千文網(wǎng)小編為你整理了多篇相關(guān)的《畢業(yè)實(shí)習(xí)報(bào)告格式英文》，但愿對(duì)你工作學(xué)習(xí)有幫助，當(dāng)然你在千文網(wǎng)還可以找到更多《畢業(yè)實(shí)習(xí)報(bào)告格式英文》。
第一篇：實(shí)習(xí)報(bào)告格式
系部名稱：專業(yè)：xxxxxx
年級(jí)xxxxxx班級(jí)：xxxxxxxxx姓名：xxxxx學(xué)號(hào)：xxxx實(shí)踐單位：XX有限公司
實(shí)踐時(shí)間：
實(shí)踐報(bào)告正文
一、實(shí)踐目的：介紹實(shí)踐的目的，意義，實(shí)踐單位或部門的概況及發(fā)展情況，實(shí)踐要求等內(nèi)容。這部分內(nèi)容通常以前言或引言形式，不單列標(biāo)題及序號(hào)。
二、實(shí)踐內(nèi)容：先介紹實(shí)踐安排概況，包括時(shí)間，內(nèi)容，地點(diǎn)等，然后按照安排順序逐項(xiàng)介紹具體實(shí)踐流程與實(shí)踐工作內(nèi)容、專業(yè)知識(shí)與專業(yè)技能在實(shí)踐過(guò)程中的應(yīng)用。以記敘或白描手法為基調(diào)，在完整介紹實(shí)踐內(nèi)容基礎(chǔ)上，對(duì)自己認(rèn)為有重要意義或需要研究解決的問(wèn)題重點(diǎn)介紹，其它一般內(nèi)容則簡(jiǎn)述。
三、實(shí)踐結(jié)果：圍繞實(shí)踐目的要求，重點(diǎn)介紹對(duì)實(shí)踐中發(fā)現(xiàn)的問(wèn)題的分析，思考，提出解決問(wèn)題的對(duì)策、建議等。分析討論及對(duì)策建議要有依據(jù)，有參考文獻(xiàn)，并在正文后附錄。分析討論的內(nèi)容及推理過(guò)程是實(shí)踐報(bào)告的重要內(nèi)容之一，包括所提出的對(duì)策建議，是反映或評(píng)價(jià)實(shí)習(xí)報(bào)告水平的重要依據(jù)。
四、實(shí)踐總結(jié)或體會(huì)：用自己的語(yǔ)言對(duì)實(shí)踐的效果進(jìn)行評(píng)價(jià)，著重介紹自己的收獲體會(huì)，內(nèi)容較多時(shí)可列出小標(biāo)題，逐一匯報(bào)?？偨Y(jié)或體會(huì)的最后部分，應(yīng)針對(duì)實(shí)踐中發(fā)現(xiàn)的自身不足之處，簡(jiǎn)要地提出今后學(xué)習(xí)，鍛煉的努力方向。
五、正文字體：宋體小四號(hào)字。字?jǐn)?shù)：3000字左右
報(bào)告的寫作內(nèi)容
1、確定主題
主題是調(diào)查報(bào)告的靈魂，對(duì)調(diào)查報(bào)告寫作的成敗具有決定性的意義。因此，確定主題要注意：
報(bào)告的主題應(yīng)與調(diào)查主題一致；
要根據(jù)調(diào)查和分析的結(jié)果，重新確定主題；
主題宜小，且宜集中；與標(biāo)題協(xié)調(diào)一致，避免文題不副。
2、取舍材料
對(duì)經(jīng)過(guò)統(tǒng)計(jì)分析與理論分析所得到的系統(tǒng)的完整的"調(diào)查資料"，在組織調(diào)查報(bào)告時(shí)仍需精心選擇，不可能也不必都寫上報(bào)告，要注意取舍。如何選擇材料呢？①選取與主題有關(guān)的材料，去掉無(wú)關(guān)的`，關(guān)系不大的，次要的，非本質(zhì)的材料，使主題集中、鮮明、突出；②注意材料點(diǎn)與面的結(jié)合，材料不僅要支持報(bào)告中某個(gè)觀點(diǎn)，而且要相互支持，形成面上的“大氣”；在現(xiàn)有有用的材料中，要比較、鑒別、精選材料，選擇最好的材料來(lái)支持作者的意見(jiàn)，使每一材料以一當(dāng)十。
3、布局和擬定提綱
