硕士毕业论文修改葵花宝典

第一篇：硕士毕业论文修改葵花宝典

论文修改宝典

Papertest检测常识（以下简称PT）

一、亲们最关心的是哪些地方需要改，哪些地方不需要改以及如何修改！

不需要改的地方：

A、由于PT是采用通篇检测的原则，所以目录、声明、小标题和参考文献部分也会参与检测，这几部分如果有标红的地方可以直接跳过，不改，也可以在提交PT论文检测的时候将目录、声明、参考文献删除，不参与检测，还能省钱。（这部分字数少，不检测的话对

重复率的影响就1%左右）

B、论文检测，本来就是个机器活，机器肯定不如人脑，会有一定的误判存在，这个是可以理解的。而PT的检测又是最严格，那么肯定会存在少量太严不沾边的误判，这些可以直接跳过，不修改。比如：“我是她儿子”和“她是我儿子”任何检测系统检测出来肯定都是百分百相似。机器是死的，人是活的，我们可以灵活修改。

C、当抄袭的内容是法规条文名人名言概念真理等固定的条款，这种情况就不需要修改了，改也改不出一个道道。

需要修改的地方：

PT检测报告中：句子不同颜色表示不同的相似度，红色表示相似度在百分之70以上，橙色表示相似度在百分之40-70，绿色表示合格的句子。所以在排除以上三种不需要改的情况之后，红色句子重点修改，橙色句子稍微修改。绿色句子中要是有您知道是抄袭的句子也需要修改。（任何系统的对比库都是有限的，虽然有几十亿上百亿的数据，但毕竟这世界资料那么多，而且很多是有版权的，肯定不可能全部都收录，存在部分检测不到是正常的）

修改方法总结：

只留下肯定改不了的部分如专业术语、数据等，其他的都用同义词替换，并改变描述方式（变原句为倒装句、被动句、主动句），另外还可以把超长句拆分成几个短句。注意修改过程中可以适当增减字数，但是不能改变太多，比如原本一个句子四十个字被改成十个，或者八十个，甚至直接删除标红的句子，这样有可能会越改越重复，甚至还可能导致原本检测不重复的地方在下次检测中会变成重复的。（这是由于PT和知网检测系统都采用了模糊算法，如果整体结构和大纲被打乱（比如删除了A这个标红的句子），可能引起句子B前后检测标红不一致（第一次检测合格，第二次却被标红）简而言之，修改会引起“蝴蝶效应”，所以当您的文章相似度比较少的时候（比如低于30%），修改过程中不要对字数改变太大，而如果您的相似度很高，（比如高于40%）您就可以大刀阔斧的修改，甚至直接删除标红的句子，否则几乎每个句子都要重新修改又要考虑到字数的话就工作量太大了。具体修改案例见底部。

二、PT数据库有哪些

PaperTest的比对指纹数据库库由超过9000万的学术期刊和学位论文，以及一个超过10亿数量的互联网网页数据库组成。指纹库是指提取的文章关键性特征信息，并非全文。

现在大家写论文主要都是通过互联网来收集资料，为了更大程度顺应市场规则，PT采用优先互联网匹配原则，也就是说当我们匹配到了互联网的文章后，就不会再去匹配论文资源库了，这样就能为最多的买家提供最有效最准确的论文修改指导。另外大家注意到两个问题：一是买家A第一次用PT检测是90%，修改数次之后用PT检测只有10%，那么可以很肯定的说知网也低于10%（因为PT比知网严格，几乎检测的相似度都比知网高，而如果）

为什么引用也会全部标红？先说一下知网对于引用库的检测原则吧，知网在检测专用术语中有两种库的概念，我们暂且用一种通俗易懂的语言来解释，一种是抄袭库，一种是引用库。断句的时候，当发现一句话，来自于抄袭库，他则算是抄袭，如果发现是引用库的时候，则算引用，所以无论你在文中的引用符号标得多么先进，他都以他的库为标准，所以建议不要过度引用。在PaperPass论文修改的过程中，你加了引用的地方可以暂且先pass掉，毕竟论文中是允许存在一定的引用的。

所有的修改完后，建议再次进行一次检测，检测完后，确定无问题了，无可以修改的地方了，可以采用知网做一次定稿检测。为了论文顺利通过，修修改改是必要的，别偷懒，顺利毕业比什么都重要。

修改方法案例分析

例如下句：

过热故障中的过热与变压器正常运行下的发热是有区别的，正常运行时的其发热源来自于绕组和铁芯，即铜损和铁损，而变压器过热故障是由于受到有效热应力而造成的绝缘加速劣化，它具有中等水平的能量密度。

论文更改为：

几乎被标红，说明与相似文献存在重合和高度相似，经过以上方式结合，本句可改为： 过热故障中出现的过热容易与变压器正常运行下的发热相混淆，后者是因为其绕组和铁芯会出现铜损和铁损的现象，这是正常运行过程中的发热，而变压器过热故障是受到有效热应力造成的绝缘加速劣化，具有中等水平的能力密度。

这样修改几乎可以降低抄袭率一半。

例如下句：

上世纪九十年代以来，在生产力提高、科技进步、跨国公司活跃等因素的共同驱动下，经济全球化席卷全球，世界经济越来越成为一 个整体，跨国公司根据其战略部署在世界范围内对生产要素和资源进行优化配置和重新整合，这导致国际贸易和分工的方式悄然发生 了变化，由传统的产业间分工模式逐步演化为同一产品不同工序和区段上的分工体系，即产品内分工。

论文更改为:

从20世纪末以来，在新的科技革命及跨国公司迅速发展的带动下，全球经济日趋一体化，各国经济在世界范围内实现了竞争与协作相结合的良好共存局面。在全球范围内，各生产要素由于跨国公司的快速发展实现了优化配置和重新整合，从而使国陈贸易和世界分工的方式产生了适应新时代要求的变化，传统的产业分工方式开始转变为因产品在工序和区段上的差异而进行的分工方式，这也就是我 们所说的产品之中的分工。

例如下句：

在透明水杯的清水中放入少量纤维进行搅动，便可以直观地发现纤维呈立体悬浮状乱向分散，且长时间放置都不会有太大变化，说明合成纤维的质量较好；质量差的纤维经搅动后可能分散，但时隔不久便会上浮为一絮状层。质量差的纤维在混凝土的实际配制过程中多不易均匀分散。

论文更改为：

（本段完全被标红，修改方式只有一种，就是打乱顺序，重新组织）

将少量纤维放入盛装清水的透明容器中，边搅动边观察纤维变化情况，如果合成纤维质量较好，那么就可以直观地看到纤维呈立体悬浮状分散，随着时间的推移，位置也不会发生明显的变化；若合成纤维质量较差，那么搅动的过程中，纤维可能分散，并且容易上浮形成絮状层。质量差的纤维在混凝土的实际配制过程中多不易均匀分散。

