第一篇：畢業(yè)論文修改方案

《愚人》畢業(yè)設(shè)計(jì)修改方案

拍攝過程中基本是按照具體方案進(jìn)行的，但是個(gè)別鏡頭由于小組討論后認(rèn)為更利于劇情發(fā)展進(jìn)行了修改，剪輯后把初稿提交指導(dǎo)老師后，江月英老師給與了我們?nèi)娴姆治鲋笇?dǎo)，后根據(jù)導(dǎo)師的修改建議和自己的發(fā)現(xiàn)總結(jié)如下：

5.1劇本

劇本是一部影片的根基，劇本的好壞體現(xiàn)在影片的節(jié)奏，敘事，人物關(guān)系的好壞上，而通過拍攝，作為編劇的我發(fā)現(xiàn)《愚人》的劇本有一些漏洞。整個(gè)作品并沒有描寫“小毛”作為大學(xué)生的本職工作，應(yīng)略帶上課和學(xué)習(xí)的內(nèi)容，現(xiàn)在看來稍顯膚淺。

5.1.1

在“小毛”想對(duì)“小璇”表白時(shí)少了一些交待鏡頭，可以加上女孩和另外一個(gè)男生手牽手的中近景，之后在連接小毛的反應(yīng)鏡頭。如此會(huì)更加清楚明白。

5.1.2

故事結(jié)尾稍顯倉(cāng)促，沒有把大起大落大喜大悲的情緒表現(xiàn)出來。

5.2光線

《愚人》基本都是外景，只有寢室和KTV兩處內(nèi)景，整體上來說光線運(yùn)用的還是不錯(cuò)，只是在“小毛”向女孩表白的那個(gè)景深鏡頭，光線控制的不好，應(yīng)該用大光圈，女孩太黑了，看不清。

5.3音樂音響

作品整片用音樂連貫，音樂可以起到渲染氣氛，表達(dá)情感的作用，大篇的歡快音樂給片子襯托出輕松幽默的氣氛，但是“小毛”挨打那場(chǎng)戲加入的音效太糟糕，不夠真實(shí)。應(yīng)該現(xiàn)場(chǎng)取音，營(yíng)造準(zhǔn)確度，真實(shí)感。還有摧殘自己的靈魂那場(chǎng)戲，呻吟的聲音應(yīng)該放大，更具戲劇效果。

5.4表演

《愚人》的主人公“小毛”是由導(dǎo)演親自擔(dān)任的，雖不是專業(yè)演員但還是可圈可點(diǎn)，不過遺憾也有不少。

5.4.1

在“小毛”欲對(duì)“小璇”表白時(shí)，應(yīng)表現(xiàn)出那種羞澀和膽怯，其中還應(yīng)穿插著自信和必勝的勇氣，但是演員實(shí)際表演時(shí)略顯青澀緊張，只表演出膽怯等少數(shù)情感。

5.4.2

最后KTV唱歌時(shí)流眼淚不夠真實(shí)，流得太刻意，演員的那種痛苦沒有釋放出來，情感應(yīng)該徹底爆發(fā)，之后的開心也應(yīng)該釋放出來，但是畫面情緒不夠，沒有形成大喜大悲之感。

5.5配音

《愚人》大量的采用了畫外音，用旁白把原本要用畫面交代的情節(jié)直接告訴了觀眾，雖然簡(jiǎn)單但是效果還是不錯(cuò)的，只是我們沒有啟用專業(yè)的配音演員，而是小組中成員自行完成了，有些情緒上表達(dá)的不是很充分，調(diào)皮和活潑的感覺不夠。

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(yǔ)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(guó) ? 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(yǔ)詞匯教學(xué)的探析

摘要

愛瑪在高中英語(yǔ)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(yǔ)言教學(xué)的國(guó)內(nèi)外學(xué)者普遍認(rèn)為詞匯知識(shí)在語(yǔ)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(yǔ)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(yǔ)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(yǔ)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(yǔ)詞匯教學(xué)探究的教學(xué)方法，具體有語(yǔ)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(yǔ)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(yǔ)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(yáng)航空工業(yè)學(xué)院外國(guó)語(yǔ)學(xué)院，2009（11）。

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

李觀義，《具有中國(guó)特色的外語(yǔ)教學(xué)法》，上海：上海外語(yǔ)教育出版社，2007。Keiko Koda.Insight into Second Language Reading.Beijing: Cambridge University press, 2007.伍謙光，《語(yǔ)義學(xué)導(dǎo)論》，長(zhǎng)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(yáng)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(yǔ)言學(xué)概論》，北京：外語(yǔ)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(yǔ)學(xué)習(xí)和英語(yǔ)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(yǔ)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(yǔ)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(yǔ)，覺得記憶單詞非常枯燥。（8％）4.在英語(yǔ)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(yǔ)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(yǔ)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(yǔ)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(yǔ)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(yǔ)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(yǔ)法（20％）

B、詞匯（28％）C、翻譯（44％）

D、語(yǔ)篇分析

（28％）

E、做題技巧（16％）

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

A、語(yǔ)法（16％）

B、聽力（48％）

C、閱讀（20％）

D、口語(yǔ)（44%）

E、寫作（8％）

17.你認(rèn)為在英語(yǔ)課堂中，最有利于提高你的英語(yǔ)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(yǔ)多長(zhǎng)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(yǔ)讀物嗎？（）

