How to write a good academic paper on history
The following are described in turn according to the structural order of the paper. (a) the paper? Topic Scientific papers are all titled, aren't they? Untitled The topic of the thesis is generally about 20 words. The size of the topic should be consistent with the content, with no subtitle, 1 report and secondary report as far as possible. Thesis topics are all in a direct narrative tone, without exclamation marks and question marks, and scientific and technological paper topics cannot be written as advertisements or news reports.
(2) paper? Signed scientific papers should be signed with real names and real work units. Mainly reflects the responsibility and achievement attribution, which is convenient for future generations to follow up. Strictly speaking, the author of the paper refers to the person who is responsible for the whole process of the paper, such as topic selection, argumentation, literature review, scheme design, compilation method, experimental operation, data arrangement, induction and summary, writing, etc., and should be the person who can answer the relevant questions of the paper. Nowadays, people who take part in the work are often listed, so they should be arranged according to the contribution. The signature of the paper should be recognized by myself. According to the actual situation, academic tutors can be listed as paper authors or general thanks. Administrative leaders generally do not sign their names.
(3) paper? Introduction is a fascinating statement of the paper, which is very important and should be written well. A good paper introduction can often let readers know the development of your work and its position in this research direction. The basis, foundation, background and research purpose of the thesis. It is necessary to review the necessary literature and state the development of the problem. Use concise words.
(4) paper? Materials and Methods The experimental objects, equipment, animals and reagents and their specifications, experimental methods, indicators, judgment standards, experimental design, grouping and statistical methods were truthfully written. These can be done in accordance with the magazine's submission rules.
(5) paper? The experimental results should be highly summarized, carefully analyzed and logically described. We should choose the best from the rough, discard the false and retain the true, but we should not make subjective choices because it does not meet our own intentions, let alone resort to deceit. Only the data obtained in the period of unskilled technology or unstable instrument, technical failure or operational error, and data obtained when experimental conditions are not met can be discarded. Moreover, when problems are found, the reasons must be indicated on the original records, and it is not allowed to eliminate them at will due to anomalies during summary processing. When discarding this kind of data, we should discard the experimental data under the same conditions at the same time, not just those that are not what we want. The arrangement of experimental results should be closely related to the theme, and some data may not be suitable for this paper and can be used for other purposes. Don't cram it into a paper. Articles should use technical terms as much as possible. Don't use charts for those who can use tables, and it is best not to use charts for those who can use tables, so as not to occupy more space and increase the difficulty of typesetting. Words, tables and charts do not repeat each other. Special circumstances such as accidental phenomena and unexpected changes in the experiment should be explained as necessary and should not be discarded at will.
(6) paper? Discussion is the key and difficult point of this paper. We should look at the overall situation, grasp the main controversial issues, and discuss from perceptual knowledge to rational knowledge. It is necessary to analyze and reason the experimental results instead of repeating them. We should focus on the achievements and opinions in the relevant literature at home and abroad, and show our own views, especially the opposing views. In the discussion of the paper, you can put forward ideas and ideas about the development of this topic, but you should be appropriate and not write? Science fiction? Or? Imagine? .
(7) paper? Conclusion or conclusion The conclusion of the paper should write clear and reliable results and conclusive conclusions. The text of the paper should be concise and can be written item by item. Don't use it to summarize? Vague words like this.
(8) paper? This is a very important and problematic part of the paper. The purpose of listing the references of the thesis is to let readers know the ins and outs of the research proposition of the thesis, to facilitate the search, and to respect the work of predecessors and to have an accurate positioning of their own work. So there are both technical problems and scientific moral problems here. A paper has references that need to be cited almost from beginning to end. For example, the most important and directly related documents should be cited in the introduction of the paper; In terms of methods, the methods adopted or used for reference should be cited; In the results, it is sometimes necessary to quote data to compare with literature; In the discussion, various supporting or contradictory results or viewpoints related to the paper should be cited.