例如下句：

对施工单位或业主提出的设计变更要求要进行统筹考虑，确定其必要性，同时将设计变更对施工工期和费用的影响进行全面分析，非改不可的要调整施工计划，以尽可能减少对工程的不利影响。

论文更改为：

施工单位或业主一旦提出设计变更要求，要进行统筹考虑，考察变更的必要性，同时，将设计变更对施工工期、费用等方面可能造成的影响进行全面而科学的分析，遇到非改不可的变更要调整施工计划，尽可能将其对工程的不利影响降到最小

“反反抄袭”密招一：改写

躲避“论文测谎仪”的方法听起来有些笨，但却很“实用”，那就是——改写。“不是论文不能抄，要看你会抄不会抄！”。

东拼西凑其实并没有过时，关键在于要仔细，不能露出马脚。首先在不同的资料当中找到我需要的东西，然后把每句话变变句式，换换说法，加一些解释性的扩充，略作增删，最后把这些部分组织到一起，论文就大功告成了。虽然繁琐一点，但是最后出炉的论文，绝对就像去韩国做了整容手术，焕然一新！再牛的测谎仪见到我这论文，估计也只有哀叹的份儿。

多加参考书目，把脚注一通乱加，那就是双重保险了！”有的时候，东拼西凑出一大段话，但是又不知道怎么改写更好，就干脆给这段话原封不动地加上一个引号，然后再给这段话编一个相应的脚注。首先，„引用‟部分不算作抄袭，论文测谎仪会自动剔除；其次，老师根本不可能有精力去检查我的每个脚注是否真实。这样一来，我的抄袭怎么可能被发现呢？

“反反抄袭”密招二：翻译

要抄，就不能留下任何痕迹。她的方法更加繁琐，但也更加保险，那就是翻译。跨语言的论文测谎系统还没有研发出来。广泛查阅外文资料，挑出可以为我所用的部分，按照一定框架合在一起，一篇拼凑的英文论文就诞生啦！再把它翻译成中文，毕业论文不就有着落了吗？说抄袭，测谎仪软件查得出来吗？

这种方法对英语水平有很高要求，不过，英语一般的同学也有自己的“门道”。有些同学付钱给学校里英语专业的研究生，请他们对自己的“双语论文”全程把关。“很多学校的墙上贴着这种小广告，英语专业的学生为人操刀论文，价格也不菲，少则几百元多则上千元。

“反反抄袭”密招三：取巧

改写也好，翻译也罢，都是力气活儿。几万字的论文，如果字字改写，句句翻译，恐怕论文没写完，已经是人比黄花瘦，华发上鬓头了。理工科学生是天下最幸福的人，因为“理工科的论文，变变数据图表啊，变变操作环节啊，就可以变成自己的东西了，反抄袭软件根本查不出来”。理工科的个人成果要好出一些，数据不一样，画图不一样，结果就不一样。自己写个软件，下载一个源代码，然后根据需要加以修改，就能把代码变成自己的啦！最后用自己的框架搭建起来，毕业设计就完成了。

“反反抄袭”密招四：Google新用

如果说以上所有同学的“反反抄袭”密招都还在大家的理解范围之内的话，那么这种“反反抄袭”法，则让人瞠目结舌，以为自己遇到了火星人。

这种方法，命名为“Google法”。“所谓„Google法‟，就是找一篇现成的论文，把论文的每一段都用Google在线翻译成英文，然后将翻译好的英文用Google在线翻译全部转回中文。猛地看上去，跟原文差不多；可是仔细一看，其实每句话都不一样！只要自己再把少量的语病改一改，就大功告成了。”

提交论文之前，上淘宝网，有很多卖家会提供论文检测服务！卖家也持有类似的论文检测软件，通过卖家可以查看自己的论文有哪些破绽，再把露出马脚的部分精心修改。这样一来，把毕业论文交上去，就不会有什么风险了。有很多同学都准备这样做，花钱买个放心呗！

修改其实很简单，不要被红字所吓倒，沉下心来，任何文章都能改好，最后祝您顺利通过学校的论文答辩！！

第二篇：毕业论文无敌修改宝典(硕士、本科通用)

关于知网学位论文检测系统的说明

常见的修改方法总结： 1.替换关键字 2.打乱句子结构 3.改写标红的句子 4.不要删除标红的句子 5.关键字用同义替换 注：

修改建议

1、知网学位论文检测为整篇上传，格式对检测结果可能会造成影响，需要将最终交稿格式提交检测，将影响降到最小，此影响为几十字的小段可能检测不出。对于3万字符以上文字较多的论文是可以忽略的。

2、上传论文后，系统会自动检测该论文的章节信息，如果有自动生成的目录信息，那么系统会将论文按章节分段检测，否则会自动分段检测。

3、有部分同学反映说自己在段落中明明引用或者抄袭了其他文献的段落或句子，为什么没有检测出来，这是正常的。中国知网对该套检测系统的灵敏度设置了一个阀值，该阀值为5%，以段落计，低于5%的抄袭或引用是检测不出来的，这种情况常见于大段落中的小句或者小概念。举个例子：假如段落1有10000字，那么引用单篇文献500字以下，是不会被检测出来的。实际上这里也告诉同学们一个修改的方法，就是对段落抄袭千万不要选一篇文章来引用，尽可能多的选择多篇文献，一篇截取几句，这样是不会被检测出来的。

4、针对标红文字的修改方式除了3中提到的外，还有改词、换句、改变描述方式（变原句为倒装句、被动句、主动句等）、打乱段落顺序、删除关键词汇、关键句等。经过实践证明，使用以上方法结合，可有效降低复制比，保证顺利通过。

例如下句：过热故障中的过热与变压器正常运行下的发热是有区别的，正常运行时的其发热源来自于绕组和铁芯，即铜损和铁损，而变压器过热故障是由于受到有效热应力而造成的绝缘加速劣化，它具有中等水平的能量密度。

几乎被标红，说明与相似文献存在重合和高度相似，经过以上方式结合，本句可改为：

过热故障中出现的过热容易与变压器正常运行下的发热相混淆，后者是因为其绕组和铁芯会出现铜损和铁损的现象，这是正常运行过程中的发热，而变压器过热故障是受到有效热应力造成的绝缘加速劣化，具有中等水平的能力密度。

这样修改几乎可以降低抄袭率一半。

四、注意

知网检测由于是采用模糊算法，如果整体结构和大纲被打乱，可能引起同一段落的文章检测前后标红不一致，这是正常的，所以请亲们在修改标红的时候尽量变换句式，不要打乱论文原来的整体大纲和结构，同时本店再次承诺，本店所使用的知网学位检测系统和由于全国高校的相同，对比相同的数据库，所以本店保证检测结果肯定和高校结果一样。