A、經(jīng)常（20％）

B、偶爾

（20％）

C、從不（40％）20.在聽英語(yǔ)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(yǔ)課上，我注意老師在口語(yǔ)表達(dá)中常用的詞語(yǔ)（）。

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(yǔ)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(yǔ)。（）

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(yǔ)。（）

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(yǔ)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(yǔ)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(yǔ)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(yǔ)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(zhǎng));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(zhǎng)的可以分成兩行寫，要居中；

6、封面的下劃線注意粗細(xì)長(zhǎng)短統(tǒng)一，不要一長(zhǎng)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(yè)碼盡量對(duì)齊，不要明顯長(zhǎng)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(yǔ)；

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(yǔ)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(jiǎn)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：英語(yǔ)論文修改畢業(yè)論文翻譯格式

英語(yǔ)論文修改畢業(yè)論文翻譯格式

手-機(jī):【131-1089-3071】

精誠(chéng)翻譯公司全網(wǎng)最低5元百字起（市場(chǎng)價(jià)格10元，比傳統(tǒng)翻譯機(jī)構(gòu)低40%左右，互聯(lián)網(wǎng)+時(shí)代，省去中間的環(huán)節(jié)，價(jià)格低于翻譯行業(yè)任何家翻譯機(jī)構(gòu)，5年經(jīng)驗(yàn)保證，首推先翻譯后付費(fèi)模式，無效免單，免費(fèi)試譯，免費(fèi)修改，為很多的大型外企和國(guó)企翻譯過許多專業(yè)文件!五周年慶，五折優(yōu)惠中，可以通過以上方式咨詢！

顏色詞的譯法

要想準(zhǔn)確而生動(dòng)地運(yùn)用各種顏色詞把原文中色彩斑斕的世界重新展現(xiàn)在讀者面前，使讀者有身臨其境之感，譯者的確需要認(rèn)真“察言觀色”，努力再現(xiàn)原文中的色彩。遇到詞匯空白和文化鴻溝時(shí)，要采取靈活的補(bǔ)救措施，使原文與譯文相協(xié)調(diào)，使讀者真正欣賞原作的色彩和意境。一般說來，顏色詞有以下幾種譯法：

A.把英語(yǔ)顏色詞譯成與之相應(yīng)的漢語(yǔ)顏色詞。如果英語(yǔ)顏色詞與漢語(yǔ)顏色詞在詞義上相同，就可采用這種直譯的方法。例如：

（1）The sun was dropping behind the farthest mountain, and the valleys were purple with something deeper than aster.夕陽(yáng)已漸漸沉沒在遠(yuǎn)山的背后，壑谷間一片紫藹，顏色比紫菀還濃。

（2）His arms and legs were thickly smeared with calamine lotion dried to a chalky white.他四肢上涂得厚厚的爐甘石液已干成粉白色。

（3）The very dust was scorched brown, and something quivered in the atmosphere as if the air itself was panting.連那塵土都被炙烤成褐色；大氣中似乎也有什么東西在顫抖，仿佛空氣本身也在氣喘吁吁。

（4）The clear, sharp cloven Carrara mountains sent up their steadfast flame of marble summit into amber sky.輪廓分明的卡拉拉山把永恒不變的火焰似的大理石山頂插入琥珀色的天空。

（5）The leafless trees, that against the leaden sky now revealed more fully the wonderful beauty and intricacies of their branches.那葉兒落盡的樹木，映襯著鉛灰色的天空，此刻顯得更加枝丫交錯(cuò)，姿態(tài)萬(wàn)千。

B.改換英語(yǔ)顏色詞。如一種顏色在兩種語(yǔ)言中分別被不同的顏色詞所指稱，而直譯會(huì)導(dǎo)致讀者不正確的聯(lián)想或是不為譯入語(yǔ)的讀者所接受，這時(shí)可改換顏色詞，使之符合譯入語(yǔ)的表達(dá)習(xí)慣。例如：

（1）The floor was covered with ochre-colored sawdust, trampled here and there into mud.地上全是黃褐色的木屑，到處都給踩成泥糊糊的了。

（2）The sun shining on her glossy hair, gave it a metallic luster, and it was difficult to say what was the color , dark bronze or black.陽(yáng)光照在她光澤的頭發(fā)上，給它涂上一層金屬似的光彩。很難說出它究竟是什么顏色，是深褐色，還是黑色。

（3）Lightness, rapidity, nimbleness, grace and rich apparel all belong to the humming-bird.The emerald, the ruby, and the topaz gleam upon its dress.蜂鳥具有輕盈、敏捷、靈活、優(yōu)雅以及羽毛絢麗等一切妙處。它那翠綠的、鮮紅的、嫩黃色的羽毛閃閃發(fā)光。

（4）His face became blue with cold.他的臉凍得發(fā)青。

（5）She dressed in a very short creamy skirt that day.那天她穿著一條很短的米色裙子。

C.原文中無顏色詞，譯文中增加顏色詞。有時(shí)譯文可根據(jù)具體語(yǔ)境添增色彩詞以突出色彩，加強(qiáng)譯文的感染力。

（1）And over all these, set close against the golden hair and burning cheek of lady and knight is that untroubled and sacred sky_1.在這一切之上，同貴夫人和騎士金色頭發(fā)和紅潤(rùn)面頰相映襯的是一片蔚藍(lán)的天空。

