研究报告大赛赛事指南
一、赛事宗旨
“研究报告大赛”（以下简称大赛）旨在提高在校学生的探究意识，强化创新理念，营造良好的学术氛围，提升研究者的综合素质，培养具有较强的商务英语话语实践能力、敏锐的学术思维、宽阔的学术视野和较高人文素养的应用性复合型人才。大赛重点考察学生的创新思维能力、高端思维能力、自主研究能力和自我管理能力。大赛通过基于现代技术创建的赛事平台提高教学与学习的有效性，推动商务英语专业实践教学环节的发展与完善，促进研究性学习，满足新时期国家与社会对外语人才培养的需求。
二、赛事机构
（一）大赛组委会
主 任：娄 琦
副主任：王 丹 冯 莉 贾红瑜
委 员：龙宇飞 隋晓冰 谷柏玲 马冬虹 麻秀丽 刘梦兰
（二）大赛评审小组
组 长：张丽娇
成 员：娄 琦 冯 莉 贺春英 王 丹
三、赛事细则
（一）参赛方式
1. 在线报名
本项赛事为个人赛事。参赛选手在大赛官方网站（bec.pigai.org）注册成功后（参见附件1）须在线填写《参赛选手及项目登记表》（参见附件2）。经审核后符合参赛资格的选手可以参加比赛。参赛选手必须选择1名本校教师作为自己的参赛指导教师。参赛选手必须严格遵守大赛组委会规定的赛程安排，逾期者视为自动放弃。
2．作品提交与修改
参赛选手须根据命题要求，按时将参赛作品上传至赛事平台。每位选手的上传文件容量为50MB（包括报告的电子文档、音视频及图片等全部辅助性材料），超过容量上限将无法上传提交。如果参赛选手在某个赛事环节需要修改已提交的参赛作品，必须获得由赛事平台分配给指导教师的授权码。该环节结束后将不能进行修改与提交。
3．咨询方式
大赛官方网站：www.hsbes.org.cn
大赛赛事平台：bec.pigai.org
大赛QQ群：275369491
大赛微信公众平台：商务英语技能系列大赛
大赛组委会邮箱：bec_hlj@pigai.org
大赛组委会电话：0451-86604611, 0451-86604211, 0451-86604968
（二）赛程安排
本届大赛时间为2015年4月18日至2015年５月３０日，具体赛事流程如下：
|
项目 |
时间 |
内容 |
|
注册报名 |
2015.4.18-2015.4.25 |
1.赛事平台发布参赛通知 2.参赛选手在大赛官方网站注册报名 3.参赛选手在线填写《参赛选手及项目登记表》 |
|
开题论证 |
2015.4.26-2015.5.6 |
1.参赛选手提交《开题报告》 2.参赛选手提交研究计划甘特图（参见附件3及术语表） 3.参赛选手提交《项目进程报告》 4.指导教师提交《指导纪要》 |
|
中期检查 |
2015.5.7-2015.5.20 |
1.参赛选手提交《中期报告》 2.参赛选手提交《项目进程报告》 3.指导教师提交《指导纪要》 |
|
报告提交 |
2015.5.21-2015.6.6 |
1.参赛选手提交《研究报告》 2.参赛选手提交《项目进程报告》 3.指导教师提交《指导纪要》 |
|
结果公布 |
2015.6.10 |
公布获奖名单 |
（三）比赛内容
- 大赛主要考察以研究能力为核心的商务英语话语实践能力，试题范围包括教学与学习过程中涉及的应用语言学知识、体裁知识和基本的学术研究规约与规范等。
- 大赛包括两个阶段性任务和一个最终任务。参赛选手按照赛事流程依次完成《开题报告》、《中期报告》和《研究报告》的写作任务并在赛事平台提交（PDF格式）。其中，《开题报告》正文长度为英文800-1000词；《中期报告》正文长度为英文600-800词；《研究报告》正文长度为英文2000-2500词。
- 每个阶段参赛选手必须提交一份用中文填写的《项目进程报告》（参见附件4），内容包括本阶段的分工情况、项目完成情况、问题及解决方案和本阶段反思4部分内容。
- 参赛选手提交的参赛作品必须为原创性作品。如有剽窃行为，一经查实，大赛组委会将取消该选手的参赛资格。
（四）指导教师要求
- 指导教师必须为参赛选手所在院校的正式在职教师。指导教师的职责是为参赛选手提供与比赛内容有关的辅导与帮助。指导教师与参赛选手根据自愿原则进行双向选择。
- 大赛组委会将在选手报名结束后，将向各参赛院校核对指导教师身份。经核对身份无效者，大赛组委会将取消选手和该教师的参赛资格，并在大赛网站予以公布。
- 指导教师必须对参赛选手进行全程指导。指导教师须根据赛事流程的规定提交用中文填写的《指导纪要》（参见附件5）至赛事网络平台，内容包括时间、地点、参与人及指导内容摘要等。不提交《指导纪要》的指导教师将被视为主动放弃参评最佳指导教师奖的资格。
四、命题与评分
（一）命题原则
在公平公正的原则下，大赛采用开放式命题，只公布赛事命题的主题和相关背景资料。参赛选手需要自行确定研究报告的题目。
