留學(xué)論文模板初中_留學(xué)論文模板初中生
留學(xué)論文模板初中_留學(xué)論文模板初中生
大家好,今天我想和大家談?wù)勎覍Α傲魧W(xué)論文模板初中”的一些看法。為了讓大家更好地理解這個問題,我將相關(guān)資料進(jìn)行了分類,現(xiàn)在就讓我們一起來探討吧。
文章目錄列表:
1.英語議論文格式2.學(xué)術(shù)論文英文摘要模板
3.英國留學(xué)如何寫作report論文?
4.1500字論文格式模板
5.留學(xué)生畢業(yè)論文致謝怎么寫
英語議論文格式
1、議論文的格式:
議論文的格式應(yīng)由三個部分組成:<1> 立論部分;<2> 論證部分; <3> 結(jié)論部分。一般說來,議論文可分三個基本段落來寫:
第一段引出話題;
第二段立論且加以論證;
第三段給出明確的結(jié)論。第二段是中心段落,應(yīng)試者應(yīng)將主要的內(nèi)容放在第二段中,同時也要注意開篇及結(jié)尾段落的完整性,且應(yīng)盡量做到首尾呼應(yīng),切忌前后矛盾。
2、寫作攻略
初中生在寫議論文時要首先考慮自己的觀點(diǎn)是什么,明確觀點(diǎn)后要圍繞觀點(diǎn)進(jìn)行論證,最后再進(jìn)行總結(jié)。議論文在寫作手法上以議論為主,但有時也要運(yùn)用說明、敘述、描寫等手法。初中議論文的寫作格式一般為三段式:開頭、主體和結(jié)尾。一般寫作步驟如下:
第一步:確定主題,引出論點(diǎn);
第二步:通過擺事實(shí)、講道理來支持自己的觀點(diǎn)。所用的事實(shí)、原因、理由應(yīng)緊密地同結(jié)論聯(lián)系在一起;
第三步:得出結(jié)論。要簡明扼要、回扣全文。
1、模板范文
Many students think that?they do not need to learn Engish,?because?they don't plan to go abroad.
But as to me,?I am not in favour of this point of view.?I?think?that English is very important to us, so we should learn English well.?First of all,?in the opening times, if you want to do business with foreigners, you must use English because most of them speak and write in English.?
Secondly,?in the world today most books are written in English. If you know much English, you can read newspapers and magazines in English.?Most important?of all,?you can learn something more widely.
All in all,?I hold the opinion that?we should learn English well.?And I hope?that all the students can use English freely.
2、模板范文
Nowadays,many students?like to?make friends online.About this different people have different opinions.
On the one hand,some
people think?it's interesting totalk with friends online.So you will never feel lonely when youare alone.If you are lucky enough to make a friend from Englishspeaking country,you can improve your English greatly.Moreover, it's pretty cool to have several foreign friends.
But every coinhas two sides.Firstly,only a few people have made really goodfriends online.Many people are cheated by the "friends".Besides,it is terrible for students to spen
d much time makingfriends and talking online.
Some people say making friends online is making trouble.Ithink?there is something in what they say.
學(xué)術(shù)論文英文摘要模板
下面是關(guān)于學(xué)術(shù)論文英文摘要模板,希望對你們有幫助。
Abstract
Since Dewey developed the concept of ?critical thinking?, many scholars abroadhave carried out a series of studies about improving students' critical thinking skills ineducation field. In the 1980s,critical thinking became the target of higher educationprograms in such foreign countries as the US and Canada. It has gained its widespreadattention in China only in recent years. But there are only few studies about it ineducation field. Our traditional English teaching method pays much attention to thetraining of students' linguistic knowledge and language skills but ignores thecultivation of students' critical thinking abilities. In the process of skill practice,teachers often stress the importance of memorizing vocabulary and imitating skillsrigidly,but neglect the students' abilities in analyzing problems and putting forwardinnovative solutions. Therefore, English writing teaching is affected by this andmerely attaches emphasis to train students' reading and writing skills. There are fewstudies which aim at systematically cultivating students' analysis, synthesis, summary,comparison and reasoning skills while they are writing. Therefore,this study aims atdesigning some writings tasks and teaching strategies which can be used to fostercollege students' critical thinking awareness and promote students' all-rounddevelopment.
According to six critical thinking skills,this study was carried out by requiringstudents to hand in an argumentation. All participants in this study are non-Englishmajor college freshmen from a 211 key university. The revised version of Rubric forQualitative Critical Thinking Skills Instrument was used in this study. Withquantitative and qualitative analysis,writing experiment is conducted within a wholesemester to collect data concerning students' learning behavior. Reading-to-write isused in experimental class while traditional method is adopted in control class. Thewriting scores by the experimental and control class were statistically processed bysoftware SPSS 19.0. And also the interview was launched in some of students inexperimental class to assess students' critical thinking abilities reflected in theirwritings-The final analysis indicated that EGAP writing model exerted a significantlypositive influence in improving students' critical thinking skills, especially in arousingstudents' writing enthusiasm and critical thinking awareness. Compared with controlclass, students in experimental class made big progress in writing competence. Inaddition, this study put forward some reform proposals to the teaching of Englishwriting. The study is of great value to instruct students to employ critical thinkingskills in their writing.
Abstract
A large body of research has been conducted on the effects of technology-enhancedEnglish vocabulary learning since the 1960s (Marty, 1981)。 However, no consensus hasbeen reached yet (Choo, Lin, & Pandian,2012; Mohsen & Balakumarohsen, 2011)。
Despite the fact that some narrative reviews have evaluated and explored thesecontradictory results, this study aims at quantifying the overall effectiveness oftechnology-enhanced English vocabulary learning with a different approach to review:meta-analysis and performing in-depth moderator analyses of learning method and testtype further.
Totally, twenty effect sizes from thirteen pieces of primary research are obtainedafter collecting related literature published or unpublished in recent ten years via fourchannels and selecting through three filters. Later, all the primary research is coded anddata are computed in random-effects model with software ComprehensiveMeta-Analysis.
