时间：2023-03-02 15:01:19
导语：在英文科技论文的撰写旅程中，学习并吸收他人佳作的精髓是一条宝贵的路径，好期刊汇集了九篇优秀范文，愿这些内容能够启发您的创作灵感，引领您探索更多的创作可能。
一 科技论文英文标题的标准化问题
为适应文献情报工作现代化的需要，国际标准化组织和各国标准化组织都对论文标题的技术规范做出了明确的规定（如词语和符号的使用，标题字数的限量等）。我国颁布的科技论文标题字数的国家标准是，标题字数一般不超过20个汉字，外语不超过10个实词。国际标准化组织则规定每条标题不超过8个词，并规定除各国通用的缩写词和特殊符号外，标题内不得使用缩写词和特殊符号。国际学刊一般早已执行国际标准，也有些西方国家明确规定以国际标准代替本国的国家标准，而我国学刊一般要求作者按国家标准拟写中文标题，对英文标题既不强调执行国家标准也不要求执行国际标准。因此，目前只有极少数学刊基本按国家标准编译英文目次表（如《中国翻译》、《浙江大学学报》、《应用写作》等），大多数中文学刊的英文目次表的制作既不执行国际标准，也不执行国家标准。有些学刊的英文标题用词大多在10个词以上，多至20余个（如《历史档案》等），与国际标准和国家标准相差甚远。据调查，许多学刊的英文标题中的其他技术细节也不规范，有的竟按中文方式用破折号区分主标题和副标题，如Social Sciences in China（我国唯一的英文社会科学刊物）、《研究》、《法学》、《外语教学与研究》、《外语界》、《外语学刊》、《法学研究》、《人文杂志》、《美术研究》等等。因此，英文标题制作的标准化问题应引起论文作者和学刊编辑的重视。
二 科技论文英文标题的制作要求
科技论文的标题是其基本思想的浓缩与概括。一则好的标题应该确切、鲜明、扼要地概括论文的基本思想，使读者在未看论文的摘要和正文之前即能迅速准确地判明论文的基本内容，从而做出是否阅读摘要和正文的判断。那么，如何制作一则既符合国际标准又能概括论文基本思想的标题呢？
1.标题中尽量不用赘词冗语
据调查，标题过长的主要原因是标题中多有不含学术信息的赘词冗语。例如，国外一家学刊上有一则中国学者所撰的标题，即Discussion on Several Academic Problems in the Book The Modern History of Chinese Paper Money （《中国近代纸币史》中几个学术问题的探讨）。[1] 此标题共用15个词，几乎是国际标准用词数量的2倍。可以说，其中的discussion on， the book， academic 是无用词语。学术刊物刊发的学术论文不可能讨论非学术问题，故academic 无用；书名已按英文规范（斜体字母以及标题和实词的首字母的大写）标出，the book 无用；新的或未定论的学术问题必然要通过讨论、证明从而扩大已知领域，故discussion on也无用。把赘词冗语删去，再把“纸币”的短语术语换为单词术语banknote，即可写出一则符合用词数量国际标准的标题：Several Questions in Modern History of Chinese Banknotes 。若不改换paper money， 则可将several删去。改后的标题之语义与原标题完全相同，因为question 通常用于表述社会科学中需要讨论或需要解决的问题。
应该指出，许多论文作者在中文标题中喜用“试论”、“初探”、“浅论”、“浅谈”、“考略”、“管窥”等表谦词语，在译写英文标题时也常将之加入英文， 如此便要在英文标题中增加一两个词。因此，表谦词语应一概删去。至于许多学者在标题中惯用的A Study of， The Exploration of等一类无用词语在上个世纪五十年代国外英语科技论文中尚较常见，但是七十年代以来，它们由于受标题字数国际标准的制约已经在国际学刊中绝迹。
在了解标题的国际标准之前，许多学者都写过一些词语数量不符合国际标准的标题。例如，Methodological Principles of Solving Linguistic Problems Relating to Artificial Intelligence (解决与人工智能有关的语言问题的方法论原则)。[2] 因为与人工智能有关的语言问题无非是基础理论、应用理论方面（如知识表示、自然语言理解等）和技术方面（如人工智能程序设计语言Prolog等）的问题，所以此标题可改为Methodological Principles of Solving Linguistic Problems of AI (解决人工智能语言问题的方法论原则)。标题中的缩写AI符合国际标准化组织的规定，因为它是国际科学界通用的缩写词。又如，Some Results of Handling Metalogical Problem of Entailment System Cm by Computer (用计算机处理制约系统Cm的元逻辑问题的若干结果)一题也不符合标准。[2] 据原论文的内容，可将之改为Machine-Proving of Metalogical Problems of Entailment System Cm (制约系统Cm的元逻辑问题的机器证明)，改后的标题用8个词概括了原论文的基本思想。由此可见，只要了解标题技术标准并遵照执行，即可制作出符合规范的标题。
2.标题中尽量多用关键词语
尽量在标题中使用论文中的关键词语，一方面有助于概括论文的基本思想并减少标题中的词语数量，另一方面可增加论文的被检次数，从而可能增加被引次数，因为用机器检索时，机器只显示标题中的关键词语而不是整个标题。就此而言，标题中关键词语的使用问题应该引起论文作者和学刊编辑的重视。在上述修改后的机器证明一则标题中的machine-proving， entailment system Cm， metalogical problem 是原论文中的关键词语；在改后的人工智能一则标题中，除solving 和功能词之外，其他词语均为论文中的关键词语。下例是一位外国学者所撰的一则包括论文全部关键词语的标题：Action Minimizing Solutions of the Newtonian n-body Problem: From Homology to Symmetry (牛顿n-体问题之作用极小化解——从同调至对称)。[3] 此标题中的n-body problem，action，symmetry是原论文中的全部关键词语，而minimizing solution 和homology则是数学专业术语。此标题包括主标题（8个词）和副标题（4个词），用词总量超过8个，但是，它完全符合国际标准化组织的规定。
3.根据需要制作主、副标题
由于某些论文中的内容复杂或科学术语结构复杂，难用8个英文词写出概括全文的标题，所以国际标准化组织建议采用主标题加副标题的办法解决标题过长问题。有学者写过如下一则标题：Why Is Chinese Modal Logic Different from Its Western Counterpart (中国模态逻辑为何不同于它的西方对应物)。[2] 由于论文的基本论题是根据中西语言特点论证中西模态逻辑差异形成的原因，所以此标题难用8个英文词写出。它可改为主、副标题样式：Chinese and Western Modal Logic: The Difference and Its Cause (中西模态逻辑的差异及其成因)。二者同样用了10个词，但后者符合国际标准化规范。因此，在制作科技论文英文标题时应注意这一国际标准和英文规范，并用冒号将主、副标题分开，不要按中文方式用破折号将之分开。
参考文献
[1] Journal of Asia Numismatics，No.2， 2002，
ANS Press， Singapore.
[2] Abstracts of 9th International Congress of Logic，
Methodology and Philosophy of Science，Vol.Ⅰ，Ⅲ，
Uppsala University Press， Sweden， 1991.
