第一篇：洪文仲畢業(yè)論文設(shè)計修(改一)

淺析泉州企業(yè)品牌戰(zhàn)略

政治與社會發(fā)展學(xué)院 08經(jīng)濟(jì)學(xué) 080114012 洪文仲

指導(dǎo)老師 吳子強 講師

[摘要]：08年金融危機(jī)以來，我國產(chǎn)業(yè)結(jié)構(gòu)，企業(yè)競爭力的不足暴露出嚴(yán)重的缺陷和不足。中國十一五規(guī)劃期內(nèi)，我國以一躍成為世界第二經(jīng)濟(jì)體，產(chǎn)業(yè)轉(zhuǎn)型，提高企業(yè)競爭力是企業(yè)生死與否的關(guān)鍵。以泉州為例，泉州大多企業(yè)沒有自己的品牌，多為貼牌生產(chǎn)，或是知名度非常低的小企業(yè)，對外依存度非常高，加之以國內(nèi)高通脹壓力，流動性的縮緊，原材料的全面上漲，用工成本增加，人民幣升值等因素的影響，泉州出現(xiàn)較大規(guī)模的倒閉潮和有訂單不能接的尷尬局面。根據(jù)泉州的具體情況，大力建設(shè)企業(yè)的軟實力是泉州企業(yè)走出困境，實現(xiàn)企業(yè)轉(zhuǎn)型的關(guān)鍵。企業(yè)軟實力包括企業(yè)管理，品牌戰(zhàn)略，科技競爭力和營銷戰(zhàn)略等方面。然而品牌戰(zhàn)略是關(guān)乎企業(yè)的未來可持續(xù)發(fā)展至關(guān)重要的原因。

[關(guān)鍵詞]:競爭力 品牌企業(yè) 戰(zhàn)略

一、品牌的內(nèi)涵

品牌通俗的說就是企業(yè)的牌子，是一種名稱和符號。品牌是一個系統(tǒng)概念，代表著企業(yè)各個方面優(yōu)勢如質(zhì)量、技術(shù)、服務(wù)、宣傳，內(nèi)在文化等的具體表現(xiàn)現(xiàn)。品牌是通過以上這些要素及一系列市場活動而表現(xiàn)出來的結(jié)果所形成的一種形象認(rèn)知度，感覺，品質(zhì)認(rèn)知，以及通過這些而表現(xiàn)出來的品牌知名度、美譽度、忠誠度，總體來講它屬于一種無形資產(chǎn)。因此，品牌建設(shè)的實施客觀上要求企業(yè)系統(tǒng)地改善整體運作機(jī)制以更好地促進(jìn)品牌的段位升級，進(jìn)而提高企業(yè)的軟實力。通過品牌建設(shè)提高品牌知名度、美譽度、忠誠度。進(jìn)而提高產(chǎn)品的市場占有率和企業(yè)競爭力。

品牌經(jīng)營不僅僅影響產(chǎn)品利潤，同時對企業(yè)的營運、形象等也有著不可忽略的作用力，是企業(yè)一項長遠(yuǎn)的經(jīng)營方針。品牌是溝通和鏈接企業(yè)與消費者的重要紐帶，存在的意義不僅是體現(xiàn)這產(chǎn)品質(zhì)量和服務(wù)，更是企業(yè)的形象代表。對于一國的產(chǎn)業(yè)而言，品牌有時候意味著一國的產(chǎn)業(yè)水平和本土文化，因此可以把影響力擴(kuò)大到國際層面。如大眾汽車代表著德國，微軟公司代表著美國，三星、LG代表著韓國，因此品牌是一種強大的競爭力。更有金融時

[2]報(Financial Times)還將品牌稱作“現(xiàn)代社會的閃亮標(biāo)志”。品牌能使企業(yè)在同業(yè)競爭中獲

得更大的市場份額，這樣一來還能反過來促進(jìn)品牌進(jìn)一步深入人心。一種商品如果具有較好的品牌往往能使消費者對該產(chǎn)品和該企業(yè)產(chǎn)生好感，將有利于培養(yǎng)廣大消費者對于該品牌的知名度、美譽度、忠誠度，從而能夠提高企業(yè)的整體形象。據(jù)此，品牌戰(zhàn)略某種程度上已延伸為企業(yè)為適應(yīng)市場競爭的重要手段和基本戰(zhàn)略。在西方發(fā)達(dá)的工業(yè)國家，品牌戰(zhàn)略同樣是企業(yè)必要的核心內(nèi)容。當(dāng)代經(jīng)濟(jì)社會，每個企業(yè)的的競爭者已不僅僅停留在國內(nèi)的同業(yè)競爭了，經(jīng)濟(jì)全球一體化已迫使每個企業(yè)將品牌戰(zhàn)略作為一個制高點。如果泉州，民營企業(yè)不能在危機(jī)的背景下迅速的發(fā)展品牌戰(zhàn)略那么將很有廣闊的前景也更加容易地被國內(nèi)外為企業(yè)所排斥和擠壓，最終消失在經(jīng)濟(jì)全球化的大潮中。

二、泉州品牌現(xiàn)狀分析

（一）企業(yè)品牌意識淡薄、品牌資產(chǎn)值不高

泉州民營企業(yè)進(jìn)行品牌營銷、策劃品牌發(fā)展戰(zhàn)略并實施的企業(yè)數(shù)量在整體區(qū)域來講數(shù)量少、規(guī)模小，絕大部分企業(yè)還僅僅停留在賣產(chǎn)品階段，缺乏建立品牌的意識，對品牌意識的認(rèn)識還不夠深入，也還未達(dá)到真正意義上的理解和重視。真正像“安踏”、“匹克”等依靠品牌賣出產(chǎn)品的企業(yè)則少之又少。泉州民營企業(yè)對其他行業(yè)科研成果、科研力量利用率不高。在本

行業(yè)的創(chuàng)新和科研的投入力度很優(yōu)待加強，不管是人才或者資金等方面的力度。而高品牌資產(chǎn)可為企業(yè)帶來更多的利潤、溢價，泉州企業(yè)并不重視對品牌資產(chǎn)的培育與發(fā)展，以致泉州民營企業(yè)品牌無論在品牌忠誠度、美譽度、知名度方面均劣于國內(nèi)其他品牌和國際上的知名品牌，直接導(dǎo)致泉州民營企業(yè)的產(chǎn)品價格與市場份額普遍較低，產(chǎn)品附加值偏低整體競爭力水平有待進(jìn)一步提升。泉州民營企業(yè)是在改革開放后異軍突起的大軍，特有的泉州模式以來料加工、來樣加工為主打，訂單和業(yè)務(wù)成為了企業(yè)生命延續(xù)的重要養(yǎng)分。在巨大的市場競爭壓力下、經(jīng)濟(jì)危機(jī)背景下，泉州經(jīng)濟(jì)以廉價勞動力為有利區(qū)位因素似乎遭受了巨大的打擊。其關(guān)鍵之處和主要原因還是過往對于品牌的忽視和品牌戰(zhàn)略的缺失。

（二）品牌市場定位模糊、產(chǎn)業(yè)結(jié)構(gòu)不舍理

品牌的市場定位屬于企業(yè)經(jīng)營戰(zhàn)略的范疇，決定著企業(yè)的整體營銷策略以及通向成功所需要把握的關(guān)鍵因素。泉州民營企業(yè)品牌定位模糊不清，缺乏核心產(chǎn)品，產(chǎn)品結(jié)構(gòu)不合理。再者，泉州民營企業(yè)產(chǎn)業(yè)結(jié)構(gòu)不合理，產(chǎn)品定位趨同，以低價作為競爭優(yōu)勢，產(chǎn)品同質(zhì)化競爭、產(chǎn)品利潤率低的問題較為突出，很容易陷入低價、低質(zhì)的惡性循環(huán)，這也間接地導(dǎo)致了絕大部分的泉州民營企業(yè)生產(chǎn)的輕工業(yè)品達(dá)不到出口歐美的標(biāo)準(zhǔn)及國內(nèi)的質(zhì)量監(jiān)督。