這是調(diào)查報(bào)告構(gòu)思中的一個(gè)關(guān)鍵環(huán)節(jié)。布局就是指調(diào)查報(bào)告的表現(xiàn)形式，它反映在提綱上就是文章的"骨架"。擬定提綱的過(guò)程實(shí)際上就是把調(diào)查材料進(jìn)一步分類，構(gòu)架的過(guò)程。構(gòu)架的原則是："圍繞主題，層層進(jìn)逼，環(huán)環(huán)相扣"。提綱或骨架的特點(diǎn)是它的內(nèi)在的邏輯性，要求必須綱目分明，層次分明。
調(diào)查報(bào)告的提綱有兩種，一種是觀點(diǎn)式提綱，即將調(diào)查者在調(diào)查研究中形成的觀點(diǎn)按邏輯關(guān)系一一地列寫出來(lái)。另一種是條目式提綱，即按層次意義表達(dá)上的章、節(jié)、目，逐一地一條條地寫成提綱。也可以將這兩種提綱結(jié)合起來(lái)制作提綱。
4、起草社會(huì)實(shí)踐報(bào)告
這是調(diào)查報(bào)告寫作的行文階段。要根據(jù)已經(jīng)確定的主題、選好的材料和寫作提綱，有條不紊地行文。寫作過(guò)程中，要從實(shí)際需要出發(fā)選用語(yǔ)言，靈活地劃分段落。
在行文時(shí)要注意：①結(jié)構(gòu)合理（標(biāo)題、導(dǎo)語(yǔ)、正文、結(jié)尾、落款）；②報(bào)告文字規(guī)范，具有審美性與可讀性，如："制定優(yōu)惠政策，引進(jìn)急需人才"，"運(yùn)用競(jìng)爭(zhēng)機(jī)制，盤活現(xiàn)有人才"，（文章段落的條目觀點(diǎn)）；③通讀易懂。注意對(duì)數(shù)字、圖表、專業(yè)名詞術(shù)語(yǔ)的使用，做到深入淺出，語(yǔ)言具有表現(xiàn)力，準(zhǔn)確、鮮明、生動(dòng)、樸實(shí)。
5、修改社會(huì)實(shí)踐報(bào)告
社會(huì)實(shí)踐報(bào)告起草好以后，要認(rèn)真修改。主要是對(duì)報(bào)告的主題、材料、結(jié)構(gòu)、語(yǔ)言文字和標(biāo)點(diǎn)符號(hào)進(jìn)行檢查，加以增、刪、改、調(diào)。在完成這些工作之后，才能定稿向上報(bào)送或發(fā)表。
第二篇：畢業(yè)實(shí)習(xí)報(bào)告格式
一、畢業(yè)實(shí)習(xí)報(bào)告格式示例：
在XXX公司從事XXX崗位的畢業(yè)實(shí)習(xí)報(bào)告（三號(hào)黑體）
08市場(chǎng)開(kāi)發(fā)與營(yíng)銷（1）班xxx
實(shí)習(xí)目的（四號(hào)宋體）
通過(guò)本次實(shí)習(xí)使我能夠從理論高度上升到實(shí)踐高度，更好的實(shí)現(xiàn)理論和實(shí)踐的結(jié)合，為我以后的工作和學(xué)習(xí)奠定初步的知識(shí)
實(shí)習(xí)內(nèi)容（四號(hào)宋體）
在老師的帶領(lǐng)下我們從五月十一號(hào)到五月十七號(hào)在南京金城摩托車集團(tuán)進(jìn)行了為期五天的實(shí)習(xí)，在這次實(shí)習(xí)中有新鮮有陌生但更多的是體會(huì)到了以后進(jìn)入企業(yè)工作的話，我們現(xiàn)在還有很多很多的不足。
二、畢業(yè)實(shí)習(xí)報(bào)告排版說(shuō)明：
實(shí)習(xí)報(bào)告版式左右邊距為3cm，裝訂線為0.5cm，上下邊距為2.5cm，頁(yè)碼在頁(yè)面右下方設(shè)置。用白色A4紙打印，左側(cè)裝訂，不需裝幀。實(shí)習(xí)報(bào)告中的一級(jí)標(biāo)題用三號(hào)黑體；二級(jí)標(biāo)題用四號(hào)宋體加粗；三級(jí)標(biāo)題用小四號(hào)加粗仿宋體；正文用小四號(hào)仿宋體；行間距采用1.5倍行距。
畢業(yè)實(shí)習(xí)報(bào)告完成以后連同封面打印裝訂好，連同實(shí)習(xí)鑒定表（一式兩份），和安徽省高等學(xué)校就業(yè)證明函一起用郵政EMS快遞寄送給班主任。
畢業(yè)實(shí)習(xí)報(bào)告的相關(guān)要求
