctly.Then give them its part of speech.And its elementary meaning is‖分開、分裂、斷裂、分擔(dān)‖，which in English we can connect it with‖cut/share/break/crack/segment/disagree/divide/sever/separate,etc‖.Moreover, Split can be transitive verb, intransitive verb, adjective and noun.What’s more ,students can associate the opposite meaning:―聯(lián)合、團(tuán)結(jié)、聯(lián)系、結(jié)合‖，which in English we can say ―unite/connect/combine/together/same/cooperate, etc‖.②Give students the following sentences and ask them to figure out what split means in each sentence:

*If something splits or you split it, it is broken into parts.*A split in a group is a disagreement between its members.*A split is a long crack.*If some people split something, they share it with each other.③ Giving some usage of split in order to help students to consolidate their impression about it.Ask them whether they know ―split the ticket/split the vote/split one’s side‖.Then Teacher explains them in details.*split the vote:(the candidate, the small parties)to attract another candidate’s or party’s votes causing destruction to both sides and makes the third win.And this usually happens in the western countries.*split the ticket: to vote for more than one party.*split one’s sides: to laugh very happily so that one will press his belly.④Based on these analyses, Teacher lets students look at ―split‖ in the passage, identify its meaning and finish exercise 1.2.Parochial ①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciate it correctly.Generally speaking, it is adjective.When teaching this word, Teacher shows the meaning in English;at the same time, students guess it in Chinese.For example, parochial is closely connected with parish;it also refer to ―narrow/limited/ short sighted/small-minded‖ ②Parochial school.It is a kind of religious school, as a sort of assistant education of normal one in West countries, especially America.Another narrow usage is that it refers to the grammar schools of Christianity established by small parishes.As to British education, the parochial schools set up by the national religion form the basis of the educational system assisted by the state.③Some collocations and use in scene.For example: *parochial affairs;

*He is too parochial in his outlook because he is in parish.④Based on these analyses, Teacher lets students look at parochial in the passage, identify its 21

meaning and finish exercise 2.3.Welfare.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.In English, its meaning is very similar to or closely connected with benefit/prosperity/interest/advantage/health/peace.So students can guess its basic meaning is ―福利、健康、安寧、幸?！?And it is a noun.②Next analyze its formation to make it impressed on students.From its spelling and pronunciation we can jude that welfare consists of two parts: ―wel‖ and ―fare‖.―Wel‖ is similar to well, and we can treat it as ―good/fine/well‖；on the other hand, ―fare‖ convey the meaning ―fee/the price of ticket/food‖.In that case, the compound word ―welfare‖ is associated with benefit/prosperity/interests, etc.③ Teacher gives students some expressions of welfare in our daily life.* welfare fund

*social welfare

*welfare state

*child welfare

④Based on these analyses, Teacher lets students look at ―welfare‖ in the passage, identify its meaning and finish exercise 3.4.Comfortably.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.In English, its meaning is very similar to or closely connected with cosines/ease/pleasure, etc.What’s more, it is an adverb.② Point out that comfort is comfortably’s derivation.Let’s start from the derivation, comfort(it can be a noun and a verb), which can be divided into two parts: ―com‖ and ―fort‖.The root ―com‖ is interrelated with combination/commonness, that is to say, it means ―共同的‖in Chinese;on the other hand, it serves as a root to stress the tone.The root ―fort‖ is closely linked with strengthen/enhance/reinforce, which mostly means ―加強(qiáng)‖in Chinese.So the word comfort can be explained in this way: if people come together to strengthen their union and care each other, the world will be peaceful and people will be cozy.Comfort +-able(an adjective derivational morpheme, meaning‖可……的‖ in Chinese):comfortable(舒適的)；

Comfort +-ing(an adjective derivational morpheme, meaning possessing a certain quality): comforting(令人舒適的)；

Comfort +-er(an noun derivational morpheme, meaning a kind of people or thing): comforter(安慰者、羊毛圍巾)；

Comfortable +-ly(an adverb derivational morpheme): comfortably(舒適地)；

Comfort +-s(a plural derivational morpheme，standing nouns): comforts(令人愉快的人或物)③Give some expressions used in daily life, and set a scene to make students to use them in conversation.*comfortably off