（三）經(jīng)營管理手段落后、核心價值不穩(wěn)定

泉州企業(yè)在產(chǎn)品質(zhì)量質(zhì)、服務(wù)質(zhì)量等環(huán)節(jié)曾給消費者和合作商留下些許不良印象。其主要的問題還是：泉州企業(yè)管理機(jī)制相對的滯后。有調(diào)查顯示，泉州大部分的企業(yè)以個人獨資經(jīng)營或者是作坊式加工企業(yè)，或者是家族企業(yè)占絕大部分；而這些企業(yè)的模式管理經(jīng)營的機(jī)制相對來說水平有限，阻礙和限制了企業(yè)品牌戰(zhàn)略的實施。當(dāng)泉州企業(yè)在取得迅速發(fā)展后，又面臨著經(jīng)濟(jì)危機(jī)和市場結(jié)構(gòu)轉(zhuǎn)型、產(chǎn)業(yè)結(jié)構(gòu)重組的巨大挑戰(zhàn)；對資金融通、人才與勞動力壓力，泉州企業(yè)相對落后管理機(jī)制已成為企業(yè)實施發(fā)展品牌戰(zhàn)略的瓶頸。產(chǎn)品設(shè)計缺乏創(chuàng)新和個性。泉州雖然在歷史上也是一個著名的文化古城，但是泉州民營企業(yè)在起步和發(fā)展的時期并沒用注重地區(qū)文化的滲透和利用，這樣直接導(dǎo)致了泉州大部分民營企業(yè)文化底蘊不夠深厚，產(chǎn)品缺乏文化特征和個性，也間接導(dǎo)致了品牌戰(zhàn)略推廣沒有堅實的依托基礎(chǔ)。造成這樣的結(jié)果還是因為企業(yè)家們?nèi)狈ΜF(xiàn)代的企業(yè)經(jīng)營管理機(jī)制，同時又缺乏對企業(yè)核心價值的塑造和培養(yǎng)。

三、提升泉州品牌競爭力的戰(zhàn)略分析

（一）政府的扶持與引導(dǎo)

(1）創(chuàng)造良好的政策和市場環(huán)境

品牌戰(zhàn)略是一項長期而又艱巨的任務(wù)，實施品牌發(fā)展戰(zhàn)略是一項系統(tǒng)而又長久的工程，企業(yè)、政府以及行業(yè)協(xié)會，甚至是社會乃都要發(fā)揮各自的作用和承擔(dān)各自的責(zé)任。品牌戰(zhàn)略的過程中地方政府乃至中央政府具有導(dǎo)向和指引的作用，這是不可或缺的。品牌的生產(chǎn)和發(fā)展需要政府創(chuàng)建良好的政策環(huán)境和市場環(huán)境，政府的經(jīng)濟(jì)政策要傾向品牌建設(shè)，積極引導(dǎo)和扶持企業(yè)進(jìn)行品牌戰(zhàn)略發(fā)展；市場經(jīng)濟(jì)需要政府提供健康的市場環(huán)境、完善的法制環(huán)。政府應(yīng)當(dāng)在以下幾個方面做出確實可靠的動作：第一，重點扶持名優(yōu)品牌，通過各種媒介積極推廣地的名優(yōu)品牌，促進(jìn)地區(qū)名優(yōu)品牌的進(jìn)一步壯大：舉辦各種展覽會或交流會在地區(qū)內(nèi)增強名優(yōu)品牌的認(rèn)同感，為名優(yōu)品牌的推廣打下堅實的基礎(chǔ)；促進(jìn)行業(yè)協(xié)會的的發(fā)展、給予引導(dǎo)、給予支持，組織行業(yè)的名優(yōu)品牌的評審隊伍，營造創(chuàng)建名優(yōu)品牌的行業(yè)氛圍。第二，政機(jī)構(gòu)依要依法行政，充分發(fā)揮好工商局、監(jiān)督局、公安局等有關(guān)職能部門在整頓市場秩序方面的作用，制定有效的相關(guān)政策，依照國家法律和國際有關(guān)法律與制度嚴(yán)格打擊和取締假冒偽劣產(chǎn)品，嚴(yán)格監(jiān)管不正當(dāng)?shù)母偁?，加強市場管理，監(jiān)督市場行為維持穩(wěn)定的市場秩序，這樣才能在整體上保護(hù)企業(yè)品牌。第三，發(fā)揮政府的組織優(yōu)勢。搭建平臺，邀請專家為品牌戰(zhàn)略出謀劃策、經(jīng)驗指導(dǎo)，培訓(xùn)企業(yè)家的品牌戰(zhàn)略意識，培養(yǎng)專業(yè)的品牌推廣人才，為企業(yè)實施品牌

戰(zhàn)略提供技術(shù)、資源保障；組織行業(yè)協(xié)會等進(jìn)行參觀訪問吸收先進(jìn)和發(fā)達(dá)的地區(qū)企業(yè)品牌戰(zhàn)略的寶貴經(jīng)驗，為品牌戰(zhàn)略的茁壯成長營建良好的金融投資環(huán)境。

(2)政府職能的轉(zhuǎn)變、加強引導(dǎo)與服務(wù)

實施泉州市民營企業(yè)品牌戰(zhàn)略是一個社會系統(tǒng)工程，需要社會各個系統(tǒng)和部門的有效合作，沒有政府的協(xié)調(diào)、引導(dǎo)和支持，泉州品牌戰(zhàn)略的推廣效率、效益都將難有保障。政府有關(guān)部門應(yīng)在政策上重視泉州地區(qū)企業(yè)品牌戰(zhàn)略的構(gòu)建。政府應(yīng)轉(zhuǎn)變職能，要從監(jiān)管的職能轉(zhuǎn)換為服務(wù)型職能。出臺相應(yīng)的法規(guī)和辦法，做出長遠(yuǎn)的規(guī)劃，把扶持和引導(dǎo)企業(yè)品牌戰(zhàn)略的任務(wù)落到實處。在十二五期間要把企業(yè)的品牌戰(zhàn)略建設(shè)作為一個重點，利用規(guī)劃期間各種有利的因素積極促進(jìn)品牌戰(zhàn)略的發(fā)展。政府要和企業(yè)形成互動的機(jī)制，在信息和資源給予及時的服務(wù)。服務(wù)型的政府職能要讓企業(yè)有靠山、有后臺、有依靠，這樣泉州地區(qū)的企業(yè)在與國內(nèi)同行業(yè)間的競爭就有了天然的優(yōu)勢。目前泉州市還未成立企業(yè)品牌戰(zhàn)略管理委員會，相關(guān)協(xié)調(diào)與戰(zhàn)略規(guī)劃工作也還在籌劃之中，再此建議政府能在這方面的加快腳步，及早制定并出臺相關(guān)的規(guī)劃，引導(dǎo)全市企業(yè)實行品牌戰(zhàn)略。

(3)政策法規(guī)的支持

與國家《中小企業(yè)促進(jìn)法》、《關(guān)于鼓勵支持和引導(dǎo)個體私營等非公有制經(jīng)濟(jì)發(fā)展的若干意見》等有關(guān)法律法規(guī)相配套的實施辦法以及符合當(dāng)?shù)貙嶋H情況的措施，依法改善泉州民營企業(yè)品牌建設(shè)環(huán)境，真正意義上從法律和制度角度引導(dǎo)和扶持民營企業(yè)品牌戰(zhàn)略推廣。與此同時國家和地方政府可設(shè)立財政撥款和基金，用于泉州民營企業(yè)品牌戰(zhàn)略的科研和研討，為泉州地區(qū)實施品牌戰(zhàn)略提供財力的保證。