（1）专业特色鲜明，表达准确电子科技词汇翻译中可以使用直译、意译、音译等方法，但万变不离其宗，它专业特色鲜明，要求表达准确、精炼，体现电子专业词汇特点。如Theinstrumentisnotworkingwell.假如按常规翻译为“这台仪器工作不好”，则没有体现科技英语的特色，失去准确和科学性，正确翻译应为“这台仪器失灵了”。如Likechargesrepeleachotherwhileoppositechargesattracted.如果翻译为“同样的费用相互排斥，相反的费用相互吸引”则没有准确理解charge这个专业术语的含义，正确翻译应为“同种电荷相斥，异种电荷相吸”。如Forceisanypushorpullthattendstoproduceorpreventmotion.正确翻译是力是能产生或阻止运动的任何形式的推或拉。”错误翻译是力是任何倾向于产生或阻止运动的形式的推或拉。”如把Connecttheblackpigtailwiththedoghouse.翻译为“把黑色的猪尾巴系在狗窝上”则是犯了理解性错误，正确翻译应为“将黑色的引线接在高频高压电源屏罩上”。
（2）大量使用缩略语缩略语的大量使用是科技英语词汇的另一特点。缩略语主要分三类：①首字母缩略语如VCD（VideoCompactDisk）、ADC（Analog-DigitalConverter）；②将原来的单词缩略一部分字母变成新词如inf（oinformation）、lab（laboratory）、kil（okilogram）；③将两个词合成缩略为一个词，如transceive（rtransmitter+receiver）、positro（npositive+electron）。此外，科技英语词汇有不少源于希腊语和拉丁语，使用词根、词缀如friction（摩擦力）、expansion（膨胀）、radiatio（n辐射）、combinatio（n组合）等。此外，还有不少新兴词汇，这些词汇有的属于新造词，有的则为活用词，如hyperon（s超子）、antimatte（r反物质）、cyberspac（e信息空间）等。理解缩略语的使用方法后，在翻译科技文章时就会胸有成竹。
（3）需要时使用减词和增词英语与汉语在语言使用和表达方面有些不同，在翻译中，为更好地消除语言差异，翻译者应在准确理解和把握文章内涵的前提下，翻译出符合中文表达习惯的内容，这样有时势必要使用到一些增减词，才能使翻译表达顺畅、正确。只有增减都恰到好处，才不至于让读者摸不着头脑或产生歧义。减词翻译法又称省略法或省译法，指在译成汉语时，把原文中的某些词不译出来。常见的有代词、冠词、动词、介词、连词的省略。例如Allofusknowthattheconductivityofsemiconductorschangeswithtemperature.翻译为“众所周知，半导体的导电性随温度而变化。”（省译引导宾语从句的连词that），如果不使用减词翻译法，则失去了中文句子表达的严谨和规范性，无法体现科技英语简洁之美，甚至产生理解方面的歧义。增词的翻译是指译者在英译汉时，为了使译文通顺表达，在译文中增加某些必要的词，正确使用增词法，能使译文顺畅、语义清晰。常见的增词法有增加动词、某些概括性的词如inshort等。如TheletterIstandsforthecurrentinAmperes,Etheelectromotiveforceinvolts,andRtheresistanceinohms.字母I代表电流的安培数，E代表电动势的伏特数，R代表电阻的欧姆数。（E和R后均省略了standsfor），这是增加原文中省略部分的翻译法，如果不使用增词法，则中文句子无法成句，意思无法准确理解。增译和减译都是科技英语翻译中的实用和重要的技巧。翻译者唯有牢牢把握科技原文的风貌，对专业、英语、中文都有一定了解，才能做到熟练、准确地翻译，才能真实展现科技英语的科学之美。
二、电子科技英语的语法特点与翻译对策
（1）普遍使用被动语态电子科技英语作为工程技术类知识的载体，其语法特点之一是被动语态的使用频率远高于主动语态。原因是被动语态可以使科技人员在句子的开头就引出最重要的信息，被动语态将主语放在句首，读者可以第一时间关注到关键信息，而且使用第三人称的被动语态与使用第一、第二人称主语的主动语态相比可使描述减少主观色彩，更能体现科技论文侧重推理和客观准确的特点。如Threemachinescanbecontrolledbyasingleoperato“r.三台机器能由一个操作者操纵。”、Electronicsclosertothenucleusareheldmoretightlythanthoseintheouterorbits.“靠近原子核的电子比外层轨道上的电子结合得紧。”、Theelectricresistanceismeasuredinohms“.电阻以欧姆为测量单位。”、Ithasbeenprovedthatamaterial’sdimensionisoneofthefactorsinfluencingitsabilitytoconductelectric.“据证明，材料的尺寸是影响其导电能力的因素之一。”在翻译中如能准确把握各种时态的“be+V.过去分词”的被动语态结构，加之一定的科技英语专业知识和中文素养，那么就不难做到翻译的“忠实、准确、通顺”，也就是“信、达、雅”。
（2）广泛使用名词化结构名词化结构指表示动作意义的“名词+of+名词+修饰语”的语法结构。科技英语经常使用名词化结构代替日常英语中用动词表达的内容，能使文章更为简洁明了并能在有限的篇幅中承载更多的信息和内容。电子科技英语中也广泛使用名词化结构，使行文简练、结构紧凑。对比以下两种翻译：原文：数字集成电路对现代社会的影响是显而易见的。译文1：Theimpactofdigitalintegratedcircuitsonmodernsocietyhasbeenpervasive.译文2：Itispervasivethatdigitalintegratedcircuitshasimpactonmodernsocietygreatly.显然，译文1的名词化结构要比译文2的动词结构要言简意赅、浅显易懂。英汉互译时也要注意此点并将名词化结构准确翻译，不犯理解上的错误。
（3）大量使用定语从句和非谓语动词结构电子科技英语阐述定义或描述现象时常常需要对一些核心词汇进行限定修饰。采用定语从句进行修饰，可使被描述的定义或现象的适用范围更准确，如Thefirststageisatunedradiofrequency(RF)amplifier,themainpurposeofwhichistoimprovesignal-tonoiseratioandtoprovideasufficientdegreeofselectivity.翻译为“第一级为调谐高频放大器，其主要作用是改进信噪比并提供足够的选择性”，通过非限制性定语从句对RF的作业进行修饰，使得句子更为简洁，表达更为严谨精确。又如Theinductorisacoilofwirethatmayhaveanaircoreoranironcoretoincreaseitsinductance.翻译为“电感器是一组线圈，有的电感器是空心的（空气芯），有的线圈中有可增加其电感量的铁芯”。通过限制式定语从句对核心名词wire进行限定修饰，使inductor的定义更加清晰准确。动词不定式是非谓语动词的一种，可在句中起名词、形容词和副词的作用，可担任除谓语以外的其它任何成分，它使整体句子结构紧凑合理，指代关系更加明确、简洁明了。如Theabilityofamaterialtoconductcurrentdependsuponthenumberoffreeelectronsinthematerial.“材料的导电能力取决于材料中自由电子的多寡”。Whenonewantstomeasuretheelectriccurrent,voltageandresistance,onehastouseelectricinstruments.“人们想要测量电流、电压和电阻时需要使用电子仪器。”关注科技英语中的非谓语动词用法，有助于准确和顺畅翻译好英语句子和篇章。
（4）词序表达与中文不一致科技英文篇章中，还时有词序表达与中文不一致的情况，此时，应清楚区分中英文表达习惯的不同，不生搬硬套，而是在正确理解原文的基础上对语句加以结构重组，以达到次序调整，保证翻译的准确性。如Themaindevicefailuremodeissecondarybreakdown.如果直接译为“主要器件的实效模式是二次击穿”就错了，应调整语序翻译为“器件的主要失效模式是二次击穿”。Whileacurrentisflowingthroughawire,thelatterisbeingheated.错误译法是“电流流过导线时，电流在后面发热”，正确译法应为“电流流过导线时，导线就发热。”
三、结语
关键词：学赛结合;网络营销;课程设计
《网络营销》是高职院校电子商务专业开设的一门专业核心课程，该课程旨在训练学生利用网络技术、网络平台进行营销和策划的能力，是一门实践性要求极强的课程。笔者在实施课程教学时，以网络营销能力大赛为引导，通过实施“学赛结合”的教学模式，搭建便于学生实践操作和自主学习的《网络营销》在线开放课程平台，取得了较好的实践教学效果。本文总结笔者在该课程教学过程中的整体设计思路以及在线开放教学平台的架构方法。
一、基本设计思路
1.教学模式设计
“学赛结合”教学模式的核心是将实践教学内容任务化，以竞赛形式完成实践任务。我们选择了中国互联网中心的网络营销能力秀大赛贯穿课程教学过程，在“学赛结合”的基础上，针对高职电子商务专业学生的学情特点，将教学过程细化为“导、学、做、结、战”五个环节。其中，“导”是建立知识导图，使学生了解知识框架、明确学习重点；“学”为学习课堂，主要通过微课的形式讲述基本营销方法；“做”就是操作课堂，采用微课的形式训练学生的动手能力；“结”就是项目小结，首先设计一个项目小测，对前面的学习进行验收，然后总结，再次提炼知识点；“战”是网络实战，在实战环节中，我们编辑了详尽的实战指导手册，同时以网络营销能力大赛为主要实战平台，以电子商务营销平台，如淘宝网等为辅助平台，指导学生通过参加竞赛、运营店铺等实战形式完成实践教学。通过以上五个环节的设计，教师有效实现“学赛结合”。
2.教学项目及进度设计
根据《网络营销》课程的教学目标，我们设计了四个主要的课程项目，并精心设计了项目实施的进度。由下图可见，项目2、3、4是并行项目，可同时展开，尤其是项目3-2和项目4贯穿整个教学过程，需要学生边学边做，投入更多的时间和精力。这两个项目的实施不能只局限在课堂教学时间中，学生要时刻关注平台的变化，在课外自主学习并完成项目。
3.教学考核设计
根据课程的教学与实践内容，课程考核侧重实践过程的考核。主要考核内容为两大部分：高职院校《网络营销》在线开放课程设计河北政法职业学院张涛摘要：《网络营销》是电子商务专业中一门实践性要求较强的课程，“学赛结合”教学模式的核心是将实践教学内容任务化，以竞赛形式完成实践任务。本文基于“学赛结合”模式从教学思路、教学项目及进度、教学章节等方面阐述高职院校《网络营销》在线开放课程的设计。关键词：学赛结合网络营销课程设计文章编号：ISSN2095-6711/Z01-2017-04-0270第一部分是在线开放课程平台上的学习情况考核。在线开放平台上的学习内容以任务点展示，这些任务点包括微课视频的观看、案例分析、测验、作业、参与讨论情况等。学生每完成一个任务点，系统会根据完成情况评出相应的分数，最后得出在线学习的分数。第二部分是学生参与网络实战的考核。实践过程的考核分为两个项目的考核。第一个项目的考核是参加竞赛的考核，学生参加网络营销能力竞赛，得到一个竞赛等级值——AR值，这个AR值代表学生的竞赛努力程度和达到的营销等级。这个指标成为考核学生实践能力的重要指标。另一个项目的考核是关于营销实战，如开设网店或者微店等情况的考核，学生在网上开设店铺会获得相应的店铺等级，这是实践考核的一部分。在设计这两个项目的考核方式时，我们采用等级折合分数的方式，按照学生的竞赛等级和店铺等级折合相应分数，然后与在线学习分数进行汇总，最后得出学生的考核情况。
二、在线开放教学平台架构
1.教学章节框架设计
框架是一门课程的主旨，清晰的框架能使学生快速形成对课程知识的梳理，从而明确学习目标。《网络营销》在线开放教学平台的教学章节按照项目驱动的方法进行设计，有效地将“导、学、做、结、战”五个教学环节融入每个项目的设计中。每一个项目下包含任务，每一个任务下的内容均包含八个环节，分别为：“了解我，丰富你——知识导图——学习课堂——操作课堂——项目小结——网络实战——PK大擂台——了解你，完善我”。可以看出，除了包含教学模式中“导、学、做、结、战”五个环节外，增加的其他三个环节不仅使课程内容前后呼应，有问有答，同时还增加了课程的趣味性，提高了学生学习的积极性。
2.教学反馈环节设计