（2）He didn't try in vain.他沒有白干。

（3）Her eyes became moist.她眼圈紅了。

（4）It is like a windfall, like a Godsend, like an unexpected piece of luck.它像飛來的吉慶，像天降洪福，像意外紅運(yùn)。

D.原文顏色詞有象征意義或意義有所引申，一般采用意譯靈活處理。例如：

（1）You look blue today.What's wrong with you?你今天看起來悶悶不樂，出了什么事？

（2）He is green with jealousy.他醋意大發(fā)。

（3）He is a blue-blooded man.他出生貴族。

（4）Her story immediately reminded me of a Chinese saying“The young beautiful lady will always be star-crossed.”聽了有關(guān)她的故事，我立刻想到中國(guó)的一句俗。

第五篇：畢業(yè)論文(第3稿修改)

湖北工業(yè)大學(xué)商貿(mào)學(xué)院畢業(yè)論文

摘 要

本課題選擇以VI設(shè)計(jì)在企業(yè)中的應(yīng)用為研究對(duì)象，從VI設(shè)計(jì)的本質(zhì)目的出發(fā)，提取標(biāo)志設(shè)計(jì)、視覺識(shí)別、企業(yè)形象、應(yīng)用等關(guān)鍵詞為重點(diǎn)內(nèi)容進(jìn)行解析。通過對(duì)VI的基本概念、起源、基本構(gòu)成、作用及企業(yè)導(dǎo)入VI的最佳時(shí)機(jī)進(jìn)行探討和研究。運(yùn)用船正物流的VI導(dǎo)入為實(shí)例，詳細(xì)介紹了企業(yè)VI設(shè)計(jì)的相關(guān)設(shè)計(jì)流程。包括從最初的設(shè)計(jì)調(diào)研，相關(guān)資料的收集和整理，到企業(yè)標(biāo)志、標(biāo)準(zhǔn)字、標(biāo)準(zhǔn)色、輔助圖形、標(biāo)準(zhǔn)組合規(guī)范等基礎(chǔ)部分的設(shè)計(jì)，再到企業(yè)名片、信封、便簽紙、記事本、文件夾、工作證等辦公用品的設(shè)計(jì)，最后到門牌、會(huì)議牌、樓層指示牌等室內(nèi)外指示系統(tǒng)的設(shè)計(jì)。并對(duì)國(guó)內(nèi)外VI設(shè)計(jì)的現(xiàn)狀和發(fā)展趨勢(shì)做了相關(guān)的分析。讓企業(yè)了解如何更好的導(dǎo)入VI并加以應(yīng)用和實(shí)施，提升企業(yè)知名度，帶動(dòng)企業(yè)的發(fā)展。

關(guān)鍵詞：

VI設(shè)計(jì)

視覺識(shí)別

企業(yè)形象

應(yīng)用

I

湖北工業(yè)大學(xué)商貿(mào)學(xué)院畢業(yè)論文

Abstract

The topic chosen to VI design in the enterprise application as the research object, the nature of the design from the VI Aims, Extraction logo design, visual identity, corporate image, the application of content analysis focused on key words.By VI basic concept, origin, basic composition, function and business into the best time to conduct VI explore and study.VI logistics ship used is imported as an example, details related to the design of enterprise VI design process.From the initial design research, collect and collate relevant information to the corporate logo, standard character, standard color, supporting graphics, standards, specifications and other basic part of the mix design, to business cards, envelopes, scrap paper, notebook, folders, work permits and other office supplies, design, and finally to the numbers, conference card, floor signs, indoor and outdoor instruction system.And design of domestic and foreign VI status and development trend of related analysis.Allow enterprises to better understand how to import the VI and make the application and implementation, becoming famous, drive the development of enterprises.Keywords:

VI design;

visual recognition;

corporate image;

Application

II

湖北工業(yè)大學(xué)商貿(mào)學(xué)院畢業(yè)論文

目 錄

中文摘要 ??????????????????????????????? Ⅰ 英文摘要????????????????????????????????Ⅱ 目錄

??????????????????????????????? Ⅲ 緒論 ????????????????????????????????? 1 第1章VI的概念 ??????????????????????????? 2 1.1 VI的基本概況及起源 ?????????????????????? 2 1.2 VI的作用 ???????????????????????????? 2 1.3 企業(yè)VI導(dǎo)入的最佳時(shí)機(jī) ?????????????????????? 2 第2章 VI的基本程序 ???????????????????????? 3 2.1 VI的主要內(nèi)容 ?????????????????????????? 3 2.2 VI制作的程序 ?????????????????????????? 3 2.2.1準(zhǔn)備階段 ?????????????????????????? 3 2.2.2設(shè)計(jì)開發(fā)階段 ????????????????????????? 3 2.2.3反饋修正階段 ????????????????????????? 4 2.2.4編制VI手冊(cè) ????????????????????????? 5 第3章 VI設(shè)計(jì)的現(xiàn)狀和發(fā)展趨勢(shì) ???????????????????? 9 3.1 VI設(shè)計(jì)的現(xiàn)狀 ??????????????????????????9 3.2 VI設(shè)計(jì)的發(fā)展趨勢(shì) ????????????????????????9 結(jié)束語(yǔ)

????????????????????????????????1

1參考文獻(xiàn) ???????????????????????????????12 致謝 ?????????????????????????????????13