畢業(yè)實(shí)習(xí)報(bào)告是對(duì)自己畢業(yè)實(shí)習(xí)期間實(shí)習(xí)內(nèi)容全面,系統(tǒng)的總結(jié)回顧。實(shí)習(xí)報(bào)告的標(biāo)題為：“在XXX公司從事XXX崗位的畢業(yè)實(shí)習(xí)報(bào)告”，具體內(nèi)容包括：實(shí)習(xí)目的、實(shí)習(xí)內(nèi)容、實(shí)習(xí)結(jié)果和實(shí)習(xí)總結(jié)或體會(huì)四個(gè)部分, 全文字?jǐn)?shù) 不少于3000字。
（一）實(shí)習(xí)目的：介紹實(shí)習(xí)的目的、意義、實(shí)習(xí)單位的概況及發(fā)展情況，實(shí)習(xí)要求等內(nèi)容。這部分內(nèi)容通常以前言或引言形式，不單列標(biāo)題及序號(hào)。
（二）實(shí)習(xí)內(nèi)容：先介紹實(shí)習(xí)安排概況，包括時(shí)間、內(nèi)容、地點(diǎn)等；然后按照安排順序逐項(xiàng)介紹具體內(nèi)容，以記敘或白描手法為基調(diào)，在完整介紹實(shí)習(xí)內(nèi)容基礎(chǔ)上對(duì)自己認(rèn)為有重要意義或需要研究解決的問(wèn)題重點(diǎn)介紹，其它一般內(nèi)容則簡(jiǎn)述。
（三）實(shí)習(xí)結(jié)果：圍繞實(shí)習(xí)目的要求，重點(diǎn)介紹對(duì)實(shí)習(xí)中發(fā)現(xiàn)的問(wèn)題的分析和思考，提出解決問(wèn)題的對(duì)策和建議等。分析、討論及對(duì)策建議要有依據(jù)。分析討論的內(nèi)容及推理過(guò)程是實(shí)習(xí)報(bào)告的重要內(nèi)容之一，包括所提出的對(duì)策和建議，是反映或評(píng)價(jià)實(shí)習(xí)報(bào)告水平的.重要依據(jù)。
（四）實(shí)習(xí)總結(jié)或體會(huì)：用自己的語(yǔ)言對(duì)實(shí)習(xí)的效果進(jìn)行評(píng)價(jià)，著重介紹自己的收獲，體會(huì)內(nèi)容較多時(shí)可列出小標(biāo)題，逐一匯報(bào)?？偨Y(jié)或體會(huì)的最后部分應(yīng)針對(duì)實(shí)習(xí)中發(fā)現(xiàn)的自身不足之處簡(jiǎn)要地提出今后學(xué)習(xí)的努力方向。
三、畢業(yè)實(shí)習(xí)鑒定表的相關(guān)要求
畢業(yè)實(shí)習(xí)鑒定表是同學(xué)們校外頂崗實(shí)習(xí)成績(jī)的證明性文件。大家在實(shí)習(xí)結(jié)束時(shí)要請(qǐng)實(shí)習(xí)單位的指導(dǎo)教師（或者是部門主管）在“實(shí)習(xí)單位鑒定意見(jiàn)”欄填寫實(shí)習(xí)評(píng)語(yǔ)，并在“實(shí)習(xí)單位（蓋章）”欄蓋章（可以是是公司章或者人事部門公章，但業(yè)務(wù)或部門章不行），同時(shí)給出“實(shí)習(xí)成績(jī)”欄的成績(jī)等級(jí)。
第三篇：實(shí)習(xí)報(bào)告英文版
實(shí)習(xí)報(bào)告范文英文版
1. A brief introduction to the Examination Research And Training Center
The Examination Research And Training Center is a branch of the foreign language department, WIT, established in 2002. The center mainly undertakes the training courses of in-school students, including CET4 CET6 TEM4 and juvenile English. The CETs and TEM courses are designed with the goal to improve students’ performances in examination and the juvenile English courses are aimed at fostering their interest in learning English.
