格式網(wǎng)絡(luò)最新整理版本

1、頁(yè)面布局全局設(shè)置 · 字體樣式：一律使用Times New Roman。 · 字體大?。阂宦蔀?2pt。不管是標(biāo)題還是頁(yè)眉或者其它，一律12pt。 · 行距：應(yīng)當(dāng)設(shè)為2倍。 · 頁(yè)邊距：四邊一律設(shè)為1英寸。 · 段落對(duì)齊：應(yīng)當(dāng)設(shè)置為左對(duì)齊，而不是兩端對(duì)齊。 · 段落縮進(jìn)：各段落應(yīng)當(dāng)使用首行縮進(jìn)，縮進(jìn)量為57個(gè)空格。 · 頁(yè)眉：應(yīng)當(dāng)是文章標(biāo)題的前2或3個(gè)單詞+5個(gè)空格+頁(yè)碼。頁(yè)眉顯示在所有的頁(yè)面上，居右對(duì)齊。只有圖片頁(yè)不顯示頁(yè)眉。 · 頁(yè)序：封面、摘要、正文、參考文獻(xiàn)、附錄、注釋、表格、圖片標(biāo)題、圖片。 封面頁(yè) &#

2、183; 第一行：“Running head: ASDFGHJKL”，長(zhǎng)度不應(yīng)超過(guò)50個(gè)字符。居左對(duì)齊，無(wú)縮進(jìn)。 · 頁(yè)面中部：標(biāo)題+作者+單位。居中對(duì)齊，單詞首字母大寫(xiě)。 摘要頁(yè) · 第一行：“Abstract”。居中對(duì)齊。 · 摘要：不超過(guò)120個(gè)單詞。不分段。不縮進(jìn)。所有數(shù)值要表示為數(shù)字，不可以用單詞。 正文部分 · 第一行：文章標(biāo)題。居中對(duì)齊。 · Introduction：緊接在文章標(biāo)題下面，前面無(wú)空行，不寫(xiě)作者，不使用小標(biāo)題。 各級(jí)標(biāo)題（不含文章標(biāo)題）：字體大小一律12pt。 · 1級(jí)標(biāo)題：?jiǎn)卧~首字母大寫(xiě)。粗體。居中對(duì)齊。

3、 · 2級(jí)標(biāo)題：?jiǎn)卧~首字母大寫(xiě)。粗體。居左對(duì)齊。無(wú)縮進(jìn)。后面緊跟的段落首行縮進(jìn)5個(gè)空格。 · 3級(jí)標(biāo)題：第一個(gè)單詞首字母大寫(xiě)。粗體。居左對(duì)齊?？s進(jìn)5個(gè)空格。有句號(hào)。隨后的正文不分段緊跟其后。 Level One HeadingLevel Two Heading           Bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla

4、 bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla.  

5、0;        Level three heading. Bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla b

6、la bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla. 參考文獻(xiàn)部分 · 參考文獻(xiàn)不緊接在正文后部，需在新頁(yè)面開(kāi)啟。 · 第一行：“References”。居中對(duì)齊

7、。 · 參考文獻(xiàn)：緊接在標(biāo)題下面，前面無(wú)空行。按作者的字母順序排列。首行懸掛縮進(jìn)。具體的寫(xiě)法托付給軟件即可（推薦使用zotero）。 附錄部分 · 第一行：“Appendix”。居中對(duì)齊。如果超過(guò)一個(gè)，使用“Appendix A/B/C/”編號(hào)。 · 其他規(guī)定如正文。 注釋部分 · 因?yàn)榉旁谖恼履┪?，所以是尾注。但是正式出版時(shí)可能改為腳注。 · 第一行：“Footnote”。居中對(duì)齊。 · 用數(shù)字編號(hào)，其他規(guī)定如正文。 表格部分 · 每個(gè)表格一頁(yè)。 · 第一行：“Table 1/2/3/”。居左對(duì)齊。無(wú)縮進(jìn)。 &#

8、183; 第二行：表格標(biāo)題。居左對(duì)齊。無(wú)縮進(jìn)。斜體。 · 表格：緊接在標(biāo)題下面，前面無(wú)空行。使用三線框，即：頂線、標(biāo)題行底線、底線。無(wú)豎線。標(biāo)題行不粗體、不斜體。 圖片標(biāo)題頁(yè) · 第一行：“Figure Captions”。居中對(duì)齊。 · 圖片標(biāo)題：緊接在標(biāo)題下面，前面無(wú)空行?！癋igure 1. Asdfghjkl.”其中“Figure 1”要斜體。居左對(duì)齊。無(wú)縮進(jìn)。依次列出，每個(gè)一行。不使用列表格式。 圖片部分 · 每個(gè)圖片一頁(yè)。 以上的規(guī)定是APA對(duì)期刊投稿時(shí)的手稿的規(guī)定，日常使用未必要嚴(yán)格按照它來(lái)進(jìn)行。最主要的是內(nèi)文引用和參考文獻(xiàn)清單的格式不要搞