*creature comforts

* comfortable winner ④Based on these analyses, Teacher lets students look at ―comfortably‖ in the passage, identify its meaning and finish exercise 4.5.Utilities.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.Teacher leads students to figure out its archetype ―utility‖, which can be both a noun and a adjective.Being a noun, it possesses two parts of meaning.On the one hand, its meaning is abstract, sharing the same connotation with effectiveness/use/function to some degree;on the other hand, its meaning is concrete, sharing the same connotation with service/ public welfare/tool/implement to some

degree.Being an adjective, it means useful in many ways or works.Teacher gives definitions or examples to make it more clear to students:(1).The utility of something is its usefulness.(2).A utility is an important service such as water, electricity, or gas that is provided for everyone, and that everyone pays for.② In English, the root ―util-‖ refers to ―use‖.In that case, ―-ity‖ is added to it to form a word ―utility‖, connecting with ―use‖.③So Teacher show students some utility’s phrases.First, let them guess;And then give them the answers;Last, set some scenes to practice.*utility pole

*domestic utility

*utility service

*utility room

*utility theory ④Based on these analyses, Teacher lets students look at ―utilities‖ in the passage, identify it-s meaning and finish exercise 5.6.Teased.①Giving basic information about this word, which is: Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.Teacher point-s out that its archetype is tease, which can be a noun and a verb.As a noun, it has the meaning of ―someone who likes laughing at or playing jokes on others‖.As a verb, it means ―to laugh at others or make jokes about them in order to embarrass, annoy, or ups-et them.‖ Teacher shows students several sentences to deepen their comprehension.*My brother is such a tease.*The best way to deal with a tease is to ignore him.*The other boys tease him because he is fat.②From tease, one can get teaser, possessing the same meaning as ―someone who likes laughing at or playing jokes on others‖.What’s more, it refers to ―a difficult question, especially in competition‖.For example, whether to accept this offer is really a teaser.③ Teacher uses the tale of the Crow and the Fox to explain the phrase ―tease out‖.ThenTeacher gives a conclusion: the phrase means using some cunning way to get certain information / solution/secret/profit, etc.So in this tale, the fox tries to tease out the meat from the crow.More sentences are imparted: *They try to tease out the answer without appearing to ask him.*The thief intended to tease out the key to the door from the baby.④Based on these analyses, Teacher lets students look at ―teased‖ in the passage, identify its meaning and finish exercise 6.7.Wardrobe.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.It is a nou-n.When one sees this word, he can get the same meaning from closet/bureau, and kn-o w that it means ―a tall cupboard or cabinet in which one can hang your clothes‖.More sentences are showed to students:

*Someone’s wardrobe is the total collection of clothes that they have.*She stuffed her clothes in the wardrobe.② Wardrobe can be divided into two parts: ―ward‖ and ―robe‖.Ward: as a noun, it means ―a room in a hospital which has beds for many people, ofte-n people who need similar treatment‖(病房)or ―a district which forms part of a political constituency or

local council‖（行政區(qū)、選區(qū)）.*Ward off(v.avoid)

*warder(n.someone who works in a prison supervising the prisoners.)

*warden(n.doorkeeper/the head of a county)

Robe: a loose piece of clothing which covers all of your body and reaches the ground.(睡袍)For example, she put her robe on the chair.*Work robe