（二）企業(yè)家與企業(yè)自身經(jīng)營

（1）企業(yè)家應(yīng)發(fā)揮自身的作用

優(yōu)秀的企業(yè)家可以讓企業(yè)的生存和發(fā)展來得更加容易。優(yōu)秀企業(yè)家的戰(zhàn)略思路同樣讓企業(yè)品牌發(fā)展步步為營。在世界上，一流的企業(yè)家往往可以造就世界一流的企業(yè)，成功的企業(yè)總是與一流的企業(yè)家息息相關(guān)。Iphone公司CEO喬布斯成就了Iphone公司一代偉業(yè)；比爾.蓋茨成功的個人事業(yè)成就業(yè)讓微軟公司稱霸了世界IT業(yè)。

企業(yè)家擁有不同于別人的冒險精神，善于經(jīng)營與組織。創(chuàng)新也是一個不可或缺的重要精神。勇于冒險、善于競爭、富有責(zé)任心才能使企業(yè)邁向輝煌的天堂?？偠灾萜髽I(yè)的品牌戰(zhàn)略要求企業(yè)家們兼?zhèn)鋭?chuàng)業(yè)、創(chuàng)新、謀劃、改革，這樣方使企業(yè)的品牌戰(zhàn)略如魚得水。

（2）選準(zhǔn)市場定位，品牌定位要突出品牌的核心價值

商業(yè)企業(yè)通常經(jīng)營著成千上萬種產(chǎn)品。實施品牌戰(zhàn)略要抓住市場和抓重點，泉州的企業(yè)沒必要更沒有那么強大的實力去一一推廣各種產(chǎn)品。在迎合市場的實際需求與考慮競爭優(yōu)勢條件下著力推廣兩三個品牌比較合適也更適合企業(yè)的前景?，F(xiàn)今，世界上眾所皆知的大品牌也不過五百個，大型企業(yè)集團(tuán)也不過五百強?，F(xiàn)代科技日益發(fā)達(dá)、信息交流日益頻繁，社會大生產(chǎn)的環(huán)境下產(chǎn)品愈來愈國際化和趨同化，關(guān)鍵之處在于開發(fā)同質(zhì)產(chǎn)品異質(zhì)化。只有以此為根本的出發(fā)點才能使企業(yè)適合當(dāng)代的激烈競爭。以異質(zhì)性為指導(dǎo)，更隨市場走勢才企業(yè)能駕馭社會主義市場經(jīng)濟(jì)的競爭，才能在經(jīng)濟(jì)全球一體化的趨勢下獨占鰲頭，才能成為時代的弄潮兒。

研究市場結(jié)構(gòu)鎖定目標(biāo)消費者，并在消費者心目中樹立一個無與倫比的差異競爭優(yōu)勢和位置的過程，實現(xiàn)有效的市場份額。品牌的核心價值代表著品牌對消費者的意義和價值，吸引著消費者選擇某一品牌，是消費者接受企業(yè)產(chǎn)品的原動力和驅(qū)動力。泉州企業(yè)實施品牌戰(zhàn)略要突出泉州濃郁的地方色彩，要體現(xiàn)泉州獨特的區(qū)域文化，企業(yè)的核心價值才能獨樹一幟。這樣才能讓深層次的挖掘具體產(chǎn)品的理念，是消費者接受品牌核心價值也能使消費者從中受益。

（3）準(zhǔn)確定位提升品牌滿意度

品牌的定位對于品牌戰(zhàn)略在實施之初有著指引方向的作用。品牌體現(xiàn)了企業(yè)及其產(chǎn)品的內(nèi)涵，是傳遞企業(yè)信息的綜合指標(biāo)。企業(yè)把產(chǎn)品投放市場，直接面對消費者，獨特的產(chǎn)品特性、質(zhì)量和文化價值就是企業(yè)的品牌定位。品牌定位要有精心的設(shè)計、專門的策劃與營銷才能讓企業(yè)的的品牌在市場上有準(zhǔn)確的定位。在當(dāng)代的市場經(jīng)濟(jì)環(huán)境下品牌不僅是一種營銷的模式更是企業(yè)戰(zhàn)略性資產(chǎn)與核心競爭的內(nèi)在動力源泉。對于任何企業(yè)樹立品牌與打造品牌已經(jīng)成為了搶占戰(zhàn)略領(lǐng)先的關(guān)鍵所在。品牌定位需要細(xì)分不同的消費群體，對應(yīng)不同的群體做出不同的品牌定位。如大寶把品牌定位成大眾所能接受的品牌，那么大寶在滿足消費者的現(xiàn)實利益需求時采用的是低價策略。而蘭蔻等高端的化妝品牌因為對應(yīng)的消費群體屬性不是大眾消費，那么蘭蔻所采用的策略就不是價格了。它們激發(fā)了不同消費者的體驗感受，滿足了消費者不同的實際和心理需求。因此，泉州的企業(yè)在實施品牌戰(zhàn)略之處就應(yīng)該準(zhǔn)確地定位品牌，針對性地把品牌設(shè)置為適合企業(yè)長遠(yuǎn)發(fā)展的級別。企業(yè)樹立了品牌意識并將其導(dǎo)向品牌定位。品牌的定位及品牌的戰(zhàn)略意識才能保證企業(yè)的可持續(xù)發(fā)展。

（4）集團(tuán)化與多元化為泉州民營企業(yè)品牌發(fā)展提速

市場經(jīng)濟(jì)的發(fā)展客觀地要求了集團(tuán)經(jīng)濟(jì)的產(chǎn)生，這也是歷史發(fā)展的必然趨勢。集團(tuán)經(jīng)濟(jì)是一國經(jīng)濟(jì)的中堅力量為企業(yè)的品牌走向國際奠定了基礎(chǔ)；多元化戰(zhàn)略有利于企業(yè)實現(xiàn)產(chǎn)品與市場的有機(jī)銜接，凸顯了企業(yè)產(chǎn)品的強烈個性、擴(kuò)大市場份額占有，增強品牌的社會認(rèn)識，擴(kuò)大了企業(yè)利潤增長面、提升企業(yè)抗風(fēng)險能力。泉州多家企業(yè)被評為中國名牌同時也是央視著名品牌，通過這個平臺泉州許多企業(yè)有了寶貴的資源，極大限度發(fā)揮這一功能進(jìn)一步擴(kuò)大了影響力，增強了企業(yè)的品牌價值。集團(tuán)化與多元化可以加速泉州民營企業(yè)品牌戰(zhàn)略發(fā)展。泉州民營經(jīng)濟(jì)的集團(tuán)化與多元化加速了企業(yè)的品牌戰(zhàn)略進(jìn)一步發(fā)展。泉州民營企業(yè)有著自身的品牌優(yōu)勢，應(yīng)該組建企業(yè)集團(tuán)發(fā)揮產(chǎn)業(yè)優(yōu)勢，實現(xiàn)多元擴(kuò)張。只有資源的優(yōu)化組合才能避免不必要的重復(fù)建設(shè)，才能把有限的資源發(fā)揮到最大的用處。通過多元化和集團(tuán)化提升企業(yè)品牌競爭力、壯大企業(yè)實力、擴(kuò)大企業(yè)生產(chǎn)規(guī)模，就能早日走出亞洲走向世界。