III

湖北工業(yè)大學(xué)商貿(mào)學(xué)院畢業(yè)論文

緒 論

選擇VI設(shè)計(jì)在企業(yè)中的應(yīng)用這一題材主要是注意到很多人對(duì)VI設(shè)計(jì)還不夠了解，企業(yè)也比較缺乏缺乏對(duì)建立品牌形象的重視。長(zhǎng)期以來，由于企業(yè)家未能清楚的意識(shí)到VI設(shè)計(jì)的重要性，不了解VI設(shè)計(jì)并不是可有可無的，也不是只為企業(yè)涂脂抹粉、裝點(diǎn)門面。而是將純文本格式的企業(yè)理念轉(zhuǎn)化為容易被人們所識(shí)別和記憶的一種視覺上的符號(hào)系統(tǒng)。

VI設(shè)計(jì)在企業(yè)中的應(yīng)用這一課題主要像大家介紹了VI設(shè)計(jì)一些相關(guān)知識(shí)和整個(gè)VI設(shè)計(jì)的流程，及企業(yè)如何更好的做好VI的導(dǎo)入工作，最后向大家介紹了VI設(shè)計(jì)的現(xiàn)狀及其發(fā)展趨勢(shì)。選擇VI設(shè)計(jì)這一課題也是為了讓自己有機(jī)會(huì)把自己的在校所學(xué)的相關(guān)專業(yè)知識(shí)賦予實(shí)際應(yīng)用，向人們宣傳和介紹企業(yè)形象設(shè)計(jì)，讓越來越多的企業(yè)認(rèn)識(shí)到企業(yè)導(dǎo)入VI的重要性。

湖北工業(yè)大學(xué)商貿(mào)學(xué)院畢業(yè)論文

第1章 什么是VI 1.1 VI的基本概況及起源

VI即英文Visul Identity的字母簡(jiǎn)寫，意思是“視覺的，看的見的”，即視覺識(shí)別系統(tǒng)。

CI最早發(fā)源于20世紀(jì)50年代的美國(guó)，是由美國(guó)人首先提出的一種商業(yè)經(jīng)營(yíng)理念。CIS是英文Corporate Identification System 的縮寫，即企業(yè)識(shí)別系統(tǒng)。企業(yè)識(shí)別系統(tǒng)主要由企業(yè)理念識(shí)別（Mind Identity,簡(jiǎn)稱MI）、企業(yè)行為識(shí)別(Behavior Identity,簡(jiǎn)稱BI)、企業(yè)視覺識(shí)別(Visual Identity,簡(jiǎn)稱VI)三個(gè)部分構(gòu)成。

1.2 VI設(shè)計(jì)的作用

VI設(shè)計(jì)對(duì)企業(yè)商業(yè)運(yùn)作的作用是非常重要的，一個(gè)好的VI可以明顯的體現(xiàn)企業(yè)的經(jīng)營(yíng)理念和企業(yè)文化。在茫茫商海中脫穎而出，得到消費(fèi)者的喜愛，提高企業(yè)的美譽(yù)度，從而形成企業(yè)的無形資產(chǎn)。從市場(chǎng)營(yíng)銷的角度來看，五、六十年代的商品競(jìng)爭(zhēng)主要體現(xiàn)在價(jià)格上；

六、七十年代的商品競(jìng)爭(zhēng)主要體現(xiàn)在質(zhì)量上；而隨著科技的進(jìn)步和各個(gè)企業(yè)生產(chǎn)手段的日益接近，使得九十年代以后商品的競(jìng)爭(zhēng)主要體現(xiàn)在產(chǎn)品設(shè)計(jì)的競(jìng)爭(zhēng)上。所以說企業(yè)有了好的VI設(shè)計(jì)，就代表著該企業(yè)有著好的發(fā)展前景。

1.3 企業(yè)VI導(dǎo)入的最佳時(shí)機(jī)

企業(yè)導(dǎo)入VI的最佳時(shí)機(jī)是在什么時(shí)候呢，總結(jié)中外企業(yè)的實(shí)踐經(jīng)驗(yàn)，最佳VI的導(dǎo)入時(shí)機(jī)有如下幾種： 新公司成立時(shí)，在建立新公司時(shí)，及時(shí)導(dǎo)入VI，可以說是經(jīng)營(yíng)者的一項(xiàng)高瞻遠(yuǎn)矚的戰(zhàn)略決策；創(chuàng)業(yè)周年紀(jì)念時(shí)，舉行創(chuàng)業(yè)周年紀(jì)念就像一個(gè)人過生日，是皆大歡喜的事情，又是回顧展望的時(shí)刻，整個(gè)企業(yè)從上到下都會(huì)形成一成和諧、喜悅的氣氛，此時(shí)導(dǎo)入VI可以使企業(yè)以此為起點(diǎn)，朝著更高的目標(biāo)邁進(jìn)；新產(chǎn)品上市時(shí)，新產(chǎn)品推向市場(chǎng)，尤其是那些代表企業(yè)實(shí)力、領(lǐng)導(dǎo)時(shí)代潮流、體現(xiàn)科技含量的主打產(chǎn)品問世，最容易使消費(fèi)者接受新形象，此時(shí)導(dǎo)入VI，必將事半功倍；企業(yè)兼并、重組時(shí)，資產(chǎn)重組、企業(yè)兼并是市場(chǎng)化動(dòng)作的必然結(jié)果，也是當(dāng)今時(shí)代的潮流；實(shí)施國(guó)際化戰(zhàn)略時(shí)，隨著全球經(jīng)濟(jì)一體化進(jìn)程的加快，企業(yè)要發(fā)展壯大，必須打開國(guó)際市場(chǎng)，實(shí)施國(guó)際化戰(zhàn)略之時(shí)導(dǎo)入

