How to write a foreign literature essay and appreciate the templates

1. Cover 1. Title: Small size 2, bold, and centered. 2. Various contents: No. 4 Song font in the center.

2. Table of Contents 1. Table of Contents: Number 2 bold and centered. 2. Chapter entries: No. 5 Song Dynasty. 3. Line spacing: single line spacing.

3. Thesis title: Small boldface, bold and centered.

IV. Chinese abstract 1. Abstract: Small size 2, bold, and centered. 2. Abstract content font: Small 4 Song font.

3. Word count: about 300 words. 4. Line spacing: 28 points 5. Keywords: Size 4 Song font, bold. 3-5 words, with one space between each word.

5. English abstract 1. ABSTRACT: Times New Roman in small 2 size. 2. Content font: Times New Roman in small 4 size. 3. Single spacing. 4. Keywords: No. 4 bold. 3-5 words, TimesNewRoman in small size 4. There is a space between words.

6. The introduction is in bold and centered. The content is about 500 words, in Song font size 4, line spacing: 28 points

Seven, chapter, section, one, two, three, four and five level heading serial number font format

Chapter: The title should be bold and centered.

Section: The title should be bold and centered.

1. First-level title serial number, title number 4, bold, top grid.

(1) The serial number of the second-level title should be in Song font size 4, and no bold top box should be used.

1. The third-level title serial number should be in Song font size 4, no bold, and indented by two characters.

(1) The fourth-level title serial number should be in Song font size 4, no bold, and indented by two characters.

①The fifth-level title serial number should be in Song font size 4, no bold, and indented by two characters.

8. The conclusion should be in bold and centered. The content is about 300 words, in Song font size 4, and the line spacing is 28 points.

9. Acknowledgments are bold and centered. Content should be in Song font size 4, line spacing: 28 points

10. References should be bold and centered in size 2, bold. Content: 8-10 articles, size 5 Song font, line spacing: 28 points.

11. Appendix No. 2 is in bold and centered. English content Times New Roman. Single spaced.

The translation into Chinese should be no less than 800 words in size 5 Song font, line spacing: 28 points.

12. Tips

The page margins are set to 2.5cm for the top, 2.5cm for the bottom, 3.0cm for the left, and 2.0cm for the right.

Page number production view header and footer automatic icon set selects page X***Y.

28 points formatting paragraph line spacing fixed value setting value input 28 points text.

Appreciation of foreign literature essay examples: The inevitability of application-oriented reform of foreign literature courses

1. The cultivation of applied talents is an inevitable choice for teaching reform

Education serves In this era, teaching is restricted by the environment. Since colleges and universities began to expand enrollment in the 1990s and the gross enrollment rate reached 20% at the beginning of this century, my country's higher education has completed the transformation from traditional elite education to modern mass education. In this process, a number of local undergraduate colleges emerged through the merger and upgrading of junior colleges. During the 10 years of continuous enrollment expansion around the turn of the century, these new local colleges and universities, together with the established colleges and universities, jointly shouldered the important task of digesting the higher education accumulated during the second baby boom after the founding of New China (in the 1980s). and the social responsibility to complete the tasks of higher education in the popularization stage. While operating at full capacity or even overload, they have not been able to accurately think about their own status and situation, school goals, development prospects and other issues. In fact, the rapidly developing mass education situation does not allow them to think about it. As long as we "open the door" once a year and adopt the "sit back and wait for guests" enrollment method, there will be a steady stream of students and overwhelming work tasks. There is no need to create and develop school-running ideas and models. We only need to continue the old path of building a comprehensive university in the elite education stage of "a national game of chess".

Under the unfavorable factors of a short development history and a weak foundation, insufficient local investment, poor school running conditions, and poor geographical connection between schools and schools, we have spared no effort to pursue the goal of building an academic university. Objectively speaking, under this ambitious goal, these institutions have made extraordinary efforts and greatly improved the school environment and conditions.