Results show that: (1) Technology has a positively large effect on Englishvocabulary learning according to Cohen's standards as proposed in 1992 (g = 1.26,witha 95% confidential interval of [0.86, 1.66])。 (2) Learning methods (intentional learning,incidental learning, and integrated learning) have impacts on the overall effectiveness.
Heterogeneity exists in the three learning methods (g = 9.22,p = 0,01 < 0.05),Effectiveness of intentional learning, incidental learning and integrated learning is ^ =0.61, g 二 2.14, g = 0.98 respectively. Incidental learning under technology-enhancedenvironment yields the largest effectiveness on English vocabulary learning. (3) Testtypes (recognition tests, recall tests,recognition + recall tests) also have impacts on theoverall effectiveness. The three test types are heterogeneous as well {Q = 17.04, p =0.000 < 0.05)。 Recognition tests, recall tests, and recognition + recall tests have effectsizes of 3.59,0.71 and 0.37 respectively. Technology-enhanced English vocabularylearning achieves the largest effectiveness in recognition tests.
Abstract
The present study, which is based on the Competing Values Framework (i.e. CVF:a framework to identify the organizational effectiveness and to define organizationalculture), aims to investigate English teachers, teaching motivation at universities, theirperception of the organizational culture in the target university,their professionalaspiration and how they affect each other. The research questions to be addressed are asfollows: (1) How do the English teachers perceive the organizational culture at theirworkplace? (2) How much effort will the teachers pay for their professionalengagement and aspiration? (3) What kinds of motivation do the English teachers in thetarget university appear to have? (4) How will the organizational culture and theprevious experience affect teachers' motivation?
This study employed four different questionnaires as the research instruments,including one demographic questionnaire and three research questionnaires, i.e. thedemographic questionnaire, the Organizational Culture Assessment Instrument (i.e. theOCAI) (Cameron & Quinn, 1999),the Professional Engagement and CareerDevelopment Aspiration-scale (i.e. the PECDA-scale) (Watt & Richardson, 2008b),andthe Work Tasks Motivation Scale for Teachers Teaching (i.e. the WTMST) (Fernet et al.,2008),to investigate the above mentioned research questions. The whole investigationtook roughly 12 weeks and involved three stages: the preparation stage,the pilot study,and the main study.
The findings of the present study show that most of the teachers are intrinsicallymotivated and with identified regulation influenced by the performance culture and theclan culture which are the dominant culture types of the target research site. Results alsoindicate that the overseas experience and length of teaching experience affect teachers'perception of tixe organizational culture and motivation. The participants who haveoverseas experience tend to be more with the sense of professionalism, moreintrinsically motivated and be more confident with their competence in the academicarea; and the ones who have longer years of teaching experience are with moreidentified regulation and introjected motivation and are more committed and moreassured of staying in the education field. The participants in the target universitybasically belong to the highly engaged persisters,and the male teachers expect to be theleadership.
Abstract
Owing to the economic, social and academic needs as well as the advantages of EGAP(General Academic Purpose in Chinese College English) itself, there exist 這 great deal ofnecessity and feasibility for applying English for EGAP class. It is our understanding thatwriting plays an extremely important role in the course of EGAP and genre is a quiteinfluential factor in improving students5 writing competency. However,the investigation ofstudents' current writing situation shows that being deeply influenced by traditional writingteaching methods which emphasize grammar and vocabulary; the students have littleknowledge about genre approach theoretically or systematically and lack the awareness ofgenre. Because of this,it becomes necessary to put forward an English writing teachingapproach which is effective as well as applicable to the situation in China so as to enhancetheir writing competence.
This paper firstly gives a brief introduction to the developing trend of EGAP bydiscussing its necessity and applicability in China and the main views of two schools of genretheory, the tiieoretical foundation and genre-based approaches of three main schools of genrestudy and practice. And also,their characteristics are compared and the adaptability inChinese College EGAP class is analyzed, based on which it puts forward a modifiedGenre-based approach in EGAP writing class in order to enhance students' genre awarenessand improve their writing skills.
To achieve this, two non-English major classes of freshmen in East China University ofScience and Technology (ECUST) have been selected as the experimental class andcontrolled class, and the research lasts one semester. The Genre-based approach is applied inthe experimental class following a modified Genre-based approach. And a comparison hasbeen made on the same subject at the beginning and the end of the semester and thecomparison and contrast between the experimental class and controlled class have also beenmade. Owing to various factors,such as learning motivation, different students show variedextent of acceptance to certain teaching approaches. Therefore, emphasis has not only beenput on the overall changes,but also on the individual differences.
There are three hypotheses:
1. Can Genre-based approach enhance students' genre awareness? 2. Can ?genreawareness? really improve students' writing ability in EGAP? If the students can get overallimprovement, is there any difference in gender and the students with diverse learningaptitudes because of the individual difference? If some students fail to improve, what's thepossible reason behind it? 3. Will Chinese students accept and adapt to Genre-basedApproach?
Three sets of data from six writing assignments, writing in final-term examination andquestionnaires are collected and analyzed with the help of the software SPSS 19.0. And thestudy indicates that: (1) Genre-based approach has a significant effect in sensitizing students'genre awareness, improving holistic writing competence; (2) during the whole experimentalprocess, girls have a stable superiority over boys, however, boys' improvement fluctuation iscomparatively obvious; (3) students of medium efficiency have the greatest potential to makebig improvement; (4) Unavoidably, in this research there are some students who fail to gainimprovement in terms of writing ability or get changed in terms of writing notions, andthrough analysis it has been found that the main objective reasons are: the difficulty ofwriting itself,the differences of culture and ways of thinking between east and west,thelimited teaching period, etc.; and subjective reasons mainly come from: the limitedcompetence of students themselves, the lack of interest in English writing, etc(5) aoverwhelming majority of students are liable to accept this approach and able to adapt to itpretty well, yet acceptation is not absolutely accompanied by adaptation; (6) feedback is adispensable part in English writing teaching, and more specific feedback will bring strongermotivation in students' self-correcting and developing;In the end,the author presents some limitations in her research and hopes that this cangive some hints and tips to further research in EFL writing classes.