All careless, do not check the literature; Deliberately not quoting, boasting innovation; Degrade others and raise yourself; It's wrong to pose lightly while avoiding weight. However, this phenomenon still appears from time to time in many papers, which should be regarded as a taboo for researchers. Among them, mistakes such as not consulting documents, omitting important documents, deliberately not quoting other people's documents or deliberately belittling other people's work are obvious and easy to find. Some practices are subtle, such as introducing what should be in the introduction and introducing it into the discussion. This will be the basis or forerunner of your thesis, and put it on an equal footing with your thesis. For another example, scientific research always develops in depth, and your work always develops on the basis of previous work. The correct writing should be, what did someone do on this topic in a certain year, and what did someone do on this basis in a certain year? Now I have finished this research on the basis of them. This is an attitude of seeking truth from facts, and this expression will not harm your contribution at all. Some authors don't say this, but say that someone did this problem for a year and didn't do it for a year, and now I have done it. This is not a realistic attitude. This can sometimes fool some laymen who don't know the truth, but only one insider needs to poke it, and the paper tiger will be broken, and the result will be self-defeating and lose credibility. This phenomenon is not uncommon in real life.
(9) paper? Directors, technical assistants, providers of special reagents or equipment, financial sponsors and those who made important suggestions are all objects of thanks. Paper thanks should be sincere and true, not vulgar. Don't thank the professor in general, and don't just thank others. Before writing a paper to thank you, you should get the consent of the person being thanked, and you should not pull the banner into a tiger skin.
(10) paper? Abstract or abstract: Briefly summarize the full text of the paper in about 200 words. Always put the first one. The abstract of the paper needs to be carefully written and attractive. Let the reader read the abstract of the paper just like seeing the miniature of the paper, or want to continue reading the relevant parts of the paper after reading the abstract of the paper. In addition, several key words should be given, and the key words should be written in real key academic vocabulary, not in general terms.
Model essay on historical academic papers
Historical Theory and History Teaching
[Keywords:] general history style, philosophy of history, high school history
[China Library Classification Number] G63 [Document Identification Number] b [Document Contribution Number] 0457-6241(201) 21-0003-03.
In recent years, with the process of curriculum reform, the style of middle school history textbooks has changed several times. In 2007, the newly compiled history textbook for senior high schools in Shanghai adopted the general history style, which is mainly considered from two aspects: on the one hand, the new textbook should educate students' basic historical concepts in the first and second stages of senior high school to achieve the purpose of civic education. The history course in middle school is not to train professional historians, but to learn the knowledge of China history and world history that a qualified citizen should know. Moreover, this historical knowledge should be systematic and its theoretical basis should reach the level of historical philosophy. The general history style is conducive to achieving this educational goal. On the other hand, high school students are also the most suitable age to receive general history education. They have the ability to understand and accept the general history education as a philosophy of history, and can strengthen teaching at this level.
From these two aspects, it is reasonable to adopt the general history style in high school history textbooks. At the same time, it also draws lessons from the experience of the first two sets of high school history textbooks compiled by Shanghai and similar textbooks at home and abroad, and adopts the general history style of co-editing Chinese and foreign history to further strengthen the overall structure of world general history and better reflect the connection and interaction between China history and foreign history. This is not only helpful for students to understand the process of world history from dispersion to integration and its stage characteristics, but also different from junior high school textbooks in style and structure.
From the perspective of historical philosophy, we take Marx's historical materialism theory as the guiding ideology of the teaching material, which is a choice made on the basis of comparing various historical theories.
At present, the popular compilation system of world general history can be roughly divided into three theoretical paradigms:
1. Comprehensive-comparative paradigm: It is believed that the integrity of history is a framework of historical narrative, that is, the integration and comparison of national history, and there is no objective global historical movement. This system of general history of the world is based on the nationalist view of history.
2. Contact-interaction paradigm: It is believed that the historical integrity is the connection and communication between different spatial units of human society. With the expansion of human communication space, the scope of world history has also expanded, but this has not changed the pluralistic structure of human society. This system of world history is based on the historical view of cultural formation.
3. Structure-evolution paradigm: It is believed that the integrity of history is the result of the development of human civilization and the evolution of social form, and the objective world history is the product of the development of social production mode to a certain height, which enables it to form an overall structure in the world sense. This world historical system is based on historical materialism.
Popular in recent years? Global historical view? It contains the above two theoretical paradigms, so it comes from different historical theories. Global history? System.
Starting from the connection-interaction paradigm of the historical view of cultural form, what is the communication history of people from different regions and nationalities? World history? Therefore, the historical starting point of communication is the occurrence of world history. Similarly, in the sense of connection and interaction, world history? With what? Global history? There is no essential difference. If we distinguish the spatial scope and closeness of communication, they may be used as concepts to express the differences in stages: from local and limited communication and interaction to global communication and interaction.