（二）评分规则
大赛采用过程性评价与终结性评价相结合的原则，每个比赛项目均包括整体评分和分项评分。
1．开题报告评分量表
（1）开题报告整体评分量表
|
五档 |
有效完成任务；语言流畅得体，选题新颖，研究方案设计合理，可行性强。 |
|
四档 |
较好完成任务；语言较为流畅得体，选题比较新颖，研究方案设计较为合理，可行性较强。 |
|
三档 |
完成任务；语言流畅，选题客观，研究方案设计具有可行性。 |
|
二档 |
部分完成任务；语言错误较多，选题无新意，研究方案设计不完整，不具有可行性。 |
|
一档 |
不能完成任务。 |
（2）开题报告分项评分量表
|
维度 分档 |
非语言维度 |
语言维度 |
||
|
可行性 |
专业性 |
体裁规范 |
格式 |
|
|
五档 |
方案设计合理，论证详实，流程完备，可行性强。 |
有效运用专业理论和研究方法。 |
语言的使用符合情境、体裁规范和语篇功能的要求。 |
文本设计及写作格式符合专业规范。 |
|
四档 |
方案设计较为合理，论证较为详实，流程比较完备，可行性较强。 |
合理运用专业理论和研究方法。 |
语言的使用比较符合情境、体裁规范和语篇功能的要求。 |
文本设计及写作格式比较符合专业规范。 |
|
三档 |
方案设计基本合理，论证基本充分，流程基本完备，具有一定的可行性。 |
能够运用基本的专业理论和研究方法。 |
语言的使用基本符合情境、体裁规范和语篇功能的要求。 |
文本设计及写作格式基本符合专业规范。 |
|
二档 |
方案设计不合理，论证不充分，流程不完整，不具有可行性。 |
不能够运用基本的专业理论和研究方法 |
语言的使用不符合情境、体裁规范和语篇功能的要求。 |
文本设计及写作格式不符合专业规范。 |
|
一档 |
不描述 |
不描述 |
不描述 |
不描述 |
2．阶段性报告评分量表
（1）阶段性报告整体评分量表
|
五档 |
有效完成任务；方案实施情况良好，思路清晰，方法得当，语言流畅得体，具有较强的说服力。 |
|
四档 |
较好完成任务；方案实施情况正常，思路比较清晰，方法较为得当，语言流畅得体，具有较强的说服力。 |
|
三档 |
完成任务；按计划实施方案方，思路基本明确，方法基本得当，语言基本正确，具有一定的说服力。 |
|
二档 |
部分完成任务；不能按计划实施方案方，思路不明确，方法不得当，语言错误较多，缺乏说服力。 |
|
一档 |
不能完成任务。 |
（2）阶段性报告分项评分量表
|
维度 分档 |
非语言维度 |
语言维度 |
||
|
项目管理 |
问题及解决方案 |
体裁规范 |
格式 |
|
|
五档 |
研究方案的范围、流程及进度管控得当。 |
及时发现并有效解决研究过程中出现的新问题。 |
语言的使用符合情境、体裁规范和语篇功能的要求。 |
文本设计及写作格式符合专业规范。 |
|
四档 |
研究方案的范围、流程及进度管控比较得当。 |
及时发现并合理解决研究过程中出现的新问题。 |
语言的使用比较符合情境、体裁规范和语篇功能的要求。 |
文本设计及写作格式比较符合专业规范。 |
|
三档 |
具备针对研究方案的范围、流程及进度的管控。 |
能发现和解决研究过程中出现的某些新问题。 |
语言的使用基本符合情境、体裁规范和语篇功能的要求。 |
文本设计及写作格式基本符合专业规范。 |
|
二档 |
不具备针对研究方案的范围、流程及进度的管控。 |
不能发现和解决研究过程中出现的新问题。 |
语言的使用不符合情境、体裁规范和语篇功能的要求。 |
文本设计及写作格式不符合专业规范。 |
|
一档 |
不描述 |
不描述 |
不描述 |
不描述 |
3．研究报告评分量表
（1）研究报告整体评分量表
|
五档 |
有效完成任务；语言流畅得体，思路清晰，方法得当，论证详实，具有较强的说服力。 |
|
四档 |
较好完成任务；语言流畅得体，思路比较清晰，方法较为得当，论证详实，具有说服力。 |
|
三档 |
完成任务；语言基本讲座，思路基本明确，方法基本得当，具备必要的论证，具有一定的说服力。 |
|
二档 |
部分完成任务；语言错误较多，思路混乱，方法不得当，缺乏必要的论证，不具有说服力。 |
|
一档 |
不能完成任务。 |
（2）研究报告分项评分量表
|
维度 分档 |
非语言维度 |
语言维度 |
|||
|
高端思维 |
专业性 |
自我管理 |
体裁规范 |
格式 |
|
|
五档 |
信息描述准确清晰，对比分析充分合理，评价客观深刻。 |
有效运用专业理论和研究方法。 |
时间分配合理，规划得当，执行力强。 |
语言的使用符合情境、体裁规范和语篇功能的要求。 |