版本二

论文修改密集 躲避学术不端检测 论文修改方法介绍

学术不端检测系统简介

在每个学生毕业时都要写一篇学位论文，现在学位论文的过关不仅是要求过答辩就OK，还要通过学术不端检测！自从2008年各高校使用中国知网论文学术不端检测系统后，每年各高校都会使用该系统对每届毕业生的论文进行一下测试，此系统不是软件，不是下载一下就可以用的。软件在北京的中国知网，各高

校也只是拥有账号和密码，可以进去提交论文，且上传文章的篇数是根据本校毕业生的人数来定的。一般每年若有1000人毕业，该校会有1020个检测指标使用。学校的检测是免费的。

学校将论文上传到该系统后，文章就会与中国知网所收录的期刊文章、报纸文章、本、硕、博论文库等库存内容进行比对。全文比对结束后，会出现一个百分比，就是你的文章抄袭别人内容占你整篇文章的百分比。这个百分比如果超过本校的规定指标（一般学校规定是不准超过30%，有的学校规定是不准超过10%，这些是各个学校自己定的，没有定论），如超标，就会被推迟答辩和取消授予学位资格。这已经成为事实，各高校都有案例可查。

有的同学说，我不担心，我引用了。我们的回答是：机器检测，说不准，机器毕竟是机器。如果超标，哭都来不及。

现在您不用担心了！！

可以到我店进行提前检测，检测后进行相关的修改，躲过学校的最终检测，避免自己因此耽误毕业。

强烈呼吁广大同学，不要把希望寄托在学校的免费检测上，那次检测如果结果不妙，将会成为您终生的遗憾！

现在江湖中流传多份修改密集。店主根据多年的工作经验总结，实际上很简单：就是改变句子的结构。比如，将：“弯变的月亮”改变成：“天上有个弯弯的像镰刀一样的月亮”。这样改后，就是创新了，至少可以躲过检测系统了。还有一个比较急办方法，抄书。因为不管是中国知网还是万方，哪家公司也没有收录书籍。但你要看清楚，书的封面要写了“中国优秀博士论文„„”，这样的书肯定已经被收录了，可以抄教材等。但店主还是友情提示和强烈建议下：身边坏人

多，为将来的飞黄腾达，尽量不要抄太多，被别人举报的话一下就声败名裂了。但急时倒可以采用此法。

具体点，就把店主在江湖中搜集到的的有关内容汇集一下：

江湖传说一

改词、换句、改变描述方式（变原句为倒装句、被动句、主动句等）、打乱段落顺序、删除关键词汇、关键句等。经过实践证明，使用以上方法结合，可有效降低复制比，保证顺利通过。

江湖传说二

应对cnki中国知网学术不端论文检测系统之修改论文技巧

论文测谎仪（cnki中国知网学术不端论文检测系统）在一定程度上遏制了明目张胆的学术作假行为，但也助长了造假的水平进化。

“反抄袭”软件遭遇大学生“反反抄袭”，越来越多的学生已经开动了“脑筋”。毕竟大家从小就在应试教育中摸爬滚打，大家早就练就了一身超常的反侦察功夫，“道高一尺，魔高一丈”，为了对付“反抄袭”软件，大学生想出了五花八门的“反反抄袭”密招。“反反抄袭”密招一：改写

躲避“论文测谎仪”的方法听起来有些笨，但却很“实用”，那就是——改写。“不是论文不能抄，要看你会抄不会抄！”。

东拼西凑其实并没有过时，关键在于要仔细，不能露出马脚。首先在不同的资料当中找到我需要的东西，然后把每句话变变句式，换换说法，加一些解释性的扩充，略作增删，最后把这些部分组织到一起，论文就大功告成了。虽然繁琐一点，但是最后出炉的论文，绝对就像去韩国做了整容手术，焕然一新！再牛的测谎仪见到我这论文，估计也只有哀叹的份儿。

“反反抄袭”密招二：翻译

要抄，就不能留下任何痕迹。她的方法更加繁琐，但也更加保险，那就是翻译。跨语言的论文测谎系统还没有研发出来。广泛查阅外文资料，挑出可以为我所用的部分，按照一定框架合在一起，一篇拼凑的英文论文就诞生啦！再把它翻译成中文，毕业论文不就有着落了吗？说抄袭，测谎仪软件查得出来吗？

这种方法对英语水平有很高要求，不过，英语一般的同学也有自己的“门道”。有些同学付钱给学校里英语专业的研究生，请他们对自己的“双语论文”全程把关。“很多学校的墙上贴着这种小广告，英语专业的学生为人操刀论文，价格也不菲，少则几百元多则上千元。“反反抄袭”密招三：取巧

改写也好，翻译也罢，都是力气活儿。几万字的论文，如果字字改写，句句翻译，恐怕论文没写完，已经是人比黄花瘦，华发上鬓头了。理工科学生是天下最幸福的人，因为“理工科的论文，变变数据图表啊，变变操作环节啊，就可以变成自己的东西了，反抄袭软件根本查不出来”。理工科的个人成果要好出一些，数据不一样，画图不一样，结果就不一样。自己写个软件，下载一个源代码，然后根据需要加以修改，就能把代码变成自己的啦！最后用自己的框架搭建起来，毕业设计就完成了。

“反反抄袭”密招四：Google新用

如果说以上所有同学的“反反抄袭”密招都还在大家的理解范围之内的话，那么这种“反反抄袭”法，则让人瞠目结舌，以为自己遇到了火星人。

这种方法，命名为“Google法”。“所谓‘Google法’，就是找一篇现成的论文，把论文的每一段都用Google在线翻译成英文，然后将翻译好的英文

用Google在线翻译全部转回中文。猛地看上去，跟原文差不多；可是仔细一看，其实每句话都不一样！只要自己再把少量的语病改一改，就大功告成了。”

提交论文之前，上淘宝网，有很多卖家会提供论文检测服务！卖家也持有类似的论文检测软件，通过卖家可以查看自己的论文有哪些破绽，再把露出马脚的部分精心修改。这样一来，把毕业论文交上去，就不会有什么风险了。有很多同学都准备这样做，花钱买个放心呗！

版本三

关于知网学位论文检测系统的说明及修改指导意见

修改前一定要看下面几条，否则可能会酿成严重后果：

检测报告中只给出有抄袭的段落，其他段落自动不给出的，请大家注意！比如整体复制比是0的话，检测报告是空白的，啥都没有！

1、初检段落A未发现抄袭，复检的时候怎么又发现抄袭了？

这是因为知网算法的问题，每次检测都要自动分段，与系统开发者设置的阈值有关，也可能是系统升级的原因。但是只要您把第一次标红内容都修改了，第二次检测不管会不会出现新抄袭段落复制比都会降低的。