教与学是一个相长的过程。为了随时了解学生的学习进度和学习需求，我们在每一个教学章节的最后都设计了“了解你、完善我”的互动环节，这个环节以开放式问卷的形式进行。教师一是了解学生对学习内容的掌握情况，二是鼓励学生对教学过程和教学内容发表自己的观点，或是对这些内容提出相应的改进意见。这些建议和意见是我们完善教学内容的依据。
3.创新性“PK大擂台”的设计
最有效的教学方式在于能够充分调动学生参与的积极性，这就要求教师不能唱独角戏，而要让学生扮演学习的角色，发出代表不同观点的声音，让这些不同观点进行PK，在PK中使学生解决问题、发现真理，最终形成一致的认识。下面以“传统商务PK电子商务”为例，说明“PK大擂台”环节的在线平台设计思路。具体内容见下表
。4.教学资源建设
为便于学生自主学习，我们建设了丰富的案例库和题库。案例既包括文字案例，也包括视频案例。案例的设计融入“学习课堂”的内容中，就是案例是学习内容的一部分，充分发挥案例教学法的作用。针对每一案例，我们设计了一些思考题或是投票活动，引导学生观看与思考，学生可以发表自己不同的观点。题库中编辑了1000多道试题，涵盖各种题型和《网络营销》的所有知识点，可作为高职院校学生进行专接本考试的复习资料。
三、在线开放课程设计中需要注意的问题
1.适应移动学习模式
移动通信技术的飞速发展，使移动学习成为未来重要的学习模式。因此在构建在线开放教学平台时，教师要注意课程资源的编辑与建设应适应移动客户端的浏览格式，如文字编辑要采用合适的字体字号，视频格式最好以MP4或AVI为主等，这样才能保障资源在移动客户端正常运行。
2.注重互动环节设计
互动和交流是学生自主解决问题的主要途径，因此在线开放课程的设计中，交流讨论模块的设计与运用显得尤为重要。教师要设计学生感兴趣的话题引导其讨论，采用合适的交互策略，调动学生互动交流的积极性，只有形成学习者之间全方位的自主交互模式，在线开放课程的设计才能发挥实效。
作者:张涛 单位:河北政法职业学院
参考文献：
关键词：被动语态；非限定动词；名词化；长句
一、广泛使用被动语态
根据英国利兹大学John Swales的统计，英语科技论文中的谓语至少1/3是被动语态。这是因为英语科技论文侧重叙事推理，强调客观准确。第一、二人称使用过多，会造成主观臆断的印象。因此尽量使用第三人称叙述，采用被动语态，例如：Electricity is widely used in industry and daily life.（电被广泛用于工业和日常生活中）；Many alkaloids have been obtained by synthesis.（目前已用人工合成的方法获得许多生物碱）。Attention must be paid to the working temperature of the machine.（应当注意机器的工作温度）。而很少说：You must pay attention to the working temperature of the machine.（你们必须注意机器的工作温度）。
二、非限定动词应用多
如前所述，英语科技论文要求行文简练，结构紧凑，为此，往往使用分词短语代替定语从句或状语从句，使用分词独立结构代替状语从句或并列分句，使用不定式短语代替各种从句，介词十动名词短语代替定语从句或状语从句。这样可缩短句子，又比较醒目。
（一）动词不定式
不定式虽然不能单独做谓语，但它毕竟是动词的一种形式，因而保留有动词的某些特性。不定式有一般式、进行式、完成式和完成进行式四种。英语科技论文中一般式出现频率最高，完成式次之，进行式和完成进行式出现较少。例如：Other problems to be solved are those of moisture，air and warmth.（要解决的其他问题就是湿度、空气和温度）；It is possible to estimate the age of the earth by studying the concentration of salt in sea water.（通过测定海水中盐的浓度，有可能估计出地球的年龄）。
（二）分词
分词和不定式一样，虽然不能单独作谓语，但仍然保留原有动词的某些性质：可以用状语来修饰；及物动词的现在分词可以有自己的宾语；有时态和语态的变化。例如：A force acting on a body may change the motion of the body.（作用在物体上的力可以改变该物体的运动）；Having finished the test，they began to study the result（做完实验后，他们开始研究实验结果）；This is a clear case of electricity being converted into heat.（这是电能转化为热能的明显例证）。
三、大量使用名词化结构
大量使用名词化结构（Nominalization）是科技英语的特点之一。因为英语科技论文文体要求行文简洁、表达客观、内容确切、信息量大、强调存在的事实，而非某一行为。科技英语中名词化句子可作主语、宾语、介词宾语、表语、宾语补足语、定语、同位语和状语等，换句话说，除了不能担任谓语外，可以用作句子其它一切成分。例如：The rotation of the earth on its own axis causes the change from day to night（地球绕轴自转，引起昼夜的变化）；The neutrons and protons form the core of the atom.（中子和质子构成原子核）。名词化结构使复合句简化成简单句，而且使表达的概念更加确切严密。又如：Archimeds first discovered the principle of displacement of water by solid bodies（阿基米德最先发现固体排水的原理）。句中displacement of water by solid bodies系名词化结构，一方面简化了同位语从句，另一方强调displacement这一事实。
四、长句特殊作用
为了表述一个复杂概念，使之逻辑严密，结构紧凑，英语科技论文中往往出现许多长句。根据长句的结构特点大致可以将它们分为两类：由于从句多而构成的长句和由于并列成分多或长而构成的长句。
一、多元智能理论
多元智能理论（MultipleIntelligencesTheory）由美国哈佛大学发展心理学家、教育学家霍华德•加德纳教授于1983年在《智能的结构》一文中提出后，在世界范围内引发了教育的“革命性”变革。我国于20世纪90年代引进多元智能理论，国内有专家认为，多元智能理论无疑是我们长期以来一直在努力推崇的“素质教育的最好全释”；还有人指出：多元智能理论与建构主义理论一道，构成了我国新课程改革的强大理论支撑。多元智能理论指出人类内涵的能力至少有八种：包括语文智能；音乐智能；逻辑—数学智能；空间智能；肢体—运作智能；人际智能；自省智能；自然观察智能。加德纳认为，相对于过去的一元智力理论，多元智能理论能够更全面地描绘和评价人类的智力能力。加德纳还指出，人类智能还包含有次级智能和多种次级构成要素。
二、基于多元智能理论的汽车英语课程设计
（一）汽车英语课程设计的基本条件
Posner（1994）认为，课程设计的基本条件包括：了解学生的需求、兴趣、能力、知识水平等例如：学生需要什么、需要的原因、已有的能力、待补的能力、已有的基础或条件，缺乏什么等等。熟悉课程情况例如，有能力识别和解释该课程的基本概念和技能，全面和细致的有关知识，目前这个课程的开设情况等。擅长听说读写译五项必备能力，具有丰富教学经验，而不是简单的拼凑、复制、模仿依据以上课程设计的基本条件，做好高职英语课程设计就要求教师进行问卷调查或访谈学生已经完成的课程标准或已经具备的语言知识，要求通过参考有关著作、论文、同类课程、教材等，与同行交流，收集积累案例或经验等等。
（二）汽车英语课程设计的标准
根据Furey提出的标准，高职英语课程设计必须把握下列标准：
1.是否有足够的理论依据英语课程设计必须基于什么样的科学理论基础，是否遵照其本身的科学性和社会性？
2.是否适合学生目标在从事高职英语教学中，教师要因材施教。不但熟悉、掌握学生的自身学习情况、学习兴趣，也注重培养学生的实际效果性。
3.是否具有成功实施的可能性和效果的可评性在从事高职英语教学中，教师要不断自评课程设计的真实效果。
（三）汽车英语课程设计的内容
汽车英语课程设计的内容取决于授课的理念。针对英语语言，如果认为语言是符号系统，课程设计就由语音、词汇、语法、句型构成，强调语言形式的正确性；如果视语言为交际工具，课程设计要考虑的是交际的人，交际发生的条件、交际的目的等。英语课程设计关注的不仅是语言形式的正确性，还有社交的适当性。在教学研究过程中，在多元智能理论的指导下，根据调研结果对课程教学内容进行逐步更新，教材从最初的纯英文阅读形式的到单独开发学生的专业英语阅读能力，从听、说、读、写等能力的平行拓展，汽车专业英语校本教材内容新颖，图文并茂，根据主题确定教学内容、重点及难点，融专业英语听、说、读、写训练于一体，重点突出，实用性强，有利于开发学生的多元英语语言智能，改善课堂教学氛围，提高教学效果。
三、多元智能理论下汽车英语课程设计需注意的问题
首先，汽车英语以提高口语交际能力为本位，突出应用性本课程在对汽车企业英语应用能力需求深入调研的基础上，按确定工作任务模块、同时突出语言技能的要求制订教学大纲和授课计划，明确了教学应达到的知识标准和技能标准。其次，课程体系整合突出全面性、逻辑性、典型性和实用性本课程以国际汽车行业最新的知识体系为基础，以市场为导向，将传统汽车英语课程的以训练专业英语阅读能力为主体的教学内容，整合成为汽车构成的4大部分分别为发动机、底盘、车身、电气设备以及发动机的两大机构五大系统和底盘的传动系统、行驶系统、转向系统和制动系统等各个任务模块以系统的知识主题构成课程内容体系。最后，教学手段优化，突出多元英语智能培养在教学实践中，注重将互动教学、角色扮演、案例教学、多媒体听力、课件加视频等教学手段相结合，增加学生的学习兴趣，提高其用英语分析和理解专业知识的能力和用英语进行专业领域的交际能力，并结合具体课程内容指导学生进行延伸性思考，以增强学生的创新能力，全面促进学生多元智能的发展。
总结
1.1 Background of this study 1
1.2 The current situation in oral English learning of non-English major students 1
1.3 Overview of the development of web-based study at home 2
1.4 The significance of the study 2
2. Literature Review 4
2.1 Definition of learning strategies 4
2.2 Classification of learning strategies 5
2.3 Studies on speaking learning strategies 6
2.4 Factors of influencing the choice of speaking learning strategies 8
3. The methodology 10
3.1 The subjects 10
3.2 Instruments 10
3.3 Data collection 11
3.4 Data analysis 11
4. Results and discussion 16
4.1 Frequency of the use of speaking learning strategies 16
4.2 Frequency of the use of different speaking learning strategies. 16
4.3 Differences in the use of speaking learning strategies by speakers with different factors 17
5. Conclusion 19
Acknowledgements 20
References 21
Appendices 23
1. Introduction
In this part, four sections are included. There are background of this study, the current situation in oral English learning of non-English major students, overview of the Internet development in China and the significance of the study.