文本设计及写作格式符合专业规范。 |
|
四档 |
信息描述较为准确，对比分析较为准确合理，评价客观。 |
合理运用专业理论和研究方法。 |
时间分较为配合理，规划比较得当，执行力较强。 |
语言的使用比较符合情境、体裁规范和语篇功能的要求。 |
文本设计及写作格式比较符合专业规范。 |
|
三档 |
信息描述基本准确，对比分析基本合理，评价相对客观。 |
能够运用基本的专业理论和研究方法。 |
具有基本的时间分配与规划安排，具有一定的执行力。 |
语言的使用基本符合情境、体裁规范和语篇功能的要求。 |
文本设计及写作格式基本符合专业规范。 |
|
二档 |
信息描述简单，对比分析浅显，缺少评价。 |
不能够运用基本的专业理论和研究方法 |
时间分配不合理，规划不得当，执行力差。 |
语言的使用不符合情境、体裁规范和语篇功能的要求。 |
文本设计及写作格式不符合专业规范。 |
|
一档 |
不描述 |
不描述 |
不描述 |
不描述 |
不描述 |
五、奖项设置与奖励机制
（一）奖项设置
|
奖项分类 |
参选范围 |
荣誉 |
|
一等奖 |
赛事成绩第一名至第四名 |
证书及奖品 |
|
二等奖 |
赛事成绩第五名至第八名 |
证书及奖品 |
|
三等奖 |
赛事成绩第九名至第十六名 |
证书及奖品 |
|
佳作奖 |
赛事成绩第十七名至第三十二名 |
证书 |
|
最佳指导教师奖 |
一等奖获奖选手的指导教师 |
证书 |
（二）奖励机制
为鼓励学生积极参与，大赛组委会决定设立以下奖励机制：
- 向参与5项以上（含5项）语言技能系列赛事，并经大赛组委会评定成绩合格者颁发《初级商务英语专业专修证书》；
- 向参与4项以上（含4项）实践技能系列赛事或参与3项以上（含3项）学术能力系列赛事，并经大赛组委会评定成绩合格者颁发《中/高级商务英语专业专修证书》。
六、补充说明
对于本参赛指南及任何参与本届大赛有关的未尽事宜，大赛组委会均保留最终解释权。
附件1: 个人报名流程图
附件2: 参赛选手及项目登记表
|
选手信息 |
姓名 |
|
性别 |
|
年龄 |
|
|
手机 |
|
专业 |
|
|||
|
所属院校 |
|
身份证号码 |
|
|||
|
参赛组别 |
☐本科英语专业组 ☐高职高专英语专业组 ☐研究生英语专业组 ☐本科非英语专业组 ☐高职高专非英语专业组 ☐研究生非英语专业组 |
|||||
|
指导教师信息 |
姓名 |
|
性别 |
|
年龄 |
|
|
手机 |
|
所教专业 |
|
|||
|
电子邮箱 |
|
身份证号码 |
|
|||
|
项目名称 |
|
|||||
|
项目简介 |
|
|||||
|
指导教师意见 |
|
|||||
|
原创性声明 |
参赛作品为我（们）原创构思，我（们）对参赛作品拥有合法的著作权或其它相关之权利，绝无侵害他人著作权、商标权、专利权等知识产权或违反法令或其它侵害他人合法权益的情况。若因此导致任何法律纠纷，一切责任应由我们（作品提交人）自行承担。
|
|||||
|
共享协议 |
参赛选手同意与大赛组委会共享参赛作品的著作权 |
|||||
|
备注 |
|
|||||
附件3: 甘特图样本
注：1.将要完成的阶段性任务按照任务名称、开始时间、结束时间、持续时间和负责人的顺序制定出完整的计划。
2.推荐的甘特图制作工具为Microsoft Office Project或GanttProject。
3.甘特图文档命名方式为“研究报告甘特图+学校+个人姓名”。
附件4: 项目进程报告
|
项目名称 |
|
||
|
报告填写人 |
|
填写日期 |
|
|
项目计划与 分工情况 |
（个人项目仅填写项目计划情况） |
||
|
项目完成情况 |
|
||
|
问题及解决方案 |
|
||
|
本阶段反思 |
|
||
|
指导教师意见 |
|
||
附件5: 指导纪要
|
指导日期 |
|
指导地点 |
|
|
指导教师姓名 |
|
指导人数 |
|
|
指导方式 |
□当面指导 □电子邮件沟通 |
||
|
指导内容 |
理论指导： |
||
|
方法指导： |
|||
|
资料辅助： |
|||
|
指导学生反馈 |
|
||
注： 1. 提供理论及方法指导的，需要详细说明指导教师具体的指导内容。
2. 提供资料辅助的，需要提交资料清单，并以附件的形式上传至赛事平台。
3. 指导方式中选择电子邮件的，请提交邮件记录，并以附件的形式上传至赛事平台。
附件6: 开题报告框架样本
Outline of Research Proposal
Project summary Very briefly say how you will approach the work.