2、怎么和学校的复制比不一样啊？

我们这里检测内容一般有摘要 正文 参考文献，如果学校检测的只是正文，那测出来的复制比不一样的。由于系统升级也可能导致有差异。在您没做任何修改的前提下，学校检测指出的抄袭段落是一样的。

3、我标注为引用的怎么也被标红了？

案例：一个哥们，测出来96%，可以说是全抄的，他说“不会吧，我全标注为引用了啊”。

检测系统不管您是不是标注为引用，统统列出来。如果标注为引用就排除，那检测就没任何意义，大家随便抄，想抄多少就抄多少，只要标注引用就可以啦！

4、怎么指出的复制文章题目我都没参考过呢？

感觉好像都是自己没见过的文章，这很正常，都是相互引用造成的，比如您引用

了毛主席的话，很多人也引用了，那给出的复制来源文章题目就会有很多没见过的！

5、有些我参考的内容没测出来

软件开发者给检测系统的灵敏度设置了一个阀值，据说该阀值3%，以段落计，低3%的抄袭或引用是检测不出来的，这种情况常见于大段落中（这个段落就是上面的分段）的小句或者小概念。举个例子：假如某检测段落有 10000字，那么引用单篇文献 500 字以下，是不会被检测出来的。抄书也测不出来，目前世界上没有任何一个检测系统，能把您抄的东西全部查出来！

6、你这里检测通过了，导师怎么还说明显看出我是抄袭的啊？是不是测的不准？

修改抄袭内容后，检测系统检测不出来了，但是导师还是能看出来的，这是人和机器的不同，我们这里测出来抄袭是0的论文，导师那里他也可以肉眼判断说您是抄袭的！所以改的时候一定要注意！

7、我检测通过了怎么还被取消了答辩资格？

一定要注意，学校检测论文只是论文答辩前的一个小环节，检测通过之后，专家还要审查论文，如果发现您的论文改的一塌糊涂，句子都不通顺，还有明显抄袭的迹象（尽管检测系统发现不了，专家肉眼发现），取消答辩资格是很正常的！因此，改论文时一定要注意踏踏实实改，没有任何可以投机的办法，否则后果很严重，过了检测可能也无法答辩或者答辩无法通过。

8、学校复制比35%，你这里36%，是不是同一个系统啊？ 复制比=抄袭字符数除以总检测字符数

分子分母任何一个数据有变化，都影响到复制比的！多加几个空格，复制比就有差异了！

9、没测完啊，我的第n章内容检测报告怎么没有？

检测报告如果有些章节缺失，不是没检测完，是这些章节未发现抄袭，系统自动排除，所以检测报告中没有。假如总复制比是0，也就是全文未发现抄袭，那检测报告里什么都没有。

修改办法：检测系统没想象中可怕，检测比对的是相同字段，而不是相同意思，所以只要大家换一种表达方式，意思是一样的，也查不出来，还有改词、换句、加自己的话，改变描述方式（变原句为倒装句、被动句、主动句等）、打乱段落顺序、删除可有可无的关键词汇、关键句等。经过实践证明，使用以上方法结合，可有效降低复制比，保证顺利通过。例如下句：

过热故障中的过热与变压器正常运行下的发热是有区别的，正常运行时的其发热源来自于绕组和铁芯，即铜损和铁损，而变压器过热故障是由于受到有效热应力而造成的绝缘加速劣化，它具有中等水平的能量密度。

几乎被标红，说明与相似文献存在重合和高度相似，经过以上方式结合，本句可改为：

过热故障中出现的过热容易与变压器正常运行下的发热相混淆，后者是因为其绕组和铁芯会出现铜损和铁损的现象，这是正常运行过程中的发热，而变压器过热故障是受到有效热应力造成的绝缘加速劣化，具有中等水平的能力密度。

这样修改几乎可以降低抄袭率一半。

再举一例：

标红抄袭段落：

上世纪九十年代以来，在生产力提高、科技进步、跨国公司活跃等因素的共同驱动下，经济全球化席卷全球，世界经济越来越成为一 个整体，跨国公司根据其战略部署在世界范围内对生产要素和资源进行优化配置和重新整合，这导致国际贸易和分工的方式悄然发生 了变化，由传统的产业间分工模式逐步演化为同一产品不同工序和区段上的分工体系，即产品内分工。

论文更改为: 从20世纪末以来，在新的科技革命及跨国公司迅速发展的带动下，全球经济日趋一体化，各国经济在世界范围内实现了竞争与协作相 结合的良好共存

局面。在全球范围内，各生产要素由于跨国公司的快速发展实现了优化配置和重新整合，从而使国陈贸易和世界分工 的方式产生了适应新时代要求的变化，传统的产业分工方式开始转变为因产品在工序和区段上的差异而进行的分工方式，这也就是我 们所说的产品之中的分工。

第三篇：硕士毕业论文

硕士毕业论文

难忘的大学生活即将结束，我们都知道毕业生要通过最后的毕业论文，毕业论文是一种的检验大学学习成果的形式，毕业论文应该怎么写才好呢？以下是小编为大家整理的硕士毕业论文，希望能够帮助到大家。

摘要：随着经济的发展，企业结构的调整，企业财务部门的职能也由原来的核算型向管理核算型转变，财会工作人员的工作内容也逐渐的分化为两部分，即会计核算工作和会计管理工作。也就是说，财会部门在企业的运行管理中占有着越来越重要的地位。这种情况下，要求企业会计人员不仅要掌握相关的数据核算与统计知识，还应该运行自己的专业能力对企业经营信息作出职业判断，给企业决策提供可靠的参考信息。对此，文章简要分析了如何提高我国企业中的财务会计的职业判断能力。

关键词：财务会计;提升判断能力

一、提高会计职业判断能力的必要性

随着市场经济体制的不断推进，各行业都面临着企业转型和改革，为了更好的顺应市场竞争，企业纷纷完善管理机制，改进管理措施。财务部门作为企业管理的重要部门，其职能已经逐渐由单纯的数据统计核算转变为管理核算并行，这种情况下，决定了财务会计人员不仅要做好相关的数据信息处理工作，还要根据所得的企业发展信息，以及市场最新动态，对企业的生产和发展状况进行一定的判断，从而为经营决策提供参考。因此，提高我国企业的财会工作人员的职业判断能力势在必行，笔者认为其必要性主要表现为以下两个方面：