The training team consists of the most experienced English teachers and professors of the Foreign Language department. Most of them have been researched the CET and TEM for years and harvested abundant fruits.
As a guarantee of the training outcome, we have the acceto the multimedia classrooms and a dozen of digital language labs.
2. Preface
In the by-gone month, I had a bitter and sweet time with those unconstrained young kids of 8 or 9. The first time standing in front of the class, facing a dozen pairs of eyes, I threw away my na-iv-e thoughts of being a primary school English teacher. The cases I saw and dealt with are totally new and tough for me. I met great difficulties in handling them. However, hardship always turns out to be treasures in later times. Through the whole month, I tried my best to be both a fried and a teacher to the students. As a friend to them, I played games with them and told them stories; as a teacher I gave them classes and orders. For the whole month as a whole, I valued the experiences in the training center very much. Particularly, I am most grateful to my tutors. Thanks for their instructions and help.
3. Detailed Report
In the very beginning, I’d like to share a brief introduction of the students in the training class.
There are 17 of them in all, most of whom are from one-child family. At home, they are prince and princess. But on the other hand, they are well educated and most active everywhere, either in front of you as friends or as students. Frankly, however, their over activenehas been the first headache for us teachers. Another feature of this group of kids is they are various in English levels. There are fourth grade students, some other are of lower grade and also someone has just graduated from kindergarten. To teach a clalike this, as my tutor once said it takes extra energies, requires of professional skills and qualities.
To follow a clear logic, I am going to present my report to the procedures of lesson organization, which includes the following six parts as I see it:
3.1. Preparation before class
3.2. Principles in clamanagement
3.3. Principles in teaching
3.4. Special skills in class
3.5. Strategies in lesson organization
3.6. Precautions in teaching
3.1 Preparation before Class
Full preparation is the first step toward any achievement. And it was proved to be true by my own experience on the platform. An all-round preparation before classes, including the establishment of relations with claand writing teaching-plan, not only enables you to be fluent on the one inch high platform, also it’s the source of self-confidence in handling the group of unconstrained children.
To speak specifically, I would like to illustrate this with several tips I obtained from teaching observation.
3.1.1 Remembering names of the kids
Remembering the names of the others is an important skill in good communication, and this applies to children too. If you can call his or her name, you are giving the message that I have noticed you, or something alike. Everyone would appreciate the importance you attached to him or her and become cooperative. Though the kids do not know the theory, the feel exactly the same psychological way. Thus remembering the name of your students does help you to make a highly organized and efficient class. Apart from this, knowing their names sets you in a favorable position. Because calling the one you want to ask by “you, the one in red coat ” or some other name, always set yourself in embarrassment in the first place. So, I regard this tip as the first important principle in the preparation before class.
3.1.2 Switch smoothly between knowledge points
Writing the teaching plan takes much time of the preparation. It’s not the amount of knowledge we need to teach troubles us, but the way to do it. Young kids of 8 or 9 years old have their limits in learning ability, such as, they can’t understand a abstract notion or rule quickly, nor can they do good reasoning. This requires us to go in the steps that they can follow. For the training clawe teach, in which students are various in grade and English levels, demand us to design our clawith the considerations of both teaching effectively and taking care of those who lags behind in study. In solving the problem, the theory we learn in educational psychology helped us a lot. But still, beyond the theory I want to say, the first principle in designing a teaching plan is to make it smooth and interesting transitions
3.1.3 Speak loudly and clearly
This is really a great physical challenge for many female classmates, but anyway, we all agree that the efforts are quite rewarding. To tell the truth that never before have I ever talked so loudly and for so long. I shouted my throat hoarse the first time I delivered my class. However what pleaded me is that those young boys and girls followed me quite well, and I in their jet black eyes, I saw the delight of learning.
3.2 Principles in clamanagement
We all know that, in the primary school, the hard job is not the knowledge, but that you have make them follow you and study. However, those princes and princefrom wellbeing one-child family are totally uncontrollable in a way of using sticks, as one described ironically that wherever there is suppression, there is resistance. As the result, most teachers adopted a way of carrot. This turned out to be useful to some extents. From the observation of professional’s class, I summarized following principles in clamanagement.
