【正文】 復(fù)制品而不便編入正文的材料；③某些重要的原始數(shù)據(jù)、數(shù)學(xué)推導(dǎo)、計(jì)算程序、注釋、框圖、統(tǒng)計(jì)表、打印機(jī)輸出樣片、結(jié)構(gòu)圖等。（2）附錄中的有關(guān)格式實(shí)習(xí)設(shè)計(jì)（論文）的附錄依次為“附錄A”、“附錄B”、“附錄C”等編號(hào)。如果只有一個(gè)附錄，也應(yīng)編為“附錄A”。附錄中的圖、表、公式的命名方法也采用上面提到的圖、表、公式命名方法，只不過(guò)將章的序號(hào)換成附錄的序號(hào)。其它依次類(lèi)推。參考文獻(xiàn)在正文中引用的參考資料一律用腳注的形式標(biāo)注。標(biāo)注數(shù)字一律用“[1]”、“[2]”等形式標(biāo)注。其它參考資料可在“參考文獻(xiàn)”中標(biāo)明。所用的說(shuō)明性文字一律采用如下格式：（1）連續(xù)出版物（序號(hào)），出版年份，卷號(hào)（期號(hào)）（引文起止頁(yè)）（2）著作（序號(hào)）（引文起止頁(yè)）（3）論文集（序號(hào)）《文章名稱(chēng)》.（引文起止頁(yè)）二、排版格式要求封面標(biāo)題在該頁(yè)上部居中，二號(hào)宋體加粗；可一行也可兩行。學(xué)生姓名、指導(dǎo)教師、系別、專(zhuān)業(yè)、年級(jí)，四號(hào)楷體居中；論文提交時(shí)間、年月日，五號(hào)宋體居中。摘要摘要題目二字，三號(hào)宋體加粗、居中。摘要正文為小四號(hào)宋體。目錄“目錄”二字上空一行，為三號(hào)宋體加粗，下空兩行為目錄行。章、參考文獻(xiàn)、附錄等部分均用四號(hào)宋體加粗，節(jié)、小節(jié)等小標(biāo)題及所有頁(yè)碼均采用五號(hào)宋體。正文每章的標(biāo)題采用三號(hào)宋體加粗居中；“章”下空兩行為“節(jié)”，采用四號(hào)宋體加粗居中；“節(jié)”下空一行為“小節(jié)”，采用小四號(hào)宋體加粗左起排版。正文文字內(nèi)容均采用小四號(hào)宋體排版。圖、表、公式的序號(hào)均采用五號(hào)楷體排版。附錄“附錄A”、“附錄B”等附錄序號(hào)采用三號(hào)宋體加粗居中排版，附錄題目采用三號(hào)宋體加粗居中排版，附錄正文，五號(hào)宋體。參考文獻(xiàn)參考文獻(xiàn)的第一頁(yè)先空一行，采用三號(hào)宋體加粗居中對(duì)參文獻(xiàn)排版，再空一行為參考文獻(xiàn)的正文，參考文獻(xiàn)的正文均采用五號(hào)宋體。三、其他均采用A4的紙排版。頁(yè)邊距：、右。頁(yè)碼編排：自中文摘要開(kāi)始，采用阿拉伯?dāng)?shù)字，五號(hào)宋體居中。左側(cè)裝訂，宜采用單倍行距，也可根據(jù)美觀需要，自行設(shè)置。第五篇：頂崗實(shí)習(xí)論文摘要中英文頂崗實(shí)習(xí)既是免費(fèi)師范生專(zhuān)業(yè)發(fā)展中一個(gè)必不可少的重要途徑，又是檢驗(yàn)三年所學(xué)教師教育知識(shí)以及教師基本技能的試驗(yàn)地，而且還能讓免費(fèi)師范生通過(guò)頂崗實(shí)習(xí)認(rèn)識(shí)到自身的優(yōu)勢(shì)和不足。針對(duì)頂崗實(shí)習(xí)過(guò)程反映出的免費(fèi)師范生教育培養(yǎng)模式優(yōu)勢(shì)與不足等問(wèn)題，本研究對(duì)150名湖南第一師范學(xué)院10級(jí)免費(fèi)師范頂崗實(shí)習(xí)生進(jìn)行了問(wèn)卷調(diào)查。發(fā)現(xiàn)：頂崗實(shí)習(xí)的免費(fèi)師范生基本上能夠完成中小學(xué)教育教學(xué)的工作職責(zé)；教育理念方面以及工作適應(yīng)上表現(xiàn)出一些優(yōu)勢(shì)；也反映出高師院校在免費(fèi)師范生培養(yǎng)上存在的一些缺陷，如：（1）在教師技能方面如課堂上的音量、說(shuō)話(huà)的速度、板書(shū)板畫(huà)等等方面的能力還有待提升。（2）頂崗實(shí)習(xí)生不知道怎樣將自己的知識(shí)有效的傳輸給學(xué)生轉(zhuǎn)化成為學(xué)生自己的知識(shí)。（3）教師角色的威信度不夠，面對(duì)學(xué)生嚴(yán)厲和溫和這個(gè)度把握不好。（4）課堂教學(xué)能力較強(qiáng)，但是課堂紀(jì)律和班級(jí)管理的能力不足。（5）教育理論與教育實(shí)踐銜接不上。（6）教育教學(xué)理論知識(shí)掌握不足的，如：班級(jí)管理學(xué)、課堂管理學(xué)和兒童心理發(fā)展學(xué)等等。本研究認(rèn)為頂崗實(shí)習(xí)生在實(shí)習(xí)過(guò)程中暴露出的問(wèn)題除了個(gè)人因素外還與高師院校對(duì)免費(fèi)師范生培養(yǎng)模式中存在的缺陷有關(guān)。