(1)财务会计部门的工作对象的特殊性

企业的财务会计部门作为企业信息的重要传递载体，在工作的过程中会接触到大量的企业生产经营信息。对这些数据进行汇总和综合是财务部门的主要工作任务，在核算和报表绘制的过程中，财会工作人员可以依据自身的专业知识和职业素养，较为直接和深刻的了解企业目前的经营管理状况。

这种优势使得财会工作人员可以对市场信息和企业决策做出更加准确的判断，从而给企业管理人员提供可靠的参考意见和备选方案。所以，基于财会部门的这种工作对象决定的优势，企业要善加利用，不断提高财会人员的专业素养，使其具备良好的职业判断能力，可以从大量的企业信息中甄别有效信息，为企业决策提供合理参考意见。

(2)激烈的行业竞争

市场经济体制改革以来，各行各业在面临机遇的同时，也受到了前所未有的挑战。二十一世纪后我们已经进入了信息时代，在市场竞争中，谁首先掌握了准确的信息，谁就在竞争中占有了先机。所以，各个企业也都加大对于信息的采集和分析的投入力度，希望能够通过对信息的合理利用，提升自身的竞争优势。

因此，企业在加强信息管理的同时，也对信息的直接接触人员，即财会工作人员提出了更高的要求，希望他们能够在信息处理的过程中，有效的过滤和排除无用信息，筛选出对企业发展和行业发展趋势有着重要影响的信息。这种情况下，通过各种方式加强和提高企业财务人员的职业判断能力也就显得非常重要。

二、我国企业财务人员的职业判断能力现状

(1)我国财务人员的职业能力构成近些年，我国财务工作人员的准入制度还是比较严格的，考核机制也相对完善，所以我国的企业会计一般都具有国家颁发的从业资格证书，并且对相关的法律法规有一定程度的了解和掌握。就我国目前企业中的财务人员的总体职业素养来看，并没有很强的职业判断能力。

主要表现为企业财务人员的工作重点仍然以会计核算任务为主，相关的会计职业技能非常熟练和完善，但是与此相对应的职业判断能力就显得比较薄弱。而随着高新技术在财务工作中的应用，传统、繁复的数据整理与核算工作，已经大部分由计算机系统完成，财务会计从繁重的手工劳作中解放出来，拥有了更多的时间和精力从事相关的管理工作。这种情况下，如果财务人员不具备较高的职业素养和职业判断能力，将会使会计管理工作举步维艰。

(2)导致我国财务人员职业判断能力缺失的原因

我国企业财会人员的能力构成不协调，直接导致的后果就是职业判断能力的缺失，即财务人员在工作中不能根据会计系统中的各种类目和相关资讯，为企业提供有效的参考意见和信息。更有一些财务工作人员利用工作之便，为企业提供一些错误的判断信息，严重的影响了企业的生产经营和管理。

笔者经过认真的`分析，总结出了以下两种影响我国财务人员的职业判断能力正常发挥和形成的原因，希望能够起到一些启发和借鉴意义。

首先，主观因素。虽然随着会计行业的不断发展，我国的会计从业人员的整体素质在不断提高，但是仍然有一些企业的会计从业人员并不具有相应的从业资质。导致这种情况的原因是多方面的，主要的有：在企业发展之初，任用了一些没有会计专业知识和技能的财务人员，并且随着企业的发展，这些财会人员已经流入了企业财务管理部门的管理层，导致了整个财会部门在管理方式和管理模式上的落后，也就无法顺应财务部门的转型以及加强对从业人员的职业判读能力的培养。同时，由于一些企业并不重视对财务人员的专业知识和技能的培训，使其不能及时的更新知识结构，导致了职业判断能力的缺失;由于财务工作人员自身的认知偏差导致的对职业判断能力的认识不当，使其没有正确地发挥和运用自身的职业判断能力等等。以上便是笔者从企业和财务工作人员自身总结出的导致我国财会人员职业判断能力缺失的因素。

其次，客观因素。随着社会经济的发展，市场环境也发生了很大变化，各种市场信息充斥在企业的运行和发展过程中。然而由于经济运行的复杂性和不稳定性，导致了这些信息本身就具备很强的不确定性。这种经济运行规律和实物发展规律影响下的信息不确定性，是无法通过任何形式和手段予以避免的。

所以，对于出现这些信息不确定性导致的财会人员的职业判断失误，企业和财会人员只能尽力避免，而无法消除。此外，由于我国实行的是中国特色的社会主义市场经济，所以不是完全的放任市场对经济活动进行操控，还要通过一定的宏观调控政策对社会的整体经济运行以及行业发展趋势进行相关调整。所以，这些政策和规范的制定和更改也会一定程度上影响企业财会人员的职业判断能力的发挥。以上便是笔者总结的影响企业财会人员职业判断能力的客观因素。

三、提升财务人员的职业判断力的方法

(1)企业应当加强财务部门的相关管理机制的建设

企业应该建立和制定一个约束工作人员工作行为的管理机制，不仅可以加强企业的内部管理，也能够提高企业员工的工作效率。而对于财务部门来说，应该根据其重要性，有针对性的加强内部管理。这种约束和管理机制所要达到的基本目的和效果是：首先，使财务工作人员的各项工作有据可依，即在财会人员的各项工作活动中都必须遵循一定的操作规范和原则，否则其所做出的工作将被视为无效。这样不仅可以加强财务人员对自身工作的重要性的认识，也可以使其自己遵守职业规范进行作业。

如果配合相应的监理机制，可以达到更好的效果，即在财会工作的各个环节，委任专门的监理部门和人员对其工作行为和工作成果进行监督检查，可以起到更好的敦促和监督作用，也可以使内部管理机制的落实更加完善。其次，企业管理部门应该通过认真的研究分析，及时发现内部管理环节中的薄弱点，并制定措施予以强化和改正，尤其是对于会计部门的审查和监管工作。

(2)财会人员应该正确认识和使用职业判断

会计职业判断能力是财会人员根据自身的专业知识和职业经验，对会计系统内所涉及到的各种类目以及信息作出的评价和评估。从形式上讲，会计职业判断的结果是一种财会人员的主观意识，但是其产生的过程并不是自由随意的，而是要收到一定的条件约束的。最基本的约束条件就是行业会计准则和会计信息职业判断框架。

遵循行业会计准则，就是指财会人员在职业判断的过程中，应该始终从会计工作人员的角度出发来阐述和评估所得会计信息，而不能做出超越会计职业范畴外的判断;遵循职业判断的基本框架，指的是财会人员在发挥职业判断能力的过程中，要始终秉承相关的信息和数据的基本判断程序和步骤，不得随意做出假设，或者依照不被认可的计算以及统计方式进行数据处理和判断。总之，会计的职业判断同会计审核工作相比，虽然具有较强的灵活性和主观性，但是也并非随意进行的。要求会计工作人员在一定的操作规范和准则的基础上发挥主观能动性，对现有信息进行综合分析，而不是对信息中所表达的数据进行片面武断的认定。