Abstract
In college English listening & speaking classrooms, language and other semioticsystems cooperate together to help students construct meaning. It can be reflected inthe design of textbooks and the use of audios, videos and images, etc. Thus, in thisthesis, the theoretical foundation is the theory of multimodal discourse analysis (MDA)derived from Systemic Functional Linguistics and Social Semiotics. The essence ofMDA is that other semiotic resources such as: images, audios, etc. are as important aslanguage in the meaning-making system. Visual Grammar, Acoustical Grammar andthe integrated frameworks of MDA are the main analysis approaches in this thesis.
Meanwhile, the results of the teaching investigation and the MDA for textbooksare the practical foundation for the multimodal teaching design, providing feasibleand effective suggestions in this thesis. According to the results, it can be concludedthat students have more or less realized multimodality in this course and argue thatmultimodality should be used in moderation; multimodal classroom activities, socialcontent, etc. should be brought into the class; teachers should remind students to payattention to images, fonts change and other multimodal factors in textbooks.
Therefore, when conducting the multimodal teaching design, attention should bepaid to: (1) Modalities influence each other with clear priorities in this course. (2)Words modality and acoustical modality are the primary modalities, while othermodalities are just used as tools to provide supplementary information and to improveteaching efficiency. (3) The chosen modalities should provide supplementaryinformation to make the learning material more easily understood and help studentsconcentrate. Then, on the basis of the above principles and the writer's teachingexperience, a sample teaching design has been worked out, then its' feasibility andeffectiveness have been verified by an empirical study with the method of interview.
Abstract
Degree adverbs play a crucial role in daily language communication. However,owing to their wide varieties and similar meanings, it is hard for language learners toreally master their meanings and usages.
With the aid of AntConc 3.4.lw and based on the corpora of FROWN (TheFreiburg-Brown Corpus of American English),F(xiàn)LOB (The Freiburg-LOB Corpus ofBritish English) and CLEC (Chinese Learner English Corpus), the study aims tocompare the actual use of common English degree adverbs in terms of semanticprosody between Chinese EFL learners and native English speakers. The researchprocedures consist of two steps. First, AntConc 3.4.lw is launched to extractconcordance lines of the target node words in each corpus and the semantic featuresof the node words' collocates are analyzed; then, the semantic prosodies of these nodewords are summarized and comparisons are made between the two corpora.
The results indicate that there are differences as well as similarities betweennative English speakers and Chinese learners in their use of semantic prosody.
Chinese EFL learners tend to underuse the negative semantic prosodies of fairly,highly, and totally?,overuse the negative semantic prosodies of extremely; and misusethe semantic prosody of terribly. The results also show that some problems exist inChinese learners' use of semantic prosodies of degree adverbs, and the reasons mayinclude their first language transfer, intralingual transfer, and the lack of informationabout the semantic prosody in dictionaries and textbooks.
英國留學(xué)如何寫作report論文?
英國留學(xué)論文格式及基本要求如下:
1.格式
平時的小作業(yè)有essay 和 report 兩種格式
essay --- 結(jié)構(gòu)分為introduction, main body, 和 conclusion. 不用太復(fù)雜的結(jié)構(gòu)
Report ----- 要有 executive summary, 結(jié)構(gòu)要求很高,文章分為幾個部分,每個部分都要有大標(biāo)題,下面還要有副標(biāo)題,等等。(可以參考一起附上的report例文的結(jié)構(gòu))
2.References問題
文章一定要有references (參考文獻(xiàn)), 就是引用別人文章中的觀點(diǎn),但是這個引用不能整斷整段的直接用書上,網(wǎng)上的文章,或者雜志上的文章的內(nèi)容。如果一段話中有超過三個詞是引用的,就要表明 references. (如果完全是用自己的語言將別人的觀點(diǎn)說出來了,引用的詞是兩個或更少,就可以不用標(biāo)出references)。
*如果整段要直接引用原話,要用引號標(biāo)出,而且這樣的引用的比率不能超過全文字?jǐn)?shù)的5%。
*全文注明references的文字,就是引用的文字不能超過全文字?jǐn)?shù)的30%.
*References (參考文獻(xiàn))可以是書,也可以是學(xué)術(shù)雜志上發(fā)表的文章,或者網(wǎng)上的文章,但是引用的文章最好大多數(shù)是近十年的文章,而且References一定要按照正確方法標(biāo)注。
References 在文中是在文中用自己的話說出別人書中或文章中的內(nèi)容后,用括號標(biāo)出作者和年代,而在文后的references列表中一定要用Harvard references system的格式來標(biāo)出參考文獻(xiàn)。
參考文獻(xiàn)的數(shù)量也是有要求的,一般是每1000 字要有5個references.
3.字?jǐn)?shù)問題
字?jǐn)?shù)也是要按照要求寫的,否則會扣分
文后的references列表和附錄 (appendix)是不算字的。
比如,文章要求如果是4000字,那正文的字?jǐn)?shù)就是4000 +/- 10% 字。
如果要求no more than 4000 words, 那正文的字?jǐn)?shù)就不能超過4000字。
如果要求 no less than 4000 words, 那正文的字?jǐn)?shù)就不能少于4000字。
如果要求4000-4500 words, 那正文的字?jǐn)?shù)就要寫4000-4500字之間。
4.人稱問題
因?yàn)閷懙淖鳂I(yè)都屬于學(xué)術(shù)文章,所以不能用第一人稱(I, we, in my opinion,…) 這樣主觀的說法, 可以用被動語態(tài)。
*不能說 I DO STH, 要說 XX HAS BEEN DONE。。。特別是寫REPORT的時候, 老師喜歡看到被動語句
5.Introduction和Executive summary 的區(qū)別
Introduction: 不能在introduction說出文章的結(jié)論,introduction是對文章的要寫內(nèi)容的介紹,結(jié)構(gòu)的介紹。
Executive summary: 闡述文章得出的finding, conclusion, recommendations.