*baby robe

To sum up, the word, wardrobe can be explained this way: a cabinet where one’s clot-hes are deposited.③Based on these analyses, Teacher lets students look at ―wardrobe‖ in the passage, identify its meaning and finish exercise 7.8.Extended.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.First, Teach –er shows students its archetype ―extend‖.Extend is a transitive verb and intransitive verb.And ―extend‖ contains two-faced meaning.On the one hand, it approximates to reach /increase/expand /enlarge /stretch/ magnify /broaden/ lengthen out, meaning ―延伸、增大、擴(kuò)大‖ in Chinese.On the other hand, it approximates to donate /give grant supply/ furnish /contribute /allot/ provide /present, meaning ―給予、捐贈(zèng)、分配‖in Chinese.Some examples are given: *The boss extended money to create new products.*This metal will extend when it is heated.②Extend can be separated into two parts: ―ex-‖ and ―-tend‖.Ex-: A: to make something out, such as exclude/expel/expose/extract, etc.B: something or someone is no longer the one it or he once was, such ex-wife, ex-president, ex-colonial.Tend-: A: to notice/ look after /care/mind, etc.B: something is likely to happen frequently;someone is likely to behave/say in a certain way.To sum up, ―extend‖ basically can be explained this way: something is likely to get larger/more/longer/out/spread.More meaning of it is show in the following sentences: *This speech has extended for two hours.(持續(xù))*This paper extends to a lot of practical problems.(涉及)*I’m glad that you extended my mother an invitation.(發(fā)出)③Based on these analyses, Teacher lets students look at ―extended‖ in the passage, identify its meaning and finish exercise 8.9.Insurance.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.Generally speaking, it is a noun, meaning an arrangement where you pay money to a company, and they pay money back once something bad occurs to you, such as if your belongings are stolen or damaged/ if you catch a severe disease(保險(xiǎn));What’s more it also refers to some measures done to make up great loss in future（保險(xiǎn)措施）.②Teacher tells students that insurance’s verb is insure(intransitive and transitive).And insure can be analyzed as following: insure consists of two parts: ―in‖ and ―sure‖.In-: inside;in power;on position or it is a negative affix.Sure: certain;firmly assure something;and it can be both an adjective and adverb.Therefore we can explain ―insure‖ in this way: one is certain about something heartily(確

定)；one promises somebody something(保證);one safeguards somebody/something（保護(hù)）.Moreover, some synonyms are offered: *assure

*affirm

*guarantee

*certify ③Teacher introduces some expressions used in daily life: *insurance company

* insurance act

* insurance law

*insurance amount

*insurance industry ④Based on these analyses, Teacher lets students look at ―insurance‖ in the passage, identify its meaning and finish exercise 9.10.Hardship.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.It is usually used as a noun, approximating to ―difficulty/ trouble/ handicap, etc‖.②Two parts(hard and ship)forms ―hardship‖.From this, hardship is defined as a compo--und word.Hard: strict, severe, difficult, tough, solid, rigid, etc.Ship: a noun and verb;a large boat which carries passengers or cargo.Furthermore, it means a kind of relationship, ability, or situation, like judgeship/friendship/leadship/relationship, etc.So in hardship,-ship means a kind of situation, and hard refer to difficult.Thus, hards--hip signifies a sort of difficult situation.③Based on these analyses, Teacher lets students look at ―insurance‖ in the passage, identify its meaning and finish exercise 10.25

第三篇：畢業(yè)論文修改注意事項(xiàng)

畢業(yè)論文修改注意事項(xiàng)

1、不要出現(xiàn)錯(cuò)別字；

2、所有數(shù)字、字母都要在英文狀態(tài)下輸入，字母要傾斜；

3、論文中紅字的地方要注意；

4、封面的版本注意統(tǒng)一，題目下面部分沒有學(xué)號(hào)這一行；

5、論文題目太長的可以分成兩行寫，要居中；

6、封面的下劃線注意粗細(xì)長短統(tǒng)一，不要一長一短一粗一細(xì)；

7、目錄中，二級(jí)標(biāo)題注意空格，不要頂格寫，和一級(jí)標(biāo)題區(qū)分開，有層次；頁碼盡量對(duì)齊，不要明顯長短不一；

8、論文中（包括英文翻譯中）不要有你的名字，學(xué)號(hào)，指導(dǎo)老師姓名；不要出現(xiàn)“本文”、“我們”等詞語；

9、改的時(shí)候，文件保存名，就用答辯序號(hào)加“畢業(yè)論文”，如24號(hào).畢業(yè)論文.doc；

10、摘要，關(guān)鍵詞，參考文獻(xiàn)，這幾個(gè)字不要用【】括起來，摘要兩字之間有空格；

11、摘要，關(guān)鍵詞，不要頂格寫，要空兩格，包括英文翻譯；

12、每一段空兩格，不要總是頂格開始；

13、英文翻譯注意去掉背景；

14、關(guān)鍵詞，key words，注意加s，因?yàn)殛P(guān)鍵詞有幾個(gè)，是復(fù)數(shù)；每個(gè)關(guān)鍵詞中間用“；”隔開，英文每個(gè)關(guān)鍵詞語第一個(gè)字母不要大寫；