（5）創(chuàng)新民營經(jīng)濟(jì)企業(yè)制度

泉州民營企業(yè)的家族管理模式在企業(yè)成長初期起到了決定性的作用，家族成員間的相互信任促進(jìn)了企業(yè)了快速成長，在一定程度上有其合理性。隨著競爭的日益加深，信息化和人才戰(zhàn)略的市場經(jīng)濟(jì)下，要使企業(yè)持續(xù)發(fā)展就迫使泉州民營企業(yè)改革創(chuàng)新，及時地采用現(xiàn)代企業(yè)制度使企業(yè)符合《公司法》的要求。泉州民營企業(yè)以往的產(chǎn)權(quán)模式已經(jīng)嚴(yán)重的滯后，阻礙了融資、募資。應(yīng)該盡早的進(jìn)行股份制改造，使企業(yè)適合當(dāng)代的產(chǎn)權(quán)制度。引導(dǎo)民營企業(yè)打破產(chǎn)權(quán)封閉模式，支持有條件的企業(yè)通過向社會募股、向員工轉(zhuǎn)讓部分股權(quán)以及企業(yè)兼并、聯(lián)合、相互參股等形式，加快股份制改造，建立起母子公司管理體制和以集團(tuán)公司為投資中心，以專業(yè)公司為利潤中心，以生產(chǎn)公司為成本中心的三維矩陣管理模式，走上現(xiàn)代企業(yè)集團(tuán)的軌道，實現(xiàn)資本社會化。二是創(chuàng)新管理制度。通過拆解兩權(quán)合一、科學(xué)劃分管理權(quán)責(zé)、確立制約監(jiān)督機(jī)制、允許員工持有股份、統(tǒng)一信息披露制度和接軌國際會計制度等措施，逐步建立起員工、股東、債權(quán)人共同治理的公司法人治理結(jié)構(gòu)，以適應(yīng)規(guī)模擴(kuò)大化、資產(chǎn)社會化、股權(quán)分散化、專業(yè)知識化發(fā)展趨勢，確保企業(yè)運作“不越位、不缺位、不錯位”，實現(xiàn)企業(yè)長期穩(wěn)定發(fā)展。通過創(chuàng)新現(xiàn)代管理模式，采用先進(jìn)管理方法，逐步建立科學(xué)的管理體系。

（三）發(fā)揮行業(yè)的促進(jìn)作用

行業(yè)的作用對于企業(yè)發(fā)展的作用是不言而喻的，應(yīng)當(dāng)進(jìn)一步發(fā)揮行業(yè)協(xié)會的職責(zé)，促進(jìn)泉州市民企品牌戰(zhàn)略發(fā)展。行業(yè)協(xié)要堅持服務(wù)宗旨，緊緊圍繞服務(wù)宗旨，將會員單位的企業(yè)品牌戰(zhàn)略視為協(xié)會工作的出發(fā)點，將企業(yè)的品牌戰(zhàn)略視為協(xié)會的己任，為泉州民營企業(yè)品牌推廣作為協(xié)會最高任務(wù)。同時還要進(jìn)一步深入行業(yè)調(diào)查、行業(yè)統(tǒng)計，為實施品牌戰(zhàn)略的泉州民企提供行業(yè)資料分析預(yù)測。行業(yè)協(xié)會應(yīng)該對企業(yè)的可能會面臨的問題做出預(yù)測，并提出相應(yīng)的有效的對策和建議。還應(yīng)該開展專業(yè)人才培訓(xùn)，提高整個行業(yè)人才隊伍的素質(zhì)。除了企

業(yè)自身員工的培訓(xùn)，行業(yè)協(xié)會更應(yīng)站在整個行業(yè)的角度出發(fā)，充分利用行業(yè)協(xié)會的信息、技術(shù)和人才的優(yōu)勢，通過各種形式促進(jìn)行業(yè)人才素質(zhì)的提高。行業(yè)間的自律可以起到促建行業(yè)健康有序發(fā)展的作用。行業(yè)協(xié)會還可以運用組織的優(yōu)勢與政府共同思考辦法，與政府進(jìn)行探討為企業(yè)的發(fā)展出謀劃策。提供平臺把政府與企業(yè)聯(lián)系在一起，只有這樣才能使信息對稱，企業(yè)與政府才能形成有效的溝通與交流。政府了解了企業(yè)的現(xiàn)實處境才能做出準(zhǔn)確的判斷，從而扶持泉州企業(yè)品牌戰(zhàn)略的實現(xiàn)。

（三）轉(zhuǎn)變觀念及溫州品牌策略的借鑒

（一）加大人才國際化

溫州企業(yè)通過二種途徑促使人才國際化：一個是“引進(jìn)來”：聘請國家級大師擔(dān)任企業(yè)的設(shè)計師，在整體上提高企業(yè)的實際水平和專業(yè)水平。如奧康集團(tuán)都聘請了國際著名的設(shè)計師擔(dān)任企業(yè)的首席設(shè)計師，主要負(fù)責(zé)高檔品牌的設(shè)計，使產(chǎn)品具有世界水準(zhǔn)。邀請外國的專家來華進(jìn)行交流，開展各種研討會同時提高自己的人才的設(shè)計能力和專業(yè)能力。另一個是“走出去”：組織公司的專業(yè)團(tuán)隊處方發(fā)達(dá)的地區(qū)，通過行業(yè)協(xié)會等發(fā)面對西方發(fā)達(dá)國家進(jìn)行學(xué)術(shù)訪問。

（二）．發(fā)揮溫州區(qū)域經(jīng)濟(jì)的集群優(yōu)勢

產(chǎn)業(yè)分析與競爭大師波特指出，產(chǎn)業(yè)集群指的是在某一特定領(lǐng)域中，大量產(chǎn)業(yè)聯(lián)系密切的企業(yè)以及相關(guān)支撐機(jī)構(gòu)在空間上集聚，并形成強勁、持續(xù)競爭優(yōu)勢的現(xiàn)象。簡單講，就是當(dāng)一個區(qū)域內(nèi)某種產(chǎn)業(yè)形成相當(dāng)規(guī)模時，與之配套的上下游關(guān)聯(lián)產(chǎn)業(yè)就會匯集過來，使 這種產(chǎn)業(yè)在采購、加工、銷售等環(huán)節(jié)更具成本、人才和時間等優(yōu)勢，從而產(chǎn)業(yè)得到更大發(fā)展。以青島為例，目前青島家電產(chǎn)品在國內(nèi)市場占有率超過20％。家電產(chǎn)品制造業(yè)實現(xiàn)銷售收入897億元，占全市規(guī)模以上工業(yè)企業(yè)的27％。家電集群中的海爾、海信、澳柯瑪三大龍頭企業(yè)(2004年又加入了TcL)，2003年除自身1300億元的銷售收入和43億元的稅收外，還帶動了800多家配套企業(yè)的發(fā)展。其中，僅海爾集團(tuán)一家就吸引了74家配套供應(yīng)商“落戶”，不乏愛默生、三洋、三菱重T等33家跨國公司，他們累計在青島投資了30億元。而溫州也應(yīng)該利用其在鞋類、打火機(jī)、服裝等產(chǎn)業(yè)形成的產(chǎn)業(yè)集群優(yōu)勢，努力提升其品牌核心力價

【3】值。

（三）產(chǎn)業(yè)專業(yè)化

信息化時代到來以后，所有的企業(yè)都面臨著一個難題即品牌如何重新定位和資源整和。根據(jù)《財富》雜志的統(tǒng)計，全球500強企業(yè)中，單項產(chǎn)品銷售額占企業(yè)總銷售額比重95％以上的有140家，占500強總數(shù)的28％；相關(guān)產(chǎn)品銷售額占總銷售70％的有146家，占29．2％。這說明500強企業(yè)品牌的核心競爭力來自最擅長的行業(yè)，而不是面面俱到的多元化品牌。