9、錯(cuò)，其它的可以自己稍作調(diào)整。 日常使用的話，可以省去封面頁(yè)和摘要頁(yè)，第一頁(yè)可以是標(biāo)題、作者、單位、正文。表格和圖片也可以放在文中相應(yīng)的位置，而不需要放到最后。 字體按照APA格式的話應(yīng)當(dāng)使用Times New Roman，如果你不喜歡的話可以選用自己看起來(lái)較舒服的字體。較好并較常用的替代有Georgia、Garamond、Palatino、Century等。 另外，左對(duì)齊會(huì)導(dǎo)致每行在頁(yè)面右邊參差不齊，看起來(lái)很別扭，自己日常使用可以設(shè)置兩端對(duì)齊。 內(nèi)文引用對(duì)他人的觀點(diǎn)和文字的必須給出資料來(lái)源。內(nèi)文引用(text citation)的基本格式是引文作者加上其發(fā)表年份，讀者根據(jù)內(nèi)文引用對(duì)照文章最后所

10、付的參考文獻(xiàn)清單就可以找到準(zhǔn)確的文獻(xiàn)來(lái)源了。 下面舉例部分來(lái)自網(wǎng)上可取得全文pdf的一篇文章，該文章電子檔的網(wǎng)址為1。 內(nèi)文引用主要分為兩種形式。一種是整合在句子的語(yǔ)法結(jié)構(gòu)中(例 1)，另一種是獨(dú)立在句子的語(yǔ)法結(jié)構(gòu)之外(例 2)。 【例1】 Ten years later, Tobin (1990) prepared a follow-up synthesis of research on the effectiveness of teaching and learning in the science laboratory. 【例2】 The National Science Educati

11、on Standards in the United States and other contemporary science education literature continue to suggest that school science laboratories have the potential to be an important medium for introducing students to central conceptual and procedural knowledge and skills in science (Bybee, 2000). 如果資料來(lái)源有

12、兩名作者，則整合引用以單詞“and”連接兩者(例 3)，而獨(dú)立引用以符號(hào)“&”連接兩者(例 4)。 【例3】 Gunstone and Champagne (1990) suggested that meaningful learning in the laboratory would occur if students were given sufficient time and opportunities for interaction and reflection. 【例4】 In reviewing the literature we wrote (Hofstein &

13、 Lunetta, 1982) that it was difficult to identify a simple relationship between students science achievement and their work with materials in the laboratory. 如果資料來(lái)源有兩名以上作者，則情形如下(例 5、6)。 【例5】 This is especially appropriate because in recent decades we have learned much about human cognition and learn

14、ing (Bransford, Brown, & Cocking, 2000). 【例6】 . for example, Shymansky, Kyle, and Alport (1983) conducted a meta-analytic investigation on students performance in science resulting from schooling using the science curricula developed in the 1960s. 獨(dú)立引用可以同時(shí)使用多個(gè)資料來(lái)源，此時(shí)應(yīng)當(dāng)按照第一作者姓名的字母次序排列，相互之間以分號(hào)隔開(kāi)(例

15、 7)。 【例7】 Moreover, there is a growing sense that learning is contextualized and that learners construct knowledge by solving genuine and meaningful problems (Brown, Collins, & Duguid, 1989; Polman, 1999; Roth, 1995; Wenger, 1998; Williams & Hmelo, 1998). 內(nèi)文引用的資料來(lái)源有時(shí)只是舉例，表示還有其他資料來(lái)源只舉部分列出(例 8

16、、9)。 【例8】In the 1980s, multiple reports were published by prominent groups and authors identifying “crisis” and calling for reform in science education (see, for example, Harms & Yager, 1981; Hurd, 1983; Kyle, 1984; Press, 1982; Yager, 1984). 【例9】Science educators (e.g., Schwab, 1962; Hurd, 1969

17、; Lunetta&Tamir, 1979) have expressed the view that uniqueness of the laboratory lies principally in providing students with opportunities to engage in processes of investigation and inquiry. 如果要進(jìn)行對(duì)詞句的直接引用，即引用原文，應(yīng)當(dāng)給出頁(yè)碼(例 10)。 【例10】Used properly, the laboratory is especially important in the curr

18、ent era in which inquiry has re-emerged as a central style advocated for science teaching and learning (NRC, 1996, p. 23): Inquiry is a multifaceted activity that involves making observations; posing questions; examining books and other sources of information to see what is already known; planning i

19、nvestigations; reviewing what is already known in light of experimental evidence; using tools to gather, analyze, and interpret data; proposing answers, explanations, and predictions; and communicating the results. Inquiry requires identification of assumptions, use of critical and logical thinking,

