文献综述作业
第1次作业_文献综述范例
全球金融危机对中国会展业的影响分析的文献述评一、会展活动发展史简介最早出现会展活动的是希腊,由最原始的物物交换不断演化发展而来。
纵观全世界会展的发展史,会展活动特别是展览活动的发展步骤是这样的[2]:物物交换(原始社会)—集市(封建社会)—工业展览会(近代)——博览会和贸易展览会(现代)。
总的来说,我们将世界会展发展的历史过程划分为3个时期:1、萌芽期(原始社会末期—1640年)2、发展期(1640年—1945年)一、1640年以后,人类跨入了资本主义时代,商品经济逐渐上升为占统治地位的经济形式,早期的会长形式也开始发生根本变化。
二、1667年,法国举办了第一个艺术展览会,这是一个纯展示性质的展览会,不以商品交换为目的。
三、1798年,法国举办了工业产品大众展,这是世界上第一个由政府组织的国际工业博览会,但其具有浓重的政治色彩。
四、工业革命极大地改变着全球社会经济活动的内容和形式,使英国成为当时的“世界工厂[3]”。
国力大增,为了显耀自己的强大,1851年,英国在伦敦首次举办了“万国工业展览会”(The Great Exhibition of The Industries of All Nations)这是第一个发展到国际规模的工业展览会,亦称为第一届世界博览会。
这次展览会历时141天,展出面积约为10平方米,展品10万件,参观人次达630万。
这次博览会是展览会历史的里程碑,后来的各类展览会都是以之为基础发展成型的。
随着人类生产力发展水平的进一步提高和科学技术的进步,人类社会分工进一步深化,不同国家、民族之间的物质、文化交流更加频繁。
一战后,综合性质的贸易展览会得到了很大发展,并成为展览的主导型式。
3、成熟期(1945年—)20世纪60年代,专业展览会已经成为展览业的主导型式。
70年代之后,会展活动在世界范围内蓬勃发展起来,会展业日趋国际性二、国内外对于会展业研究的成果1、国外研究成果国外对会展经济的研究起步较早,工业革命早期,英国、法国、德国、意大利等欧洲发达国家的会展经济已经出具规模,二战后,随着美国经济的进一步壮大和日本、德国的崛起这些地区的会展经济得到了快速的发展,并逐步成为世界会展经济的中心,这些发达国家的学者非常注重研究会展业,经过众多学者的共同研究,逐步形成了对会展业的定义。
文献检索课程作业撰写文献综述
文献检索课程作业3 撰写文献综述
(本作业通不过者取消考试资格!)
【实验内容与设计思想】
以下是每个同学必须完成的文献综述题目,必须按张老师要求在本课程进行的第四周星期一之前,将完成稿通过你的博客发布到因特网上,并同时发一封邮件到张老师邮箱,报告你的博客网址和文献综述完成情况。
张老师会立刻回电批示通过或不予通过。
凡不予通过者请立即自行修改,如第二稿仍不能通过,则取消该生本课程期末考试资格,本课程成绩以零分记。
质量上乘的文献综述将在张老师的网站上分批展示,并在该生的期末考试成绩上适当加分,予以表彰。
信管041班文献综述题目
计科051班文献综述题目
计科052班文献综述题目
电科052班文献综述题目
信管052班文献综述题目。
初中数学课外作业研究文献综述
初中数学课外作业研究文献综述
随着时代的变迁,学生的研究方式也随之发生了变化。
课外作
业成为了每天都要完成的任务之一。
在初中数学的研究中,课外作
业也是必不可少的。
本文研究了初中数学课外作业的相关文献,总
结了现有文献的研究成果。
研究发现,初中数学课外作业的重要性不可低估。
适量的数学
作业可以加深学生对数学知识的理解和记忆,促进学生的研究积极性。
然而,如果数学作业质量不高或量过大,则会产生负面影响,
增加学生负担,降低研究效率。
因此,合理制定数学作业对学生的
研究至关重要。
同时,家庭环境也会影响学生完成数学作业的情况。
研究表明,家长在学生完成数学作业时给予必要的支持和指导,能够提高学生
的研究成绩。
然而,如果家庭没有良好的研究氛围和家长的支持,
则会降低学生的研究热情和成绩。
综上所述,初中数学课外作业的质量和量应该适度,制定数学
作业时,需要考虑学生的实际情况和家庭教育环境。
本文提供了一
些有参考价值的文献和研究成果,对初中数学教育有一定的启示作用。
文献综述范文【范本模板】
xxx问题研究文献综述(标题)xx(作者)摘要:XXXX(摘要分两部分.第一部分简短概括你本文的主要研究的内容是什么。
一般1,2句话即可。
第二部分写:“国内学者对xx问题进行了大量的研究,并取得了一些成果”以及“本文从xxx等方面进行了综述"之类的总结性套话,最好能稍作总结。
其中第一部分,如果你不会写又或者懒得写,个人建议可以拷贝他人相关论文的摘要部分,然后做适当修改和调整即可.毕竟你研究的主题和你网上下载的相关论文的主题是基本一致的,故可以借鉴网上论文的摘要。
但是请注意别一字不动的全拷贝,适当整合,修改.别让我发现你一个字都没改动过!第二部分,如同我上面所说的写。
若能简短总结下你接下来打算从哪几个方面来综述,那是最好了;如果不能,我也不勉强了,写两句套话也行。
以下给出个摘要的例子,仅供参考。
其中绿色代表我所说的第一部分;黄色代表第二部分。
例一:农民工社会保障问题研究文献综述摘要:农民工是我国改革开放和工业化、城市化进程中涌现出的一支新型劳动大军。
为城市繁荣和农村发展做出了重大贡献。
然而他们的社会保障程度低,近乎游离于现有社会保障体系之外。
近年来理论与实务界对此进行了深入地探讨并取得了丰硕的成果。
本文在对这些成果进行系统总结的基础上,简要评析了总体研究现状,并指出当前亟待进行深入研究的问题, 以期为该领域的进一步研究提供参考。
例二:我国当代大学生自杀问题文献综述摘要:近年来,我国高校自杀率呈上升趋势,这引起了社会各界的高度关注.国内学者对大学生自杀问题进行了大量的研究,并取得了一些成果。
本文主要对2003—2007 五年间大学生自杀问题的研究进行了较为系统的综述,内容涉及自杀态度、自杀原因、自杀意念、自杀量表、大学生自杀预防与危机干预等方面的研究.例三:比较优势理论发展的文献综述摘要:自比较优势理论创立以来,该理论一直都是指导国际贸易活动的准则、国际贸易理论的基石。
然而面对新的经济形势时,比较优势理论也不断经受着其反对者理论和经验验证上的挑战。
作业质量文献综述
作业质量文献综述
本文将从作业质量的定义、作业质量对学习成绩的影响、作业质
量评价、作业质量提高策略等方面进行文献综述。
1. 作业质量的定义
作业质量一般被定义为作业的正确性、完整性、规范性和专业性
等方面的表现。
它是作业完成的质量评价指标,而作业完成质量又与
学生的学习成绩密切相关。
2. 作业质量对学习成绩的影响
研究表明,作业质量对于学习成绩有着重要影响。
约翰·希尔等
人(2005)的研究显示,作业质量是影响学生数学成绩的一个重要因素;李旺洁(2008)的研究也发现,学生在完成作业时,如果作业质量越高,其学习成绩也越好。
3. 作业质量评价
对于如何评价作业质量,学者们提出了许多方法。
严维明(2005)
将作业质量评价划分为内容评价和语言表达两个方面;另外还有基于
黄金标准的评价方法、基于学习目标的评价方法等多种方法。
4. 作业质量提高策略
提高作业质量是一项重要的工作。
学者们提出了许多策略来帮助
学生提高作业质量。
其中,建立良好的学习习惯,注重数学背景知识
的学习与积累、教师的指导和反馈等都是有效的方法。
总之,作业质量对于学生的学习成绩有着重要的影响。
评价和提
高作业质量也是教育工作者需要努力的方向。
未来的研究可以探究作
业质量的评价标准与方法、作业质量与学生学习策略之间的关系等方
面问题。
项目化作业文献综述
项目化作业文献综述项目化作业指的是将学习内容转化为实际项目,通过组织学生进行进度计划、任务分配、团队合作等方式,实现课程目标的达成。
项目化作业在教育领域中越来越受到关注,因为它不仅可以提高学生的学习兴趣和动力,还能培养学生的实际操作能力和团队合作精神。
本文将从项目化作业的定义、特点、实施效果等方面进行综述。
一、项目化作业的定义。
项目化作业是指将课程学习转化为实际项目,通过任务拆分、进度管理、团队合作等方法,使学生在项目实践中学习课程知识和技能的一种教学模式。
项目化作业的核心是学生在实际操作中将知识转化为实操能力,培养学生的创新能力和实践能力。
二、项目化作业的特点。
1.学习内容实现全方位联系。
通过组织项目实践,学生可以将课堂学习的各个知识点进行全方位的联系,将理论知识和实际操作进行结合,增强学习内容的实用性和可操作性。
2.培养学生的团队协作能力。
项目的实现需要学生之间的团队协作,学生需要在项目计划、任务分配、问题解决等环节中进行有效的合作。
通过这样的实践,学生可以增强团队协作精神和沟通能力,在实际工作中更好地适应团队合作。
3.提高学习效果。
项目化作业可以帮助学生将知识进行实际应用,从而增强学习效果。
通过参与项目实践,学生可以对某一领域进行更加深入的了解,从而更好地掌握相关知识和技能。
三、项目化作业的实施效果。
1.提高学生自主学习能力。
在项目实践中,学生需要了解问题,并在团队内部进行解决。
这样可以帮助学生树立学习目标,使学生凭借自己的能力去解决问题,并学会思考问题的解决方案。
2.培养学生的创新能力。
项目化作业能够帮助学生在思考问题过程中获得不同的思路和想法,并在团队内部进行讨论,从而形成独特的解决方案。
这样可以帮助学生提高创新能力,使学生在实际工作中更好地适应对复杂问题的处理。
3.提高学生的综合素质。
通过参加项目实践,学生可以得到全面的学习,将知识与实际实践进行结合,培养学生的综合素质,使学生具备更好的综合分析和解决问题能力,在未来职业发展中就可以更加出色地执行其工作。
小学英语家庭作业文献综述范文
小学英语家庭作业文献综述范文全文共3篇示例,供读者参考篇1Elementary School English Homework: A Literature ReviewIntroductionHomework is a big part of my life as an elementary school student. Every day after school, I have to sit down and do assignments for all my different classes, like math, science, and English. English homework is especially important because English is such a critical subject. By practicing English skills through homework, I can improve my reading, writing, listening, and speaking abilities.This literature review will examine research studies on the role and effectiveness of English language homework at the elementary school level. I will explore the potential benefits of homework, best practices for designing and assigning homework, challenges students face, and recommendations from experts. Understanding this research can help teachers create homework that truly helps students learn English more effectively.Benefits of English HomeworkMultiple studies have identified potential benefits of assigning English homework to elementary students. According to Bempechat (2004), homework allows students to reinforce skills learned in class and develop better study habits and time