(這個文件的最后幾頁有兩者比較的具體闡述,如果需要可以看看。)
寫作內(nèi)容注意事項(xiàng)
1. 英國人的思維是反方向的,所以,我們寫東西也要這樣。
不要在文章開始就寫出結(jié)論(你自己的觀點(diǎn)),而是要先闡述能驗(yàn)證結(jié)論的論證,最后在得出結(jié)論。
比如我們的習(xí)慣,是先有觀點(diǎn)譬如:我想吃蔬菜,(這就是你的觀點(diǎn)),然后你會去論證你的觀點(diǎn),譬如:我今天需要補(bǔ)充維生素,維生素對于我身體有好處,(這些是你的論證),這些論證放在一起,就是你對觀點(diǎn)“我想吃蔬菜”的總結(jié),而在外國人眼里,你要先說“蔬菜有很多的維生素”,都有哪些種每一種對人體有什么好處你為什么要吃蔬菜,,最后再說出你的觀點(diǎn),“我想吃蔬菜”,這樣就是有說服力的說法,可以的話在舉個Reference什么的,“人或者離不開蔬菜”看看那個明人說過,拿來就可以引用一下。
2. 得出結(jié)論的時候要把自己的觀點(diǎn)放在最前面,因?yàn)樽约旱挠^點(diǎn)在他們的眼里才是最重要的,Reference要引用人說的東西,要放在自己觀點(diǎn)后面,作為輔助,證明自己觀點(diǎn)使用,不要他人家觀點(diǎn)寫出來,自己再作分析,因?yàn)椋撐囊吹檬悄阆氲臇|西,人家觀點(diǎn)已經(jīng)是得出來的結(jié)果,用結(jié)果在寫分析,老師會覺得你沒有自己的觀點(diǎn),甚至認(rèn)為你是抄的。
3. 引用觀點(diǎn)的時候不要整段引用,挑出關(guān)鍵詞,多過3個字,要標(biāo)明那里引用的,如果需要大量引用觀點(diǎn),不妨嘗試把觀點(diǎn)拆開引用,并且在每個觀點(diǎn)之前先寫上自己的觀點(diǎn),或者理解. 如果你引用不夠三個字,可以不標(biāo)明為Reference可以直接使用,當(dāng)作自己的觀點(diǎn).
還有一點(diǎn)我覺得,就是可以根據(jù)老師給的資料,HANDOUT和推薦的書寫,不要盲目的全部在GOOGLE上搜。特別如果那本書是你老師寫的而且他有推薦你去看去買的話,就引用點(diǎn)里面的做REFERENCE
4. 英國老師很喜歡表格,圖表,等等,來表示各種數(shù)據(jù),在他們看來這是專業(yè)的象征,所以只要是和數(shù)字有關(guān)的,不妨都多畫一個圖表,excel就可以幫你畫里面什么樣子的都有,立體的平面的,把你文章里的數(shù)據(jù)套進(jìn)去就可以,嘗試一下,效果不錯,數(shù)據(jù)可以是你驗(yàn)證后得到的,也可以使自己估計的,詳細(xì)地要文章解釋。
5. 千萬不要為了湊字?jǐn)?shù),車轱轆話,來回繞,得不償失,但是可以從不同的角度來驗(yàn)證自己這句話,或者人家的話,不同角度一寫字?jǐn)?shù)就多了,而且只要這個觀點(diǎn)是對的,老師會覺得你很有見地,分析全面,而且只會長分,不會減分。
1500字論文格式模板
論文模板能提高編輯工作質(zhì)量和效率并指導(dǎo)作者規(guī)范寫作。下面是由我整理的1500字論文格式模板,謝謝你的閱讀。
1500字論文格式模板篇一計算機(jī)網(wǎng)絡(luò)綜述
摘要: 從計算機(jī)網(wǎng)絡(luò)軟件硬件進(jìn)行闡述,使人們對計算機(jī)網(wǎng)絡(luò)的構(gòu)造以及設(shè)備有一個整體了解,以使在以后的工作和學(xué)習(xí)中,面對網(wǎng)絡(luò)問題不再束手無策,從而提高工作和學(xué)習(xí)的效率。
關(guān)鍵詞: 計算機(jī)網(wǎng)絡(luò);網(wǎng)絡(luò)組成;網(wǎng)絡(luò)功能;網(wǎng)絡(luò)設(shè)備
中圖分類號:TP315文獻(xiàn)標(biāo)識碼:A文章編號:1671-7597(2012)0110183-01
1 計算機(jī)網(wǎng)絡(luò)的定義
計算機(jī)網(wǎng)絡(luò)就是利用通訊設(shè)備和通信線路將地理位置不同的、具有獨(dú)立功能的多臺計算機(jī)系統(tǒng)遵循約定的通信協(xié)議互連成一個規(guī)模大、功能強(qiáng)的網(wǎng)絡(luò)系統(tǒng),用功能完善的網(wǎng)絡(luò)軟件(即網(wǎng)絡(luò)通信協(xié)議、信息交換方式和網(wǎng)絡(luò)操作系統(tǒng)等)來實(shí)現(xiàn)交互通信、資源共享、信息交換、綜合信息服務(wù)、協(xié)同工作以及在線處理等功能的系統(tǒng)。
2 計算機(jī)網(wǎng)絡(luò)的分類
1)計算機(jī)網(wǎng)絡(luò)按照地理范圍劃分為:局域網(wǎng)、城域網(wǎng)、廣域網(wǎng)和互聯(lián)網(wǎng)四種;2)按拓?fù)浣Y(jié)構(gòu)劃分為:總線型、星型、環(huán)型、樹型和網(wǎng)狀網(wǎng);3)按交換方式劃分為:線路交換網(wǎng)、存儲轉(zhuǎn)發(fā)交換網(wǎng)和混合交換網(wǎng);4)按傳輸帶寬方式進(jìn)行劃分為:基帶網(wǎng)和寬帶網(wǎng);5)按網(wǎng)絡(luò)中使用的操作系統(tǒng)分為:NetWare網(wǎng)、Windows NT網(wǎng)和Unix網(wǎng)等;6)按傳輸技術(shù)分為:廣播網(wǎng)、非廣播多路訪問網(wǎng)、點(diǎn)到點(diǎn)網(wǎng)。