(3)善于正确运用会计职业判断的方法和程序

作为财会工作人员，对于不同的数据和信息进行判断时，要面对形态各异、难易程度不同的会计系统情况。所以，在职业判断的过程中，所采取的具体方法也会有所差异，但是这并不代表会计职业判断的方法和程序的选择是绝对自由和灵活的。虽然每一项职业判断工作的具体对象和表现形式不同，且具体的方法也会有所差异，但其判断过程都应遵循一些共同的步骤和程序，并且不同的方法和程序会对应不同的会计系统情况。

这是由于会计职业判断的准则决定的，所以，企业的财会工作人员要熟练掌握各种职业判断方法，并在工作中严格的予以执行，实践证明，运用合理的职业判断方法和程序会起到事半功倍的效果。掌握了方法原则，就是掌握了问题的精髓。只有掌握良好的方法，并依据程序办事，才能较好地发现、解决需要会计职业判断处理的问题。

(4)认真总结实践经验，确立明确的学习目的作为一个优秀的会计人员，除了具备一定的专业理论知识和较高的政治素养外，还必须善于实践，因为会计职业判断工作的准确性很大程度上依赖于会计工作人员的实践经验的丰富程度。另外，在实践中要注重经验的积累，对于实践中的会计处理，要学会分析、判断、综合、总结，养成良好的思维习惯，通过不断地积累，取得丰富的经验。同时，由于经济运行和发展速度的加快，使得企业的成长一日千里，会计工作人员如果不能实时的更新自己的知识结构，必将在激烈的市场竞争和信息更新中被淘汰，其职业判断能力也将不进则退。

所以，树立终身学习的目标，端正学习态度，积极的参加各种职业知识和技能培训，不仅可以丰富会计工作人员的工作和生活，还能够使其保持先进性和前瞻性。

四、如何避免提高会计职业判断力过程中的常见问题

(1)避免企业管理层的干预导致职业判断丧失客观性

企业管理层对会计人员的干预，导致会计人员缺乏独立性，这是致使会计信息失真的客观原因。再次，由于会计人员处于利益多元化主体的中心，无法真正归属任何一方，这是致使会计信息失真的主观原因。

这就要求会计人员在坚持独立性原则的基础下，必须兼顾各方面的利益关系，以求真务实的态度，客观、公正地处理各方面的经济利益。同时，还要加强与其他专业人员的沟通，协同完成企业目标。

(2)避免会计职业判断中的各项违法违规操作

符合国家的法律规定是正确运用和提高职业判断能力的先决条件。它要求会计人员在法律法规或准则允许的范围内，必须严格遵守各项法律法规进行判断。在法律法规或准则没有规定的，应选择符合一般会计原则的会计处理方法，并根据实际情况作出判断。这就要求会计人员要熟练掌握国际会计准则和企业会计准则以及我国当前相关的法律法规，综合运用确认和计量的各项会计原则，作出准确无误、客观公允的职业判断。

(3)避免会计职业判断行为脱离基本框架体系和程序

要求职业判断的依据或方法应有一定的稳定性，对于一些在不同时间出现的、具有相同性质的经济业务，无论同一个会计人员或不同的会计人员都应该运用相同的判断方法。对于法律法规或准则没有规定的，在选择会计处理方法时，也应遵循一致性原则，避免会计人员无法判断，或因滥用会计原则引起的判断偏差，或因没有合理运用会计原则引起的判断失误。

此外，会计人员还必须对每一次判断都有充足的依据为基础，以免造成判断偏差。在出现多个备选方案时，应按照谨慎原则，对备选方案进行分析比较，通过确定判断对象与判断标准相符合的程度和衡量判断对象各自的优劣，从中选择出最优的方案。

五、总结

新准则体系赋予会计人员的灵活性很大，这就需要进一步提高会计人员的职业判断能力。只有财会人员具备良好的职业判断能力，才能在业务中自如应对各种复杂的经济关系。也只有财会人员职业判断运用得当，才能发挥其核算、监督和服务的职能，为利益相关方提供相关可靠的备选方案。为了维护国家的财经纪律，贯彻实施会计改革，提高会计信息质量和国际性的交流合作，必须坚持不懈的提高会计人员的职业判断能力。

第四篇：毕业论文修改

分类号

UDC

单位代码

1166

1密 级

公开

学

号

2009402034

四川民族学院

学士学位论文

高中英语词汇教学的探析

(初稿)

论文作者：

周均梅 指导教师：

学科专业：

研究方向：

提交日期：

2013年

月

日

中 国  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:

高中英语词汇教学的探析

摘要

爱玛在高中英语词汇教学中，传统的教学模式给老师的授课和学生的学习带来很多问题。致力于语言教学的国内外学者普遍认为词汇知识在语言运用和篇章理解方面有着至关重要的作用。自新课改以来，大多数中学都采用了新思路和新的教学方法，就本文的问卷调查来看，其成果不可忽视。该文章意在遵循新课改的要求，探析英语词汇教学中的规律和方法，主要从三个方面进行阐述：其一，新课改下,英语词汇教学的现状，从正反两方面分析，提出问题。其二，.英语词汇教学应遵循的规律，着重研究词汇教学中应注意的单词固有规律、学生生理与心理特点以及学生的记忆规律。其三，针对英语词汇教学探究的教学方法，具体有语境记单词教学法，以及对所学单词的复现和运用。

关键词：语词汇教学;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 pided 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 ―头部‖ 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 perse 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, inpidual 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 崔刚，孔宪遂，《英语教学十六讲》，北京:清华大学出版社，2009。

王晶，《词汇深度知识及其在教学上的运用》，辽宁：沈阳航空工业学院外国语学院，2009（11）。

Wilkins D.A.Linguistics in Language Teaching.Cambridge: MIT press, 1972.何克勇，《英语词汇及起源》，北京: 清华大学出版社，2002。

李观义，《具有中国特色的外语教学法》，上海：上海外语教育出版社，2007。Keiko Koda.Insight into Second Language Reading.Beijing: Cambridge University press, 2007.伍谦光，《语义学导论》，长沙：湖南教育出版社，1998。

李森，陈晓瑞，《现代教育学基础》，上海：华东师范大学出版社,2009。阳红，吴天武，王呈祥：《心理学新编》，武汉：华中师范大学出版社，2006。蓝纯，《语言学概论》，北京：外语教学与研究出版社，2009。

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Appendix A 新课改下高中学生对英语学习和英语单词记忆问卷调查