management. Cooper (1989) found a positive relationship between homework completion and English course grades.English homework that requires reading can increase reading comprehension skills and broaden students' vocabulary (Milbourne & Coutts, 2021). Writing assignments like journaling and creative stories improve writing fluency and grammar (Brewster & Rennie, 1998). Listening and speaking exercises done at home build confidence for conversational English (Hansen et al., 2007).When homework aligns with instructional goals and is purposeful, the benefits tend to be greater (Lee & Pruitt, 1979). Assignments targeting specific English learning objectives are more impactful than homework just for homework's sake.Best PracticesHow can elementary teachers design effective English homework assignments? Researchers have recommendations:• Assignments should be short, frequent, and reinforce what was taught recently (Peng & Wright, 1994). Long, dense homework packets are counterproductive.• Instructions should be very clear, with examples when possible (Cooper, 2007). Confusing directions frustrate students.• Parents/guardians should receive guidance on how to provide supportive environments for homework (Patall et al., 2008). Parental involvement promotes assignment completion.• Homework should sometimes require English skills to be applied in authentic, real-world contexts (Shelton et al., 1996). This makes learning relevant.• Variety in assignment types (reading, writing, listening, speaking, projects) prevents boredom (Wilson & Rhodes, 2010).• Allow appropriate time in class to ask clarifying questions about homework (Muhlenbruck et al., 2000).Overall, homework is most beneficial when it's purposeful, bite-sized, clear, supported at home, contextualized, varied, and discussed in class.Student ChallengesWhile homework offers pedagogical value, it also presents challenges for many elementary students learning English:• Some concepts and skills are very difficult to grasp through homework alone without a teacher's guidance. Students need adequate classroom instruction first (Fernández-Alonso et al., 2017).• A lack of motivation, interest, or confidence impacts homework completion and learning outcomes (Martinez, 2011).• Students from disadvantaged backgrounds may lack resources like internet access, academic support at home, and quiet study spaces (Walker et al., 2004).• Assigning too much homework can increase student stress and allow less time for other activities (Galloway & Pope, 2007).• It can be challenging for English learners and their parents/guardians to understand homework instructions in English (Westropp, 2021).Considering these challenges, elementary teachers should be thoughtful in how much English homework they assign and scaffold support as needed.RecommendationsBased on the research evidence, I have some recommendations for teachers assigning English homework to elementary students:• Assign an appropriate amount of quality homework that aligns with students' skill levels and instructional goals. Avoid excessive homework.• Provide very clear instructions in student-friendly language and examples. Invite questions before students leave school.• Offer homework resources and supportive strategies to parents/guardians, particularly for families of English learners.• Vary assignment types (reading, writing, speaking, listening, projects) to address different skills and keep students engaged.• Build in accountability by collecting homework, discussing it in class, providing feedback, and allowing revisions when appropriate.• Monitor students for signs of frustration, lost motivation, or being overwhelmed. Be willing to make adjustments.• Differentiate homework for students at different English proficiency levels. Allow modifications for support or extensions for challenge.By implementing these research-based best practices, teachers can design English homework that truly benefits elementary students and avoids unnecessary stress. The goal should be quality practice that reinforces learning, not an excessive burden.ConclusionHomework is a crucial component of elementary English education. When designed and assigned thoughtfully, homework allows students to develop reading, writing, listening, and speaking skills further outside the classroom. However, homework is only effective when it is purposeful, aligned to learning goals, manageable for students, appropriately scaffolded and supported, and implemented with best practices.Teachers should continually evaluate whether their homework assignments are truly supporting student learning based on their classroom's needs and research recommendations. With reflection and adjustments as needed, English homework can serve as a powerful learning tool.