3.2.1 Be fair
Young kids of 8 or 9 years old are extremely sensitive to the teachers’ treatment and handling of the claproblems. Once they sensed something unfair, he or she will protest by refusing any cooperation, and nothing could stop him/her except tender explanation of the reasonability. Surely, no teachers want to spend time on such deeds in class. To avoid such situations we need to keep on thing in mind --justice. Just take on case for example, two students raised hands to answer a challenging question and you gave the chance to A. Here you’d better remember to mention or praise the one who didn’t answer the question. Besides these, the chances to display themselves in public should also be given evenly to each one.
In any normal minds, this seems to be an impossible task to solve all the justice problems, because we teachers are no judges, and even we have the expertise of a judge, we don’t have the time to do this in class. Then how is it possible? If you think so, I have to say you have made a mistake in understanding the justice in those young minds. According to physiologist’s conclusion, primary school students see the words of authoritative people, such as teacher, parents, as the rules of justice. So, the point I am ma-ki-ng is that we must explain why I gave the chance to the other, and tell him or her a reason. Yet, as to the rationality, the children will never think much about it.
3.2.2 Always set your attention on the majority
For young students, they cannot concentrate their attention on one thing for long. It’s not because they are too naughty to do that, but for physical reason---their brain has developed fully. Accordingly, we need to take this into our consideration in our clamanagement.
In my observation, I found that we often devote our attention certain the one, who is answering our question, or being an objective of certain activity, keeping the majority waiting. Then some student talks, laugh, even fight with each other. Can we account this to the kids? Surely not.
To avoid the meof class, we need to set an eye on the majority all the time, even when they can’t be involved in. For example, when we want to help certain kid in pronunciation, we can teach the whole clatogether or ask some other students to be the teacher. In similar way, the clawill be well under control.
In a word, in the preparation of claactivity, we need to consider those who are not directly involved, only in this way we can make an efficient and easy job in clamanaging.
3.2.3 Praise as much as you can
To communicate well and make good impression, professionals advise us to praise as much as we can. Here in teaching, which is also a kind of communication, the strategy should also be applied. Teachers should praise often and in various ways. In our clawe say “good, very good”, the si-mp-le word not only make them active in class, but also foster their sense of achievement which are crucial factor in the future success. In this sense, I labeled praise as the third principle in clamanagement.
3.3 Principles in teaching
Teaching is the main activity in a school, though it’s an extremely complex process, but the effects from the teaching faculty are of an appreciable amount. Because it is the teacher who deals directly with knowledge and students. Apart from the fundamental rules introduced in our teaching theories, such as agreement between teaching objectives and development stage of children, the interaction between teachers and students, I summarized several rules in giving clato primary school students.
3.3.1 Make the lesi-mp-le repetition
English teaching is different from Mathematics. What we teach in a fundamental mathematic clais logic, while we teach the vocabulary and grammar rules in English class. That means, repetition is the only way to strengthen the impression of the knowledge in the students’ mind. For example, we teach them pronunciation by repetition, we repeat the English words and it’s meaning together again and again to help them remember them. While on the other hand, overusing it will not be so helpful as have expected.
From my observation I found that the children lose their interest in the lesson easily if repeat too much. And if that happen, trouble comes. Therefore an unspoken limit for si-mp-le repetition is 3, as a way to keep the kids in control.
3.3.2 Do not write too much on the blackboard
Usually we write down on the blackboard what the students can’t understand, to make the thing under discussion clear and visible. However the situation I often see is that, teacher writes too much on the blackboard that the kids can’t find the topic. The blackboard becomes some kind draft pa-pe-r.
The problem here is that those irrelative or not related to the book are great distraction to the class. the students can’t differentiate the key point from supplementary knowledge. Or to speak at the very least, it prevents the kids from image memorizing.
So, here I want to remind the new primary school teacher to use their chalk well.
3.3.3 Response quickly
Response quickly means the teachers must react according to the students’ action or behavior. For instance, if any students have questions, the teacher must attend to it as soon as he can. Another kind of response is that the teacher should make comments after the students voluntarily performance. Using one word to summarize is “feedbacks”.
A conversation without feedback just like a talk with continuous questions but no answers was made. How can this conversation last long? The same is true for a class. Imagine a clain which all kids sit there quietly, no talk, no laugh, and even no movement, how much the possibility is for you to finish the claif you were the one on the platform? However, on the contrary side, if students are very active, keeping on raising hands, answering questions, but the teacher say nothing but “sit down”, can their interests in you last? Thus, we must remember that the kids are always waiting our feedback.
3.4 Useful skills in class
3.4.1 Praise loudly