中國企業(yè)也是一樣。上世紀(jì)八九十年代幾乎所有的企業(yè)都投入到多元化經(jīng)營中。如今天在國內(nèi)地產(chǎn)行業(yè)被稱為第一品牌的萬科地產(chǎn)，從創(chuàng)業(yè)初期的多元化到最終將地產(chǎn)作為自己的主導(dǎo)行業(yè)，才成就了萬科在地產(chǎn)的龍頭地位。我們看到，在經(jīng)歷了多元化發(fā)展之后，國內(nèi)本土留存下來的都是在某一專業(yè)領(lǐng)域獨具競爭優(yōu)勢的品牌。所以，無論是新興的海爾、聯(lián)想、還是百年老店同仁堂、張裕葡萄酒，他們發(fā)展的經(jīng)驗教訓(xùn)告訴我們，要和跨國企業(yè)在自己家門口擺開擂臺一較高下，中國武術(shù)對西洋拳，走專業(yè)化經(jīng)營發(fā)展之路，是溫州絕大多數(shù)中小企業(yè)增強品牌競爭力的唯一選擇。

（四）．建設(shè)獨特的企業(yè)文化

科特勒將品牌的含義分為六個層次：屬性、利益、價值、文化、個性和用戶。行業(yè)內(nèi)人士認(rèn)為，中國產(chǎn)品忽視了品牌的文化含量和文化品位所以很難在國際上成為名牌。國際名牌商品不僅要帶給消費者高度的物質(zhì)效用，更應(yīng)帶給消費者心理滿足和文化享受。西方發(fā)達(dá)的各國經(jīng)濟(jì)及其產(chǎn)品中，人們都可處處看到其傳統(tǒng)文化的影子。法國的貴族文化、英國的紳士文化、美國的大眾文化都在其品牌中發(fā)揮了不可取代的作用。溫州歷史文化和區(qū)域產(chǎn)業(yè)特色的不斷的提升和挖掘，使溫州品牌的文化內(nèi)涵極大地增強。在激烈的市場經(jīng)濟(jì)競爭中，可以清楚的看到，品牌是企業(yè)全球經(jīng)濟(jì)一體化的的的必備要素。企業(yè)文化的功能與作用市場經(jīng)濟(jì)環(huán)境不斷的延伸和深入，越來越突出了其不可忽視的作用。隨著企業(yè)的逐步發(fā)展企，管理與技術(shù)領(lǐng)域之間的差距越來越小，而企業(yè)文化最終決定企業(yè)成敗和可持續(xù)發(fā)展路線。目前，越來越多的企業(yè)經(jīng)營者對企業(yè)優(yōu)秀文化重視程度越來越深。提升企業(yè)品牌核心競爭力獲得最大限度的經(jīng)濟(jì)價值和社會價值就走品牌戰(zhàn)略的最終目的。

[1]蔡洪浩《我國企業(yè)的品牌發(fā)展戰(zhàn)略建議》，2007年6月金陵科技學(xué)院學(xué)報(社會科學(xué)版)第2l卷第2期

[2]讓·諾爾·卡菲勒．戰(zhàn)略性品牌管理[M]．上海：商務(wù)印書館，2001：178．

[3] 王喬君，童瑩娟《浙、閩體育用品企業(yè)民族品牌建設(shè)研究》體育科學(xué)2010年(第30卷)第4期

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分類號

UDC

單位代碼

1166

1密 級

公開

學(xué)

號

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)為詞匯知識在語言運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)生生理與心理特點以及學(xué)生的記憶規(guī)律。其三，針對英語詞匯教學(xué)探究的教學(xué)方法，具體有語境記單詞教學(xué)法，以及對所學(xué)單詞的復(fù)現(xiàn)和運用。

關(guān)鍵詞：語詞匯教學(xué);注意因素;有效方法

i

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

ii

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

ii

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，《詞匯深度知識及其在教學(xué)上的運用》，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)生對英語學(xué)習(xí)和英語單詞記憶問卷調(diào)查

調(diào)查對象：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候，覺得哪部分是最難的？（）

A．聽力（40％）B.單項選擇（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（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，平時要考試或者聽寫的時候再臨時記憶。（32％）C.有時，但是不能堅持，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．你會對學(xué)過的單詞做及時的復(fù)習(xí)嗎？（）

A.會復(fù)習(xí)（28％）B.不會復(fù)習(xí)（24％）

C.有時復(fù)習(xí)（44％）

D.大部分時間會復(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，會查字典嗎 ？（）

A.讀完文章后推測該詞的含義，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，沒必要追究每個單詞的含義（36％）

8.你平時記憶單詞的時候，會把拼寫相似、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(16％)

B.偶爾會（64％）C.一般不會（8％）

D.從不（12％）9.你記憶生詞時會將該詞的名詞形式、動詞形式、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（12％）B.偶爾會（48％）

C.一般不會（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—單詞運用‖的教學(xué)方法一個人講解，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.老師一個人講解，學(xué)生做筆記（12％）

B.兩種方法都用會比較好（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)新單詞的時候，老師會提供一定的語境進(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是：（）（可多選）

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

A．2小時以上

（8％）

B、1小時左右（40％）C.一個半小時左右（16%）D、少于1小時（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，碰到生詞我會跳過生詞繼續(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：有點同意（18％）

D：有點不同意（28％）

E：不同意（6%）

F：非常不同意（0%）

23．假如在聽力時碰到生詞，我會盡量記住生詞的發(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：有點同意（36％）D：有點不同意（20％）

E：不同意（4％）

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

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

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

A：非常同意（20％）

B：同意（28％）C：有點同意（16％）

D：有點不同意（20％）

E：不同意（16％）

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

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

E：不同意（16％）F：非常不同意（4％）

28．學(xué)習(xí)單詞時，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：有點同意（12％）D：有點不同意（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：有點同意（12％）

D：有點不同意（16％）

E：不同意（4％）

F：非常不同意（8％）30．我課外主動看英語電視和電影。（）

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

E：不同意（8％）

F：非常不同意（0%）31．我堅持每星期用英語寫一篇日記。（）

A：非常同意（8％）B：同意（28％）C：有點同意（24％）D:有點不同意（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：有點同意（12％）

D：有點不同意（32％）

E：不同意（4％）

F：非常不同意（4％）33．我主動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：有點同意（24％）D：有點不同意（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‖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、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);What’s more it also refers to some measures done to make up great loss in future（保險措施）.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

畢業(yè)論文修改注意事項

1、不要出現(xiàn)錯別字；

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，二級標(biāo)題注意空格，不要頂格寫，和一級標(biāo)題區(qū)分開，有層次；頁碼盡量對齊，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，指導(dǎo)老師姓名；不要出現(xiàn)“本文”、“我們”等詞語；

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

10、摘要，關(guān)鍵詞，參考文獻(xiàn)，這幾個字不要用【】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，因為關(guān)鍵詞有幾個，是復(fù)數(shù)；每個關(guān)鍵詞中間用“；”隔開，英文每個關(guān)鍵詞語第一個字母不要大寫；

15、題目下一行寫“數(shù)學(xué)與應(yīng)用數(shù)學(xué)2008級(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)，這四個字頂格寫，序號用[1] [2] [3] [4] [5]，括號不要用【】這種，在序號要后空一格，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)極點階數(shù)的確定.渤海大學(xué)學(xué)報（自然科學(xué)版），2005.18、行距一般為1.5倍；

這些只是常出錯的地方，具體情況具體分析，不包括所有論文。

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

第四篇：仲愷農(nóng)業(yè)工程學(xué)院畢業(yè)論文

仲愷農(nóng)業(yè)工程學(xué)院 畢業(yè)論文

(論文題目)