湖北工業(yè)大學(xué)商貿(mào)學(xué)院畢業(yè)論文

VI，將是樹立企業(yè)國(guó)際化形象的必要手段。

第2章VI的基本程序

2.1 VI的主要內(nèi)容

VIS設(shè)計(jì)的基本內(nèi)容包含基礎(chǔ)部分和應(yīng)用部分兩個(gè)?；A(chǔ)部分包括企業(yè)中英文名稱、企業(yè)標(biāo)準(zhǔn)標(biāo)志、企業(yè)標(biāo)準(zhǔn)字、企業(yè)專用印刷字體、企業(yè)標(biāo)準(zhǔn)色、企業(yè)輔助圖形、企業(yè)宣傳標(biāo)語(yǔ)、口號(hào)、基本要素組合中的組合規(guī)范、基本要素組織系統(tǒng)的字體設(shè)計(jì)、附屬要素諸如專用字體、象征圖形應(yīng)用、廣告版面編排形式、企業(yè)產(chǎn)品造型設(shè)計(jì)、基本要素制圖、標(biāo)準(zhǔn)色的標(biāo)準(zhǔn)法實(shí)施以及禁止組合規(guī)范等。應(yīng)用要素包括企業(yè)產(chǎn)品、事物用品、辦公器具、設(shè)備、招牌、旗幟、標(biāo)識(shí)牌、建筑外觀、交通工具、衣著制服、產(chǎn)品包裝、產(chǎn)品展示、廣告?zhèn)鞑サ?。企業(yè)視覺形象設(shè)計(jì)的制作流程可分為：準(zhǔn)備階段、設(shè)計(jì)開發(fā)階段、反饋修正階段和編制VI手冊(cè)四個(gè)階段。

2.2 VI制作的程序 2.2.1準(zhǔn)備階段

成立設(shè)計(jì)小組，分配各自的工作任務(wù)。調(diào)查企業(yè)經(jīng)營(yíng)現(xiàn)狀，分析企業(yè)已有的視覺設(shè)計(jì)現(xiàn)狀，具體包括企業(yè)的理念精神內(nèi)涵與企業(yè)的總體發(fā)展規(guī)劃；企業(yè)的運(yùn)營(yíng)范圍、商品特性、服務(wù)性質(zhì)；企業(yè)的行銷狀況與市場(chǎng)占有率；企業(yè)的知名度與美譽(yù)度；企業(yè)經(jīng)營(yíng)者對(duì)整個(gè)形象戰(zhàn)略及視覺識(shí)別風(fēng)格的期望；企業(yè)與相關(guān)競(jìng)爭(zhēng)著和本行業(yè)特點(diǎn)的現(xiàn)狀等。并負(fù)責(zé)和企業(yè)高層管理人員溝通，理解消化MI，了解客戶需求，確定貫穿VI設(shè)計(jì)的基本形式，搜集一系列的相關(guān)咨訊。

2.2.2 設(shè)計(jì)開發(fā)階段

VI設(shè)計(jì)同其他任何設(shè)計(jì)一樣，都是一個(gè)極為復(fù)雜艱辛的過程，有時(shí)候設(shè)計(jì)出一個(gè)好的作品可能只是靈光一現(xiàn)的獨(dú)特創(chuàng)意就可以完成，然而更多的時(shí)候，它需要數(shù)日甚至數(shù)月的冥思苦想才能得到一個(gè)比較好的設(shè)計(jì)創(chuàng)意。通過前期對(duì)物流行業(yè)VI設(shè)計(jì)情況的調(diào)查和分析，總結(jié)物流行業(yè)VI設(shè)計(jì)的特點(diǎn)。并結(jié)合船正物流

湖北工業(yè)大學(xué)商貿(mào)學(xué)院畢業(yè)論文

經(jīng)營(yíng)管理理念的相關(guān)知識(shí)，通過平面設(shè)計(jì)的手法，將企業(yè)的內(nèi)在的氣質(zhì)和市場(chǎng)進(jìn)行定位視覺化、形象化，設(shè)計(jì)出船正物流的LOGO，體現(xiàn)出船正物流作為獨(dú)立的法人和社會(huì)存在并與其周圍的經(jīng)營(yíng)及生存的經(jīng)濟(jì)環(huán)境和社會(huì)環(huán)境相互區(qū)別。

根據(jù)前期的調(diào)研依據(jù)企業(yè)標(biāo)志的特點(diǎn)既識(shí)別性、系統(tǒng)性、統(tǒng)一性、形象性、時(shí)代性做了以下不同風(fēng)格的標(biāo)志的草圖方案供客戶參考和選擇，以便確定VI設(shè)計(jì)的整體風(fēng)格。