1.1 Background of this study
With the fast development of society and the increasing openness to the world, the demands to communicate in English have been expanded to a large degree. College students are required to have a good competence in speaking before entering the society. But the fact is that the actual competence of college students in speaking is far from being satisfactory. It is necessary for us to improve the awareness of using strategies.
In the field of language learning and teaching over the last few decades, a prominent shift has taken place, resulting in great emphasis on learners and learning rather than teachers and teaching. The study of learning strategies has seen an “explosion of activity”. [1]105 In recent years although the history of research into speaking learning strategies is not very long, the study on speaking learning strategies can provide students with valuable suggestions on how to improve oral English in terms of accuracy, fluency, and complexity. Almost 15 researchers abroad have studied on speaking learning strategies. In China, Huang Xiaohua and Chen Sijin have done a great contribution to studies on speaking leaning strategies.
Nowadays, the development of computer science and technology and the prevalence of networks have deeply influenced people’s life, also the language study. However, there are still few researches on the web-based speaking learning strategies. The thesis attempts to make a study on web-based speaking learning strategies.
1.2 The current situation in oral English learning of non-English major students
In China, the teaching of English as a foreign language has been greatly influenced by the traditional education system. The traditional way still pay much attention to the examinations in schools, including colleges and universities either, rather than the application of language. Linguistic form is always the focus of both textbooks and language tests. Besides, under this model, one teacher is always in charge of many students in one class, so the teacher becomes the center of the class and there is little chance for the students to practice oral English. The English language learning is seen as a “knowledge-imparting” process and the English language learning is seen as a “knowledge-receiving’ process. Therefore, there is a misleading that English learners are regarded as passive recipients and do not need any initiative.
According to the investigation by Shi in 2000, college graduates who have strong speaking ability only account for 5%; those who are very weak in speaking account for 37%; those who are competent in international conference discussions account for 7% and those who are competent in foreign trade negotiations account for 14%. In spite of the fact that college students have a long history of learning English, the critical situation still not shift and the ability for the college students to speak English is far from satisfactory.
1.3 Overview of the development of web-based study at home
With the rapid development of computer science and technology and the prevalence of networks, people’s life has been influenced. According to “Survey Report on Internet Development in China” provided by China Internet Network Information Center (CNNIC) in January 2007, study is the fourth main goal following getting entertained, making friends and getting resources. In English Learning Teaching, Multi-media Means have been also applied. No one can ignore the great influence of the Internet on people’s daily life, including English study. A lot of people have made full use of the Internet for English study, such as reading or listening global news, watching America or Europe movies or TV series, taking part in chatting rooms for English study, making frien ds from other countries online, etc.
Web-based study can make learning anytime, anywhere available, thereby providing the possibility for lifelong learning. It also changes the relationship between teachers and students and provides increased access to study. Besides, web-based study is a good way to improve the student's critical thinking and analytical skills. [2]245
1.4 The significance of the study
With the development of global integration and the increased frequency of international communication, new and higher requirements in English study are put forward for college students. Gradually, more and more non-English major students realize the importance of oral English study and try to find out ways to improve their own oral English to a higher level. However, due to the influence of traditional teaching methods, long-time examination-oriented concept and ignorance to oral English in people’s mind, the current situation of college students, especially non-English major students, in oral English is far from being optimistic. From 1960s, language researchers home and abroad have focused on the relationship between oral English study and learning strategies and made deep study on speaking learning strategies.
What’s more, the Internet and computer science has played a more and more important role in people’s life and influenced language learning further. It is evidently an admirable thing, but there is little guidance to the English study online. The study on web-based learning strategies is few, even the study on web-based speaking learning strategies is almost blank. Therefore, this paper chooses a certain amount of non-English major students in ZUST, and studies their present situation or problems during using speaking learning strategies online, hoping to help them to find a suitable way to study online and finally achieve the ultimate goal of improving oral English.
2. Literature Review
In this part, four topics are discussed respectively. They are: definition of learning strategies, classification of learning strategies, studies on speaking learning strategies, factors of influencing the choice of speaking learning strategies.
2.1 Definition of learning strategies
In most of the studies, speaking learning strategies are not separated from learning strategies. The general definition of learning strategies is “mental or behavior activity related to some specific stage in the overall process of language acquisition or language use.” [3]154 In the short history of researches on learning strategies, lots of researches abroad gave definition of learning strategies from perspective of their study. Here are some.
Weinstein and Mayer insist that learning strategies are the behaviors and thoughts that a learner engages in during learning. Learning strategies are intended to influence the learner’s encoding process. 54 The researchers above all think learning strategies are actions useful to language learning but differ in the way learning strategies work.
In 1990, Cohen defines learning strategies as learning processes which are consciously selected by the learners. The element of choice is important here because this is what gives a strategy its special character. These are also moves which the learners are at least partially aware of, even if full attention is not being given to them. 78
In addition, Tarone defines language strategies as “an attempt to develop linguistic and sociolinguistic competence in target language –to incorporate these into one’s interlanguage competence.” [11]65-66 Stern gives the definition as “best reserved for general tendencies or overall characteristic of the approach employed by the language learner, leaving techniques as the term to refer to particular forms of observable learning behavior.& rdquo; [12]57-58
2.2 Classification of learning strategies
2.2.1 Classification of learning strategies abroad
Learning strategies have been classified by many scholars. However, most of these studies do not differ much with each other. Here are three typical classifications:
In the classification of O’Malley and Chamots, there are 3 major types of strategies, namely, cognitive strategies, meta-cognitive strategies and social/affective strategies. [13]155 O’Malley and Chamot make the classification depending on the level or type of processing involved. The disadvantage of O’Malley and Chamot’s classification is that it has difficulties in its application because the definition of each strategies item seems to be a little vague.
The classification scheme provided by Oxford is believed to be the most comprehensive classification to date. Oxford divided language strategies into two major groups, namely, direct strategies and indirect strategies. [14]54-55
1) Direct strategies: Memory strategies, Cognitive strategies, Compensation strategies.
2) Indirect strategies: Meta-cognitive strategies, Social strategies, Affective strategies.
The classification by Oxford has been widely used and accepted.
Cohen, in his work Strategies in Learning and Using a Second Language divided learners’ strategies into two types: language learning strategies and language using strategies. [15]124 Cohen’s classification seems clear and easy to understand, but it is difficult to tell whether it is for language learning or for language use. Besides, his study did not pay attention to meta-cognitive strategies, while many researchers believe that meta-cognitive strategies are one of the most important strategies to language learning.
2.2.2 Classification of learning strategies in China
As we know, in most of the studies, speaking learning strategies are not separated from learning strategies. In China, many researchers have made great contribution to learning strategies. In order to have a good understanding of learning strategies, many researchers focus on the classification of learning strategies. Cheng& Zhen and Wen are two prominent researchers.
Cheng& Zhen put forward two classification schemes. The first one is based on the role that strategies play in the learning process. There are cognitive strategies, meta-cognitive strategies, affective strategies and communicative strategies. The second one is based on areas of language knowledge and skills. There are strategies for learning pronunciation, grammar, vocabulary and strategies for developing listening, speaking, reading and writing skills. [16]56
Wen draws a complete system for language learning strategies. In this system, language learning strategies are divided into two categories: the beliefs about language learning and the learning strategies. The former concerns a learner’s viewpoint about how to learn a foreign language, and these beliefs decide the learning strategies one uses. The latter is subdivided into two groups: management skills and learning skills. Management skills are usually related to the language materials, including making study plans, evaluating one’s progress, measuring and modulating one’s affective state and so on; while learning skills generally include how to acquire the abilities in listening, speaking, reading and writing, how to deal with new words, how to learn pronunciation and so on. [17]54
2.3 Studies on speaking learning strategies
2.3.1 Nature of oral English
Oral English is different from written English in many ways. Oral English is usually not pre-organized and neat as written English. The sentence in oral English is usually shorter, even not completed or simpler, sometimes wrong in grammar. Also, we can find that oral English is always much up-dated and could express speaker’s ideals by tones of voice, intonation and stress.
The words are being spoken as they are being decided and as they are being understood. Once spoken, they are gone. While the reader can reread, the listener can have memory problems that will lead to misunderstandings or a request for a repetition. Furthermore, the listener may miss a part of what was said, perhaps through noise, or a moment’s distraction. [18]85
2.3.2 Studies on speaking learning strategies abroad
With the further study of learning strategies, some researchers have made detailed study on speaking learning strategies. Speaking strategies, which are closely related to strategies as in McDonugh’s review, turned out to be a focus among researchers of SLA. L2 researchers on speaking strategies were always divided into two camps:
1) Socio-linguistically orientated researchers, such as Tarone, who considered such strategies as social interaction.
2) Psycho-linguistically orientated researchers, represented by Faerch and Kasper, who recognized them as part of a planning process.