15、題目下一行寫“數(shù)學(xué)與應(yīng)用數(shù)學(xué)2008級(jí)(1)班”，英文翻譯“Mathematics and applied mathematics2008(1)class”；

16、表格、圖等要居中排列，表名加黑；

17、參考文獻(xiàn)，這四個(gè)字頂格寫，序號(hào)用[1] [2] [3] [4] [5]，括號(hào)不要用【】這種，在序號(hào)要后空一格，如

[12] 譚小江，伍勝健，復(fù)變函數(shù)簡明教程.北京:北京大學(xué)出版社，2006.[13] 夏志，一類復(fù)變函數(shù)極點(diǎn)階數(shù)的確定.渤海大學(xué)學(xué)報(bào)（自然科學(xué)版），2005.18、行距一般為1.5倍；

這些只是常出錯(cuò)的地方，具體情況具體分析，不包括所有論文。

大家一定相互傳閱，不要堅(jiān)定自己的就一定是最標(biāo)準(zhǔn)的格式，多和幾個(gè)人比較才能減少問題的出現(xiàn)。修改好后，明天（3月7號(hào)）自己發(fā)給黃朝軍老師（hcjh6@163.com）。

第四篇：畢業(yè)論文原創(chuàng)性聲明

畢業(yè)論文原創(chuàng)性聲明

本人鄭重聲明：所呈交畢業(yè)論文，是本人在指導(dǎo)教師的指導(dǎo)下，獨(dú)立進(jìn)行研究工作所取得的成果。除文中已經(jīng)注明引用的內(nèi)容外，本論文不包含任何其他人或集體已經(jīng)發(fā)表或撰寫過的作品成果。對(duì)本文的研究做出重要貢獻(xiàn)的個(gè)人和集體，均已在文中以明確方式標(biāo)明。本人完全意識(shí)到本聲明的法律結(jié)果由本人承擔(dān)。

Xxx

2011年3月13日

摘要

隨著生著生產(chǎn)力的大發(fā)展及國際分工進(jìn)一步深化,世界產(chǎn)業(yè)結(jié)構(gòu)發(fā)生了較大的調(diào)整,服務(wù)業(yè)逐漸成為世界經(jīng)濟(jì)結(jié)構(gòu)的重心,也成為各國經(jīng)濟(jì)增長的主要?jiǎng)恿?。伴隨著經(jīng)濟(jì)全球化進(jìn)程加快,國與國之間依賴加強(qiáng)，貿(mào)易往來密切，當(dāng)今國際服務(wù)貿(mào)易迅猛增長,日益成為國際貿(mào)易的主要對(duì)象和內(nèi)容,由此導(dǎo)致服務(wù)貿(mào)易在國際貿(mào)易中的地位不斷上升,亦成為一個(gè)國家或地區(qū)經(jīng)濟(jì)的國際競爭力的重要標(biāo)志。在服務(wù)業(yè)中,生產(chǎn)者服務(wù)作為服務(wù)業(yè)和制造業(yè)的粘合劑 ,成為先進(jìn)工業(yè)化國家后期工業(yè)化的重要特征。中國作為發(fā)展中國家,制造業(yè)發(fā)展迅速,但服務(wù)水平較低,服務(wù)貿(mào)易存在大量的逆差,尤其在高新技術(shù)含量和知識(shí)含量高的生產(chǎn)者服務(wù)貿(mào)易上與發(fā)達(dá)國家差距顯著,缺乏國際競爭力,成為產(chǎn)業(yè)價(jià)值鏈中較薄弱的環(huán)節(jié),直接影響和制約著中國在經(jīng)濟(jì)全球化中的國際分工格局與利益分配?；趯?duì)中國生產(chǎn)著服務(wù)貿(mào)易研究,結(jié)合相關(guān)理論，本文引用實(shí)證描述了中國生產(chǎn)者服務(wù)貿(mào)易的發(fā)展現(xiàn)狀，接著通過對(duì)一些實(shí)際數(shù)據(jù)進(jìn)行深入分析，提出了我國生產(chǎn)性行業(yè)所存在的問題,并針對(duì)性的給出了政策建議.【關(guān)鍵詞】生產(chǎn)者 服務(wù)貿(mào)易 進(jìn)出口結(jié)構(gòu) 現(xiàn)狀 對(duì)策