3 計算機(jī)網(wǎng)絡(luò)系統(tǒng)的構(gòu)成
計算機(jī)網(wǎng)絡(luò)系統(tǒng)通常由資源子網(wǎng)、通信子網(wǎng)和通信協(xié)議三個部分組成。資源子網(wǎng)在計算機(jī)網(wǎng)絡(luò)中直接面向用戶;通信子網(wǎng)在計算機(jī)網(wǎng)絡(luò)中負(fù)責(zé)數(shù)據(jù)通信、全網(wǎng)絡(luò)面向應(yīng)用的數(shù)據(jù)處理工作。而通信雙方必須共同遵守的規(guī)則和約定就稱為通信協(xié)議,它的存在與否是計算機(jī)網(wǎng)絡(luò)與一般計算機(jī)互連系統(tǒng)的根本區(qū)別。
4 計算機(jī)網(wǎng)絡(luò)的主要功能
資源共享:計算機(jī)網(wǎng)絡(luò)的主要目的是共享資源。共享的資源有:硬件資源、軟件資源、數(shù)據(jù)資源。其中共享數(shù)據(jù)資源是計算機(jī)網(wǎng)絡(luò)最重要的目的。
數(shù)據(jù)通信:數(shù)據(jù)通信是指利用計算機(jī)網(wǎng)絡(luò)實(shí)現(xiàn)不同地理位置的計算機(jī)之間的數(shù)據(jù)傳送,運(yùn)用技術(shù)手段實(shí)現(xiàn)網(wǎng)絡(luò)間的信息傳遞。這是計算機(jī)網(wǎng)絡(luò)的最基本的功能,也是實(shí)現(xiàn)其他功能的基礎(chǔ)。如電子郵件、傳真、遠(yuǎn)程數(shù)據(jù)交換等。
分布處理:是指當(dāng)計算機(jī)網(wǎng)絡(luò)中的某個計算機(jī)系統(tǒng)負(fù)荷過重時,可以將其處理的任務(wù)傳送到網(wǎng)絡(luò)中的其它計算機(jī)系統(tǒng)中,以提高整個系統(tǒng)的利用率。對于大型的綜合性的科學(xué)計算和信息處理,通過適當(dāng)?shù)乃惴ǎ瑢⑷蝿?wù)分散到網(wǎng)絡(luò)中不同的計算機(jī)系統(tǒng)上進(jìn)行分布式的處理。促進(jìn)分布式數(shù)據(jù)處理和分布式數(shù)據(jù)庫的發(fā)展。利用網(wǎng)絡(luò)實(shí)現(xiàn)分布處理,建立性能優(yōu)良、可靠性高的分布式數(shù)據(jù)庫系統(tǒng)。
綜合信息服務(wù):在當(dāng)今的信息化社會中,各行各業(yè)每時每刻都要產(chǎn)生大量的信息需要及時的處理,而計算機(jī)網(wǎng)絡(luò)在其中起著十分重要的作用。
5 計算機(jī)網(wǎng)絡(luò)的常用設(shè)備
網(wǎng)卡(NIC):插在計算機(jī)主板插槽中,負(fù)責(zé)將用戶要傳遞的數(shù)據(jù)轉(zhuǎn)換為網(wǎng)絡(luò)上其它設(shè)備能夠識別的格式,通過網(wǎng)絡(luò)介質(zhì)傳輸。
集線器(Hub):是單一總線共享式設(shè)備,提供很多網(wǎng)絡(luò)接口,負(fù)責(zé)將網(wǎng)絡(luò)中多個計算機(jī)連在一起。所謂共享是指集線器所有端口共用一條數(shù)據(jù)總線,因此平均每用戶(端口)傳遞的數(shù)據(jù)量、速率等受活動用戶(端口)總數(shù)量的限制。
交換機(jī)(Switch):也稱交換式集線器。它同樣具備許多接口,提供多個網(wǎng)絡(luò)節(jié)點(diǎn)互連。但它的性能卻較共享集線器大為提高:相當(dāng)于擁有多條總線,使各端口設(shè)備能獨(dú)立地作數(shù)據(jù)傳遞而不受其它設(shè)備影響,表現(xiàn)在用戶面前即是各端口有獨(dú)立、固定的帶寬。此外,交換機(jī)還具備集線器欠缺的功能,如數(shù)據(jù)過濾、網(wǎng)絡(luò)分段、廣播控制等。
線纜:網(wǎng)絡(luò)的距離擴(kuò)展需要通過線纜來實(shí)現(xiàn),不同的網(wǎng)絡(luò)有不同連接線纜,如光纖、雙絞線、同軸電纜等。
公共電話網(wǎng):即PSTN(Public Swithed Telephone Network),速度9600bps~28.8kbps,經(jīng)壓縮后最高可達(dá)115.2kbps,傳輸介質(zhì)是普通電話線。
綜合業(yè)務(wù)數(shù)字網(wǎng):即ISDN(Integrated Service Digital Network),是一種撥號連接方式。低速接口為128kbps(高速可達(dá)2M),它使用ISDN線路或通過電信局在普通電話線上加裝ISDN業(yè)務(wù)。ISDN為數(shù)字傳輸方式,具有連接迅速、傳輸可靠等特點(diǎn),并支持對方號碼識別。
專線:即Leased Line,在中國稱為DDN,是一種點(diǎn)到點(diǎn)的連接方式,速度一般選擇64kbps~2.048Mbps。專線的好處是數(shù)據(jù)傳遞有較好的保障,帶寬恒定。