Through employing the me thodology of interpreting transcripts of learners’ language，the two camps set a destination of ascertaining various lists of possible strategies available to L2 learners, which were separately described by Poulisse and Bialystok. [19]78-79
The most comprehensive project into speaking strategies was conducted at the University of Nijmegen by Kellerman, Bongaerts, and Poulisse in the 1980s. In these studies by the Nijmegen group, verbal report and other methods were used for investigating the situation of the use of L2 speaking strategies, especially those used in compensating for gaps in communicative ability.
O’Malley and Chamot conducted an empirical interventionist study, which “is one of the most comprehensive studies of learner strategies to date”. [20]65 After the test, the members who were given precise and clear training in meta-cognitive，cognitive，and social strategies and affective strategies improved significantly more than the controlled group.
Cohen, Weaver and Li investigated the effects of a range of speaking strategies on three tasks performed by university foreign language students: a self-description, a story retelling, and a description of a favorite city at University of Minnesota. In 2000, there are also three major studies reviewed by Cohen, which dealt with training of speaking strategies, founded on the categorization of speaking strategies. One study was conducted with a survey of 122 first-year and fourth-year students in the English Department at an Egyptian university，half students receiving the treatment and half in the controlled group. A second study involved 60 undergraduates in compulsory English for Arts Student course. 75
2.3.3 Studies on speaking learning strategies at home
From the early 1980s, researchers in China began to pay more and more attention to speaking learning strategies. A thesis named “An investigation of learning strategies in colloquial communication that Chinese EFL learners in China employ” was accomplished by Huang Xiaohua in 1984. In 1985, Huang Xiaohua took a further research on relationship between speaking strategies and speaking proficiency among seniors of English major in Guangzhou Foreign Language Institute. They found that the use of learning strategies was relative to increased language achievement or proficiency and learning strategies had been firmly affirmed to play an active role in language learning. [23]287-307
In 1990, Chen Siqing Published “A study of communication strategies in interlanguage production by Chinese EFL learners” in an international magazine—Language Learning. In the study, the frequency, type and efficiency of using communication strategies by twelve students of foreign language majors were observed and described. [24]24-26
2.3.4 Factors of influencing the choice of speaking learning strategies
During the recent studies on learning strategies, many researchers have found that the use of speaking learning strategies is affected by many factors. And the most common factors are age, language proficiency, learning style, learning beliefs, gender, motivation and culture.
1) Age has been found to affect the use of oral English strategies. Older learners often use complex, sophisticated strategies. Young children respond more readily and intuitively to language “acquisition” in social and communicative situations, while older learners can learn language more steadily by means of cognitive and academic approaches. [25]154
2) L2 proficiency Bialystock found that functional practice correlated significantly with second language proficiency in tenth graders, whereas functional practice, formal practice, and monitoring were related to L2 proficiency in twelfth graders. [26]25
3) Learning styles also affect the choice of L2 learning strategies. Learning styles make a big difference in choosing learning strategies or the learning behavior of an individual.
4) Learning beliefs, as researchers, Weden, Horwitz; Abranham and Vann; Gerardo; Pedro; Yang, suggested, play an important role in dictating the use of learning strategies.
5) Gender differences in the use of learning strategies are indicated by several studies of Oxford and Nyikos, Oxford and Green, Kaylani e.
6) Motivation is also important in successful second language learning. Gardner, D. & L. Miller are typical researchers. Schumann, Oxford and Nyikos, Ehrman and Oxford, Okada also concern much about motivation and learning strategies.
7) Culture may play an important role in shaping particular learning behaviors, as some researchers indicated. Researchers such as O’Malley, Politzer and McGroa try, Scarcella, Carson, Hino, Kohn, Carson and Nelson, Levine, Reves and Leaver and Parry make researches on it. [27]85
3. The methodology
The study was conducted to investigate the current situation of speaking learning strategies used by students from non-English majors who have oral English study online by means of questionnaire survey. The whole chapter is composed of the following components: the subjects, the instruments, data collection, data analysis.
3.1 The subjects
3.1.1 Purpose
The major purposes of the study are: 1) to study the frequency of the use of speaking learning strategies during oral English study online; 2) to find out the differences in the frequency of the use of different speaking learning strategies; 3) to identify the differences in the use of speaking learning strategies by speakers with different factors including gender, major, personality, self-rated proficiency level; 4) to point out that the positive use of speaking learning strategies online is helpful to the improvement of oral English.
3.1.2 Participants
The participants are 107 college students of non-English major in ZUST. They are from different majors and are respectively from science and arts. And also, they are from different grades of different levels.
3.2 Instruments
The questionnaire has been used to gather information on the speaking learning strategies used by students of non-English major who have oral English study online. The students are required to finish the questionnaire in 10 minutes. The questionnaire contains 30 questions, concluding 6 questions about meta-cognitive strategies, 4 questions about cognitive strategies, 6 questions about memory strategies, 4 questions about compensation strategies, 5 questions about affective strategies, and 5 questions about social strategies. It uses five scales ranging from A (“never”) to E (“always”). The latter letter indicates a more frequent use of the Internet or strategies. The first part of the survey questionnaire is for the status of using the Internet for oral English study in ZUST. The second part focuses on the use of six types of strategies. The detailed reflection of different speaking learning strategies used in oral English study online can be represented as below: 1) memory strategies, such as setting up nets of relationships, making use of image and sound, reviewing, acting and so on; 2) cognitive strategies, such as practicing, receiving, and conveying information, analyzing and inferring, setting up rules for inputting and output information; 3) compensation strategies, such as guessing, overcoming deficiencies of language knowledge in speaking and writing; 4) meta-cognitive strategies, such as focusing on key points of learning, arranging and planning learning, evaluating learning; 5) affective strategies, such as lowering anxiety, encouraging oneself, learning about one’s own state of affect; 6) social strategies, such as enquiring about questions, cooperating with others, sympathizing others. The questionnaire is in Chinese, in order to make the participants understand the items better.
3.3 Data collection
The students majoring in science, especially the students majoring in engineering and students majoring in arts of business trade and humanity in ZUST, take part in this survey. The survey conducted during a week in April in 2010. There are different methods or procedures to collect the data in the researches of speaking learning strategies, such as observation, interview, questionnaire, verbal report, diary, etc. Each method has its advantages and disadvantages as well. But considering time-saving principal and the conception of building an environmental society, this survey is made online. During this period, we contact 3 students majoring in engineering in ZUST and then other students to take part in the survey. The students are required to answer the questionnaire in 10 minutes. The participants are advised not to be so bad in English to guarantee the quality of the survey. Then the data will undergo descriptive statistics. Descriptive statistics indicate the average level of the use of speaking learning strategies, the difference between two sets of scores, such as the relationship between some learners’ factors and the use of speaking learning strategies, such as gender, major, personality, self-rated proficiency, and the possibility and reliability of the data.
3.4 Data analysis
This paper analyzes the data collected in the research. Section one indicates the frequency of the use of speaking learning strategies during oral English study online. Section two shows the differences in the frequency of the use of different speaking learning strategies. Section three provides the differences in the use of speaking learning strategies by speakers with different factors including gender, major, personality, self-rated proficiency level. For the convenience of calculating, A (“never&rd quo;) to E (“always”) in the questionnaire count 1-5 scores gradually. And all use mean and Std. Deviation to make a contrast between each other and check the possibility of the results.
3.4.1 Frequency of the use of speaking learning strategies
Table 3.1 Frequency of the use of speaking learning strategies online and in real life
Category Online In real life
Overall strategies 2.50 4.02
Memory strategies 2.30 4.33
Cognitive strategies 2.57 3.04
Compensation strategies 2. 82 4.83
Meta-cognitive strategies 2. 53 3.12
Affective strategies 2.19 3.03
Social strategies 2.24 4.08
The table 3.1 above shows the mean scores of the use of speaking learning strategies online and in the real life respectively. It is clearly that the frequency of the overall use of speaking learning online only accounts 2.50, greatly lower than that in the real life, which holds 4.02. Besides, the respective scores of the use of different speaking learning strategies are relatively lower than that in the real life.
3.4.2 Frequency of the use of different speaking learning strategies
Table 3.2 Frequency of the use of different speaking learning strategies
Category Mean Std. Deviation
Memory strategies 2.30 2.29
Cognitive strategies 2.57 3.33
Compensation strategies 2. 82 4.91
Meta-cognitive strategies 2. 53 5.18
Affective strategies 2.19 3.43
Social strategies 2.24 3.07
The table 3.2 above shows the mean scores and std. deviation of the use of different speaking learning strategies online. As the survey shows, the most frequent speaking learning strategies used by students are compensation strategies, which accounts for 2.82. The latter two are cognitive strategies and meta-cognitive strategies, which accounts for 2.57 and 2.53 respectively. Affective strategies only have 2.19, which are comparatively low to the overall level.
3.4.3 Differences in the use of speaking learning strategies by speakers with different factors
3.4.3.1 Use of the speaking strategies by different gender
Table 3.3 Frequency of the use of speaking learning strategies by different gender
Category Male Female
Overall strategies 2.33 2.67
Memory strategies 2.28 2.32
Cognitive strategies 2.53 2.61
Compensation strategies 2.51 2.55
Meta-cognitive strategies 2.49 2.57
Affective strategies 2.18 2.20
Social strategies 2.21 2.27
From table 3.3, we can see that there is no big significant difference in using memory strategies, cognitive strategies, compensation strategies, meta-cognitive strategies, affective strategies and social strategies between different genders. The overall strategies used by females hold 2.67, higher than 2.33 for males. The use of learning strategies by females is more frequent than the males. Also, the scores of respective speaking learning strategies by the females are always higher than the males.