篇2Primary School English Homework: A Literature ReviewIntroductionEnglish homework is a big part of my life as a primary school student. Every week, my teacher gives us assignments to practice what we've learned in class. Sometimes it's easy, like copying vocabulary words. Other times it's really hard, like writing a whole story by myself. My parents get frustrated when I don't understand the homework. And I get frustrated too when the assignments are too difficult or there's too much to do.After looking at a lot of research studies, it seems like there are good reasons teachers assign English homework, but there are also some potential downsides. In this literature review, I'll examine what the experts say about the benefits and drawbacks of English homework for kids my age.The Case for English HomeworkMost of the research suggests that doing English homework can provide important academic benefits. A study by Cooper (2007) found that homework in general has a positive influence on student achievement, especially as students get older. According to Bempechat (2004), doing homework helps build study habits, self-discipline and time management skills. This is really important for success later in school.Specifically for English skills, K.C. Cheung (2004) found that doing homework reinforces what students learn about spelling,grammar, vocabulary and writing in the classroom. It gives them more practice applying the concepts from their lessons. A longitudinal study by Hawkins and Pey (2003) showed that elementary students who spent more time on homework activities like reading, writing stories and journaling improved their English language skills faster over time.My personal experience matches the research. I've noticed that the spelling words I practice at home really stick in my brain better. And writing stories or journal entries for homework definitely makes me a better writer, even if I complain about it at first.The Potential DownsidesWhile proponents make a strong case for English homework, there is also some compelling evidence about its potential drawbacks that can't be ignored. Researchers have raised concerns about homework contributing to an unhealthy culture of achievement pressure and student stress and anxiety (Kohn 2006, Bennett & Kalish 2007).Too much homework can lead to exhaustion, frustration, and lower classroom engagement (Galloway & Pope 2007). A major study of homework and family stress by Dumont et al. (2012) found that excessive homework significantly disruptedparent-child relationships and home environment. From personal experience, I can confirm that my parents get really frustrated when I have too much English homework on top of all my other subjects.There are also questions about the developmentally appropriateness of assigning large amounts of homework to young children under 11 or 12 years old (Bennett & Kalish 2007, Kohn 2006). Some experts argue that little kids simply don't have the attention span, self-regulation skills or home support to effectively do a lot of independent homework assignments (Kohn 2001). I definitely struggle to focus when there's too much to do.Finding the Right BalanceAfter reviewing the research evidence, it seems clear that English homework can benefit primary school students when it's purposeful and involves a reasonable workload. However, assigning too much homework, particularly to younger students, can be detrimental and counterproductive. As Vatterott (2018) advises in her book Rethinking Homework, teachers should be very intentional about the amount and type of homework they require.Ultimately, I think my English teacher is actually doing a pretty good job of finding the right balance. She explains that the spelling, vocabulary, and writing assignments she sends home are meant to reinforce what we're learning, while building good study habits. The workload isn't too overwhelming for me and my classmates as long as we use our time wisely. And when the homework does get challenging, she encourages us to ask our parents for support.So while I may grumble about my English homework from time to time, I have a newfound appreciation that it does serve an important purpose. As long as teachers are reasonable about the workload and design it appropriately for our age level, English homework can be a valuable tool to improve our literacy skills and prepare us for future academic success.ReferencesBempechat, J. (2004). The motivational benefits of homework: A social-psychological perspective. Theory Into Practice, 43(3), 189-196.Bennett, S., & Kalish, N. (2007). The case against homework: How homework is hurting our children and what we can do about it. New York: Crown Publishers.Cheung, K.C. (2004). Let the students do more English homework. GEMA Online Journal of Language Studies, 4(2), 118-129.Cooper, H. (2007). The battle over homework: An encyclopedia. Thousand Oaks, CA: Corwin Press.Dumont, H., et al. (2012). Does homework behavior mediate the relation between personality and academic performance? Learning and Individual Differences, 22, 1167-1173.Galloway, M., & Pope, D. (2007). Hazardous homework? The relationship between homework, goal orientation, andwell-being in adolescence. Encounter, 20(4), 25-31.Hawkins, V., & Pey, K.M. (2003). Student homework over the years: How progress has changed. Childhood Education, 79(4), 213-217.Kohn, A. (2001). Rethinking homework. Principal, 81(3),35-38.Kohn, A. (2006). The homework myth: Why our kids get too much of a bad thing. Philadelphia: Da Capo Life Long.Vatterott, C. (2018). Rethinking homework: Best practices that support diverse needs. Alexandria, VA: ASCD.