Abstract

目錄

第五篇：碩士畢業(yè)論文修改葵花寶典

論文修改寶典

Papertest檢測(cè)常識(shí)（以下簡稱PT）

一、親們最關(guān)心的是哪些地方需要改，哪些地方不需要改以及如何修改！

不需要改的地方：

A、由于PT是采用通篇檢測(cè)的原則，所以目錄、聲明、小標(biāo)題和參考文獻(xiàn)部分也會(huì)參與檢測(cè)，這幾部分如果有標(biāo)紅的地方可以直接跳過，不改，也可以在提交PT論文檢測(cè)的時(shí)候?qū)⒛夸?、聲明、參考文獻(xiàn)刪除，不參與檢測(cè)，還能省錢。（這部分字?jǐn)?shù)少，不檢測(cè)的話對(duì)

重復(fù)率的影響就1%左右）

B、論文檢測(cè)，本來就是個(gè)機(jī)器活，機(jī)器肯定不如人腦，會(huì)有一定的誤判存在，這個(gè)是可以理解的。而PT的檢測(cè)又是最嚴(yán)格，那么肯定會(huì)存在少量太嚴(yán)不沾邊的誤判，這些可以直接跳過，不修改。比如：“我是她兒子”和“她是我兒子”任何檢測(cè)系統(tǒng)檢測(cè)出來肯定都是百分百相似。機(jī)器是死的，人是活的，我們可以靈活修改。

C、當(dāng)抄襲的內(nèi)容是法規(guī)條文名人名言概念真理等固定的條款，這種情況就不需要修改了，改也改不出一個(gè)道道。

需要修改的地方：

PT檢測(cè)報(bào)告中：句子不同顏色表示不同的相似度，紅色表示相似度在百分之70以上，橙色表示相似度在百分之40-70，綠色表示合格的句子。所以在排除以上三種不需要改的情況之后，紅色句子重點(diǎn)修改，橙色句子稍微修改。綠色句子中要是有您知道是抄襲的句子也需要修改。（任何系統(tǒng)的對(duì)比庫都是有限的，雖然有幾十億上百億的數(shù)據(jù)，但畢竟這世界資料那么多，而且很多是有版權(quán)的，肯定不可能全部都收錄，存在部分檢測(cè)不到是正常的）

修改方法總結(jié)：

只留下肯定改不了的部分如專業(yè)術(shù)語、數(shù)據(jù)等，其他的都用同義詞替換，并改變描述方式（變?cè)錇榈寡b句、被動(dòng)句、主動(dòng)句），另外還可以把超長句拆分成幾個(gè)短句。注意修改過程中可以適當(dāng)增減字?jǐn)?shù)，但是不能改變太多，比如原本一個(gè)句子四十個(gè)字被改成十個(gè)，或者八十個(gè)，甚至直接刪除標(biāo)紅的句子，這樣有可能會(huì)越改越重復(fù)，甚至還可能導(dǎo)致原本檢測(cè)不重復(fù)的地方在下次檢測(cè)中會(huì)變成重復(fù)的。（這是由于PT和知網(wǎng)檢測(cè)系統(tǒng)都采用了模糊算法，如果整體結(jié)構(gòu)和大綱被打亂（比如刪除了A這個(gè)標(biāo)紅的句子），可能引起句子B前后檢測(cè)標(biāo)紅不一致（第一次檢測(cè)合格，第二次卻被標(biāo)紅）簡而言之，修改會(huì)引起“蝴蝶效應(yīng)”，所以當(dāng)您的文章相似度比較少的時(shí)候（比如低于30%），修改過程中不要對(duì)字?jǐn)?shù)改變太大，而如果您的相似度很高，（比如高于40%）您就可以大刀闊斧的修改，甚至直接刪除標(biāo)紅的句子，否則幾乎每個(gè)句子都要重新修改又要考慮到字?jǐn)?shù)的話就工作量太大了。具體修改案例見底部。