It has achieved considerable development itself and has also made great contributions to my country’s higher education. However, it is unavoidable that many practical problems have also arisen and become increasingly prominent, becoming huge obstacles that currently and in the future plague local institutions and the whole society, and even restrict the sustained and healthy development of my country's mass higher education. The main problem is that local colleges and universities follow the same path of cultivating academic elites as established comprehensive universities, with limited operating conditions and poor student quality. The gap between reality and ideals makes educational activities ineffective. In teaching, on the one hand, teachers who are restricted by various conditions stick to the same training plan and the same outline for many years in a relatively closed environment, and do their best to teach systematic professional theoretical knowledge; on the other hand, they are exam-oriented. Students who have been domesticated through education rarely read extracurricular books and are basically led by the nose in their studies. It is difficult to adapt and cope with the large amount of information and the full lectures in colleges and universities.

In the exam-oriented education stage, students lack necessary reading and social participation, resulting in insufficient accumulation of common-sense scientific and cultural knowledge and social experience. In addition, the special problem of students admitted with low scores in local colleges and universities having weak knowledge base makes teaching activities based on the teaching of systematic theoretical knowledge full of difficulties. It is difficult for students to digest and understand large-volume and high-density knowledge transfer, and it is difficult for students to form a good relationship of "feedback" and "interaction" with teachers. Therefore, the teacher's full-hearted teaching becomes a one-man show that no one cheers for, and it is difficult to achieve good results. The second prominent problem is that traditional teaching methods, content systems and education and teaching management systems are no longer able to adapt to the changing school conditions and learning conditions, resulting in a simultaneous decline in teaching and education quality. On the one hand, the number of students on campus has increased sharply, which has brought various difficulties to daily teaching. The increase in the number of students and the expansion of class types have made it difficult to control the order of classroom teaching. The teaching methods tend to be easy-to-operate full-class lectures and one-word lectures. Small classes are easy to handle, and the discussion-based, analytical, and participatory teaching that once supplemented traditional teaching are difficult to maintain. On the other hand, the number of students has increased sharply, making it difficult to carry out second classroom activities aimed at expanding classroom teaching and improving students' knowledge application and comprehensive abilities. The number of students has increased sharply, parallel classes have increased, and teaching places have become tight. Classrooms are used in a mobile manner, students move between classes, and the class, the most basic organizational unit for student learning and activities, exists in name only, making it difficult to organize the second classroom and other campus cultural activities that enhance students' team awareness, improve students' cultural literacy and participation ability. Under these two major problems, the two major exits for graduates, which ultimately test the effectiveness of school education and the level of students' knowledge and ability, are facing difficulties in postgraduate entrance examinations and employment. Traditional teaching focuses on imparting theoretical knowledge, with the goal of cultivating high-level talents with solid theoretical foundations and academic standards. However, graduates under such education often copy or even "full of nonsense" in their graduation thesis (design), which is the first step to test their professional knowledge. Later, in the postgraduate entrance examination, which is regarded as the ultimate test of professional knowledge, the overall results were not satisfactory. The success rate, both quantitatively and qualitatively, cannot be compared to that of an institution with better student quality and profound academic accumulation. However, the vast majority of students who choose to choose a career after graduation are unable to express themselves in the professional recruitment examinations that do not directly correspond to the majors and courses they studied. There are also many cases of being at a loss during interviews that test comprehensive qualities and abilities. .

So the reality is that on the one hand, it is difficult for students to find a satisfactory job after four years of hard study, and on the other hand, it is difficult for employers to recruit practical talents who are suitable for study and application and can work immediately. What’s even more serious is that today, local colleges and universities account for 6/7 of the total number of higher education institutions in my country, and have undoubtedly become the main body of higher education in the era of popularization. The imbalance of input and output caused by the unclear direction of running schools in these institutions, the discomfort of students in learning, and the disconnect between the supply and demand of talents at the school and the local area are not individual cases or local problems, but universal and overall problems. The problem caused by this is: the more these institutions develop and expand along existing routes, the more resources and talents are wasted. The more teachers teach in classrooms dedicated to cultivating high-level academic talents, and the more control they have over students, the less students’ ability to pioneer and innovate, their comprehensive professional abilities, and their ability to adapt to society, and the more difficult it is to escape from “basically no use of theory.” The curses of "basically no practice" and "unemployment upon graduation". The country, while alleviating the pressure on higher education caused by population pressure, has thrown employment pressure on society, causing new livelihood and social problems.