篇3An In-Depth Look at Elementary English Homework: A Literature ReviewIntroductionAs an elementary school student, homework has been a constant companion throughout my academic journey. Among the various subjects, English homework stands out as a particularly daunting task. With its intricate grammar rules, vocabulary lists, and comprehension exercises, it often feels like navigating a labyrinth of linguistic challenges. However, as I delve deeper into the existing research on this topic, I've come to appreciate the significance of English homework and its potential impact on our learning experiences.The Importance of English HomeworkNumerous studies have highlighted the critical role that English homework plays in reinforcing classroom learning and fostering language proficiency. Researchers have consistently found a positive correlation between homework completion and academic achievement, particularly in the realm of language acquisition (Cooper, 2001; Eren & Henderson, 2011). By practicing English skills outside of the classroom, we have theopportunity to solidify our understanding and develop a stronger command of the language.One of the key benefits of English homework is its ability to promote independent learning and self-discipline. As we tackle assignments on our own, we learn to take responsibility for our educational progress and develop crucial time management skills (Xu, 2011). This sense of autonomy can translate into increased motivation and a deeper engagement with the subject matter.Challenges and ConsiderationsWhile the benefits of English homework arewell-documented, it is essential to acknowledge the challenges that many students face. Researchers have identified several factors that can impede the effectiveness of homework assignments, such as lack of parental involvement, limited access to resources, and the inherent difficul ty of the tasks (Núñez et al., 2015; Trautwein, 2007).Parental involvement has been consistently cited as a crucial factor in homework success. When parents actively engage in their children's English homework, providing guidance and support, students are more likely to complete their assignments and achieve better academic outcomes (Patall et al., 2008).However, it is important to recognize that not all families have the resources or language proficiency to offer such assistance, which can exacerbate existing educational disparities.Another challenge that frequently arises is the perceived difficulty of English homework assignments. Some researchers have argued that overly complex or lengthy tasks can lead to frustration, disengagement, and a negative attitude towards homework (Trautwein et al., 2009). It is crucial for educators to strike a balance between challenging students and overwhelming them, ensuring that homework remains a valuable learning tool rather than a source of stress.Effective Strategies and Best PracticesTo address these challenges and maximize the benefits of English homework, researchers have proposed various strategies and best practices. One widely recommended approach is the implementation of differentiated homework assignments tailored to individual student needs and abilities (Vatterott, 2010). By offering varied levels of difficulty and targeting specific areas of weakness, teachers can ensure that homework remains engaging and relevant for all students.Additionally, researchers emphasize the importance of clear communication between teachers and parents regardinghomework expectations and guidelines (Núñez et al., 2015). Establishing open lines of communication can help alleviate misunderstandings and facilitate a collaborative approach to supporting students' learning journeys.Another promising strategy involves incorporating technology into English homework assignments. With the advent of online platforms, educational apps, and multimedia resources, students have access to a wealth of interactive and engaging learning materials (Hashemian & Jam, 2013). These digital tools can not only make homework more enjoyable but also cater to diverse learning styles and preferences.ConclusionAs I reflect on the existing literature surrounding elementary English homework, one thing becomes abundantly clear: homework is a complex and multifaceted issue, with both challenges and opportunities. While the benefits of reinforcing language skills and promoting independent learning arewell-established, it is crucial to address the potential barriers that can hinder homework effectiveness, such as lack of parental support, resource limitations, and task difficulty.By implementing strategies like differentiated assignments, clear communication, and the integration of technology, we canwork towards creating a more equitable and engaging homework experience for all students. Ultimately, fostering a positive attitude towards English homework and enabling students to truly embrace the learning process are key to unlocking the full potential of this educational tool.As I continue my academic journey, I am reminded of the invaluable role that English homework plays in shaping our linguistic abilities and laying the foundation for future success. With a deeper understanding of the research and best practices, I am better equipped to approach my English homework with a renewed sense of purpose and determination.。
文献综述作业要求
文献综述作业要求文献综述是指对一些特定领域、主题或研究问题的相关文献进行系统性的梳理和分析,并对这些文献的主要观点、理论、研究方法和研究结果进行综合、总结和评价的一种学术写作形式。
文献综述旨在对研究问题提供一个全面、客观且系统的了解,为后续的研究提供理论基础和研究思路。
