2. Directory 1. Table of Contents: No.2 is centered in bold. 2. Chapter entry: No.5 genre. 3. Line spacing: single-line spacing.
Third, the title of the paper: small bold in the middle.
4. Chinese abstract 1. Abstract: The second bold is bold and centered. 2. Abstract font: No.4 Song Ti.
3. Word count: about 300 words. 4. Line spacing: 28 pounds. 5. Keywords: No.4 Song Style, bold and unconstrained. 3-5 words, leaving a space between each word.
Verb (abbreviation of verb) English abstract 1, abstract: No.2 TimesNewRoman.2, content font: No.4 TimesNewRoman.3, single-line spacing. 4. Keywords: the fourth is bold. 3-5 words, small four TimesNewRoman. There is a space between words.
Sixth, introduce the No.2 bold center. The content is about 500 words, the fourth ditty, with a row spacing of 28 kg.
Seven, chapter, section, one, two, three, four, five title number font format.
Chapter: No.2 title is bold and centered.
Section: Heading 3 is bold and centered.
First, the first-level title serial number title four bold, top grid.
(a) the secondary title serial number title small four song style, not bold top box.
1. No.4, the title of the third-level title is small, not bold and indented.
(1) Level 4 Title No.4 Title is small, not bold and indented.
(1) Five-level titleNo. The title is small four times, not bold, but indented.
Eight, conclusion two is bold and centered. The content is about 300 words, the fourth ditty, with a row spacing of 28 kg.
Nine, thanks to the bold middle of the number two. The content is smaller than the fourth song, with a line spacing of 28 kg.
10. Reference 2 is bold and centered. Content 8- 10, No.5 Song style, line spacing: 28 kg.
XI。 Appendix II is bold and centered. English content is four times smaller, NewRoman. Single line spacing.
Translated into Chinese not less than 800 words, No.5 Song style, line spacing: 28 kg.
Twelve, tips
The margins are set to top 2.5cm, bottom 2.5cm, left 3.0cm and right 2.0cm..
Page number making view header footer automatic icon set selection page X * * * Y
28-point format Paragraph spacing fixed value setting value Enter 28-point text.
Appreciation of Foreign Literature Essays: Inevitability of Curriculum Reform of Applied Foreign Literature
First, training applied talents is the inevitable choice of teaching reform.
Education serves the times and teaching is restricted by the environment. Since colleges and universities began to expand enrollment in 1990s, the gross enrollment rate reached 20% at the beginning of this century, and higher education in China has completed the transformation from traditional elite education to modern mass education. In this process, a number of local undergraduate colleges merged and upgraded from junior colleges came into being. During the 10 years of continuous enrollment expansion at the turn of the century, these newly-built local universities, together with the established universities, undertook the heavy responsibility of digesting the higher education accumulated after the founding of New China (1980s) and the social responsibility of completing the task of higher education popularization. In the continuous full-load or even overloaded operation, I have not made an accurate positioning thinking about my position and situation, the direction of running a school, and the way out for development. In fact, the rapid development of mass education cannot be ignored. As long as we routinely "open the door" and "sit the guest", there will be a steady stream of students and tasks that we are tired of coping with. The idea and mode of running a school need not be created and developed, but only the old road of building a comprehensive university with one heart and one mind in the elite education stage.
Under the unfavorable factors of short development history, weak foundation, insufficient local investment, poor school-running conditions, geographical closure and poor inter-school relations, we spare no effort to pursue the goal of building an academic university. Objectively speaking, under this grand goal, these institutions have made extraordinary efforts and greatly improved the environment and conditions for running schools. It has made great progress and made great contributions to higher education in China. However, it is unavoidable that many practical problems have emerged and become increasingly prominent, which has become a huge obstacle that puzzles local universities and the whole society at present and in the future, and even restricts the sustained and healthy development of popular higher education in China. The main problem is that local colleges and universities take the same road of cultivating academic elite talents as established comprehensive universities under the condition of limited school conditions and poor quality of students. The gap between reality and ideal makes educational activities have little effect. In teaching, on the one hand, teachers who are restricted by various conditions keep the training plan and outline unchanged for many years in a relatively closed environment and try their best to teach systematic professional theoretical knowledge; On the other hand, students who are domesticated by exam-oriented education and are basically led by the nose in their studies are difficult to adapt and cope with in the classroom full of information and water in colleges and universities.