姓名院（系）專業(yè)班級學(xué)號指導(dǎo)教師職稱論文答辯日期年月日

仲愷農(nóng)業(yè)工程學(xué)院教務(wù)處制

第五篇：畢業(yè)論文(一)

范文

試析余光中《鄉(xiāng)愁》的現(xiàn)實意義

[內(nèi)容提要] 余光中的《鄉(xiāng)愁》是一首經(jīng)久不衰的愛國主義詩歌。本文將其置于當(dāng)代政治與詩壇這樣兩個背景之下，分析其現(xiàn)實意義，認(rèn)為其主題具有鮮明的時代氣息，也是進(jìn)行傳統(tǒng)文化教育的典范，同時也是當(dāng)代詩歌創(chuàng)作時可資借鑒的典范。[關(guān)鍵詞] 愛國主義 創(chuàng)作 借鑒 傳統(tǒng)教育

鄉(xiāng)愁，是中國詩歌一個歷史常新的普遍的主題，只要你翻開詩歌的書卷，你總能看到有關(guān)鄉(xiāng)愁的詩歌，“露從今夜白，月是故鄉(xiāng)明”是杜甫的鄉(xiāng)愁，“來日倚窗前，寒梅著花未”是王維的鄉(xiāng)愁，“舉頭望明月，低頭思故鄉(xiāng)”是李白的鄉(xiāng)愁。但是在中國的詩歌史上將鄉(xiāng)愁長期作為寫作的主題，并且賦予其國家統(tǒng)一的思想內(nèi)涵，在中國文學(xué)史上，余光中恐怕還是前無古人。在他眾多寫鄉(xiāng)愁的詩中，“一叫一回腸一斷，三春三月憶三巴”的《鄉(xiāng)愁》一詩毫無疑問是流傳最廣、最為委婉動人的一首。把這首詩置于當(dāng)代環(huán)境之下，其仍具有積極的現(xiàn)實意義。

一、主題具有鮮明的時代氣息

就鄉(xiāng)愁詩而言，外國詩人中，萊蒙托夫、海涅、荷爾德林、翁加雷蒂等都寫過廣為傳頌 的思鄉(xiāng)名篇。在中國古典詩歌里，屈原、賀知章、李白等詩人也留下了大量的老百姓耳熟能詳?shù)泥l(xiāng)愁詩。在這些詩歌里，作者大多流露的是對家鄉(xiāng)、對親人的思念?！皡s恐他鄉(xiāng)勝故鄉(xiāng)”、“此心安處即為鄉(xiāng)”、“埋骨何須桑梓地，人間何處不青山”，可是那“他鄉(xiāng)”、“安處”、“桑梓地”，不管在天之涯還是在地之角，卻大多時候都在同一塊完整的國土上。理解這些詩歌時我們并不需要花費太多的思索，就能夠很好的把握詩歌的主題。

余光中是一個摯愛祖國以及具有深厚文化傳統(tǒng)的中國詩人，其鄉(xiāng)愁詩從內(nèi)在感情上繼承了我國古典詩歌中的民族感情傳統(tǒng)，具有深厚的歷史感與民族感。同時，臺灣和大陸由于人為的長期隔絕，飄流到孤島上的千千萬萬人的思鄉(xiāng)情懷，客觀上具有以往安土重遷時代的鄉(xiāng)愁所不可比擬的特定的內(nèi)容。這就使得詩歌具有了以往任何時代的鄉(xiāng)愁所不可比擬的特定的廣闊內(nèi)容。特別是目前臺灣與大陸之間的大三通的實現(xiàn)，讓我們在高興之余，更能體會本詩之良苦用心。

因此我們在理解《鄉(xiāng)愁》的主題時必須要考慮到這一點。詩人流沙河這樣評價《鄉(xiāng)愁》道：這是一粒水晶珠子，內(nèi)無暇斑，外無紋痕，而且十分透明，一眼便可看穿。在詩中，詩人由遠(yuǎn)及近，由對親人強烈的情感追憶轉(zhuǎn)入對現(xiàn)在的敘述：而現(xiàn)在，鄉(xiāng)愁是一灣淺淺的海峽，1 我在這頭，大陸在那頭?，F(xiàn)在那灣淺淺的海峽，竟成了一個古老民族的深深傷痕，是和詩人一樣千千萬萬中華子孫的傷痕。詩的意境在這里突然得到了升華。那鄉(xiāng)愁已不僅是詩人心中的相思和苦悶。詩歌由此具有了一種深層的象征意義。那母親難道不是祖國的象征？那情人難道不是詩人的自喻？因此，余光中的《鄉(xiāng)愁》是將個人的悲歡與對祖國之愛、對民族之戀融于一體，寄寓了海峽那面赤子的懷鄉(xiāng)之情，涵蘊著結(jié)束民族分裂、完成祖國統(tǒng)一大業(yè)的殷切期望。這樣的主題既體現(xiàn)了一位當(dāng)代詩人的歷史使命，又透射出鮮明的時代氣息。正如溫家寶總理在2008年3月5日在第十一屆全國人民代表大會第一次會議上政府工作報告所說“堅持‘和平統(tǒng)一、一國兩制’的基本方針和新形勢下發(fā)展兩岸關(guān)系、促進(jìn)祖國和平統(tǒng)一的各項政策，牢牢把握兩岸關(guān)系和平發(fā)展的主題??堅決反對‘臺獨’分裂活動，絕不允許任何人以任何名義任何方式把臺灣從祖國分割出去。任何涉及中國主權(quán)和領(lǐng)土完整的問題，必須由包括臺灣同胞在內(nèi)的全中國人民共同決定?！_獨’分裂勢力企圖改變大陸和臺灣同屬一個中國的現(xiàn)狀，破壞臺海和平，是注定要失敗的。兩岸統(tǒng)一是中華民族走向偉大復(fù)興的歷史必然。海內(nèi)外中華兒女共同奮斗，一定能夠完成祖國統(tǒng)一大業(yè)！

二、對當(dāng)代詩歌創(chuàng)作具有借鑒作用

一首好的詩歌，不僅僅是其“合為時而著”，“合為事而作”，由于作者在創(chuàng)作時的精心構(gòu)思、嚴(yán)謹(jǐn)?shù)那苍~更能給讀者留下美的享受。審視當(dāng)代詩壇，《鄉(xiāng)愁》仍可堪創(chuàng)作上的典范之作，這也為當(dāng)代詩歌的創(chuàng)作提供了可資借鑒的范本。

1、音樂美

余光中的詩是非常注重音樂性的，他自己說“詩是一只蛋，歌是一只鳥孵出來的是新雛，妙的悅耳，使聽的人感到興奮而年輕?！彼摹多l(xiāng)愁》繼承了中國格律詩的傳統(tǒng)，同時又吸收了民歌的特點，集自由和雅致于一體，具有極強的音樂性?！多l(xiāng)愁》的音樂美，主要表現(xiàn)在回旋往復(fù)、一唱三嘆的美的旋律，其中的“鄉(xiāng)愁是——”與“在這頭??在那（里）頭”的四次重復(fù)，加之四段中“小小的”、“窄窄的”、“矮矮的”、“淺淺的”在同一位置上的重疊詞運用，使得全詩低回掩抑，如怨如訴。而“一枚”、“一張”、“一方”、“一灣”的數(shù)量詞的運用，不僅表現(xiàn)了詩人的語言的功力，也加強了全詩的音韻之美。

2、畫面美

詩歌分畫面無需小說那樣細(xì)致刻畫，往往三言兩語便能營造出夢幻般的畫面。由于《鄉(xiāng)愁》創(chuàng)作于新的時代和特殊的地理條件下，所以其畫面具有較強的立體感。