以下是文献综述作业的一般要求,具体要求可能根据教师和课程的要求有所调整。
1.研究问题和目的:明确综述的研究问题和目的,该问题可以是一些具体的主题、领域或研究问题。
2.文献选取:对相关的文献进行筛选和选取。
文献可以通过文献检索工具(如数据库、网络引擎、图书馆等)进行获取。
要选择具有权威性、可信度和代表性的文献,包括学术期刊、学术会议论文、学位论文、书籍和专业报告等。
3.文献评价:对选取的文献进行评价和分析。
评价可以从研究方法、样本、数据分析、理论框架、实证研究结果等方面进行。
要注重对研究方法的评价,如研究设计的合理性、样本的选择和代表性、数据收集与分析的可靠性。
4.文献梳理和分类:对选取的文献进行系统性的梳理和分类,可以按照时间顺序、研究主题、研究方法等进行分类整理。
梳理过程中可以使用概念框架图、知识地图等可视化工具,以帮助理清文献之间的关系和内在逻辑。
5.文献总结:根据文献综述的目的,对所选取的文献进行总结。
总结应突出各个文献之间的共同点、差异点,对已有研究的主要观点、理论、方法和结果进行概括和评价。
总结要准确、客观,避免主观意见和价值判断。
6.文献课题的研究方向和未来发展:对已有研究的局限性和不足进行讨论,并提出自己对该课题未来研究的建议和期待。
可以指出一些有待深入研究的问题或潜在的研究空白。
总之,文献综述是在一定的研究问题或课题下,对相关文献进行分析、梳理和评价的学术写作形式。
通过文献综述,能够加深对研究问题的理解,了解相关研究现状,为后续的研究提供参考和启示。
作业评价研究文献综述范文
作业评价研究文献综述范文引言作业评价在教育领域中扮演着至关重要的角色,它不仅是对学生学业水平的衡量,也是教育教学质量的重要评价指标。
随着教育理念和技术的不断发展,作业评价的研究也日趋深入。
本文通过对相关文献的综述,探讨了作业评价的定义、方法、影响因素以及未来发展趋势。
一、作业评价的定义作业评价是指对学生完成的学业作业进行分析、评判和反馈的过程。
从文献中可以看出,作业评价不仅仅是对学生答案的简单批改,更包括对学生思维能力、创造力、表达能力等方面的全面考察。
作业评价的目的是帮助学生发展其潜在的学业能力,提高其学科素养。
二、作业评价的方法文献中提到了多种作业评价的方法,包括传统的定性评价和现代的定量评价。
传统方法侧重于对学生答案的文字描述和教师主观判断,而现代方法通过技术手段,如自动评分系统、数据分析等,提高了评价的客观性和效率。
此外,形成性评价和终结性评价的结合也在文献中得到了广泛讨论。
三、影响作业评价的因素文献中指出,作业评价受到多方面因素的影响,包括学生的个体差异、教师的评价能力、评价工具的设计等。
学生的学科兴趣、学习风格以及家庭背景等也被认为是影响作业评价的重要因素。
理解这些因素有助于更科学地进行作业评价,提高评价的有效性。
四、作业评价的未来发展趋势随着信息技术的发展,文献中普遍认为,未来作业评价将更加依赖于技术手段。
虚拟现实、人工智能等新技术将为作业评价提供更多可能性。
同时,文献中也强调了个性化评价的重要性,未来的作业评价将更加注重符合学生个体差异的评价体系。
结论通过对作业评价的文献综述,我们深入了解了作业评价的定义、方法、影响因素以及未来的发展趋势。
作业评价作为教育领域的重要组成部分,其研究将对提高教学质量、促进学生个体发展起到积极的推动作用。
在未来的研究中,可以进一步探讨作业评价与教学策略、学生动机等因素之间的关系,以推动作业评价研究的深入发展。
参考文献[列举相关文献,按照学术规范格式撰写]。
文献综述示例
关于文献综述文献综述是对文献反映的某一个时期内的课题或有关技术产品等所取得的研究成果、所达到的水平以及发展趋势进行综合叙述。
即对检出文献的观点数据作客观的分析与综合,并加以系统的叙述。
综述可以简单明了,但应该与我们查到的资料的数量和质量有关。
综述这一步的结论可能是肯定的,也可能是否定的,它决定课题的研究方向或者课题的取舍。
本次作业的课题综述部分要求根据自己检索出和浏览过的文献(文摘和全文)的主要观点,概括归纳课题某一(几)个方面的情况,如课题的现状、特点、发展趋势、建议等。
文献综述例1国内环氧树脂废水的处理技术我国大多环氧树脂企业是单一的或是以环氧树脂为主的生产单位,因此需要单独处理环氧树脂生产废水或以环氧树脂生产废水为主的废水。
长期以来,我国绝大多数环氧树脂企业的生产废水始终处于超标排放状态。
处理方法主要有以下几类:焚烧方法:石家庄的周利锋、时志华[1]等人采用定期焚烧树脂废水的方法。
处理流程为废水先浓缩后焚烧。
该方案的优点是具有一定的可操作性和实践经验,对污水的处理也比较彻底。
但是此方案运行成本比较高,一般厂家无法接受。
闭路循环工艺:江南大学的张建华,陈建新等[2]提出了一种治理环氧树脂高浓度废水的闭路循环工艺,该工艺使废物得到最大程度的综合利用,实现了环氧树脂废水的零排放,且投资少,操作简单,但运行成本过高。
物化——生化相结合的方法:浙江省环境保护科学设计院的梅荣武[3]采用蒸发结晶处理一二次废水、其它批次废水进入综合废水进行物化一厌氧一二级表曝一塔滤处理的分批处理方案,取得比较好的效果。
广州左红影,甘文杰,程汉林[4]等人,采用氧化混凝一生物铁法一二段生物接触氧化法处理高浓度高盐分环氧树脂混合废水,取得较好的效果。
安徽化工研究院的司景[5]对两步法高品质环氧树脂生产工艺废水,静置分层,分离出甲苯,蒸发后盐从树脂中结晶处理,通过旋液分离和超滤分离出盐渣,用甲苯多次洗涤盐渣,经自动真空离心机分离,再经真空耙式干燥机脱甲苯,得到符合氯碱工业要求的NaCl。
作业 通过文献检索写一篇文献综述
文献综述:现代青少年的学习作业效能提升方法研究1. 概述概括介绍现代学生在学习作业过程中面临的挑战和问题,引出本文要探讨的主题。
2. 学习作业效能的重要性解释学习作业效能对学生学习成绩提高、学习兴趣增强等方面的积极影响。
3. 学习作业效能的内涵介绍学习作业效能包括哪些方面,如学习意图、时间管理、学习策略等。
4. 影响学习作业效能的因素探讨个体因素、家庭因素、学校教育因素等对学习作业效能的影响。
5. 提升学习作业效能的方法简要介绍提升学习作业效能的方法,如制定学习计划、合理安排作业时间、采用有效的学习策略等。
6. 研究现状分析学习作业效能提升方法研究的现状,介绍国内外相关研究的成果和不足。
7. 个体因素影响学习作业效能详细分析个体因素对学习作业效能的影响,包括自我效能、学习动机、学习态度等。
8. 家庭因素影响学习作业效能详细分析家庭因素对学习作业效能的影响,包括家庭教育方式、家庭作业指导等。
9. 学校教育因素影响学习作业效能详细分析学校教育因素对学习作业效能的影响,包括教师指导、课堂氛围、作业布置等。
10. 提升学习作业效能的方法研究结合学习作业效能的影响因素,提出一些可行的方法和策略,如家校合作、学生自主管理、教师指导等。
11. 结论总结全文的主要观点,强调学习作业效能提升方法的重要性和必要性,展望未来的研究方向。
12. 参考文献列举本文所引用的相关文献,以支持文章观点的客观性和权威性。
13. 个体因素影响学习作业效能学习作业效能的提升不仅受到外部环境的影响,个体因素也是至关重要的因素之一。
个体的自我效能、学习动机、学习态度等都会直接影响到学习作业的效能。
自我效能是指个体对自己在完成特定任务时能力的信念。
研究表明,具有较高自我效能的学生更有可能采用积极的学习策略,更加坚韧地克服困难,从而有效提升学习作业的效能。
在这方面,教师和家长可以通过在学生身上树立自信心,对学生进行正面引导、鼓励和支持,帮助学生树立正确的学习动机和积极的学习态度。
小学生作业现状调查与优化文献综述
小学生作业现状调查与优化文献综述针对小学生自主完成家庭作业能力不足的问题,我们通过调查现象和分析成因,发现这是由于父母外出打工导致家庭作业失去了督促和指导,以及家庭作业难度大、数量多等因素造成的。
同时,学生存在依赖和逃避心理也是原因之一。
因此,我们从改变教师的家庭作业观念、研究家庭作业多样性和层次性、建立“家校通”等方面入手,以培养小学生自主完成家庭作业的能力为目标。
家庭作业是学生整个研究过程中不可或缺的重要环节,它是课堂教学的延伸,对学生的研究成果有影响,也是学生自主研究能力的体现与培养。
在新课程改革中,自主能力是重点培养的能力之一。
《语文课程标准》也倡导自主、合作、探究的研究方式。
自主研究是指学生在教师的科学指导下,通过能动的创造性研究活动实现自主性发展的教育实践活动。
因此,突出学生的主体性是素质教育的核心问题,自主研究从根本上确立了学生主体地位。
家庭作业是语文课堂教学的延伸,具有复巩固课堂知识和辅助巩固课堂教学效果的双重功能。
它不仅是学生把知识用于实际初步实践的重要组成部分,更是教师了解学生和检查教学效果的一个窗口。
因此,适量布置家庭作业是必要的,为将要研究的内容做以铺垫,为新知识的研究做准备。
___在几千年前就提出了“温故而知新”的教育方法,家庭作业实质上也起到了这种作用。
总之,学生自主完成家庭作业能力的培养是重要的教育任务。
我们应该改变教师的家庭作业观念,研究家庭作业的多样性和层次性,建立“家校通”,形成教育合力,以培养小学生的自主研究能力。
在《教师职业角色沿革及其展望》一文中,___指出,虽然新课改实施中大家关注的焦点一般集中在课堂教学实施与学生能力的培养上,但也有许多教师对学生家庭作业问题进行了研究。
例如,建德的___老师的课题《农村学生“星期一综合症”的研究》,对农村学生双休日作业完成情况进行了调查,并提出了相应的辅导策略。
然而,该课题只对现象进行描述,解决的策略也仅停留在设想阶段。
小学体育课外作业研究文献综述
小学体育课外作业研究文献综述
本文献综述对小学生体育课外作业的研究进行了梳理和总结。
首先,研究指出小学生需要进行适当的体育锻炼,可以提高身体素质和促进身心健康。
然而,由于学校体育课程时间有限,加上平时繁忙的研究任务,让学生在课外进行一些适当的体育活动也是有必要的。
其次,研究显示,小学生适当的体育课外作业对他们的研究成绩和身体素质的提升都有积极的影响。
体育课外作业可以提高学生的体质,同时也有助于他们积极参与到体育活动中去。
然而,需要注意的是,体育课外作业应该是适当的,过多或者过于负重的体育作业反而可能会对学生的身心健康造成负面影响。
最后,研究中提到了家庭和学校两个方面的作业支持。
家庭应该为学生提供充足的时间和空间进行体育活动,同时可以提供一些适当的指导;学校方面可以在体育作业的内容和安排上给予学生一些灵活性,还应该加强与家庭和社会的合作,让体育课外作业变成学校、家庭和社会三方共同推进的项目。
综上所述,小学体育课外作业的研究尚有待深入,但是现有研究表明,适当的体育课外作业可以对小学生产生积极的影响。
在实践中,我们应该注意体育课外作业的安排和内容,不要给学生带来负面影响。
文献综述的示例
关于免耕播种机研究的文献综述(简化版)河北省耕地面积600多万公顷,其中260万公顷是我国最典型的“玉米─小麦”一年两熟种植区,适合机械化作业[1]。
同时,河北地下水的长期超量开采,使我省东部已经形成7个深层地下水位降落漏斗,成为全国地下水位降落漏斗面积和地面沉降面积最大的地区,有的地区地下水静水位已经接近100米[2]。
可见,更新自然资源的利用观念、探索自然资源的可持续利用方式迫在眉睫,配套的技术设备则是新技术推广实施的物质保证。
(明确意义)保护性耕作方法是保持土壤水分、减少水土流失、提高作物产量和防治沙尘暴的有效措施。
对于河北、华北乃至干旱缺水西北地区,推广秸秆覆盖、免耕播种的作业模式可以有效节水、保土、防沙、增产,同时可以彻底解决焚烧秸秆的问题[3]。
但是,目前能够在秸秆覆盖条件下顺利作业的免耕播种机的性能还远远不能满足生产要求,最突出的问题就是秸秆堵塞和作物根茬对播种质量的影响,导致免耕播种技术的推广步伐缓慢。
(提出问题)对于精密播种问题,由于目前我国玉米种子的出苗率还没有保证,种子的价格也不高,所以广大农户还没有接受严格意义上的单粒精播,播种机产品中采用较多的还是精播性能较差但结构相对简单的机械式水平圆盘排种器,理论上性能更好的气吸式排种器[4,5]和内侧充种垂直圆盘排种器[6]还没有广泛使用。
至于秸秆覆盖、根茬存在条件下的精播质量问题还没有专门的研究报导。
(国内现状)免耕播种机的秸秆堵塞问题是制约免耕播种技术顺利推广应用的瓶颈,所以有关防堵装臵的研究报导相对较多。
现有的防堵装臵从工作原理上分为切茬式和分茬式,从驱动形式分为被动式和主动式。