二、PT數(shù)據(jù)庫有哪些

PaperTest的比對(duì)指紋數(shù)據(jù)庫庫由超過9000萬的學(xué)術(shù)期刊和學(xué)位論文，以及一個(gè)超過10億數(shù)量的互聯(lián)網(wǎng)網(wǎng)頁數(shù)據(jù)庫組成。指紋庫是指提取的文章關(guān)鍵性特征信息，并非全文。

現(xiàn)在大家寫論文主要都是通過互聯(lián)網(wǎng)來收集資料，為了更大程度順應(yīng)市場(chǎng)規(guī)則，PT采用優(yōu)先互聯(lián)網(wǎng)匹配原則，也就是說當(dāng)我們匹配到了互聯(lián)網(wǎng)的文章后，就不會(huì)再去匹配論文資源庫了，這樣就能為最多的買家提供最有效最準(zhǔn)確的論文修改指導(dǎo)。另外大家注意到兩個(gè)問題：一是買家A第一次用PT檢測(cè)是90%，修改數(shù)次之后用PT檢測(cè)只有10%，那么可以很肯定的說知網(wǎng)也低于10%（因?yàn)镻T比知網(wǎng)嚴(yán)格，幾乎檢測(cè)的相似度都比知網(wǎng)高，而如果）

為什么引用也會(huì)全部標(biāo)紅？先說一下知網(wǎng)對(duì)于引用庫的檢測(cè)原則吧，知網(wǎng)在檢測(cè)專用術(shù)語中有兩種庫的概念，我們暫且用一種通俗易懂的語言來解釋，一種是抄襲庫，一種是引用庫。斷句的時(shí)候，當(dāng)發(fā)現(xiàn)一句話，來自于抄襲庫，他則算是抄襲，如果發(fā)現(xiàn)是引用庫的時(shí)候，則算引用，所以無論你在文中的引用符號(hào)標(biāo)得多么先進(jìn)，他都以他的庫為標(biāo)準(zhǔn)，所以建議不要過度引用。在PaperPass論文修改的過程中，你加了引用的地方可以暫且先pass掉，畢竟論文中是允許存在一定的引用的。

所有的修改完后，建議再次進(jìn)行一次檢測(cè)，檢測(cè)完后，確定無問題了，無可以修改的地方了，可以采用知網(wǎng)做一次定稿檢測(cè)。為了論文順利通過，修修改改是必要的，別偷懶，順利畢業(yè)比什么都重要。

修改方法案例分析

例如下句：

過熱故障中的過熱與變壓器正常運(yùn)行下的發(fā)熱是有區(qū)別的，正常運(yùn)行時(shí)的其發(fā)熱源來自于繞組和鐵芯，即銅損和鐵損，而變壓器過熱故障是由于受到有效熱應(yīng)力而造成的絕緣加速劣化，它具有中等水平的能量密度。

論文更改為：

幾乎被標(biāo)紅，說明與相似文獻(xiàn)存在重合和高度相似，經(jīng)過以上方式結(jié)合，本句可改為： 過熱故障中出現(xiàn)的過熱容易與變壓器正常運(yùn)行下的發(fā)熱相混淆，后者是因?yàn)槠淅@組和鐵芯會(huì)出現(xiàn)銅損和鐵損的現(xiàn)象，這是正常運(yùn)行過程中的發(fā)熱，而變壓器過熱故障是受到有效熱應(yīng)力造成的絕緣加速劣化，具有中等水平的能力密度。