20、 and consideration of alternative explanations. 關(guān)于重復(fù)引用。如果是一個(gè)或兩個(gè)作者，則每次都要將全部作者寫(xiě)出；如果是三、四、五個(gè)作者，則第一次列出全部作者，以后只列出第一作者，其余作者以 “et al.”表示；如果是五個(gè)以上作者，則從第一次開(kāi)始就只列出第一作者，其余作者以“et al.”表示(例 11、12)。 【例11】There is a need to provide students with frequent opportunities for feedback, reflection, and modification of thei

21、r ideas (Barron et al., 1998). 【例12】The importance of promoting cooperative learning in the science classroom and laboratory received substantial attention during the 1980s (e.g., Johnson et al., 1981; Johnson & Johnson, 1985; Lazarowitz & Karsenty, 1990) as a way to engage diverse students

22、in collaboration with others in inquiry and to develop a classroom community of scientists. 關(guān)于間接引用。如果引用的資料來(lái)自于另一份資料中的引用，則應(yīng)當(dāng)同時(shí)給出兩個(gè)來(lái)源，使用“as cited in”連接(例 13)。 【例13】Blablablablablabla (Abcde, 1984, as cited in Edcba 1989). 引用私人通信。如果引用的資料來(lái)自于私人通信，則不必在文后的參考文獻(xiàn)清單中列出。那么在內(nèi)文引用時(shí)，就應(yīng)當(dāng)給出人物的全名縮寫(xiě)，注明“personal communic

23、ation”，并給出日期(例 14)。 【例14】A. B. Cdefg (personal communication, July 4, 1989) blablablablablabla. 內(nèi)文引用的格式非常繁雜，一般不用手工輸入，而是交托文獻(xiàn)管理軟件負(fù)責(zé)。 原文引用如果要直接引用他人的文字(quotation)，除了給出資料來(lái)源和頁(yè)碼，還有一個(gè)要注意的規(guī)則。如果引用的字?jǐn)?shù)(words)少于40個(gè)，則以引號(hào)包含后整合于正常的行文之中，例如： Tobin (1990) wrote that “Laboratory activities appeal as a way of allowing s

24、tudents to learn with understanding and, at the same time, engage in a process of constructing knowledge by doing science” (p. 405). 如果引用的字?jǐn)?shù)(words)多于40個(gè)，則寫(xiě)成獨(dú)立的段落。排版上還需注意引用的整段文字左邊應(yīng)當(dāng)縮進(jìn)5個(gè)空格。例如： Used properly, the laboratory is especially important in the current era in which inquiry has re-emerged as a

25、 central style advocated for science teaching and learning (NRC, 1996, p. 23): Inquiry is a multifaceted activity that involves making observations; posing questions; examining books and other sources of information to see what is already known; planning investigations; reviewing what is already kno

26、wn in light of experimental evidence; using tools to gather, analyze, and interpret data; proposing answers, explanations, and predictions; and communicating the results. Inquiry requires identification of assumptions, use of critical and logical thinking, and consideration of alternative explanatio

27、ns. 文獻(xiàn)清單文獻(xiàn)清單(references)羅列的文章引用的資料來(lái)源。其一般格式為：作者+年代+文章標(biāo)題+文獻(xiàn)出處。具體的例子如下所示： 【期刊文章】Blosser, P. (1983). The role of the laboratory in science teaching. School Science and Mathematics, 83, 165169. 【尚未正式發(fā)表的期刊文章】Hofstein, A., Shore, R., & Kipnis, M. (In press). Providing high school chemistry students wit

28、h opportunities to develop learning skills in an inquiry-type laboratoryA case study. International Journal of Science Education. 【使用DOI編號(hào)的期刊文章】Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status, and the survival times of terminally ill patients. Health Psychology, 24,

29、225-229. doi: 10.1037/0278-6133.24.2.225 【書(shū)籍】Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press. 【作者為組織的書(shū)籍】American Association for the Advancement of Science. (1993). Benchmarks for scientific li

30、teracy. New York, NY: Oxford University Press. 【第N版的書(shū)籍】Johnson, D.W., & Johnson, R. T. (1985). Learning together and alone: Cooperative, competitive, and individualistic learning (2nd ed.), Engelwood Cliffs, NJ: Prentice Hall. 【一個(gè)編輯的編著】Gabel, D. L. (Ed.). (1994). Handbook of Research on Science

31、Teaching and Learning: A Project of the National Science Teachers Association. New York, NY: MacMillan Reference Books. 【多個(gè)編輯的編著】Warwick, P., Wilson, E., & Winterbottom, M. (Eds.). (2007). Teaching and Learning Primary Science with ICT. New York, NY: Open University Press. 【書(shū)中的章節(jié)】Baird, J. R. (1990). Metacognition, purposeful enquiry and conceptual change. In E. Hegarty-Hazel (Ed.), The student laboratory and the science curriculum (pp. 183200).