本研究發(fā)現(xiàn)高師院校對(duì)免費(fèi)師范生的培養(yǎng)存在問(wèn)題如：（1）課程設(shè)置存在問(wèn)題。（2）教學(xué)評(píng)價(jià)方式不合理。（3）教育實(shí)踐培養(yǎng)不足。針對(duì)發(fā)現(xiàn)的問(wèn)題建議如下：（1）優(yōu)化課程結(jié)構(gòu)和門(mén)類(lèi)。（2）優(yōu)化課程評(píng)價(jià)體系。（3）優(yōu)化教育實(shí)踐。Internships is not noly an essential way to the professional development of cost free normal students, and a test to detect the students’ teaching knowledge and basic skills, but also allows them to realize their superiorities and shortings through a to the advantages and disadvantages in cost free normal education reflected in the process of internships, this paper conducted a survey by questionnaire to 150 cost free normal students in Hunan First Normal survey shows that: the cost free normal students are basically able to plete primary education teaching duties in the process of internship。it also reflects the drawbacks existed in the education of cost free normal students in normal as:(1)teachers39。 skills in the classroom have to be improved, such as the volume, speaking rate, blackboard drawing, etc..(2)they do not know how to transfer their knowledge to students effectively.(3)they do not have enough prestige to be a teacher, and they can’t get clear whether to be severe or moderate when facing to students.(4)they have a strong classroom teaching ability , but they are short with the ability to control classroom discipline and they are not good at classroom management.(5)Their treching theory is not correspond with their teaching practice.(6)they are shrot with the knowledge of teaching theory, such as: Classroom Management, Classroom Management and Psychological Development of Children and so study suggests that problems exposed in the process of internship are not only related to personal factors but also to the drawbacks existed in the education of cost free normal students in normal drawbacks existed in the education of cost free normal students in normal university that founded in this study are as follows:(1)curriculum problems.(2)teaching evaluation problems.(3)the short of educational paper puts forward the following remendations aims to the above problems:(1)Optimizing the course structure and categories.(2)Optimizing the course evaluation system.(3)Optimizing the teaching practices.