從空間看，首先遴選了四幅鮮明而又具體的生活畫面呈現(xiàn)給讀者，每一個畫面都借助于原型意象來表達(dá)作者不同的情感。第一小節(jié)，母子別，借助于郵票來表達(dá)：幼年求學(xué)，母子分離，用書信以慰別情；第二小節(jié)，夫妻別，借助于船票來表達(dá)：成年后，告別新婚妻子，離鄉(xiāng)背井，天各一方；第三小節(jié)，生死別借助于墳?zāi)箒肀磉_(dá)：母子陰陽兩界、不得相見；第四小節(jié)借助于海峽來表達(dá)：同胞難得相聚，國家不能統(tǒng)一。

從時間看，跨越了“小時候”，“長大后”，“后來呵”，“而現(xiàn)在”。作者生于1928年重陽

[2][1] 2 節(jié)的南京，1950年到達(dá)臺灣，自此輾轉(zhuǎn)于臺灣、香港、美國。在臺北時，他懷念江南；在香港時，他眷戀臺北；在高雄時，他回望香港；在美國時，他渴望故國和故島。1992年，作者再次踏上祖國大陸的土地，43年的時間跨度，讓作者的游子情懷變得更廣闊，對祖國的眷戀更深厚，他說：“大陸是母親，不用多說，燒我成灰，我的漢魂唐魄仍然縈繞著那片厚土”。

這種廣遠(yuǎn)的時空相結(jié)合，就將詩人的個人悲歡、祖國之愛、民族之戀交融在一起，正如 詩人自己所說：“縱的歷史感，橫的地域感?？v橫相交而成十字路口的現(xiàn)實感?！保ā栋子?苦瓜》序）。這種縱橫交錯的感情，呈現(xiàn)給讀者的就是一幅立體的鄉(xiāng)愁畫。

3、建筑美

《鄉(xiāng)愁》的建筑美（節(jié)的勻稱和句的均齊）主要表現(xiàn)為和諧、統(tǒng)一。

和諧就是全詩以時間為順序，以感情為線索，以空間的變化構(gòu)成不同的畫面，以耳熟能詳?shù)囊庀蠹耐兴监l(xiāng)愛國之情，以大體相同的詩句和格式，反復(fù)詠嘆，使情感逐層加深，由思鄉(xiāng)、思親升華達(dá)到思念祖國，從而超越了一般的故鄉(xiāng)范疇而上升到了“國家”概念。

統(tǒng)一，就是相對地均衡、勻稱。全詩共四節(jié)，每節(jié)四行，節(jié)與節(jié)之間相當(dāng)均衡對稱，每 節(jié)二十二字共八十八字，段式、句式比較整齊。但是，詩人注意了長句與短句的變化調(diào)節(jié)，從而避免了呆板，使詩的外形整齊中有參差之美。

4、語言美

對于入詩的語言就是要有高度精練的語言。高爾基說：“文學(xué)的第一要素是語言。語言 是文學(xué)的主要工具，它和各種事實、生活現(xiàn)象一起，構(gòu)成了文學(xué)的材料?！北驹娨詼\顯、直白的語言入詩，吟詠瑯瑯上口而又回味無窮。

5、小與大中蘊含深刻的思想

余光中說：“如果鄉(xiāng)愁只有純粹的距離而沒有滄桑，這種鄉(xiāng)愁是單薄的”。詩歌中出現(xiàn)的形容詞“小小的”、“窄窄的”、“矮矮的”、“淺淺的”，這些都是很平常的形容詞了，但把它與它所對應(yīng)的對象以及所蘊育的內(nèi)涵聯(lián)系起來，你就會發(fā)現(xiàn)，“其稱文小而其指極大”。第一個是“一枚小小的郵票”，小小的郵票所承載的是“家書抵萬金”，是詩人小時侯的依戀，寄托的是兒子對母親的思念、母親對兒子的掛念，在互通音訊中詩人獲得了母親的安慰。

第二個是“一張窄窄的船票”，船票總是緊緊握在手里，有了它，再寬闊的江河也能渡過，在來來往往中，詩人填補了感情的缺口。它承載的是夫妻之間的思戀之情。

第三個是“一方矮矮的墳?zāi)埂?。回到家里，發(fā)現(xiàn)母親已經(jīng)過世。一坯黃土割斷了詩人和母親的相見。詩人的心歸往何處？那鄉(xiāng)愁竟是不能圓的夢了！“矮矮的”折射出兒子的愧疚。

第四個是“一灣淺淺的海峽”，卻是作者愁腸萬轉(zhuǎn)無法解脫之處，明明是如此淺的海峽，卻能把一個國家一分為二，隔斷了人們之間的來往，喻含著國家統(tǒng)一難度之大。

6、遠(yuǎn)與近的變化中產(chǎn)生距離美

在鄉(xiāng)愁詩中，作者少不了對空間的處理，在本詩中，作者如何處理的呢？我們先來回顧一下詩中這樣的句子：“我在這頭”“母親在那頭”；“我在這頭”“新娘在那頭”；“我在外頭”“母親在里頭”；“我在這頭”“大陸在那頭”。單純這樣看來，我與彼之間并沒有很遠(yuǎn)的距離，但是加入了意象之后，詩境就完全發(fā)生了變化。

先從時間上說，年少時，因為求學(xué)與母親產(chǎn)生“距離”，從而“郵票”出現(xiàn)了；成年時，因為謀生，與新娘產(chǎn)生“距離”，“船票”出現(xiàn)了；人到中年，因為歲月無情，與母親陰陽相隔，“墳?zāi)埂背霈F(xiàn)了；而如今，政治的原因，使得故土可望而不可及，“鄉(xiāng)愁”無時無刻不困擾著詩人，“海峽”凸顯了。你看，詩人用遠(yuǎn)近的變化讓我們切實感受到“鄉(xiāng)愁”的存在。再從空間上來看。我們會發(fā)現(xiàn)，“郵票”“船票”連接的兩頭，距離較遠(yuǎn)；而“墳?zāi)埂薄昂{”連接的雙方似乎只有一步之遙。然而，我們再品味一下，你會發(fā)現(xiàn)詩中所傳送的鄉(xiāng)愁，距離較遠(yuǎn)的，可以通過“郵票”“船票”來傳送，來傾訴，來實現(xiàn)；而看起來距離較近的，盡管距離是近了，似乎也可以傳送、可以傾訴，卻難以實現(xiàn)。真可謂“實遠(yuǎn)而近，實近而遠(yuǎn)也”。而真正困擾作者、使得作者憔悴的，恰是那雖近猶遠(yuǎn)的鄉(xiāng)愁。作者便是借著這微妙的“距離感”，讓讀者感受到鄉(xiāng)愁的存在、鄉(xiāng)愁的微妙與無奈。

三、傳統(tǒng)文化教育的經(jīng)典 1 愛國主義教育

任何藝術(shù)作品都必然是社會生活的客觀因素和藝術(shù)家的主觀因素二者的有機(jī)結(jié)合，而在詩歌中，后者明顯地占據(jù)優(yōu)勢，社會生活往往需要通過詩人主觀情感世界的折射才能反映出來。在余光中的主觀情感世界里，對祖國、對故鄉(xiāng)濃濃的情愫是經(jīng)久不變的。作者說“從 21歲負(fù)笈漂泊臺島，到小樓孤燈下懷鄉(xiāng)的呢喃，直到往來于兩岸間的探親、觀光、交流，縈繞在我心頭的仍舊是揮之不去的鄉(xiāng)愁”，“燒我成灰，我的漢魂唐魄仍然縈繞著那片厚土”，是其“尤必附隨一種對本國已往歷史之溫情與敬意”。愛國主義情懷是中華民族亙古不變的情節(jié)，是中華民族傳統(tǒng)文化中最為濃郁，最為強烈的部分，也是余光中情感中最為活躍的部分。