X.25網(wǎng):是一種出現(xiàn)較早且依然應(yīng)用廣泛的廣域網(wǎng)方式,速度為9600bps~64kbps;有冗余糾錯功能,可 靠性高,但由此帶來的副效應(yīng)是速度慢,延遲大。
異步傳輸模式:即ATM(Asynchronous Transfer Mode),是一種信元交換網(wǎng)絡(luò),最大特點(diǎn)是速率高、延遲小、傳輸質(zhì)量有保障。ATM大多采用光纖作為連接介質(zhì),速率可高達(dá)上千(109bps)。
調(diào)制解調(diào)器(Modem):作為末端系統(tǒng)和通信系統(tǒng)之間信號轉(zhuǎn)換的設(shè)備,是廣域網(wǎng)中必不可少的設(shè)備之一。分為同步和異步兩種,分別用來與路由器的同步和異步串口相連接,同步可用于專線、幀中繼、X.25等,異步用于PSTN的連接在計算機(jī)網(wǎng)絡(luò)時代。
6 結(jié)語
人們對計算機(jī)和互聯(lián)網(wǎng)的利用必將會滲透到社會生產(chǎn)和生活的各個方面,通過計算機(jī)和網(wǎng)絡(luò)的功能,將會給企業(yè)的生產(chǎn)和經(jīng)營活動的開展以及老百姓的工作和生活帶來極大的便利。在互聯(lián)網(wǎng)的聯(lián)系和溝通下,各種信息傳播的速度將加快,企業(yè)和個人對網(wǎng)絡(luò)信息的依賴程度也將不斷加深,信息需求程度相對較大的部門將成為未來社會中創(chuàng)造高附加值的行業(yè)。并通過他們帶動相關(guān)知識產(chǎn)業(yè)的進(jìn)步和發(fā)展,甚至帶動全社會的經(jīng)濟(jì)結(jié)構(gòu)的優(yōu)化調(diào)整,推動社會經(jīng)濟(jì)的全面進(jìn)步。
計算機(jī)網(wǎng)絡(luò)取得今天的發(fā)展成就,是人類文明進(jìn)入到更高階段的標(biāo)志,它推動著人類社會向更現(xiàn)代化的方向發(fā)展,同時推動了知識經(jīng)濟(jì)時代的到來,人們通過計算機(jī)網(wǎng)絡(luò)的連接,打破了原先在時間和空間上的阻隔,在無形中拉近了人與人之間的距離,也在一定程度上擴(kuò)大了我們生存的空間,網(wǎng)絡(luò)給我們提供了超乎尋常的方便和成功。但是,網(wǎng)絡(luò)也給社會帶來了更多的挑戰(zhàn),它要求我們要以更高的層次去面對新的生活和環(huán)境,同時不斷地改變我們的思想和行為,我們要抓住網(wǎng)絡(luò)時代帶給我們機(jī)遇,不斷努力推動人類社會向更的高階段發(fā)展。
此論文為湖南省十二五課題規(guī)劃論文。課題批準(zhǔn)號:XJK011CZJ010
參考文獻(xiàn):
[1]謝希仁,《計算機(jī)網(wǎng)絡(luò)(第4版)》.
1500字論文格式模板篇二計算機(jī)網(wǎng)絡(luò)安全
摘 要如何在一個開放式的計算機(jī)網(wǎng)絡(luò)物理環(huán)境中構(gòu)造一個封閉的邏輯環(huán)境來滿足于國家、群體和個人實(shí)際需要,已成為必須考慮的實(shí)際問題。計算機(jī)網(wǎng)絡(luò)的安全就是為了克服這些安全問題,使計算機(jī)網(wǎng)絡(luò)的使用更有保障而誕生和發(fā)展起來的。
關(guān)鍵詞加密技術(shù);防火墻技術(shù);網(wǎng)絡(luò)安全策略
0.概述
網(wǎng)絡(luò)系統(tǒng)安全涉及通信安全、計算機(jī)系統(tǒng)安全、存儲安全、物理安全、人員安全等諸多要素,是與人、網(wǎng)絡(luò)、環(huán)境有關(guān)的技術(shù)安全、結(jié)構(gòu)安全和管理安全的總和。
1.計算網(wǎng)絡(luò)面臨的威脅
網(wǎng)絡(luò)安全缺陷產(chǎn)生的原因主要有:TCP/IP的脆弱性、網(wǎng)絡(luò)結(jié)構(gòu)的不安全性 、易被竊聽、缺乏安全意識。
2.計算機(jī)網(wǎng)絡(luò)安全策略
2.1物理安全策略
抑制和防止電磁泄漏(即TEMPEST技術(shù))是物理安全策略的一個主要問題。
2.2訪問控制策略
訪問控制是網(wǎng)絡(luò)安全防范和保護(hù)的主要策略,它的主要任務(wù)是保證網(wǎng)絡(luò)資源不被非法使用和非常訪問。
2.2.1入網(wǎng)訪問控制
入網(wǎng)訪問控制為網(wǎng)絡(luò)訪問提供了第一層訪問控制。它控制哪些用戶能夠登錄到服務(wù)器并獲取網(wǎng)絡(luò)資源,控制準(zhǔn)許用戶入網(wǎng)的時間和準(zhǔn)許他們在哪臺工作站入網(wǎng)。
2.2.2網(wǎng)絡(luò)的權(quán)限控制
網(wǎng)絡(luò)的權(quán)限控制是針對網(wǎng)絡(luò)非法操作所提出的一種安全保護(hù)措施。用戶和用戶組被賦予一定的權(quán)限。
2.2.3目錄級安全控制
網(wǎng)絡(luò)應(yīng)允許控制用戶對目錄、文件、設(shè)備的訪問。對目錄和文件的訪問權(quán)限一般有八種:系統(tǒng)管理員權(quán)限(Supervisor)、讀權(quán)限(Read)、寫權(quán)限(Write)、創(chuàng)建權(quán)限(Create)、刪除權(quán)限(Erase)、修改權(quán)限(Modify)、文件查找權(quán)限(File Scan)、存取控制權(quán)限(Access Control)。