345 圖1運(yùn)用船正物流的簡(jiǎn)稱，英文字母“C”和“Z”為主進(jìn)行設(shè)計(jì)，融入代表物流行業(yè)的箭頭和和船正物流主要運(yùn)輸方式水運(yùn)的標(biāo)識(shí)物件—錨，體現(xiàn)物流行業(yè)的方向性和快捷。圖2整個(gè)標(biāo)志以船為主要設(shè)計(jì)元素，融入碼頭的吊車和集裝箱的造型，整個(gè)外形又恰似一個(gè)船正的“正”字，體現(xiàn)企業(yè)在相同行業(yè)中良好穩(wěn)定的發(fā)展前景。圖3整個(gè)標(biāo)志以海上航行的船為主，運(yùn)用帶有速度感的弧線和字母“C”和“Z”，體現(xiàn)物流的方便快捷，簡(jiǎn)單明了。圖4整個(gè)標(biāo)志以“船正”二字為設(shè)計(jì)點(diǎn)，進(jìn)行組合和裝飾，整體外形似一艘航行的船。圖5整個(gè)標(biāo)志以船的錨為主要設(shè)計(jì)元素，結(jié)合代表物流行業(yè)的箭頭，體現(xiàn)物流的快捷和安全。到此標(biāo)志草圖的第一次設(shè)計(jì)完畢。

2.2.3反饋修正階段

草圖方案完成后，我們把為客戶設(shè)計(jì)的標(biāo)志草圖方案制作成PPT給客戶觀看，由于標(biāo)志制作前期不知道客戶的喜好和對(duì)企業(yè)理念理解不夠，導(dǎo)致標(biāo)志草圖方案風(fēng)格不一，沒能讓顧客的滿意。通過和客戶溝通及向客戶請(qǐng)教關(guān)于公司企業(yè)

湖北工業(yè)大學(xué)商貿(mào)學(xué)院畢業(yè)論文

理念的一些相關(guān)知識(shí)，探頭了關(guān)于標(biāo)志改進(jìn)方案的相關(guān)事宜。最后確定了一個(gè)大致設(shè)計(jì)方向既以他們?cè)械臉?biāo)志（圖6）為主進(jìn)行改進(jìn)設(shè)計(jì)。針對(duì)企業(yè)這一情況，于是我們開始了標(biāo)志草圖的第二次設(shè)計(jì)，根據(jù)客戶所提出的要求，在企業(yè)原來標(biāo)志的基礎(chǔ)上進(jìn)行創(chuàng)意和設(shè)計(jì)。通過這一次對(duì)客戶的了解，我們重新進(jìn)行定位，對(duì)企業(yè)原來標(biāo)志進(jìn)行深刻的理解和分析之后，進(jìn)行了一些改進(jìn)。如圖7；8；9根據(jù)船正的“船”字的大寫字母“C”為設(shè)計(jì)元素，同時(shí)“C”形成一輪紅日，象征公司的美好前景，海面融入錨的外形，強(qiáng)調(diào)公司的主營(yíng)行業(yè)——水運(yùn)物流。我們把修改后的方案再次做成PPT發(fā)給了客戶觀看，并一起交流和溝通思想。對(duì)第二次的方案客戶還算比較滿意，不過還是認(rèn)為標(biāo)志不夠簡(jiǎn)潔大方，讓我們最好能把以上的三個(gè)方案加以融合，使之變得簡(jiǎn)潔美觀。通過第二次與客戶的交流和溝通，我們對(duì)自己的方案進(jìn)行了整合和提煉。把錨的外形抽象化，并與紅日進(jìn)行融合，調(diào)整了三個(gè)“C”之間的大小比例關(guān)系最后基本確定了企業(yè)的標(biāo)志。（圖10）功夫不負(fù)有心人，這次客戶總算是通過了這個(gè)方案。隨后我們對(duì)標(biāo)志進(jìn)行了細(xì)部的調(diào)整，包括標(biāo)志方格化；各部分的比例尺寸；圓弧角度的調(diào)整；粗細(xì)線條的變化；正負(fù)形的變化和色彩搭配的調(diào)整等。

67891011 2.2.4 編制VI手冊(cè)

企業(yè)標(biāo)準(zhǔn)標(biāo)志確定后我們就著手開始了VI手冊(cè)的編制，首先是基礎(chǔ)部分的湖北工業(yè)大學(xué)商貿(mào)學(xué)院畢業(yè)論文

制作。包括標(biāo)志的標(biāo)準(zhǔn)制圖，要求在使用標(biāo)志的時(shí)候嚴(yán)格遵守各個(gè)部分之間的比例關(guān)系，不得擅自更改。標(biāo)志的最小使用范圍為5mm，在實(shí)際應(yīng)用中應(yīng)當(dāng)嚴(yán)格遵守。企業(yè)的標(biāo)準(zhǔn)色，通過了解市場(chǎng)對(duì)企業(yè)標(biāo)準(zhǔn)色期望分析；及宗教、名族、區(qū)域習(xí)慣等忌諱色彩分析等，設(shè)定了基本的色彩范圍，并融合色彩的視覺傳達(dá)，色彩具體物的聯(lián)想、抽象情感的聯(lián)想及嗜好等心理性調(diào)查；色彩對(duì)視覺、記憶度、矚目性等生理性的效果測(cè)試以及色彩在實(shí)施制作中受到技術(shù)、材質(zhì)、經(jīng)濟(jì)等物理因素影響的分析評(píng)估。設(shè)定反映企業(yè)獨(dú)特組織機(jī)構(gòu)、市場(chǎng)營(yíng)銷與風(fēng)格面貌的狀態(tài)的色彩，制定企業(yè)的標(biāo)準(zhǔn)色，藍(lán)色代表理智、沉穩(wěn)、科技和創(chuàng)新，紅色代表熱情活躍，并作出了數(shù)值化的規(guī)范(圖1-11）。標(biāo)準(zhǔn)色確定后又進(jìn)行了輔助圖形的設(shè)計(jì)，輔助圖形主要以企業(yè)標(biāo)志的造型為開發(fā)母體，并不是純裝飾圖案，而是企業(yè)基本視覺要素的拓展聯(lián)系。主要包括企業(yè)造型、象征圖形和版面編排等方面的設(shè)計(jì)，通過小組探討和研究，決定運(yùn)用圓為基本造型，并融合企業(yè)名稱船正二字加以變化，得到了如圖1-12的輔助圖形。輔助圖形確定后又進(jìn)行了企業(yè)標(biāo)準(zhǔn)字的設(shè)計(jì)，為了突出企業(yè)標(biāo)準(zhǔn)字的識(shí)別性、可讀性、設(shè)計(jì)性、系統(tǒng)性，特意選擇了漢真廣標(biāo)