调查对象：西南石油大学2012届成都籍新生

调查人数：100人 调查时间：2012年9月1日~2012年9月9日

调查人：周均梅

1.你在做英语试卷的时候，觉得哪部分是最难的？（）

A．听力（40％）B.单项选择（4％）C.完形填空（32％）D.阅读理解（12％）

E.书面表达

（8％）

F.短文改错（4％）2.你一周上英语课的节数（不含晚自习）（）

A.14节（20％）B.12节（28％）C.11节（16％）

D.10节（8％）

E.9节（4％）F.8节（0%）

G.7节（0%）

H.6节（24%）3.你有没有制定自己的记忆单词的计划？为什么？（）

A.有，这样可以帮助我更好地巩固单词，形成单词记忆的系统。（12％）B.没有，感觉没必要，平时要考试或者听写的时候再临时记忆。（32％）C.有时，但是不能坚持，缺乏毅力。（48％）D.从未，我不喜欢学习英语，觉得记忆单词非常枯燥。（8％）4.在英语课堂上，你喜欢―老师努力讲解，学生认真听和记笔记‖这种教学方法吗？（）

A.非常喜欢（8％）B.喜欢（12％）C.还可以（48％）

D.不喜欢（32％）5．你会对学过的单词做及时的复习吗？（）

A.会复习（28％）B.不会复习（24％）

C.有时复习（44％）

D.大部分时间会复习（4％）

6.到目前为止，你认为记忆单词最有效的方法是？（）

A.老师指导的方法（20％）

B.自己总结的方法（44％）

C.同学介绍的方法（20％）D.其他方面的方法（16％）

7.你在读英语文章碰到生词时，会查字典吗 ？（）

A.读完文章后推测该词的含义，再查字典（28％）B.先停下来查字典，确定其含义后再继续读。（28％）

C.只要了解文章大意，推断出文章的大意即可（8％）

D.知道文章的大意就好，没必要追究每个单词的含义（36％）

8.你平时记忆单词的时候，会把拼写相似、含义相近或相反、发音相似等词进行联系记忆吗？（）

A.经常会(16％)