In the stage of exam-oriented education, students lack necessary reading and social participation, which leads to insufficient accumulation of common-sense scientific and cultural knowledge and social experience. In addition, the special problem of weak knowledge base of low-scoring students in local colleges makes the teaching activities guided by systematic theoretical knowledge difficult. It is difficult for students to digest and understand large-capacity and high-density knowledge transfer, and it is difficult to form a good "feedback" and "interaction" relationship with teachers. Therefore, teachers' devoted teaching has become a one-man show without applause unilaterally, and it is difficult to receive good results. The second outstanding problem is that the traditional teaching mode, method, content system and teaching management system can no longer adapt to the changed school situation, which leads to the simultaneous decline of teaching and education quality. On the one hand, the surge in the number of students in school has brought various difficulties to daily teaching. The surge in the number of students and the expansion of class types make it difficult to grasp the order of classroom teaching, and the teaching form tends to be easy to operate and centralized. However, it is difficult to insist on discussion, inquiry and participatory teaching, which used to be a supplement to traditional teaching. On the other hand, the surge in the number of students makes it difficult to carry out second-class activities to expand classroom teaching and improve students' knowledge application ability and comprehensive ability. The number of students has soared, the number of parallel classes has increased, and the teaching space is tight. The mobile use of the classroom, the students' class ending, the most basic organizational unit of students' learning and activities exist in name only, so it is difficult to organize the second classroom and other campus cultural activities to enhance students' team awareness, improve their cultural literacy and participation ability. Under these two problems, graduate entrance examination and employment, which ultimately test the educational effect of the school and the level of students' knowledge and ability, are in a dilemma. Traditional teaching focuses on imparting theoretical knowledge, aiming at cultivating high-level talents with solid theoretical foundation and academic level. However, graduates with such education often plagiarize or even "talk nonsense" in their graduation thesis (design), which is the first level of professional knowledge test. Later, in the postgraduate entrance examination, which was regarded as the ultimate test of professional knowledge, the overall score was not ideal. The success rate, whether in quantity or quality, is not comparable to an institution with good quality of students and profound academic accumulation. However, the vast majority of students who choose to choose a job after graduation are not well-written and taciturn in the vocational recruitment examination records that are not directly corresponding to their majors and courses, and they are at a loss in the interview to examine their comprehensive quality and ability.
Therefore, the reality is that on the one hand, it is difficult for students to find satisfactory jobs after graduation after studying hard for four years, and on the other hand, it is difficult for employers to recruit practical talents who are suitable for their studies and can work immediately after taking up their posts. More seriously, local colleges and universities have occupied 6/7 of the total number of colleges and universities in China, and undoubtedly become the main body of higher education in the popularization period. However, the imbalance between input and output, the discomfort of students' learning and application, and the disconnection between the supply and demand of local talents caused by the vague direction of running these colleges are not individual cases and parts, but universal and overall problems. The resulting problem is that the more these institutions develop and expand on the existing route, the more they waste resources and talents. The more teachers teach and control students in the classroom devoted to cultivating high-level academic talents, the less innovative ability, comprehensive professional ability and social adaptability of students, and the more difficult it is to escape the curse of "basically no need for theory", "basically no need for practical knowledge" and "adventure island". While relieving the pressure of higher education brought by population pressure, the state has thrown the pressure of employment to the society, causing new livelihood problems and social problems.
Local colleges and universities and the overall problems of higher education in China caused by homogenization education, from central to local, from administrative departments to entity colleges and universities, have already formed the consciousness of self-examination and self-alarm. At the same time, it is predicted that with the completion of higher education by the baby boomers and the actual reduction of the population base of higher education age, China's higher education has accumulated new contradictions and crises, that is, the upcoming brutal competition among universities. Competing for students will be an inevitable crisis and challenge for 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 of development and survival? We should seek development under the framework of national policies and survive in our own personalized development. It is necessary to fully understand the spirit of the instruction of the education administrative department of "classified guidance, accurate positioning, and running characteristics", fully understand the hierarchical development idea of "cultivating tens of millions of high-quality professionals and a large number of top-notch innovative talents to adapt to economic and social development", and find a reasonable positioning suitable for their own internal situation and environment. That is to say, with the aim of cultivating "high-quality professionals", taking one party as the basis and serving one party as the principle, we should take the road of cultivating applied talents and regionalizing individualized development to run an applied university that meets the needs of local economic and social development for diversified talents.
Second, the problems and current situation of curriculum teaching in the training system of applied talents
After the new century, the state and the Ministry of Education issued programmatic documents in time to implement and promote the deepening of China's higher education reform. In 2005, the document 1 "Several Opinions of the Ministry of Education on Further Strengthening Undergraduate Teaching in Colleges and Universities" made the deployment of "adhering to Scientific Outlook on Development, realizing the shift of the focus of higher education, and putting the improvement of quality in a more prominent position while the scale continues to develop", and advocated the strategic shift of the focus of higher education from expanding the scale to strengthening the connotation construction. On June 5438+ 10, 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 Implementing the Undergraduate Teaching Quality and Teaching Reform Project in Colleges and Universities, started the "Quality Project" of undergraduate teaching, and put forward the basic line of "strengthening connotation construction according to the principles of" classified guidance, encouraging characteristics and paying attention to reform "to improve the quality and overall strength of higher education in China. Followed by the No.2 document of the Ministry of Education, "Several Opinions of the Ministry of Education on Further Deepening the Undergraduate Teaching Reform and Improving the Teaching Quality in an All-round Way", it further puts forward the general line of educational development that "colleges and universities should be scientifically positioned according to the needs of economic and social development, run a level and run a characteristic".