圖12 圖13 圖14 圖15 圖16 圖17 字體為基本母體，并對(duì)其進(jìn)行了相關(guān)變化和調(diào)整，使其更能和標(biāo)志相融合和呼應(yīng)，其特有的中英文標(biāo)準(zhǔn)字體現(xiàn)了企業(yè)獨(dú)有的精神和個(gè)性，與一般的打字排版的字體不同，不可隨意用其他字體替代。（圖13）隨后又進(jìn)行了基本要素組合規(guī)范的設(shè)

湖北工業(yè)大學(xué)商貿(mào)學(xué)院畢業(yè)論文

計(jì)，包括中英文標(biāo)準(zhǔn)字的基本排列，嚴(yán)格規(guī)定中英文字符間的比例、間距和整個(gè)中英文標(biāo)準(zhǔn)字組合的最小使用范圍；企業(yè)全稱的中英文標(biāo)準(zhǔn)組合規(guī)范和最小應(yīng)用范圍（圖14）；標(biāo)志與中英文標(biāo)準(zhǔn)組合規(guī)范，標(biāo)志與標(biāo)準(zhǔn)字的位置關(guān)系、距離、大小和最小應(yīng)用范圍都加以了詳細(xì)的標(biāo)準(zhǔn)化規(guī)范設(shè)計(jì)，使其能夠突出企業(yè)標(biāo)志的識(shí)別性和獨(dú)立性（圖15）；標(biāo)志與企業(yè)全稱組合（圖16）；企業(yè)口號(hào)規(guī)范（圖17）；標(biāo)志與注冊(cè)商標(biāo)組合；標(biāo)志與企業(yè)宣傳口號(hào)組合；標(biāo)志與企業(yè)廣告語(yǔ)組合（圖18）；企業(yè)標(biāo)志、標(biāo)準(zhǔn)字與各部門名稱組合規(guī)范（圖19）。最后在基礎(chǔ)部分還添加了一些標(biāo)志錯(cuò)誤組合規(guī)范的范例（圖20）、特殊使用范例（圖1-21）、明度使用規(guī)范（圖22）和指定中英文印刷字體的設(shè)計(jì)（圖23）等等，到此VI設(shè)計(jì)的基礎(chǔ)部分制作完成。

圖18 圖19 圖20

圖21 圖22 圖23 基礎(chǔ)部分制作完畢后，我們針對(duì)企業(yè)的應(yīng)用要素現(xiàn)狀調(diào)查，并對(duì)現(xiàn)有的應(yīng)用要素進(jìn)行收集分類。對(duì)其客觀的限制條件和依據(jù)作出必要的確定，避免設(shè)計(jì)項(xiàng)目不實(shí)用的問題。根據(jù)項(xiàng)目的功能需要，完成成品所必須的基本條件，如形狀、尺寸規(guī)格、材質(zhì)、色彩、制作方式和用途等。主要包括辦公用品：信封、信紙、傳

湖北工業(yè)大學(xué)商貿(mào)學(xué)院畢業(yè)論文

真紙、便箋、名片、工牌、參觀證、合同書、文件夾、介紹信、會(huì)議牌、備忘錄、資料袋、公文表格等（圖1-24）；環(huán)境設(shè)計(jì)：公司旗幟、企業(yè)門面、企業(yè)招牌、公共標(biāo)識(shí)牌、路標(biāo)指示牌、燈箱廣告、部門標(biāo)識(shí)牌、常用指示牌、樓層標(biāo)識(shí)牌、企業(yè)形象牌、旗幟、廣告牌等；運(yùn)輸工具：貨車、輪船等；服裝服飾：管理人員制服、員工制服、文化衫、工作帽、胸卡等；廣告媒體：雜志廣告、路牌廣告、招貼廣告等；公關(guān)用品：T恤衫、領(lǐng)帶、領(lǐng)帶夾、打火機(jī)、鑰匙牌、雨傘、紀(jì)念章、禮品袋等(圖1-25)，到此VI手冊(cè)編制工作完成。

圖24

圖25

湖北工業(yè)大學(xué)商貿(mào)學(xué)院畢業(yè)論文

第3章 VI設(shè)計(jì)的現(xiàn)狀及發(fā)展趨勢(shì)