3.4.3.2 Use of the speaking strategies by different majors
Table 3.4 Frequency of the use of speaking learning strategies by different major
Category Science Arts
Overall strategies 2.36 2.64
Memory strategies 2.25 2.35
Cognitive strategies 2.51 2.63
Compensation strategies 2.59 2.47
Meta-cognitive strategies 2.31 2.33
Affective strategies 2.15 2.23
Social strategies 2.19 2.29
From table 3.4, the overall use of speaking learning strategies by students from arts occupies 2.64, while the use of those from science occupies 2.36. The students from arts use speaking learning strategies a little more frequent than those of the science. Also, this contrast between males and females can be seen by the scores of each speaking learning strategies in the table3.4.
3.4.3.3 Use of the speaking strategies by different personalities
Table 3.5 Frequency of the use of speaking learning strategies by different personality
Category Extroverted Introverted
Overall strategies 2.50 2.42
Memory strategies 2.27 2.33
Cognitive strategies 2.58 2.56
Compensation strategies 2.56 2.50
Meta-cognitive strategies 2.28 2.34
Affective strategies 2.19 2.17
Social strategies 2.26 2.21
From table 3.5, the scores of the extroverted students and the introverted students are near the same. And it is not fixed that the scores of the extroverted ones are higher than the introverted ones by each strategies. The score of memory strategies by the introverted occupies 2.33, 0.05 higher than the extroverted. Also, we can see that the score of the meta-cognitive strategies by the introverted is 0.06 higher. There is no big difference in the use of the speaking strategies with different personality, but normally the speaking learning strategies used by the outgoing and confident students are more frequent, especially social strategies, affective strategies and compensation strategies.
3.4.3.4 The use of the speaking strategies by different self-rated proficiency levels
Table 3.6 Frequency of the use of speaking Learning
strategies by different self-rated proficiency level
Category High Medium Low
Overall strategies 2.53 1.61 0.89
Memory strategies 1.84 1.71 1.12
Cognitive strategies 2.19 1.97 0.98
Compe nsation strategies 1.51 1.57 1.90
Meta-cognitive strategies 2.57 1.63 0.83
Affective strategies 2.83 1.88 0.67
Social strategies 2.11 1.54 0.83
In this part, students are divided into three groups by self-rated proficiency level, namely, high, medium and low. Table 3.6 clearly shows that the strategies used by the participants are significantly and positively related to their proficiency level. The good students with higher-rated proficiency level use more speaking learning strategies and relatively the students with low-rated proficiency level use less speaking learning strategies. In addition, the compensation is often used by the ones who are relatively weak in English, which occupy 1.9 point in the table 3.6.
4. Results and discussion
4.1 Frequency of the use of speaking learning strategies
As the survey shows, the overall use of speaking learning strategies online is still low. The possible reason should be:
First, the college students have not thought high of or even realized the great potential and function of the net to learning. Although the Internet can capture students’ attention easily, it is not often used for study. Students are used to and willing to study in class or by textbooks or homework.
Second, even though a part of students realized the value of Internet to study, they do not know how to study. The further negative effect is that they lose the interest in oral English practicing easily. This may need the teachers to guide them and enlighten their mind with fleshing ideas, innovation and updated rich information about the ways to practice oral English on the Internet.
Third, there is no admirable and pleasant atmosphere for web-based study. As nearly all the students live in the dormitory, they are easily affected by each other. So, an environment full of interaction is advocated. The teachers or the students themselves could build some forums, unions or study groups to arise the atmosphere of study.
The last but not the least, the Internet has so much temptation to allure the students to have some entertainment. So, the Internet itself may reduce the speaking learning use. Students are always weak in self-motivated learning ability and ability to study independently online. As to this, the students themselves should pay more efforts on it.
4.2 Frequency of the use of different speaking learning strategies.
From the data we can see that the most frequent speaking learning strategy used by students online is the compensation strategies. This may be the reason that the average oral English level of non-English major students is not high and a big amount of them is low. When they could not understand what the other talks about during the conversation, they will ask them to repeat or slow down the speed. Since the storage of their vocabulary is limited, when they could not remind of the words or sentences needed, they will choose other words or sentences to replace these words or sentences. And when they could not express themselves clearly, they will try to give examples to elaborate it.
The lower ones to compensation strategies in the survey are cognitive strategies and meta-cognitive strategies. It is gratified that students have an identifying goal of study in English learning and they also take advantage of the Internet resources under a pleasant condition by watching America movie or TV series or listening VOA, BBC, etc. They also try to seek the better way to improve oral English and have the ability to make arrangements.
Affective strategies, memory strategies and social strategies are comparatively lower in the data. Students are easy to be depressed about their oral English and sometimes have the thought to let it be. When confronted with new words on movies, TV series, websites, chatting online, etc, students will not write them down or try to find their meanings. Social strategies could contribute much but are limited by the traditional study habits online. Students have not formed the habits to practice English by e-mails, chatting rooms or other methods online.
4.3 Differences in the use of speaking learning strategies by speakers with different factors
As we can see from the use of the speaking strategies by different genders, majors, personality, and self-rated proficiency level above, English learning factors do affect the oral learning inline.
As to the gender, females pay more attention to the use of speaking learning strategies and have more talents in language learning. Female students are not engaged in many entertainments such as games, etc. But both males and females should make best use of the advantages and bypass the disadvantages
As to the major, the scores of the students majoring in arts are conspicuously superior to the students majoring in science. The thinking pattern and the advantage of sharing emotion and social practice of the students majoring in art makes them superior in the use of speaking learning strategies, while the students majoring in science pay much on the technologies and data than language itself.
As to personality, the extroverted ones gain much. The extroverted personality always represents confident, outgoing and communicating or sharing much with others. The confident and outgoing ones always have a higher self-rated proficiency. If one is more confident and outgoing, then he or she will pay more efforts on how to improve oral English and gain more opportunity to have a communication with others.
As to self-rated proficiency, it is clear that the students with higher self-rated proficiency level use more speaking learning strategies and the students with lower self-rated proficiency level use less speaking learning strategies. In turn, the ones who use varied speaking learning strategies more frequently can always achieve better outcomes in oral English. But as the Internet is only one assisting tool to oral English learning, so, we can not say that it is definitely a deciding factor. But it is sure that frequent use of strategies do contributes to the results of the oral English learning.
At present, however, not too many students regard the speaking learning strategies important, and have not formed a good study mode online. So, I would like to bring up some advice for reference: 1)lowering anxiety and practicing step by step; 2)preparing and planning for using speaking learning strategies; 3)selecting and using proper and suitable strategies for yourself; 4)summarizing your oral study and making adjustments accordingly; 5)going outside and practicing more and more. How to get rid of the barriers of the negative factors and make full use of the positive ones is a wise but a difficult thing. Also, to make full use of the Internet in study and put the speaking learning strategies into the oral English study online are meaningful but still a long way.
5. Conclusion
The above discussion of study and research is by no means comprehensive but it deserves our study.
Nowadays, Internet is an interesting and fashionable thing to us. It has attracted our eyeballs for a long time and occupied plenty of our time as well. The introduction of Internet brings new vigor to teaching and learning process, but it also tends to be inefficient during the study. Thus, the frequency of using speaking learning strategies online is low. This requires the proper use of speaking learning strategies and efforts by the students.
As the study shows, the most frequent speaking learning strategies used online is compensation strategies. It may after all be accepted as a good way to circumvent the weakness in oral English, but not a good and long-time way to improve oral English level. Other strategies do deserve to use and have some requirements to the learners: the use of cognitive strategies and meta-cognitive strategies requires learners know how to make arrangements for study and have the ability to self-control during the study online. The study of affective strategies shows that an enterprising and perseverant mind is advocated in practicing oral English. Memory strategies request the learners to be more diligent and hardworking to English study. At last, the social strategies are functional and demand the students to explore more gateways of practicing oral English online.
It is evident that learners’ factors can easily affect the use of speaking learning strategies online and some factors can not be changed at once. But, if the learners could foster strengths and circumvent weaknesses, and absorb the shining points from the others, there will be a new look of oral English learning.
Speaking learning strategies is by no means helpful to the improvement of oral English, although this paper could not give affirmative support to it. But we can see that the good learners always use speaking learning strategies more frequently.
All in all, it is greatly expected that the learners could make full use of the website and speaking learning strategies during the study online and there will be a better atmosphere of practicing oral English online in the future.
Acknowledgements
My initial thanks go to my supervisor Louqing, who patiently supervised my dissertation and was at times very willing to offer me illuminating advice or suggestions. Without her help, I could not have finished this dissertation.
I am also indebted to other teachers and my classmates who have not only offered me their warm encouragements but also shared with me their ideas and books. They are Yangxue, Chenliang, Fanyanlong, wangbo and many others.
My greatest personal debt is to my grandparents and parents, who have cultivated a soul of sensitivity, hospitality, and honesty out of me, and offered a harbor of happiness and sweetness for me.
The remaining weakness and possible errors of the dissertation are entirely my own.