Starting from the structure-evolution paradigm of historical materialism, the occurrence of world history depends on the ability of human beings to create material wealth and the way they need it, and can connect scattered social units (nations and countries) through various forms? Polymerization? This is a structural whole movement. It is in this sense. World history does not always exist in the past, but history as a world history is the result? . It is in this sense that the essence of world history-wholeness has been obtained? Structure? The connotation of, rather than refers to contact and communication. So, the so-called? World history? The history of human society is also the origin of the whole structure of human society.
From a scattered, connected and interactive human society to a structured and holistic human society, it is realized through a special historical motive force, that is? Industrial productivity? . So the starting point of industrialization is consistent with the occurrence of world history. The first one? Industrial society? This is the prototype of the world historical structure. The expansion of prototype and its conflict and integration with other societies constitute a process of world historical movement. In the process of the overall historical movement of human society (globalization of industrial civilization), which one is earlier and still has obvious regional structure characteristics and one-dimensional expansion? World history? Gradually more and more? Global? World history with structural characteristics and multidimensional integration (? Global history? ) evolution. Obviously, this stage of development not only expresses the expansion of people's communication scope and close contact, but more importantly, the improvement of the integrity of human society in the structural sense.
We think? From decentralization to the whole? His view of the general history of the world is a scientific explanation of the macroscopic process of world history. With this as the guiding ideology and the general history of China and foreign countries as the basic style, this set of textbooks highlights the clues of the evolution of production mode and system in the development of human society, the interaction of vertical and horizontal factors in the development of ancient regional civilization to the modern world system, and the interaction of local and external factors in the historical process of China. Of course, our choice of writing style and guiding ideology is not just a subjective preference, but has absorbed China's latest and developed view of world history, which has been recognized by historians since the reform and opening up.
Since the 1980s, one of the most outstanding theoretical achievements of China historians is to break through the shackles of the general history system of the Soviet Union and give a relatively complete and unique interpretation of Marx's view of world history. In this regard, China historians Wu Yuxi and Luo Rongqu have made important contributions. Mr. Wu Yuxi first proposed to accurately understand and expound Marx's view of world history. According to this concept, the development of human society can be summarized as? The process of world history from decentralization to integration? . Luo Rongqu first combined modernization theory with historical research in China, and studied the formation of modern society and the process of modern world since the industrial revolution. Their research results have had a great influence in the domestic history circle, and they are also reflected in this set of teaching materials compiled by us.
We believe that the understanding of world history should be based on two basic viewpoints. First, in the early stage of civilization development, its regionality was very strong, and diversified regional civilization was the characteristic of ancient history. Second, the rise of capitalism and industrial revolution is a very important turning point in the process of human history. From then on, mankind got rid of the shackles of regional conditions and began to develop towards an increasingly interdependent whole until it entered? Globalization? Time magazine. Therefore, after the stage of industrial civilization, the all-round development of human society should become the main line of historical narrative. If we don't distinguish the differences between ancient civilization and modern civilization in time dimension, but only emphasize the particularity of regional civilization in space dimension, will we fall into? Historical view of cultural form? One-sided When compiling textbooks, we should try our best to incorporate the above-mentioned understanding of the macro-process of world history into the framework system of Chinese and foreign general history co-editing.
At present, one to three volumes of the history textbooks for senior high schools in Shanghai are developed under the background of the development of regional civilization. Ancient East, ancient Europe, America and Africa all developed in parallel. Because it is a history textbook of China, the history of China occupies a large proportion in the textbook, but the heavy content of China's history does not mean that China's history is regarded as the main line of world history in the view of history. The correct understanding is that the history of China is one of several regional civilizations in human history. We remind teachers that the ancient history dominated by Western Europe and China is incorrect. Therefore, it is suggested that the geographical environment, historical origin, mode of production, institutional characteristics and cultural types of different regional civilizations should be clearly explained in the first to third volumes, that is, the ancient history before the industrial revolution, and appropriate comparisons should be made. In the teaching of ancient history, we should also pay attention to the continuity and inheritance of civilization development in various regions, as well as the spread and infiltration of civilization factors between adjacent regions. The evolution process and particularity of social structure in the origin stage of regional civilization deserve special attention, because at this stage, the evolution from primitive blood society to regional society presents different types, which leads to different development paths and different cultural traditions. Among them, the classical civilization and medieval civilization in western Europe gave birth to the so-called? Modernity, a social gene, provides the institutional basis and corresponding conceptual culture for the occurrence of industrial civilization. Therefore, when guiding students to compare ancient regional civilizations, the focus should be on the differences in social structure and system, not just the diverse cultural types. What are the institutional differences on the time axis of civilization development? Advanced? With what? Backward? On the spatial axis of civilization distribution, cultural diversity has always been the characteristic of human society.