3.1 VI設(shè)計(jì)的現(xiàn)狀

CI導(dǎo)入中國(guó)已有相當(dāng)長(zhǎng)的時(shí)間，其成績(jī)有目共睹，但問題也日益暴露。集中表現(xiàn)在：偏重VI設(shè)計(jì)而忽視MI和BI，不能很好的體現(xiàn)企業(yè)理念和文化，紙上談兵刻板教條，雷同抄襲屢見不鮮等等，遠(yuǎn)遠(yuǎn)沒有發(fā)揮應(yīng)有的作用。究其原因，主觀上由于國(guó)人心理上追求時(shí)尚，偏重形式，理解消化不夠，生吞活剝；客觀上在于CIS脫胎于工業(yè)設(shè)計(jì)時(shí)代，仍帶有工業(yè)時(shí)代深深的烙印。

3.2 VI設(shè)計(jì)的發(fā)展趨勢(shì)

歷史的車輪不斷往前發(fā)展，VI設(shè)計(jì)業(yè)在不斷的往前發(fā)展，早期的VI設(shè)計(jì)，目的是創(chuàng)造廉價(jià)的、可以批量生產(chǎn)的產(chǎn)品，接下來在二戰(zhàn)時(shí)期，為了追尋包豪斯早期的理想主義，重申“藝術(shù)與科學(xué)結(jié)合”的主張；現(xiàn)代的設(shè)計(jì)起源于商業(yè)，加之沒有社會(huì)意識(shí)形態(tài)為依據(jù)，曾經(jīng)一度跟著市場(chǎng)走?，F(xiàn)在，VI設(shè)計(jì)的發(fā)展趨勢(shì)已經(jīng)比較明顯，主要體現(xiàn)在以下四點(diǎn)：a圖形的應(yīng)用越來越少：企業(yè)運(yùn)用圖形越來越少了。因?yàn)槠髽I(yè)標(biāo)識(shí)的主要功能就是傳遞給消費(fèi)者信息，告訴消費(fèi)者“我是誰(shuí)”，而圖形的應(yīng)用，卻讓傳播多了一道障礙。因?yàn)橥瑯拥囊环N圖形可以表達(dá)各不相同的意思，在你這里是這種意思，但在消費(fèi)者那里，卻可能是別的意思。所以，圖形標(biāo)志中的應(yīng)用越來越少了。b標(biāo)識(shí)主要由文字組成，文字多是中英文的湖北工業(yè)大學(xué)商貿(mào)學(xué)院畢業(yè)論文

搭配：因?yàn)闃?biāo)識(shí)的信息傳播意義，文字是更好傳遞的工具；而英文的使用，VI設(shè)計(jì)讓企業(yè)的標(biāo)識(shí)能夠更好的體現(xiàn)國(guó)際化的特點(diǎn)；c文字標(biāo)識(shí)的圖形化：因?yàn)楝F(xiàn)在是讀圖時(shí)代，將文字圖形化，更好的保持了企業(yè)形象的統(tǒng)一，也更好的傳遞了企業(yè)的信息。d設(shè)計(jì)越來越簡(jiǎn)單化：很清楚，越是簡(jiǎn)單的東西，其傳播力和影響力越強(qiáng)。

湖北工業(yè)大學(xué)商貿(mào)學(xué)院畢業(yè)論文

結(jié) 束 語(yǔ)

作為社會(huì)經(jīng)濟(jì)發(fā)展和商業(yè)活動(dòng)的產(chǎn)物，VI設(shè)計(jì)對(duì)于企業(yè)內(nèi)外形象的塑造，對(duì)于企業(yè)能夠長(zhǎng)足發(fā)展將起到越來越重要的作用。在中國(guó)，由于市場(chǎng)的不成熟，一些企業(yè)家對(duì)其理解的偏差及某些設(shè)計(jì)者缺乏系統(tǒng)專業(yè)的訓(xùn)練，沒有把VI設(shè)計(jì)做平轉(zhuǎn)化為企業(yè)形象和經(jīng)營(yíng)理念，致使VI在一些企業(yè)中的應(yīng)用沒有達(dá)到預(yù)想的效果。因此，如何更好地導(dǎo)入VI將是我們下一步面臨的挑戰(zhàn)和繼續(xù)解決的問題。

湖北工業(yè)大學(xué)商貿(mào)學(xué)院畢業(yè)論文

致 謝

在本論文的寫作過程中，我的導(dǎo)師李金莉老師傾注了大量的心血，從選題到開題報(bào)告，從寫作提綱，到一遍又一遍地指出每稿中的具體問題，嚴(yán)格把關(guān)，循循善誘，在此我表示衷心感謝。同時(shí)我還要感謝在我學(xué)習(xí)期間給我極大關(guān)心和支持的各位老師以及關(guān)心我的同學(xué)和朋友。

寫作畢業(yè)論文是一次再系統(tǒng)學(xué)習(xí)的過程，畢業(yè)論文的完成，同樣也意味著新的學(xué)習(xí)生活的開始。

湖北工業(yè)大學(xué)商貿(mào)學(xué)院畢業(yè)論文

參 考 文 獻(xiàn)

《標(biāo)志設(shè)計(jì)》趙志勇 著 湖北美術(shù)出版社 2009年4月第1版 《視覺傳達(dá)設(shè)計(jì)VI》周宏 著 廣西美術(shù)出版社 2006年1月第一版 《VI設(shè)計(jì)》金琳 趙海頻 著 上海人民美術(shù)出版社 2006年1月第1版 《標(biāo)志設(shè)計(jì)》楊曉芳 著 安徽美術(shù)出版社 2007年8月第一版

《企業(yè)視覺形象設(shè)計(jì)》嚴(yán)晨 渝仲著 遼寧美術(shù)出版社，2008年1月第1版