The problems caused by homogeneous education in local colleges and universities as well as in my country’s higher education as a whole, from the central to local governments, from administrative departments to physical colleges and universities, have already formed a consciousness of self-examination and self-policing. At the same time, they also foresee that as the population in the baby boom period completes higher education and the base of the higher education-age population actually decreases, my country's higher education is already accumulating new contradictions and crises, which is the upcoming brutal competition for students among institutions. . Competition for students will be an inevitable crisis and challenge faced by local colleges and universities with relatively poor material foundation and academic environment. So where is the way out for local colleges and universities? What is the hope for developing Tucun? We should seek development within the framework of national policies and survive in our own personalized and characteristic development. It is necessary to fully understand the spirit of the instruction of the education administrative department to “categorize guidance, accurately position, and create distinctive features” and the country’s mission of “cultivating tens of millions of high-quality professionals and a large number of top-notch innovative talents who adapt to economic and social development.” Institutions of higher learning should adopt hierarchical development ideas and find reasonable positioning suitable for their own circumstances and environment. That is, with the purpose of cultivating "high-quality specialized talents" and the principle of serving one party, we should take the path of cultivating applied talents and regional and personalized development, and develop applied talents that meet the needs of local economic and social development for diverse talents. University.

2. Issues and Status of Curriculum Teaching in the Applied Talent Training System

After the new century, the state and the Ministry of Education continue to issue programmatic documents in a timely manner to implement and promote the reform of higher education in my country. of continuous deepening. The 2005 Educational High School Document No. 1, "Several Opinions of the Ministry of Education on Further Strengthening Undergraduate Teaching in Colleges and Universities," made the following statement: "Adhere to the scientific outlook on development, realize the shift of the focus of higher education, and improve the quality of education while continuing to grow in scale." The deployment of "putting quality in a more prominent position" advocates a strategic shift in the focus of higher education from expanding scale to strengthening connotation construction. In January 2007, the Ministry of Education and the Ministry of Finance jointly issued the "Opinions of the Ministry of Education and the Ministry of Finance on the Implementation of the Undergraduate Teaching Quality and Teaching Reform Project in Colleges and Universities", launching the undergraduate teaching "quality project" and proposing to "guide according to classification, encourage characteristics, and focus on "In the principle of reform, strengthen the connotation construction, enhance the quality and overall strength of my country's higher education", and implement the transformation of higher education from "guaranteing quantity" to "improving quality" with clear and specific construction goals, content and financial support. actual conversion. The following Ministry of Education Document No. 2, "Several Opinions of the Ministry of Education on Further Deepening the Reform of Undergraduate Teaching and Comprehensively Improving Teaching Quality," further proposed that "higher education institutions should scientifically position themselves according to the needs of economic and social development, achieve high standards, and achieve outstanding results." "Characteristic" overall line of educational development.

In 2012, the Ministry of Education’s Document No. 4, "Several Opinions of the Ministry of Education on Comprehensively Improving the Quality of Higher Education," further clearly stated that "explore the establishment of a classification system for colleges and universities, formulate classification management methods, and overcome homogeneity. Tendency. Based on the history of running the school, location advantages and resource conditions, determine the specific policy of distinctive school positioning, development planning, talent training specifications and disciplines and majors. The idea of ??reform and development at the national level is clear and transparent, which has promoted the domestic higher education theorists and practitioners to conduct extensive discussions on deepening the reform of popular education, strengthening the connotation construction, as well as the classified positioning and hierarchical development of higher education institutions. It has also promoted the academic circle and entity universities’ in-depth theoretical discussion and practical exploration of the “applied university” and “applied talent” training model originated in Germany in the 1970s. With the support of policies, funds, projects, platforms and other policies, funds, projects and platforms that continue to be implemented by the country, such as the "985 Project", the "211 Project" and the newly opened advantageous discipline innovation platform, characteristic key discipline projects and undergraduate teaching "Quality Project", it will occupy the current position in our country. The theoretical and practical exploration of "applied talent training" in local colleges and universities, which are the main body of higher education, has achieved fruitful results. However, judging from the results and conclusions formed, a new "structural shortage" has appeared in the newly established mass education applied talent training system.