By 20 12, the Ministry of Education's No.4 document "Several Opinions of the Ministry of Education on Improving the Quality of Higher Education in an All-round Way" clearly put forward that "we should explore the establishment of a classification system for colleges and universities, formulate classification management methods, and overcome the tendency of homogenization. According to the history of running a school, geographical advantages and resource conditions, the specific school-running policy, development plan, personnel training specifications and discipline and specialty settings with distinctive characteristics are determined. The clear and transparent thinking of reform and development at the national level has promoted the extensive discussion among domestic higher education theorists and practitioners on deepening reform, strengthening the connotation construction of popular education, the classification and positioning of colleges and universities, and the hierarchical development, and further promoted the in-depth theoretical discussion and practical exploration of the training mode of "applied universities" and "applied talents" originated in Germany in the 1970s. Supported by policies, funds, projects and platforms such as "985 Project", "2 1 1 Project", innovative platform for newly developed advantageous disciplines, characteristic key disciplines and "quality project" for undergraduate teaching, the theoretical and practical exploration of "training applied talents" in local universities, which occupy the main position of higher education in China, has achieved fruitful results. However, according to the results, there is a new "structural shortage" in the newly established training system for applied talents in popular education.
First of all, the internal structure of subject classification is unbalanced. From the classification of major disciplines, the theoretical discussion and practice of cultivating applied talents focus on science and engineering and emerging applied disciplines. This paper mainly explores the development and construction of experimental teaching places, practical teaching bases, school-enterprise cooperation, school-ground cooperation, Industry-University-Research integration and other talent training channels. However, it is hard to say whether the achievements will be transformed or applied to practice, but the traditional humanities and social sciences, which have been used to improve people's comprehensive cultural literacy and humanistic quality, have been ignored and shelved, losing their value and foundation in the tide of "applying" theory and practice. Then, in the humanities and social sciences, foreign literature courses belong to traditional humanities majors such as Chinese language and literature history. Because they are neither "theory" nor "science", they are just a collection of achievements in the process of human civilization, such as people, things, spirit and material, and have no direct connection with specific industries and industries in the current economic society, so they are in the ascendant. In the development blueprint of "concise writing, strong reasoning and emphasis on application" drawn by local colleges and universities positioned as "application-oriented undergraduates", the downward route of liberal arts has been very clear. Furthermore, in the weightless Chinese language and literature major of humanities, the main extracurricular Chinese literature, because there is no transcendental guidance of literature and writing theory courses on creative practice, and there is no experience summary of language courses on Chinese language practice, is broken and isolated from all domestic literature courses. From "liberal arts" to "humanities" and then to "literature", in the current economic society, it seems useless in the popular higher education that emphasizes the cultivation of applied talents, and it has lost the foundation for settling down. Second, the vision of practice and theoretical exploration is limited. Looking at the relevant domestic theoretical materials and practice summary reports, the discussion and practice of the training mode of applied talents are mainly limited to the macro-system construction of the school, such as system guarantee, fund implementation, project promotion, teacher team construction, practical teaching promotion and other macro factors.
However, the implementation of teaching level, the main content of educational activities such as disciplines, majors and courses, which determine the success or failure of educational reform and the effectiveness of personnel training, is not discussed enough. However, it is still limited to the principles of "reasonably adjusting the professional structure", "optimizing the curriculum system" and "promoting the reform of the curriculum system, teaching content and teaching methods and means", while the research on the core issues of teaching reform such as curriculum content system, mode and method, evaluation and examination is still relatively lacking. Curriculum reform is at the core of education and teaching. Mr. Pan Maoyuan, the founder of China's applied talents training theory, once pointed out: "The final effect of any education depends on the course construction and implementation process directly facing students, so course construction is the core link to improve the quality of higher education at present. The classification of colleges and universities based on the types of personnel training should be implemented in the courses closely related to personnel training. Therefore, the construction of application-oriented undergraduate courses is an important measure to promote the classified development of colleges and universities and improve the quality of education. "
Therefore, under the active guidance of national policies, the strong support of funds and the preparation of the macro-system of applied talents training at college level, the exploration of applied talents training mode at discipline, specialty and course teaching level has no retreat, which occupies a key position in the deepening of popular education reform. As the main course of non-applied majors in local universities, foreign literature should also firmly establish the concept of cultivating applied talents, strive to explore the way to cultivate applied talents to meet the needs of practical, innovative and compound talents in social and economic development, and establish a curriculum system for applied teaching reform and practice. This is not only an urgent task to deepen the reform of popular higher education, but also the primary task for front-line teachers in local colleges and universities at present. The task is important and urgent, and we can't relax.