隨著當(dāng)下市場經(jīng)濟(jì)的發(fā)展，社會形態(tài)發(fā)生巨大的轉(zhuǎn)型，更兼受到西方各種思潮的沖擊。我們民族原先所擁有的那些優(yōu)良的民族精神在現(xiàn)代生活中很難覓其蹤影了。毫無疑問的是，詩歌是一種民族性極強的語言，在詩人奇特豐富的想象和飽滿熱烈的激情的駕馭下，它應(yīng)當(dāng)傳唱出一個民族的心聲，講述和關(guān)懷這這個民族的苦難、幸福、過去、現(xiàn)在及未來的命運。[5]

[4][3]

近些年來，余光中一直活躍在兩岸文化交流的第一線，他說：中華民族的傳統(tǒng)文化是兩岸同胞共同的靈魂故鄉(xiāng)，分離現(xiàn)狀是暫時的，文化的一脈相承是永久的。余光中反“文化臺獨”的舉動，不斷遭到“臺獨”分子的惡意攻擊，被罵成是“頹廢意識”、“流亡心態(tài)”、“買辦意識”，是“閹割詩作以屈從國民黨，轉(zhuǎn)而認(rèn)祖歸宗于中國當(dāng)權(quán)者，完全不以詩句慘遭統(tǒng)戰(zhàn)化為忤”，是“強加于學(xué)生，灌輸中國意識，對抗本土化”??但余光中認(rèn)定，任何人都 4 沒有權(quán)利剝奪我們對祖先文化的繼承權(quán)，中華文化一脈相承，不是說改變就能改變，中華文化具有強大的向心力，“文化臺獨”絕無可能。2 親情教育

傳統(tǒng)的中國文化非常注重人有人之間的關(guān)系，仁愛精神源遠(yuǎn)流長，是我們的人民親和共處所依憑的準(zhǔn)則。千百年來，經(jīng)過世代哲人先賢的琢磨錘煉，激濁揚清，熱愛思想升華凝聚，成為中華民族構(gòu)建倫理道德大廈的基準(zhǔn)和標(biāo)尺。一部好的文學(xué)作品總會或深或淺地融入情感教育，受到高尚情操與趣味的熏陶。親情教育就是被經(jīng)常融會的內(nèi)容，也是詩歌中經(jīng)常歌詠的內(nèi)容。良好的親情關(guān)系，有利于個人的成長和發(fā)展。一個不重視親情關(guān)系的人，無論如何也談不上對國家的熱愛。

本詩雖然沒有以之為主題，創(chuàng)作上既不像《背影》所描寫的催人淚下的父子深情，也不像《地震中的父親》展示出的父子不離不棄的承諾，但在詩中作者把它作為一個鋪墊，來烘托愛國主義的主題。余光中內(nèi)心世界感情豐富，他熱愛生活。熱愛人生，更熱愛自己的親人。在詩中，作者這樣寫到“小時候，鄉(xiāng)愁是一枚小小的郵票，我在這頭，母親在那頭 ；長大后，鄉(xiāng)愁是一張窄窄的船票，我在這頭，新娘在那頭；后來呵，鄉(xiāng)愁是一方矮矮的墳?zāi)?，我在外頭，母親呵在里頭”。對母親拳拳的愛，對妻子繾綣的情在反復(fù)歌詠中漸濃。他曾這樣形象地比喻他生活、奮斗過的地方：舊大陸是他的母親，島嶼是他的妻子，新大陸是他的情人?！昂颓槿思s會是纏綿而醉人的，但是那件事注定了不會長久。在新大陸的逍遙中，他感到對妻子的責(zé)任，對母親的深遠(yuǎn)的懷念，漸行漸重也漸深。在去新大陸的行囊里，他沒有像肖邦那樣帶一把泥土，畢竟，那泥土屬于那島嶼，不屬于那古老的大陸。”（《地圖》）沒有直白的說教，在作者深情的吟詠中，教育我們怎樣“做人”，讓我們懂得“仁義”、“孝敬”、“真情”、“善惡”、“關(guān)愛”、“誠信”等親情范疇，增強他們的“親情意識”，這對營造和諧的家庭和社會是至關(guān)重要的。3 鄉(xiāng)情教育

月是故鄉(xiāng)明，葉落歸根。從文化學(xué)心理學(xué)角度看，幾千年的農(nóng)業(yè)文明，使安土重遷的意識作為一種集體無意識植入中華民族的血脈。中國人內(nèi)心深處，對故鄉(xiāng)的情愫永遠(yuǎn)是說不明道不白的。現(xiàn)代心理學(xué)研究表明，人的記憶具有選擇性:凡是人們喜好的記憶表象更多地保存在大腦皮層中，在歲月的長河沖刷下，積留下來的多為美好的回憶。

用儒家人文精神來解釋，這就是一種“天人相與”觀，具體到文學(xué)作品中，表現(xiàn)為對鄉(xiāng)國的歌頌、懷念以及對從事建設(shè)鄉(xiāng)國的政治活動的莫大熱情。因此，不管置身何處，詩人對故鄉(xiāng)總是美言以送，決不遮掩自己對故鄉(xiāng)的贊譽。在本詩中，一灣淺淺的海峽暫時阻隔了詩人歸鄉(xiāng)的路，但永遠(yuǎn)阻隔不了詩人對故鄉(xiāng)的感情，正如作者在《逍遙游》中所寫：當(dāng)我懷鄉(xiāng)，我懷的是大陸的母體，啊，詩經(jīng)中的北國，楚辭中的南方！當(dāng)我死時，愿江南的春泥覆蓋在我的身上，當(dāng)我死時。

黃禮孩說，“詩人的存在是用詩歌去見證并影響自己的時代?！边@句話可以很好的用來

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[7][6] 5 闡釋余光中及其《鄉(xiāng)愁》。正是詩人將個人的悲歡與巨大的祖國之愛、民族之戀交融在一起，付諸于汩汩不絕的筆端，才具有了以往的鄉(xiāng)愁詩所不可比擬的廣度和深度。也才具有了在現(xiàn)代詩壇上的經(jīng)久不衰的地位。2006年，溫家寶總理美國之行，面對在場的華僑他深情的吟誦了《鄉(xiāng)愁》，全場報以熱烈的掌聲。這就是它的魅力之所在：一首誠摯而又富有時代特點的詩歌，必將時常回蕩在人們的耳旁，永遠(yuǎn)震顫人們的心房。

參 考 文 獻(xiàn)

[1] 尹銀廷.論余光中的鄉(xiāng)愁詩[J].《東岳論叢》.2002年.第23卷 第03期 [2] 李元洛.《新詩鑒賞辭典》[M].上海辭書出版社.1991年版。

[3] 彭吉象.《藝術(shù)概論新編》[M].中央廣播電視大學(xué)出版社.2006年12月 [4] 錢 穆.《國史大綱（修訂本）》上冊[M].商務(wù)印書館.1996年

[5]馮月季 張伏.困惑與守望：對當(dāng)代中國詩歌的幾點思考.時代文學(xué)（雙月版）[J].2006.5 [6] 張新聲.中國——記余光中“鄉(xiāng)愁”詩作品音樂會.《統(tǒng)一論壇》[J].2008年第2期 [7]王運濤.儒學(xué)人文精神在經(jīng)典文學(xué)中從傳承及其當(dāng)代意義.遼寧教育行政學(xué)院學(xué)報[J]2006.5 [8] 黃禮孩.《用詩歌去見證并影響自己的時代》.見《異鄉(xiāng)人》[M].花城出版社.2007年 [9] 王運濤.儒學(xué)人文精神在經(jīng)典文學(xué)中從傳承及其當(dāng)代意義.遼寧教育行政學(xué)院學(xué)報[J]2006.5