国外基于大型牵引式播种机,常用切茬式装臵,比如被动式圆盘或波纹圆盘切刀,利用重力切断开沟器前方的秸秆[7]。
国内基于悬挂式播种机,研究较多的是分茬式防堵装臵,比如被动式轮齿式播草器[8]、曲面型分草器[9]以及主动式带状粉碎[10]、锯片切割[11]等。
文献综述标准万能模板
文献综述标准万能模板
引言
在引言中介绍研究的目的和重要性。
提出研究的背景和意义,并概述本文的结构和内容安排。
一、相关研究综述
在这一部分,对相关领域内的研究成果进行综述。
要求对相关领域内历史、现状、发展趋势、研究现状等做出详细的描述和分析。
在文献综述的过程中,要强调对其优缺点的分析,以及对其局限性和发展潜力的展望。
二、重点领域综述
在本部分,重点对研究领域内的最新发展和研究成果进行详细综述。
从不同的角度或者层
面综合介绍、评价,并分析相关文献的深度和广度。
三、理论与方法综述
在这一部分,综述本领域内的理论发展和方法应用。
需要分析相关理论的适用性和局限性,并对研究方法的优劣势和适用性进行评价。
四、存在问题综述
在本部分,详细综述相关领域的研究存在的问题,包括研究的理论基础不够完善、方法论
上的缺陷、数据来源的不足、结论不够充分等。
全方位的审视研究存在问题的根源和成因。
五、研究展望
在这一部分,对本领域内研究的发展趋势和可能的前景进行展望。
提出对未来研究的方向
和精确的问题,提出建议和问题研究方向。
结论
在结论中,总结全文的主要观点和结论,指出研究的意义和重要性,对已有研究成果有所
批判性的评价,同时,提出未来研究的思路和方法,并展望研究的前景。
参考文献
在这一部分列出全文中所引用的文献,并确保参考文献的标准格式、准确性和完整性。
《小学数学作业设计研究文献综述5000字》
小学数学作业设计研究文献综述目录小学数学作业设计研究文献综述 (1)(一)关于数学作业功能的研究 (1)(二)关于数学作业设计的研究 (2)(三)关于数学作业类型的研究 (3)(四)关于数学作业评价的研究 (5)参考文献 (6)对于数学作业,很多学者进行了描述性说明。
普遍认为数学作业内容是教师根据课堂教学有计划、有意识、有目的的安排的的实践活动。
数学作业功能:巩固新知、查漏补缺、对数学教学的补充。
培养学生学习习惯、思维习惯,关注学生情感体验。
笔者认为数学作业应该是经过教师精心设计的,富有个性的探究活动。
对数学教科书知识的掌握、理解是基础要求。
还应该有教学内容之外的一些探索和尝试。
应该是学生的长远发展。
数学作业的设计要重视习惯的培养和积极情感的体验。
(一)关于数学作业功能的研究张红卫提出数学作业的功能是培养学生的数学思维品质。
他认为训练学生思维的深刻性可以从数学作业的知识内容、学习内容出发,结合作业题型的变化,训练思维的灵活性。
训练思维的敏捷性可以借助作业的组织形式的差异。
训练思维的批判性尝试结合批改形式方面进行探索。
李学书从人的需要的角度出发,提出了数学作业可以帮助学生的生成理解;数学作业可以为学生的展示个性提供机会;数学作业可以帮助学生加快社会化进程;数学作业可以融入大量真实问题的解决,促进学习生活化。
廖兴坤评价作业是新知识和旧知识的桥梁。
这个桥梁对巩固所学知识的起重要作用。
并认为作业的质量和数量作为变量,直接影响已学知识的巩固、理解和应用。
他们在研究中指出作业对即将要学的新知识起到奠基、理解、拓展的作用。
对于学习模式的探讨,我们的近邻日本有着持续的尝试。
继针对问题解决提出的“课题学习”教学模式之后,又关注到学生个体提出“适应个体”的教学模式。
新的“适应个体”教学模式的实施,可以使学生的数学学习更接近生活,促进学生的数学学习向实际问题解决迈进。
综上所述,不同的研究者们通过不同的模式对数学作业功能的阐述,最后都将作业的功能聚焦到了核心素养中的思维素养的培养。
文献综述写作
文献综述写作
文献综述:植物生长调控中的微生物互作
植物在其生长发育过程中受到各种内外环境因素的影响,其中微生物与植物之间的互作关系在植物生长调控中扮演着重要的角色。
微生物可以通过多种方式与植物相互作用,包括直接促进植物生长、提高植物逆境抗性以及促进养分吸收等。
本文将综述植物生长调控中微生物互作的研究进展和相关机制。
微生物可以通过诱导植物生长激素合成来促进植物生长。
例如,一些根际微生物能够产生植物生长素,如吲哚乙酸,促进植物的根系发育和生长。
此外,一些微生物还可以合成植物激素的前体物质,如蛋氨酸和赖氨酸,从而间接影响植物的生长发育。
微生物可以通过提高植物的逆境抗性来影响植物生长。
许多微生物能够激活植物的防御系统,促进植物对病原菌、逆境等的抵抗能力。
例如,一些根际细菌能够诱导植物产生抗氧化酶和抗病蛋白,提高植物对干旱、盐碱等逆境的耐受性。
微生物还可以通过促进植物吸收养分来促进植物生长。
例如,一些微生物能够溶解土壤中的磷、氮等养分,使其更容易被植物吸收利用。
同时,微生物还能够与植物形成共生关系,如菌根真菌能够促进植物吸收养分,提高植物的养分利用效率。
总的来说,微生物与植物之间的互作关系在植物生长调控中具有重
要作用。
未来的研究可以进一步探索微生物与植物之间的相互作用机制,以及如何利用微生物来促进植物的生长发育和提高作物产量。
希望通过对植物生长调控中微生物互作的深入研究,可以为农业生产和生态环境保护提供新的思路和方法。
大单元作业文献综述
大单元作业文献综述文献综述是通过搜集、阅读和综合现有学术研究的文献,对某个特定领域的研究进展、问题和研究方法进行综合评述和总结的一种学术写作形式。
以下是关于大单元作业的文献综述的参考内容,其中不包含链接。
大单元作业是高中学生在某个学期或学年内最为重要的学习任务之一。
它综合了整个学期或学年的学习内容,旨在培养学生的学习能力、分析能力和创造能力。
通过大单元作业,学生可以更深入地理解学习内容,提高综合思考和解决问题的能力。
在进行大单元作业时,学生需要选择一个适当的主题,并对其进行深入的调研和分析。
一份成功的大单元作业必须具备以下几个要素:明确的目标、充分的调研、合适的结构和清晰的表达。
在选择大单元作业的主题时,学生可以考虑自己的兴趣和特长,并与老师进行交流,确保选题具有一定的学术价值和研究意义。
在调研过程中,学生可以使用各种途径,如图书馆、学术期刊、互联网等,收集相关的文献资料。
学生需要仔细阅读文献,并做好记录和整理。
大单元作业的结构通常包括引言、研究背景、研究目标、研究方法、研究结果和结论等部分。
在引言部分,学生需要概述选题的背景和意义,引起读者的兴趣。
在研究背景部分,学生需要介绍该领域目前的研究进展和问题。
在研究目标部分,学生需要明确自己的研究目标,并解释其重要性。
在研究方法部分,学生需要详细描述自己的研究方法和数据来源。
在研究结果部分,学生需要清晰地呈现研究结果,并进行分析和讨论。
最后,在结论部分,学生需要对自己的研究进行总结和展望,并提出进一步研究的建议。
对于大单元作业的文献综述,学生可以借鉴以往的研究成果,了解该领域的研究进展和争议,并加以评价和分析。
通过对多篇文献的综合评述和总结,学生可以提出自己的观点和见解,并对该领域的未来发展进行展望。
同时,学生还可以通过分析学术文献的结构和表达方式,提高自己的写作能力和学术素养。
综上所述,大单元作业的文献综述是一种通过搜集、阅读和综合现有学术研究的文献,对某个特定领域的研究进展、问题和研究方法进行综合评述和总结的学术写作形式。
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The Application of Deixis in Advertising English2012812059杨光The English word “advertise” derives from the Latin word "advertere”, which means “to attract the attention of the public on something and induce them to act in some way”. Albert Laser, generally regarded as the father of modern advertising, defined advertising as “salesmanship in print, driven by a reason why”(Xu,2002:1). Though the definition was given long before the advent of radio and television, and the nature and scope of advertising were considerably different from what they are today, this frequently quoted definition indicates that the central purpose of advertising is to sell with skills. According to Webster‟s New World Dictionary, to advertise is to tell about or praise( a product, service, etc.) publicly as through newspapers, handbills, radio, etc., so as to make people want to buy the promoted stuff. Encyclopedia Britannia Dictionary defines advertising as follows: “The techniques and practices used to bring products, services, opinions, or causes to public notice for the purpose of persuading the public to respond in a certain way towards what is advertised Most advertising involves promoting a good that is for sale, but similar methods are used to encourage people to drive safely, to support various charities, or to vote for political candidates, among many other examples. In many countries, advertising is the most important source of income for media (e.g. newspapers, magazines, or television stations) thro ugh which it is conducted” (Encyclopedia Britannia Dictionary, 1985:96) Harris and Seldon (1962:40) define advertising as “a public notice designed to spread information with a view to promoting the sales of marketable goods and services”. Dyer (1982:2) be lieves that “in the simplest sense the word …advertising‟means …drawing attention to something‟, or notifying or informing somebody of something”. Advertising is the most effective form of salesmanship for most consumer products and services,” says Leonar d Matthews, president of the American Association of Advertising Agencies. It is the least expensive, most effective way to put our sales story before a potential user (Rotzoll et al., 1986:40). Russell et al. (1988:22) define advertising as “a method of d elivering a message from a sponsor, through an impersonal media, to many people.