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Appendices
浙江科技学院非英语专业大学生网上英语口语学习策略调查问卷
一、个人简况
姓名:
性别: A 男 B女
科别： A 理工科 B文科
你的性格特征： A内向 B外向
你认为你目前的英语综合水平： A很差 B一般 C优秀
二、网上英语口语学习策略调查
（元认知策略使用情况调查）
1、我寻求好的网上口语练习的时间和地点。
A从不 B很少 C有时 D经常 E总是
2、上网学习时，我能把握上网学习的时间和内容。
A从不 B很少 C有时 D经常 E总是
3、对于如何上网提高英语口语能力，在不同时期，我有明确的目标。
A从不 B很少 C有时 D经常 E总是
4、我总在寻求更好的口语学习方法。
A从不 B很少 C有时 D经常 E总是
5、我思考和评价自己的上网学习方法从而找出存在的问题和解决方法。
A从不 B很少 C有时 D经常 E总是
6、在说话前， 我先把想说的话组织好再说。
A从不 B很少 C有时 D经常 E总是
（认知策略使用情况调查）
7、我浏览各种英文网站、听英文录音VOA,BBC,. etc及看英文视频等，听和练习口语。
A从不 B很少 C有时 D经常 E总是
8、在用英语聊天时，我会猜想对方下一句会说什么。
A从不 B很少 C有时 D经常 E总是
9、听VOA,BBC，. etc 或欧美剧等英文视频时，我会模仿其说话方式、语音语调及用词。
A从不 B很少 C有时 D经常 E总是
10、听VOA,BBC，. etc 或欧美剧等英文视频时，我会小声跟着说。
A从不 B很少 C有时 D经常 E总是
（记忆策略使用情况调查）
11、我反复观看喜欢的欧美剧，以便加深印象。
A从不 B很少 C有时 D经常 E总是
12、记单词时， 我会想到同根的词或近义词、反义词等相关词汇。
A从不 B很少 C有时 D经常 E总是
13、在英文网站上遇到新单词我就猜它的意思。
A从不 B很少 C有时 D经常 E总是
14、一遇到生词就查字典吗?
A从不 B很少 C有时 D经常 E总是
15、我把上网遇到的生词记在单词本上。
A从不 B很少 C有时 D经常 E总是
16、我用金山词霸等网上字典在线查找生词的意义及用法。
A从不 B很少 C有时 D经常 E总是
（补偿策略使用情况调查）
17、QQ聊或聊天室语音等方式交流时， 我会努力猜测TA接下去将说什么。
A从不 B很少 C有时 D经常 E总是
18、QQ聊或聊天室语音等方式交流时， 当不懂对方所言时，会请求对方重复或放慢语速。
A从不 B很少 C有时 D经常 E总是
19、QQ聊或聊天室语音等方式交流时， 当与别人交谈时想不起某个词 时， 我会使用同义词（组）。
A从不 B很少 C有时 D经常 E总是
20、当不能表达自己时， 我会举例等方式进行解释。
A从不 B很少 C有时 D经常 E总是
（情感策略使用情况调查）
21、在网络环境中害怕别人发现你英语方面的不足吗?
A从不 B很少 C有时 D经常 E总是
22、为了把口语说好，我经常自我鼓励。
A从不 B很少 C有时 D经常 E总是
23、说英语紧张时， 我会想办法消除它。
A从不 B很少 C有时 D经常 E总是
24、上网学习英语后，我的学习兴趣提高了。
A从不 B很少 C有时 D经常 E总是
25、我会与家人、同学、老师等探讨口语学习的感受
A从不 B很少 C有时 D经常 E总是
（社交策略使用情况调查）
26、用英语写邮件或聊天时，我请对方纠正我的错误。
A从不 B很少 C有时 D经常 E总是
27、通过网上交流很容易在学习上和同学结成朋友。
A从不 B很少 C有时 D经常 E总是
28、必要时，交谈借助手势、表情等进行表达。
A从不 B很少 C有时 D经常 E总是
29、交谈时，我把精力放在意思表达上。
A从不 B很少 C有时 D经常 E总是
30、在口语表达时，我直接向对方表示自己遇到困难，向对方寻求帮助。
A从不 B很少 C有时 D经常 E总是
浙江科技学院非英语专业大学生非网络状态下英语口语学习策略调查问卷
（元认知策略使用情况调查）
1、我寻求好的网上口语练习的时间和地点。
A从不 B很少 C有时 D经常 E总是
2、学习时，我能把握学习的时间和内容。
A从不 B很少 C有时 D经常 E总是
3、对于如何提高英语口语能力，在不同时期，我有明确的目标。
A从不 B很少 C有时 D经常 E总是
4、我总在寻求更好的口语学习方法。
A从不 B很少 C有时 D经常 E总是
5、我思考和评价自己的学习方法从而找出存在的问题和解决方法。
A从不 B很少 C有时 D经常 E总是
6、在说话前， 我先把想说的话组织好再说。
A从不 B很少 C有时 D经常 E总是
（认知策略使用情况调查）
7、我参加有利于英语提高的活动，听和练习口语。
A从不 B很少 C有时 D经常 E总是
8、在用英语聊天时，我会猜想对方下一句会说什么。
A从不 B很少 C有时 D经常 E总是
9、听英语时，我会模仿其说话方式、语音语调及用词。
A从不 B很少 C有时 D经常 E总是
10、听英语时，我会小声跟着说。
A从不 B很少 C有时 D经常 E总是
（记忆策略使用情况调查）
11、我反复朗读喜欢的英语文章，以便加深印象。
A从不 B很少 C有时 D经常 E总是
12、记单词时， 我会想到同根的词或近义词、反义词等相关词汇。
A从不 B很少 C有时 D经常 E总是
13、遇到新单词我就猜它的意思。
A从不 B很少 C有时 D经常 E总是
14、一遇到生词就查字典吗?
A从不 B很少 C有时 D经常 E总是
15、我把遇到的生词记在单词本上。
A从不 B很少 C有时 D经常 E总是
16、我会努力查找生词的意义及用法。
A从不 B很少 C有时 D经常 E总是
（补偿策略使用情况调查）
17、英语聊天时，我会努力猜测TA接下去将说什么。
A从不 B很少 C有时 D经常 E总是
18、英语聊天时，当不懂对方所言时，会请求对方重复或放慢语速。
A从不 B很少 C有时 D经常 E总是
19、英语聊天时， 当与别人交谈时想不起某个词时， 我会使用同义词（组）。
A从不 B很少 C有时 D经常 E总是
20、当不能表达自己时， 我会举例等方式进行解释。
A从不 B很少 C有时 D经常 E总是
（情感策略使用情况调查）
21、害怕别人发现你英语方面的不足吗?
A从不 B很少 C有时 D经常 E总是
22、为了把口语说好，我经常自我鼓励。
A从不 B很少 C有时 D经常 E总是
23、说英语紧张时， 我会想办法消除它。
A从不 B很少 C有时 D经常 E总是
24、一番努力学习后，我的学习兴趣提高了。
A从不 B很少 C有时 D经常 E总是
25、我会与家人、同学、老师等探讨口语学习的感受
A从不 B很少 C有时 D经常 E总是
（社交策略使用情况调查）
26、用英语聊天时，我请对方纠正我的错误。
A从不 B很少 C有时 D经常 E总是
27、英语打开新的世界，结交更多的朋友。
A从不 B很少 C有时 D经常 E总是
28、必要时，交谈借助手势、表情等进行表达。
A从不 B很少 C有时 D经常 E总是
29、交谈时，我把精力放在意思表达上。
A从不 B很少 C有时 D经常 E总是
30、在口语表达时，我直接向对方表示自己遇到困难，向对方寻求帮助。
A从不 B很少 C有时 D经常 E总是
谢谢您的合作!
诚 信 承 诺
我谨在此承诺：本人所写的毕业论文《基于网络的英语口语学习策略研究》均系本人独立完成，没有抄袭行为，凡涉及其他作者的观点和材料，均作了注释，若有不实，后果由本人承担。
由于计算机人才已经得到了社会舆论中的普遍认可，即便不从事计算机工作的毕业生，在工作中也得到了日常化的普及。不论是学者撰写的学术论文，还是会计财务人员的核算方式，抑或是教师在课堂上广泛使用的PPT技术，都显示出计算机基本技术在工作领域中的通用性[3]。然而在现实的高校中，由于课程地位的不是很高这一现实状况，使得教师少有从业的激情，也使得学生在学习过程中大多以混学分为目的，而认识不到计算机的应用基础技术在未来工作中的重要作用与无限制的发展空间。虽然和英语一样，计算机应用基础学问也存在着社会考级这一现象，省级二等与国家级二等的证书也是非专业的很多学员应该持有的证件。但是在具体的考级教育中，学生更感兴趣的依然是英语四六级考试以及一些国家职业资格证书方面的考试，校方也往往不把计算机等级证书作为学生毕业学分的参考标准，这就使得计算机在学生的意识和学习取舍中彻底边缘化。
二、计算机应用基础课程中的改革方略及建设性思考
（一）提高公共课程的学科地位解决计算机用用基础教学的这一问题，首先还要遵循着“解铃还须系铃人”的策略方针，在高校公共教育体制之内践行深度化的改革方略。首先要在教学方针上，提高公共课程的学科地位。虽然高校是一个为学生谋求业务发展的平台，但是要想实现更好的发展，毕竟仍然要以生存技能的重视为主要前提。不论是计算机应用基础课程，还是大学外语或者大学语文，都是每一个学员基本常识培训的重要学科，属于生存技能层面中需要掌握的知识。高校要在四年学制中，秉持并把握住“先求生存，后谋发展”的理念，在前一两年的教学进度中加强公共课的教学重视力度。
（二）扩大相关专业的招聘规模加强计算机课程内的师资力度是实现改革方略中的最重要一环，不论是企业单位还是机关、教育单位，任何改革都离不开人这个最活跃的因素。基于这种认识，计算机专业中的人才需要在社会价值的疏导过程中正确树立自身的择业倾向，要认识到理论教导高于实践应用的原则，一定程度上培养“君子不器”的价值理念。毕竟人才的衡量尺度是多元化的，教育的成功仍旧可冠之以人才的美名和称谓，而不仅仅局限于技术部门之内。高校也应当扩大计算机专业的招聘规模，并适当提高教师的待遇，以调动教育工作的积极性。