B.偶尔会（64％）C.一般不会（8％）

D.从不（12％）9.你记忆生词时会将该词的名词形式、动词形式、形容词形式、副词形式以及其基本用法综合记忆吗？（）

A.经常会（12％）B.偶尔会（48％）

C.一般不会（28％）

D.从不（12％）10.你认为标准发音和单词记忆有联系吗？（）

A.完全无关（20％）

B.正确发音能增强学生语感，帮助正确拼写单词（40％）

C.有一定联系，但不大（20％）

D.不清楚（20％）

11.你是喜欢老师以―单词读音—单词含义—单词运用‖的教学方法一个人讲解，还是喜欢参与小组讨论、与同学合作学习的方法来记忆单词？（）

A.老师一个人讲解，学生做笔记（12％）

B.两种方法都用会比较好（32％）

C.比较喜欢与同学讨论，合作性学习（48％）

D.用任何一种都行（8％）12.学习新单词的时候，老师会提供一定的语境进行练习吗？（）

A.经常（44％）

B.偶尔（28％）

C.很少（16％）

D.基本没有（12％）13.你所在的学校，已经使用多媒体对英语进行教学了吗？（）

A.是的，全多媒体教学（32％）

B.是的，偶尔使用（24％）

C.有在用，但是很少（20％）

D.基本没有（24％）

14.通常你的英语老师会用一些有趣的方法帮你记单词吗？（例如：编顺口溜、玩游戏、讲故事）（）

A.经常（14％）

B.偶尔（32％）

C.很少（24％）

D.基本没有（32％）15.你认为老师应着重哪些方面的讲解（）（可多选）

A、语法（20％）

B、词汇（28％）C、翻译（44％）

D、语篇分析

（28％）

E、做题技巧（16％）

16.你认为大学英语教学的重心应该是（）（可多选）

A、语法（16％）

B、听力（48％）

C、阅读（20％）

D、口语（44%）

E、写作（8％）

17.你认为在英语课堂中，最有利于提高你的英语能力的活动是：（）（可多选）

A、两人对话（12％）B、小组讨论（28％）C、个人发言（36％）D、其他（24％）18．每天你课外学习英语多长时间？（）

A．2小时以上

（8％）

B、1小时左右（40％）C.一个半小时左右（16%）D、少于1小时（36％）

19． 你阅读除课文以外的其它英语读物吗？（）

A、经常（20％）

B、偶尔

（20％）

C、从不（40％）20.在听英语时，碰到生词我会跳过生词继续听下去。（）

A、非常同意（12％）B、同意（48％）

C、不同意（12％）D、无所谓（28％）21.在英语课上，我注意老师在口语表达中常用的词语（）。

A、经常注意（12％）B、有时注意（52％）C、没注意过（20％）

D、他用什么词语与我无关（16％）

22．我会有选择的记忆课外阅读材料中碰到的生词和未学过的短语。（）

A：非常同意（18％）

B：同意（30％）C：有点同意（18％）

D：有点不同意（28％）

E：不同意（6%）

F：非常不同意（0%）

23．假如在听力时碰到生词，我会尽量记住生词的发音，然后根据发音在字典上查找它的拼写及相关意思。（）

A：非常同意（20％）B：同意（20％）C：有点同意（36％）D：有点不同意（20％）

E：不同意（4％）

F：非常不同意（0%）24．写作文时我尽量使用刚学过的生词和短语。（）

A：非常同意（32％）B：同意（40％）C：有点同意（12％）D：有点不同意（8％）

E：不同意（4％）

F：非常不同意（4％）

25．我用重复念和重复拼写的方法来记生词。（）

A：非常同意（28％）B：同意（48％）

C：有点同意（8％）D：有点不同意（12％）

E：不同意（4％）F：非常不同意（0%）26．记单词时，我会联想有关的同义词或反义词。（）

A：非常同意（20％）

B：同意（28％）C：有点同意（16％）

D：有点不同意（20％）

E：不同意（16％）

F：非常不同意（0%）27．记单词时，我经常联想同词根的词。.（）

A：非常同意（8％）B：同意（40％）C：有点同意（44％）D：有点不同意（12％）

E：不同意（16％）F：非常不同意（4％）

28．学习单词时，我只记忆精读课本词汇表上列出的词。（）

A：非常同意（20％）B：同意（28％）C：有点同意（12％）D：有点不同意（20％）

E：不同意（20％）F：非常不同意（0%）

29．我不仅学习词汇在课文中的意思，而且学习词汇在课文以外的意思。（）

A：非常同意（20％）

B：同意（40％）

C：有点同意（12％）

D：有点不同意（16％）

E：不同意（4％）

F：非常不同意（8％）30．我课外主动看英语电视和电影。（）

A：非常同意（12％）B：同意（44％）C：有点同意（28％）D：有点不同意（8％）

E：不同意（8％）

F：非常不同意（0%）31．我坚持每星期用英语写一篇日记。（）

A：非常同意（8％）B：同意（28％）C：有点同意（24％）D:有点不同意（16％）

E：不同意（24％）F：非常不同意（0%）32．我经常去英语角和别人交谈。（）

A：非常同意（24％）

B：同意（24％）

C：有点同意（12％）

D：有点不同意（32％）

E：不同意（4％）

F：非常不同意（4％）33．我主动通过生词的汉语意思来记住所学的生词。（）

A：非常同意（4％）B：同意（32％）C：有点同意（24％）D：有点不同意（24％）

E：不同意（12％）

F：非常不同意（4%）

Appendix B After Divorce My parents porced/ di′v ɔ:st /（离婚）when I was two, and the repercussions/、ri:p ə ｀k ʌ ʃ ə n/(影响)of their split /split/lasted long after it was final.My mother was a parochial /p ə｀rəukiə l/school teacher who earned just enough to stay off welfare/｀welfεə /, but not enough for us to live comfortably/｀k ʌ mf ə t ə bli/.Utilities /ju:｀tiliti/in our home were shut off（不够用）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 ɔ:dr əu 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 porce)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｀ʃ uərəns /.My parents' porce caused hardships/｀ha:dʃip/ 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(裂缝)made violently as by pulling apart;B.A break or separation in some relationship.C.A promised or claimed share of loot(战利品)or money.2What does the word ―parochial‖ mean?()

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

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(满足的)state of being happy, healthy and prosperous(繁荣的).4.What does the word ―comfortably‖ mean?()A.In mental comfort(舒适);without stress.B.In physical comfort.C.In financial(经济的)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 烦恼)persistently（不断地）7.What does the word ―wardrobe‖ mean?()

A A tall piece of furniture that provides storage(储存)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(服饰)belonging to a theatrical（剧院的）company.8.What does the word ―extended‖ mean?()A Quite long in duration(延长);B Great in rang(范围)or scope(视野)C Became large in material(物质)rang or stretched forth 9.What does the word ―insurance‖ mean?()

A Promise of reimbursement(退还，偿还)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‖分开、分裂、断裂、分担‖，which in English we can connect it with‖cut/share/break/crack/segment/disagree/pide/sever/separate,etc‖.Moreover, Split can be transitive verb, intransitive verb, adjective and noun.What’s more ,students can associate the opposite meaning:―联合、团结、联系、结合‖，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、安宁、幸福‖.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 pided 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 ―加强‖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(舒适的)；

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

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

Comfortable +-ly(an adverb derivational morpheme): comfortably(舒适地)；

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 pided 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‖（行政区、选区）.*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、扩大‖ in Chinese.On the other hand, it approximates to donate /give grant supply/ furnish /contribute /allot/ provide /present, meaning ―给予、捐赠、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.(持续)*This paper extends to a lot of practical problems.(涉及)*I’m glad that you extended my mother an invitation.(发出)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(保险);What’s more it also refers to some measures done to make up great loss in future（保险措施）.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(确

定)；one promises somebody something(保证);one safeguards somebody/something（保护）.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

第五篇：葵花宝典

《葵花宝典》

二十几岁的时候，我看过几乎所有名家的武侠小说，如果现在有人推荐我看什么武侠小学，呸！我心里马上会呕吐。

为什么呢？因为随着年龄的增长，知识也跟着生长起来，特别是读了许多科学类的书籍之后，对玄乎类的东西就一点兴趣也没有了。

昨天，家里的小朋友从学校带回一个武侠笑话，说：

岳不群千辛万苦找到一本《葵花宝典》，小心翼翼翻开第一页，只见工工整整八个大字：“欲练此功，必先自宫”，他犹豫良久，最后下定决心，一刀把自己的“雀雀”割了，从此一页一页地认真练起来。

斗转星移，岁月如梭------大功告成之日，岳不群已练到书的最后一页了，这页又出现八个大字“如不自宫，也能成功”。

哇塞！他妈的！我操！

-------大家自己想象岳不群同志当时懊悔的心情和痛苦的表情吧！------第一次听到这个笑话的人，许多肚皮都笑痛了。这笑话确实可笑，编得确实不错！它的笑点很通俗很低级，编造得很智慧，包袱隐藏得很深，最后一下抖出来很快，让人忍俊不禁。

大笑之后，金庸武侠小说的情节就象视频快进似的一幕幕浮现在我眼前：郭靖黄蓉洪七公、杨过龙女令狐冲、碧血剑射雕，鸳鸯刀屠龙------金庸的武侠小说还是写得蛮好的！想象力和创造力超强！只是太玄乎，现在的我已不喜欢。

------------且慢！不！不！不！岳不群------葵花宝典------自宫

大家注意没有？金庸把练成绝世武功的前提条件写成是低级下流的自宫，这是为了迎合广大读者动物本能般的低级趣味吗？不是！

这------这其中好像隐藏着一个哲理，这哲理是那么的普遍，那么的深刻，那么的巨大！

我靠！

我居然无意间发现了金庸的秘密！发现了金庸的隐喻！发现了金庸想要告诉大家但又不能直说的一个中国社会的普遍现象。

那现象是什么呢？

观察你所羡慕的人的言行，看看你身边同事的举动，照照你自己，越是成功的人士你越要仔细观察和思考，因为他们都是练成了《葵花宝典》的人，看看：他们脸上的胡子是不是真的？他们胯下的“雀雀”还在不在？

胡子真的！“雀雀”仍在！对！你看对了！

但你再看看他们精神上的胡子和精神上的雀雀呢？ 还在吗？

有的早已不见踪影，好像生来就是这样般自然。有的还露出巴痕，还能偶尔地勃起一下。

有的正在慢慢消失，还淌着冒着热气的血滴，还连着母体恋恋不舍的皮肉。

他们为了他们的理想------奋不顾身！大义凛然！斩钉切铁！虽然他们有过犹豫，但他们经过考量，经过磨难，最后在一个强大磁场的胁迫下，在物质和精神的双重诱惑中，他们下定决心毅然地在精神上自宫了。

从此，自宫彻底的------武功盖世、功成名就；自宫不净的------小有成功，偶有反悔。

我辈佩服他们的牺牲精神和忍耐品质，他们都是非常聪明和非常勇敢的人。

这样聪明和忍耐的人越多，这社会就越虚假、越自私，越功利，越妹里妹气的，这社会就自热而然地按自宫的彻底程度由上而下地排列出等级，分配出名利。公平正义、科学民主、是非黑白、良知真理------统统去他妈的！

明白我说的是什么意思了吧！金庸，比《厚黑学》的李宗吾含蓄。大侠金庸------我喜欢！

杨泓

2015年1月13日星期二