這樣修改幾乎可以降低抄襲率一半。

例如下句：

上世紀(jì)九十年代以來，在生產(chǎn)力提高、科技進(jìn)步、跨國公司活躍等因素的共同驅(qū)動(dòng)下，經(jīng)濟(jì)全球化席卷全球，世界經(jīng)濟(jì)越來越成為一 個(gè)整體，跨國公司根據(jù)其戰(zhàn)略部署在世界范圍內(nèi)對(duì)生產(chǎn)要素和資源進(jìn)行優(yōu)化配置和重新整合，這導(dǎo)致國際貿(mào)易和分工的方式悄然發(fā)生 了變化，由傳統(tǒng)的產(chǎn)業(yè)間分工模式逐步演化為同一產(chǎn)品不同工序和區(qū)段上的分工體系，即產(chǎn)品內(nèi)分工。

論文更改為:

從20世紀(jì)末以來，在新的科技革命及跨國公司迅速發(fā)展的帶動(dòng)下，全球經(jīng)濟(jì)日趨一體化，各國經(jīng)濟(jì)在世界范圍內(nèi)實(shí)現(xiàn)了競爭與協(xié)作相結(jié)合的良好共存局面。在全球范圍內(nèi)，各生產(chǎn)要素由于跨國公司的快速發(fā)展實(shí)現(xiàn)了優(yōu)化配置和重新整合，從而使國陳貿(mào)易和世界分工的方式產(chǎn)生了適應(yīng)新時(shí)代要求的變化，傳統(tǒng)的產(chǎn)業(yè)分工方式開始轉(zhuǎn)變?yōu)橐虍a(chǎn)品在工序和區(qū)段上的差異而進(jìn)行的分工方式，這也就是我 們所說的產(chǎn)品之中的分工。

例如下句：

在透明水杯的清水中放入少量纖維進(jìn)行攪動(dòng)，便可以直觀地發(fā)現(xiàn)纖維呈立體懸浮狀亂向分散，且長時(shí)間放置都不會(huì)有太大變化，說明合成纖維的質(zhì)量較好；質(zhì)量差的纖維經(jīng)攪動(dòng)后可能分散，但時(shí)隔不久便會(huì)上浮為一絮狀層。質(zhì)量差的纖維在混凝土的實(shí)際配制過程中多不易均勻分散。

論文更改為：

（本段完全被標(biāo)紅，修改方式只有一種，就是打亂順序，重新組織）

將少量纖維放入盛裝清水的透明容器中，邊攪動(dòng)邊觀察纖維變化情況，如果合成纖維質(zhì)量較好，那么就可以直觀地看到纖維呈立體懸浮狀分散，隨著時(shí)間的推移，位置也不會(huì)發(fā)生明顯的變化；若合成纖維質(zhì)量較差，那么攪動(dòng)的過程中，纖維可能分散，并且容易上浮形成絮狀層。質(zhì)量差的纖維在混凝土的實(shí)際配制過程中多不易均勻分散。

例如下句：

對(duì)施工單位或業(yè)主提出的設(shè)計(jì)變更要求要進(jìn)行統(tǒng)籌考慮，確定其必要性，同時(shí)將設(shè)計(jì)變更對(duì)施工工期和費(fèi)用的影響進(jìn)行全面分析，非改不可的要調(diào)整施工計(jì)劃，以盡可能減少對(duì)工程的不利影響。

論文更改為：

施工單位或業(yè)主一旦提出設(shè)計(jì)變更要求，要進(jìn)行統(tǒng)籌考慮，考察變更的必要性，同時(shí)，將設(shè)計(jì)變更對(duì)施工工期、費(fèi)用等方面可能造成的影響進(jìn)行全面而科學(xué)的分析，遇到非改不可的變更要調(diào)整施工計(jì)劃，盡可能將其對(duì)工程的不利影響降到最小

“反反抄襲”密招一：改寫

躲避“論文測(cè)謊儀”的方法聽起來有些笨，但卻很“實(shí)用”，那就是——改寫。“不是論文不能抄，要看你會(huì)抄不會(huì)抄！”。

東拼西湊其實(shí)并沒有過時(shí)，關(guān)鍵在于要仔細(xì)，不能露出馬腳。首先在不同的資料當(dāng)中找到我需要的東西，然后把每句話變變句式，換換說法，加一些解釋性的擴(kuò)充，略作增刪，最后把這些部分組織到一起，論文就大功告成了。雖然繁瑣一點(diǎn)，但是最后出爐的論文，絕對(duì)就像去韓國做了整容手術(shù)，煥然一新！再牛的測(cè)謊儀見到我這論文，估計(jì)也只有哀嘆的份兒。