（三）宣传社会考级的重要价值在计算机应用基础课程的最重要改革过程中，与社会考级的重要地位紧密联系也是一个不可忽略的一个重要方略。社会考级的一度热门，正因为等级证书在具体的就业过程中具有非比寻常的重要价值。而在公共课的讲授中，通过刺激学生的考级目的而增强课堂流程中的活跃程度，不失也是一个很好的建议。鉴于当前英语考级体制发生的变革，计算机考级也应当与时俱进，根据时代的发展与人才市场行情的需要而适当调整原有体制。
三、结论
1．1授课内容的静态化
授课内容偏重结构性、封闭性的知识体系。一般是把知识分解成几部分，组织学生从部分到整体进行学习，学生通过记忆和练习掌握知识。在一板一眼的重系统化知识教学中教师不能及时将书本知识与复杂的社会现象和学生的自我理解结合起来，使学生对知识的理解片面化。最终学生只掌握软件的使用，难以培养利用所学知识解决实际问题的能力，更勿谈自我学习能力。
1．2师生互动的静态化
受传统观念的影响，教师在课堂上具有绝对主导的地位，在具体的课堂教学中，教师极易产生专制的心态。这造成虽然有互动，但大多数互动都是由教师主导的，按照教师的思路进行的互动。如教师提出一个问题，只需学生回答对或不对。学生很少有主动的思考，很难提出有价值性的问题，不利于知识的自我建构和生成。
2现状原因分析
2．1教学角色的不平等
教学过程中，师生双方是平等的，也是具有个性化思维的个体，但是事实上，教师占绝对地位，学生也没有意识到自我在课堂教学中的价值和地位，没有以主人翁的身份融入到教学活动中去，没有意识到课堂教学是个性化知识建构的过程，忽视了自我的存在。而教师受传统观念的影响，也很难意识到双方地位不对等造成对学生思维的限制，造成了授课方式的静态化和师生互动的静态化。
2．2教师自身能力的差异
大学教师是一个具有较强专业性要求的职业，作为一名合格的大学教师，不仅要有较高的专业理论水平，还要具备一定的教学理论素养。统计显示，我国高校教师研习过教育学科知识的不足30％，有些教师尽管有过教育科学知识学习的经历，但大都停留在一般理论的学习上。很多教师已习惯预设性的课堂教学，只要把授课内容准备好，把授课过程演练好，就能开展授课。在这种授课方式下，教师的知识完全围绕预设内容准备，对意外情况的处理缺乏应对之策，造成了授课内容的静态化。
3开展生成性课堂教学的意义
在我国传统教育教学活动中，知识被看作是静态的、不可改变的事实，课堂教学就是简单传授这些静态结果。教师和学生以知识为中介，教师就是简单的教，学生是灌输式的被的接受学习。课堂教学就是知识的交易所，它关注的是学生记住了多少知识。针对传统教育的弊端，新的教育改革中，呼吁以关注生命的生成，关注具体的、动态的教育过程，关注开放性的课堂教学，关注生成性教育资源的整合，关注教学偶发事件及其附加值，关注平等对话的师生关系等理念的生成性教学进入到学者及一线教师的视野中来。生成性教学是指在弹性预设的前提下，在教学的展开过程中由教师和学生根据教学进展，构建教学活动的过程。在师生、生生合作、对话、碰撞中，出现超出教师预设方案的新问题、新情况，随着教学环境、学习主体、学习方式的变化而变化。根据教师的不同处理而呈现出不同的价值，使课堂呈现出动态变化的、生机勃勃的特点。相对于传统的预设性教学而言，生成性教学更适合信息类课程内容覆盖面广、知识更新速度快的特点。因此研究生成性教学在高校信息类课程中的应用十分必要。
4实施生成性课堂教学的基本途径
生成具有极强的现场性和随机性，学习的状态、条件等随时会发生变化，教师在教学中需要开放地接纳始料未及的信息，结合具体的教学场境选择教学方法和手段，调整预定的教学环节和步骤，并根据执行过程中获得的信息不断修正和改变教学方案，或依据教学现场的实时特点而动态生成新的教学方案。课堂教学的生成性主要包括：
4．1教学方式的动态化
高校的教学工作内容更加广泛，任务更加艰巨，高校教师的作用十分重要。一名好的教师能够点燃学生的思想，激发学生的潜力，引导学生自主学生和创新，并帮助学生去塑造自我。而科学的教学方式是实现这些目标的前提。大学生思维处于十分活跃的时期，在课堂教学中会提出出人意料的问题，因此，高校课堂教学具有极强的现场性和随机性。学习的状态、条件等随时会发生变化。计算机应用类课程以操作为主，为了适应这种随时变化的教学状态，必须提供相应的教学环境—教学机房。当学生提出有价值的问题或者疑问时，教师应该动态改变授课方式，设置一种具体的情景，把学生的疑问和具体的情景联系起来，并通过在教师引导下的学生的自己操作来解决此问题，以实际问题的解决来回答学生提出的问题和疑问。既锻炼了学生的动手能力，又锻炼了学生解决实际问题的能力。此外，应注意到无论是案例的选编还是情景的设立都要围绕着一定的教学目标，为达到一定教学目的而进行。当课堂生成偏离教学目标时，教师应该及时察觉到，并用适当的方法把学生的思路引导到正确的轨迹上来。
4．2教学内容的动态化
实际的科研和项目开发往往涉及多方面的知识，当现有课程内容无法解决实际问题时，教师应该提供相应的参考资料，引导学生有意识的培养独立学习的能力。在内容的组织和选择上应该遵从以下原则：
（1）深刻的启发性。构建的教学内容不应该只是实际情况的描述，还应该包含着能够引起学生深入思考的问题。引导学生深入分析案例，对其中的问题作出判断、推理和论证，从而启迪和开发学生的思维。
（2）突出的实践性。引导学生在已经实践过的事件中充当自主的角色，进行实践锻炼，使学生实现由理论到实践的转化。达到理论与实践结合的目的。
利用专业的编辑知识把关有一些在标准内没有规定，但是却有独特的规范术语或用法［2］，如《石油化工高等学校学报》的闫编辑，具有微生物学的硕士学位，她在复审《GJY－08菌株产木聚糖酶的固体发酵条件的研究》时，发现作者将细菌浓度的单位写成了“CFU/mL”，其实正确的写法是“个/L”，这种情况是因为作者直接套用外文文献的写法，但是，这种写法翻译过来是“每毫升液体中生成的菌落数”与“细菌浓度”的含义不同，因此，闫编辑要求作者进行了修改，没有把错误的概念刊印出来。利用专业的科学知识把关(1)核心知识是“专业眼”外审专家的意见回来之后，一般是作者按照专家意见修改后，编辑再进行复审。对于复审，一些编辑由于文章内容与自己所学不相符，因此只能对文字和数字等进行简单的校对。但是如果遇到与自己专业知识相近的文章，编辑可以复审的内容就多了。例如:中国兵器工业第五九研究所表面技术编辑部的李继红老师［3］在复审时发现有位作者在计算化学吸附速率常数时，引用了公式ka=Ae－Ea/RT，其正确的形式是ka=Ae－Ea/RT，作者误将上角标的部分写成了非上角标，其表达的意义完全是错误的。如果李老师不具备这方面的物理化学知识，这个错误很有可能就刊印出来了，虽然这个不属于编校错误，但是会有损于期刊的严谨性和文章的学术水平，此例证从一个侧面反映了编辑掌握一定专业的科学知识的对提高期刊的学术水平是很有帮助。(2)前沿知识要常更新医学的术语和分类名词经常变更，因此医学期刊的编辑应该先于广大作者获悉并用于编辑实践。例如，朱红梅等［4］在复审论文时，将“枯否细胞”更名为“库普弗细胞”;2000年的“病毒性肝炎防治方案”将原来的2类改为轻、中、重度3类，由于外审专家不了解新规定，修改意见中并没有注明要修改，但是朱编辑在复审时发现并联系作者修改，还把近年来的新规定统计成文在期刊的网站上供广大读者、作者学习。这些术语和名词的变更，要求编辑对医学专业知识要非常熟悉而且要不断学习新的规则和标准。
终审善决断
这篇论文是否发表呢?周主编反复仔细地研究了审稿专家的意见，并对该论文进行多次通读，结合自己多年林业科研的知识背景，发现可能是审稿者时间紧，没有很好地研读论文，在审阅时犯了斩头去尾、断章取义加以否定的毛病，即:忽略了一个重要前提:选择率应比第2次选择增加1倍，在此情况下，选准率可达10%，所以说，早期选择可以从2年生开始，但是选择率应比第2次选择(6年生或5年生选择)增加1倍，在结论和讨论中也有类似的陈述。因此，周主编终审认为该论文的结论是前人未曾作出的，是一个全新的结论，创新性很高，建议作者按照专家提出的意见认真修改后发表。(2)前沿知识辨识优秀青年学者例如，1992年，有两位青年作者投稿给《东北大学学报》，论文经过2位专家3次评审都没有通过，按一般经验，应该退稿处理，而且由于审稿时间偏长，作者已经开始着手翻译成英文想要投稿到国外了。副主编高起元编审在终审稿件时，发现他们研究的问题涉及新领域，退稿的原因可能是审稿人对领域不太熟悉，于是他联系作者，通过谈话，他发现2位年轻作者在专业方面素养很高，于是他他又请新领域的专家进行评审，这次评审不但顺利通过，而且评价很高。文章得以优先发表，很快又被世界上重要的数学刊物和利用得最广的数学刊物之一的美国《数学评论》收录［7］。此后，这两位作者感激高主编对他们的帮助和赏识，陆续将高水平的论文十余篇先后投稿到《东北大学学报》，产生了良好的学术影响。试想，如果高主编没有数学方面的专业知识，不了解论文的学术价值，不和作者交朋友，单纯按照专家意见处理，那么这篇高水平的新领域论文就不能及时在《东北大学学报》刊发了，而且作者有可能发表到国外期刊上，造成优秀稿源的流失，由此可见主编的专业知识在终审中的重要性。
结语
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