The fourth volume focuses on the process of how the western European society moved towards the industrial revolution, and thus launched the whole process of world history. The content of this volume is an important turning point in human history, and the teacher should grasp this key point in the explanation. In the fourth volume, there are not only the concepts of capitalism and industrial revolution, but also the concepts of nation-state and world system. What's the title of the last unit in Book Four? The formation of the world system? We believe that before the industrial revolution, the architecture of the whole world had not yet formed. Although there are cultural exchanges, trade exchanges and military conquest, these exchanges have not led to the overall development of all civilized regions. The modern world system is the product of the industrial revolution and the capitalist system, which opened the process of global development through the coercion of colonialism. Therefore, when teachers use the fourth volume for teaching, they should not simply understand it as an introduction to the history of Western Europe, but put it in the context of an overall world history.
The fifth and sixth volumes focus on the relationship between wholeness and regional particularity and its further development in the process of world modernization in the 20th century, highlighting China's position and role in this process.
In the history of the development of human society, the 20th century fully demonstrated the world historical movement with internal unity. In this century, the process of world modernization initiated by large industries has decisively surpassed the stage of regional development. The global popularization of industrial civilization and the global spread of modern social development mechanism eventually link all regions of the world into an interdependent whole. Driven by economic forces, mankind has entered a new stage of global modernization in the historical process accompanied by various contradictions and conflicts. The 20th century is an era in which the world system experienced fission and reorganization and transited to a unified global market, which laid the foundation for economic globalization. The historical process characterized by war and revolution in the first half of the 20th century is also the deconstruction process of the primary form of the world system marked by colonialism. World War II was the turning point of the world system from deconstruction to reconstruction. The transfer of world dominance and the disintegration of colonial system have prepared conditions for the re-integration of the world system. However, the cold war pattern between East and West after World War II delayed the formation of a unified world market. Under the influence of the bipolar structure at the international political level, the world system once showed dual characteristics. In fact, this duality still reflects the transition in the reconstruction of the world system. As the foundation of the world system, the essence of the world market is determined by the objective laws of economic movement. Therefore, even during the cold war, the reconstruction of the world system still adjusts all levels of the world historical movement according to its inherent laws, including the strengthening of the trend of world economic globalization and the development of international politics towards multipolarization. Finally, the Cold War ended with the integration of dual structure and the collapse of bipolar structure. After the Cold War, the monism and globality of the world market have been fully demonstrated, and the operating mechanism of the market economy has also been generally recognized. The combination of the structural elements provided by the development of the world system and the technical elements provided by the scientific and technological revolution has become the profound root of the irreversible trend of world economic globalization. Of course, globalization has also brought many? Global issues? Even evolved into? Global crisis? This is a challenge that all mankind in the world must face today. We also made the necessary hints in the textbook.
Finally, it should be emphasized that the handling of the relationship between time and space is the key link in history teaching. The comparison of general history highlights the temporality of human history, that is, to examine the specific development path and historical position of each space on the premise of time. Therefore, it is very important for teachers to highlight the timeliness of history in teaching. If we ignore the clues of time, it will become a random or simple combination of different geographical spaces and various historical events, which deviates from the purpose and general history style of historical materialism. Of course, under the premise of correctly grasping the historical time, the expression of spatial factors is also very important, because colorful historical narratives are carried out in various spatial areas of human life. Whether in text writing or classroom teaching, the constructors and receivers of historical narrative are people with spatial identity (nationality, country and region).
Author brief introduction Yu Weimin, male, 195 1 born in Shanghai, doctoral supervisor, professor of history department of East China Normal University, editor-in-chief of history textbook of Shanghai senior middle school.
Did you get a look at him? How to write academic papers on history? People still see:
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2. Academic papers on history teaching
3. Standard format requirements for academic paper writing
4. Reference to model essays on university history papers
5. Introduction of undergraduate academic papers.