多加參考書目，把腳注一通亂加，那就是雙重保險(xiǎn)了！”有的時(shí)候，東拼西湊出一大段話，但是又不知道怎么改寫更好，就干脆給這段話原封不動(dòng)地加上一個(gè)引號(hào)，然后再給這段話編一個(gè)相應(yīng)的腳注。首先，?引用?部分不算作抄襲，論文測(cè)謊儀會(huì)自動(dòng)剔除；其次，老師根本不可能有精力去檢查我的每個(gè)腳注是否真實(shí)。這樣一來，我的抄襲怎么可能被發(fā)現(xiàn)呢？

“反反抄襲”密招二：翻譯

要抄，就不能留下任何痕跡。她的方法更加繁瑣，但也更加保險(xiǎn)，那就是翻譯。跨語言的論文測(cè)謊系統(tǒng)還沒有研發(fā)出來。廣泛查閱外文資料，挑出可以為我所用的部分，按照一定框架合在一起，一篇拼湊的英文論文就誕生啦！再把它翻譯成中文，畢業(yè)論文不就有著落了嗎？說抄襲，測(cè)謊儀軟件查得出來嗎？

這種方法對(duì)英語水平有很高要求，不過，英語一般的同學(xué)也有自己的“門道”。有些同學(xué)付錢給學(xué)校里英語專業(yè)的研究生，請(qǐng)他們對(duì)自己的“雙語論文”全程把關(guān)。“很多學(xué)校的墻上貼著這種小廣告，英語專業(yè)的學(xué)生為人操刀論文，價(jià)格也不菲，少則幾百元多則上千元。

“反反抄襲”密招三：取巧

改寫也好，翻譯也罷，都是力氣活兒。幾萬字的論文，如果字字改寫，句句翻譯，恐怕論文沒寫完，已經(jīng)是人比黃花瘦，華發(fā)上鬢頭了。理工科學(xué)生是天下最幸福的人，因?yàn)椤袄砉た频恼撐模冏償?shù)據(jù)圖表啊，變變操作環(huán)節(jié)啊，就可以變成自己的東西了，反抄襲軟件根本查不出來”。理工科的個(gè)人成果要好出一些，數(shù)據(jù)不一樣，畫圖不一樣，結(jié)果就不一樣。自己寫個(gè)軟件，下載一個(gè)源代碼，然后根據(jù)需要加以修改，就能把代碼變成自己的啦！最后用自己的框架搭建起來，畢業(yè)設(shè)計(jì)就完成了。

“反反抄襲”密招四：Google新用

如果說以上所有同學(xué)的“反反抄襲”密招都還在大家的理解范圍之內(nèi)的話，那么這種“反反抄襲”法，則讓人瞠目結(jié)舌，以為自己遇到了火星人。

這種方法，命名為“Google法”?！八^?Google法?，就是找一篇現(xiàn)成的論文，把論文的每一段都用Google在線翻譯成英文，然后將翻譯好的英文用Google在線翻譯全部轉(zhuǎn)回中文。猛地看上去，跟原文差不多；可是仔細(xì)一看，其實(shí)每句話都不一樣！只要自己再把少量的語病改一改，就大功告成了?！?/p>

提交論文之前，上淘寶網(wǎng)，有很多賣家會(huì)提供論文檢測(cè)服務(wù)！賣家也持有類似的論文檢測(cè)軟件，通過賣家可以查看自己的論文有哪些破綻，再把露出馬腳的部分精心修改。這樣一來，把畢業(yè)論文交上去，就不會(huì)有什么風(fēng)險(xiǎn)了。有很多同學(xué)都準(zhǔn)備這樣做，花錢買個(gè)放心唄！

修改其實(shí)很簡單，不要被紅字所嚇倒，沉下心來，任何文章都能改好，最后祝您順利通過學(xué)校的論文答辯！！