‟ And according to Merit Students Encyclopedia, it is “a way of bringing information to the public for the purpose of selling a product, a service, an idea, or an event”.So far the most widely accepted definition is the one given by American Marketing Association (AMA): the non-personal communication of informationusually paid for and usually persuasive in nature about products, services or ideas by identified sponsors through the various media (Bovee & Arens, 1989:7). This definition can be analyzed from five respects:First,advertising is a type of communication. It is a very structured form of applied communication, employing both verbal and non-verbal elements. The mass media nature of advertisement creates a communication environment where the message is not delivered in a face-to-face manner.Advertising is typically directed to groups of people rather than to individuals. Thirdly, most advertising is paid for by identified sponsors. Fourthly, in addition to promoting tangible goods such as telephones, cars, and hamburgers, advertising helps publicize the intangible ideas and services of bankers and insurance companies. Lastly, most advertising is intended to be persuasive----to win converts to a product or a service.Today advertising has influenced us pervasively in our daily life and it has aroused the interest of many linguists from both home and abroad. These linguists have explored advertising from many perspectives such as semiotics, stylistics, and so on, but this paper will analyze it from a different perspective------from the angle of pragmatics. So next we will talk about deixis in pragmatics in detail.The term deixis comes from the Greek word for "pointing" or "indicating". It is one of the important elements in the field of pragmatics. The single most obvious way in which the relationship between language and context is reflected in the structures of languages themselves, is through the phenomenon of deixis (Levinson, 2001:54).Deictic expressions or simply deixis "refer to certain aspect of their contexts of utterance, including the role of participants in the speech event and their spatio-temporal and social location" (He Ziran, 2003: 44).One of the first phenomena that scientific considerations of language use can not ignore is this `anchoring' of language in a real world, achieved by `pointing' at variables along some of its dimensions. This phenomenon is called deixis, and the `pointers' are indexical expressions or indexicals (Verschueren, 2000:18).Deixis is a technical term (from Greek) for one of the most basic things we do with utterances. It means `pointing' via language (Yule, 2000: 65). Any linguistic form used to accomplish this `pointing' is called a deictic expression. When you notice a strange object and ask, `What's that?',you are using a deictic expression (`that') to indicate something in the immediate context.Deictic expressions are also sometimes called indexicals, "expressions whosereference is a function of the context of their utterance" (Green, 1989: 17).Every language in the world has deixis, which identify objects, persons and identification of persons, objects, events, processes and activities being talked about, or referred to, in relation to the spatio-temporal context created and sustained by the act of utterance and the participation in it, typically, of a single speaker and at least one addressee ”. (Lyons, 1977:637)Louise Cummings(2005:22)said,in his Pragmatics :A Multidisciplinary Perspective, deictic terms, which include expressions from as diverse grammatical categories as pronouns and verbs, describe entities within the wide social, linguistic or spatial-temporal context of an utterance. Generally speaking there are person deixis, place deixis, time deixis, discourse deixis, social deixis, and so on(Brown &Yule,2000:183)Bar-Hillel speculates that more than 90% of the declarative sentences people produce are indexical in that they involve references to the speaker, addressee, time and place of speaking (Jiang Wangqi, 2000:12). In regard to its definition, scholars have stated their views in different studying fields.In 1954, the Israeli philosopher Yehoshua Bar-Hillel first puts deixis or indexical expressions under the study of pragmatics. He regards deixis as “ the demonstratives or demonstrating sentences with meanings closely relatd to their context” (Suo Zhenyu,2000:39).According to Levinson, “Essentially deixis concerns the ways in which languages encode or grammatical features of the context of utterance or speech event, and thus also concerns ways in which the interpretation of utterance depends on the analysis of that context of utterance” (Levinson, 2001:54).C. Fillmore says, “deixis refers to some lexical and grammatical units, and the understanding of these units should satisfy the following condition: the sentences containing these lexical and grammatical units must relate to the social context in order to determine the participants of speech events, the referential relation of their spatial-temporal orientation