The first is the imbalance in the internal structure of subject classification. From the perspective of broad subject classification, theoretical discussions and practices in cultivating applied talents focus on science and engineering and emerging applied disciplines. It mainly explores the development and construction of various talent training channels such as experimental teaching venues, practical teaching bases, school-enterprise cooperation, school-local cooperation, and industry-university-research integration in the above disciplines. It is difficult to describe the transformation of results or practical applications. However, the traditional humanities and social sciences, which have always been used to improve people's comprehensive cultural literacy, humanistic quality and harmony, have been ignored and shelved, and have lost their existence in the tide of "applied" theory and practice. value and basis.

Then within the scope of humanities and social sciences, foreign literature courses belong to traditional humanities majors such as Chinese language, literature and history, because they are neither "theory" nor "science", but only the characters, events, spirit, material, etc. in the process of human civilization. The collection and combing of the result materials are not directly connected with the current economic and social specific industries and industries, and are not "practical" and "applicable", thus failing the overall situation and losing weight in the ascendant "applied" theoretical and practical discussions. . In the development blueprint of "refined literature, strong science, and emphasis on application" drawn by local colleges and universities positioned as "application-oriented undergraduates", the downward path of liberal arts has been very clear. Furthermore, in the humanities majors of Chinese language and literature that have lost weight, the main course foreign literature does not have the a priori guidance of literature and writing theory courses for creative practice, nor does it have the experience summarization of language courses for language practice. Everything related to "application" is broken and insulated along with the literature courses of various periods in China. From "liberal arts" to "humanities" and then to "literature", in the current economic society and in the mass higher education that emphasizes the cultivation of application-oriented talents, it seems to be useless and has lost the basis for settling down. Second, the scope of practical and theoretical exploration is limited. Looking at relevant domestic theoretical achievement materials and practical summary reports, the discussion and practice of applied talent training models are mainly limited to the construction of the school's macro system, such as system guarantee, fund implementation, project promotion, teacher team construction, practical teaching improvement and other macro aspects. factor.

However, there is insufficient exploration of the implementation issues at the teaching level, which are the main content of educational activities such as disciplines, majors, and courses that determine the success or failure of educational reform and the effectiveness of talent training. It is also limited to proposing principled opinions such as "reasonably adjusting the professional structure", "optimizing the curriculum system" and "promoting the reform of the curriculum system, teaching content, teaching methods and means", and the core issue of teaching reform - course teaching content Research on applied reforms and practical implementation issues such as systems, model methods, evaluation and assessment is currently lacking. Curriculum reform is the core position in education and teaching. Mr. Pan Maoyuan, the founder of the domestic application-oriented talent training theory, once pointed out: "The final effect of any education depends on the curriculum construction and implementation process that directly faces students. Therefore, curriculum construction is currently the key to improving higher education. The core link of education quality. The classification of colleges and universities based on the type of talent training must ultimately be implemented in courses closely related to talent training. Therefore, the construction of applied undergraduate courses is currently important to promote the development of college classification and improve the quality of education. Measures. ”

Therefore, with the active guidance of national policies, strong financial support, and the construction of a macro system for cultivating applied talents at the college level, applied talents at the three levels of teaching, disciplines, majors, and courses There is no retreat from the exploration of training models, and it has occupied a key position in overcoming the final difficulties in deepening the reform of mass education. As the main course of non-applied majors in local colleges and universities, foreign literature should also firmly establish the concept of cultivating applied talents, and strive to explore ways to cultivate applied talents that meet the needs of social and economic development for practical, innovative, and compound talents. , establish a curriculum system for applied teaching reform and practice. This is not only a top priority for the deepening of the reform of mass higher education, but also the primary task that front-line teachers in local colleges and universities currently need to complete. The task is important and urgent and cannot be relaxed.