2.2.4屬性安全控制
當(dāng)用文件、目錄和網(wǎng)絡(luò)設(shè)備時,網(wǎng)絡(luò)系統(tǒng)管理員應(yīng)給文件、目錄等指定訪問屬性。屬性往往能控制以下幾個方面的權(quán)限:向某個文件寫數(shù)據(jù)、拷貝一個文件、刪除目錄或文件、查看目錄和文件、執(zhí)行文件、隱含文件、共享、系統(tǒng)屬性等。
2.2.5網(wǎng)絡(luò)服務(wù)器安全控制
網(wǎng)絡(luò)服務(wù)器的安全控制包括可以設(shè)置口令鎖定服務(wù)器控制臺,以防止非法用戶修改、刪除重要信息或破壞數(shù)據(jù);可以設(shè)定服務(wù)器登錄時間限制、非法訪問者檢測和關(guān)閉的時間間隔。
2.2.6監(jiān)測和鎖定控制
網(wǎng)絡(luò)管理員應(yīng)對網(wǎng)絡(luò)實(shí)施監(jiān)控,服務(wù)器應(yīng)記錄用戶對網(wǎng)絡(luò)資源的訪問,對非法的網(wǎng)絡(luò)訪問,服務(wù)器應(yīng)以圖形或文字或聲音等形式報警,以引起網(wǎng)絡(luò)管理員的注意。
2.2.7網(wǎng)絡(luò)端口和節(jié)點(diǎn)的安全控制
網(wǎng)絡(luò)中服務(wù)器的端口往往使用自動回呼設(shè)備、靜默調(diào)制解調(diào)器加以保護(hù),并以加密的形式來識別節(jié)點(diǎn)的身份。
3.信息加密策略
數(shù)據(jù)加密的基本過程就是對原來為明文的文件或數(shù)據(jù)按某種算法進(jìn)行處理,使其成為不可讀的一段代碼,通常稱為"密文",使其只能在輸入相應(yīng)的密鑰之后才能顯示出本來內(nèi)容,通過這樣的途徑來達(dá)到保護(hù)數(shù)據(jù)不被非法人竊取,閱讀的目的。該過程的逆過程為解密,即將該編碼信息轉(zhuǎn)化為其原來數(shù)據(jù)的過程。
加密技術(shù)通常分為三大類:"對稱式","非對稱式"和"單項(xiàng)式"。
對稱式加密就是加密和解密使用同一個密鑰,通常稱之為"Session Key"這種加密技術(shù)目前被廣泛采用。
非對稱式加密就是加密和解密所使用的不是同一個密鑰,通常有兩個密鑰,稱為"公鑰"和"私鑰",它們兩個必需配對使用,否則不能打開加密文件。
單項(xiàng)加密也叫做哈希加密,這種加密使用hash算法把一些不同長度的信息轉(zhuǎn)化成雜亂的確128位的編碼里,叫做hash值。
4.防火墻技術(shù)
網(wǎng)絡(luò)防火墻技術(shù)是一種用來加強(qiáng)網(wǎng)絡(luò)之間訪問控制,防止外部網(wǎng)絡(luò)用戶以非法手段通過外部網(wǎng)絡(luò)進(jìn)入內(nèi)部網(wǎng)絡(luò),訪問內(nèi)部網(wǎng)絡(luò)資源,保護(hù)內(nèi)部網(wǎng)絡(luò)操作環(huán)境的特殊網(wǎng)絡(luò)互聯(lián)設(shè)備。
4.1防火墻的分類
根據(jù)防火墻所采用的技術(shù)不同,我們可以將它分為四種基本類型:包過濾型,網(wǎng)絡(luò)地址轉(zhuǎn)換―NAT,代理型和監(jiān)測型。
4.2包過濾型
包過濾型產(chǎn)品是防火墻的初級產(chǎn)品,其技術(shù)依據(jù)是網(wǎng)絡(luò)中的分包傳輸技術(shù)。
4.3網(wǎng)絡(luò)地址轉(zhuǎn)化―NAT
網(wǎng)絡(luò)地址轉(zhuǎn)換是一種用于把IP地址轉(zhuǎn)換成臨時的,外部的,注冊的IP地址標(biāo)準(zhǔn)。它允許具有私有IP地址的內(nèi)部網(wǎng)絡(luò)訪問因特網(wǎng)。
4.4代理型
代理型防火墻也可以被稱為代理服務(wù)器,它的安全性要高于包過濾型產(chǎn)品,并已經(jīng)開始向應(yīng)用層發(fā)展,代理服務(wù)器位于客戶機(jī)與服務(wù)器之間,完全阻擋了二者間的數(shù)據(jù)交流。
4.5監(jiān)測型
監(jiān)測型防火墻是新一代的產(chǎn)品,這一技術(shù)實(shí)際已經(jīng)超越了最初的防火墻定義。監(jiān)測型防火墻能夠?qū)Ω鲗拥臄?shù)據(jù)進(jìn)行主動的,實(shí)時的監(jiān)測,在對這些數(shù)據(jù)加以分析的基礎(chǔ)上,監(jiān)測型防火墻能夠有效地判斷出各層中的非法侵入。
5.計算機(jī)網(wǎng)絡(luò)安全的防范措施
5.1網(wǎng)絡(luò)系統(tǒng)結(jié)構(gòu)設(shè)計合理與否是網(wǎng)絡(luò)安全運(yùn)行的關(guān)鍵
由于局域網(wǎng)采用的是以廣播為技術(shù)基礎(chǔ)的以太網(wǎng),任何兩個節(jié)點(diǎn)之間的通信數(shù)據(jù)包,也被處在同一以太網(wǎng)上的任何一個節(jié)點(diǎn)的網(wǎng)卡所截取。網(wǎng)絡(luò)分段技術(shù)的應(yīng)用將從源頭上杜絕網(wǎng)絡(luò)的安全隱患問題,以交換式集線器代替共享式集線器的方式將不失為解除隱患的又一方法。