of realizing the speech events” (qtd, He Zhaoxiong, 2003:175).Langacker sees deix is as “ one that includes some reference to a ground element within its scope of prediction” ( Langacker,2001:126).K.M.Jaszczolt holds that “Deixis is the phenomenon of encoding contextual information by means of lexical items or grammatical distinctions that provide this information only when paired with this context. In other words, it means lexicalizingor grammaticalizing contextual information , that is making it into obligatory grammatical or lexical distinctions” (Jaszczolt, 2004:191).Jiang Wangqi interprets deixis as “ the function of grammatical as well as lexical means relating a piece of language to its context in terms of its users, the time and place of its occurrence, and the people and objects it refers to” (Jiang Wangqi, 2000;11).A Russian linguist puts forward more detailed definition of deixis: “Deixis relatively indicates persons, objects, phenomena and events in context, and the deictic centre of persons, objects, phenomena and events. The referential meaning of deixis refers to all the semantic components of people, space and time relative to their references in context within their lexical meanings. Referential meaning is a kind of complicated structural meaning, which is generalized to indicate the relation between the speaker and the objects in reality indicated by the speaker, and the relation between a certain reference point and the referential objects” (Guo Yukai, 1995:4).These definitions show that scholars agree that deixis is a demonstrative word for pointing, a nd such a form of reference is closely tied to the speaker‟s context. However, up to now there has not yet been a most complete definition of deixis acknowledged by all the scholars. Obviously, it is no easy to generalize the definition of such complicated phenomenon as deixis with one sentence. Guo Yukai (1995:4) points for the understanding of deixis:1.Deixis is meaningful in linguistic system. It is not used to indicate concept, and it has no referential objects. Deixis is just used to indicate a certain relation relative to communication context;2.The determination of the relational relation of deixis in actual utterance is dependent on the contextual factors centered on the speaker;3.The referential factors with which the referential relation of deixis is determined are;1)communicative subject ( the speaker ),2) utterance time, 3)place of utterance, 4) context of utterance;4.All (or part of) the semantic content of deixis shows its indicative feature.The author will not go deeper into this issue since it is not our concern to decide which definition is most proper. This issue is put forward here for the readers who are interested in this topic to make further research on.Different scholars have different opinions about the classifying of deixis. The more rough classification of deixis includes subjective deixis and objective deixis. Subjective deixis has such factors as the speaker, addressee and utterance time as itsreference; while objective deixis has other factors as its reference. Based on the degree of abstractness, K.Buhler (1934) divided deixis into three types: objective deixis, imaginative deixis and anaphoric deixis. Some scholars classify deixis according to the word classes, such as J.Lyons (1977).In Lyons' opinion, deixis can be classified into personal pronouns, demonstrative pronouns and adverbs, polite wording and form of verbs indicating time. It is possible to categorize deictic words according to sematic criteria such as person reference, place reference and time reference (Grundy, 2000: 27). The more influential classification is made by C.J.Fillmore. According to Fillmore (2003:178), deixis is divided into four types: place deixis, time deixis, social deixis and discourse deixis. Levinson (1983) made some correction on Fillmore's division of deixis, which is regarded as the most popular and complete classification of deixis up to these days, i.e. person deixis, time deixis, place deixis, discourse deixis and social deixis.However, some different ideas arise about the necessary division of social deixis. Social deixis refers to the proper application of social expressions in different situations, such as different addressing forms, expressions to show gratitude and request, etc. This dissertation confines its research to the most familiar deictics, that is, personal deixis, place deixis and time deixis. Deictics may refer to the speaker, the place the speaker in and the time the speaker utters the sentence.References:[1]GeorgiaM.Green.1989.Pragmatics and Natural Language Understanding. New Jersey: Lawrence Erlbaum Associates, Publishers[2]Goddard,A. 1998. The Language of Advertising:written texts.London and New York:Routledge[3]Tanaka,Keiko.1994. Advertising Language: A Pragmatic Approach to Advertisements in Britain and Japan. London and New York:Rutledge[4]Verschueren, J. 2000. Understanding Pragmatics. Beijing: Foreign Language Teaching and Research Press[5]Yule, George. 2000. Pragmatics.Shanghai: Foreign Language Teaching and Research Press[6]戴炜栋.新编简明英语语言学教程(第二版).上海:上海外语教育出版社.2010[7]何自然.语用学概论.长沙:湖南教育出版社.2002[8]胡壮麟.语言学教程(第三版).北京:北京大学出版社.2006[9]戚云方.广告与广告英语.杭州:浙江大学出版社,2003[10]吴一安.空间指示语与语一言的主观性.北京:外语教学与研究出版社. 2003。