5.2強(qiáng)化計算機(jī)管理是網(wǎng)絡(luò)系統(tǒng)安全的保證
(1)加強(qiáng)設(shè)施管理,確保計算機(jī)網(wǎng)絡(luò)系統(tǒng)實(shí)體安全。建立健全安全管理制度,防止非法用戶進(jìn)入計算機(jī)控制室和各種非法行為的發(fā)生;(2)強(qiáng)化訪問控制,力促計算機(jī)網(wǎng)絡(luò)系統(tǒng)運(yùn)行正常。(3)建立網(wǎng)絡(luò)的權(quán)限控制模塊。網(wǎng)絡(luò)的權(quán)限控制是針對網(wǎng)絡(luò)非法操作所提出的一種安全保護(hù)措施。(4)建立屬性安全服務(wù)模塊。屬性安全控制可以將給定的屬性與網(wǎng)絡(luò)服務(wù)器的文件、目錄和網(wǎng)絡(luò)設(shè)備聯(lián)系起來。(5)建立網(wǎng)絡(luò)服務(wù)器安全設(shè)置模塊。(6)建立檔案信息加密制度。(7)建立網(wǎng)絡(luò)智能型日志系統(tǒng)。(8)建立完善的備份及恢復(fù)機(jī)制。
隨著計算機(jī)技術(shù)和通信技術(shù)的發(fā)展,計算機(jī)網(wǎng)絡(luò)將日益成為工業(yè),農(nóng)業(yè)和國防等方面的重要信息交換手段,滲透到社會生活的各個領(lǐng)域.因此,認(rèn)清網(wǎng)絡(luò)的脆弱性和潛在威脅,采取強(qiáng)有力的安全策略,對于保障網(wǎng)絡(luò)的安全性將變得十分重要,相信在未來十年中,網(wǎng)絡(luò)安全技術(shù)一定會取得更為長足的進(jìn)展。
參考文獻(xiàn)
[1]朱雁輝.防火墻與網(wǎng)絡(luò)封包[M].電子工業(yè)出版社.
[2]信息管理系列編委會.網(wǎng)絡(luò)安全管理[M].中國人民大學(xué)出版社.
[3]張紅旗.信息網(wǎng)絡(luò)安全[M].清華大學(xué)出版社.
[4]張千里,陳光英.網(wǎng)絡(luò)安全新技術(shù).人民郵電出版社.
[5]湯子瀛等.計算機(jī)網(wǎng)絡(luò).西安電子科技大學(xué)出版社.
[6]彭民德.計算機(jī)網(wǎng)絡(luò)教程.清華大學(xué)出版社,67~88.
[7]張偉.網(wǎng)絡(luò)安全.機(jī)械工業(yè)出版社,99.
[8]何炎祥.計算機(jī)網(wǎng)絡(luò)安全學(xué)習(xí)指導(dǎo)與習(xí)題解答.清華大學(xué)出版社,101~112.
[9]袁津生,吳硯農(nóng).計算機(jī)網(wǎng)絡(luò)安全基礎(chǔ)(第二版).人民郵電出版社,2003:78~92.
[10]殷偉.計算機(jī)安全與病毒防治 安徽科學(xué)技術(shù)出版社,2003:372~382.
留學(xué)生畢業(yè)論文致謝怎么寫
在留學(xué)生畢業(yè)論文的致謝部分,你可以按照以下指導(dǎo)來寫:
1. 開頭表達(dá)感激之情:在致謝的開頭,表達(dá)對導(dǎo)師、指導(dǎo)教授以及其他學(xué)術(shù)或?qū)嵺`上的支持者的感激之情。可以使用諸如以下的表達(dá)方式:
- 我要衷心感謝...
- 在此,我想向...
- 我由衷地感謝...
2. 指明具體幫助或支持:列出具體的人或機(jī)構(gòu),說明他們給予你的幫助或支持,并解釋他們對你研究的重要性。可以包括以下方面:
- 導(dǎo)師和指導(dǎo)教授的專業(yè)指導(dǎo)和建議
- 同學(xué)、朋友、家人的情感支持和鼓勵
- 實(shí)驗(yàn)室、圖書館、實(shí)習(xí)單位等提供的資源和設(shè)施
- 資助機(jī)構(gòu)或獎學(xué)金的經(jīng)濟(jì)支持
3. 表達(dá)個人成長和學(xué)術(shù)收獲:談?wù)撛谘芯窟^程中你個人的成長和學(xué)術(shù)收獲,以及這些經(jīng)歷對你未來的影響。可以包括以下內(nèi)容:
- 研究項(xiàng)目對你學(xué)術(shù)和專業(yè)發(fā)展的貢獻(xiàn)
- 解決問題、克服困難的經(jīng)歷
- 對研究領(lǐng)域或?qū)I(yè)的新見解或貢獻(xiàn)
4. 態(tài)度真誠、語言簡潔:在寫致謝時,要保持真誠和誠懇的態(tài)度,用簡潔明了的語言表達(dá)自己的感激之情,避免使用過多的修辭或廢話。
請注意,以上只是一些建議,具體的致謝內(nèi)容和語言可以根據(jù)你的情況和個人風(fēng)格進(jìn)行調(diào)整。最重要的是真誠地表達(dá)感激之情,感謝那些對你畢業(yè)論文完成有重要貢獻(xiàn)的人或機(jī)構(gòu)。
好了,今天關(guān)于“留學(xué)論文模板初中”的話題就講到這里了。希望大家能夠通過我的講解對“留學(xué)論文模板初中”有更全面、深入的了解,并且能夠在今后的學(xué)習(xí)中更好地運(yùn)用所學(xué)知識。
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