Introductory background In this part you have to make clear what the context is. Ideally, you should give an idea of the state-of-the art of the field the proposal is about.
Research questions This section should explain the research question and may include the hypothesis or problem to be addressed.
Aims of the project This section should explain how the problem is to be addressed.
Contribution to the discipline This section will normally justify the project from a review of the literature on the topic.
Framework and methods This section may include a discussion of the sources to be consulted.
Research plan Please provide a plan of stages of your research development and thesis writing with a time-line of proposed goals for your program. A Gantt chart or Completion Plan is useful in illustrating the various stages and activities of research, in terms of a schedule to meet time-lines.
Bibliography A list of the scholarly references cited in the proposal
附件7中期报告框架样本
Outline of InterimReport
Summary Provide a short overview of proposal progress during this reporting period.
Activities and Progress Report on activities as outlined in your proposal for the period covered by this report and describe any changes to this, including the reasons for these.
Evaluation Provide brief details of progress in terms of the development and implementation of the proposal evaluation plan. Detail any interesting findings or emerging evaluation issues of interest.
Issues and challenges Report on any issues or problems that have impacted on the development and implementation of the proposal during the reporting period. Detail what impact any issues may have on the achievement of proposal targets, and set out how you plan to tackle these issues.
Next steps In this section you should very briefly list the activities planned and/ other information of relevance for the next stage of the proposal.
附件8: 研究报告框架样本
Outline of Research Report
The title The fewest words possible that adequately describe the paper.
Acknowledgements Thanking colleagues, supervisors, sponsors, etc. for their assistance.
List of contents The sections, in sequence, included in the report.
List of figures/tables The sequence of charts or diagrams that appear in the text.
The abstract An extremely concise summary of the contents of the report, including the conclusions. It provides an overview of the whole report for the reader.
Introduction The Introduction provides necessary background information. You can outline what is covered in the different sections of the report here and mention the purpose and scope of the report. You can explain technical terms used in the report and identify the hypotheses you are testing.
Literature review In the Literature Reviewyou review what others have done on this topic area.A survey of selective, relevant and appropriate reading, both of primary and secondary source materials. Evidence of original and critical thought applied to books and journals.
Method In this section, you explain the method used for carrying out your research. This can be empirical methodology (e.g., surveys, questionnaires), statistical methodology or case method.
Results The Results section of the report describes essential information and alternatives gained from such diverse activities as interviews, research reading, personal observation and questionnaires. It is a detailed and balanced account of reliable, relevant facts and should therefore be easily verifiable.
Discussion The Discussion is where you evaluate your findings. It should contain reference to purpose or hypothesis of study, review of important findings and possible explanations for or speculations about findings
Conclusion In the Conclusion you must provide clear, unexaggerated, objective statements summarizing the information given in the body of the report. No new matter may be introduced at this stage.The Limitations of the study can be added in this section. Here you identify, in an unbiased and objective way, what your report could have done better, any flaws in methodology or problems associated with the gathering of data.
Bibliography An accurate listing in strict alphabetical order of all the sources cited in the text.
Appendices A compilation of important data and explanatory and illustrative material, placed outside the main body of the text.
附件9: 研究报告格式样本
THE POPULATION DENSITY OF LANDLOCKED STATES AND
WORLD POPULATION DENSITY: A COMPARISON[a1]
Generalizations have stated that population clusters around coasts, rivers, and lowlands. From this, the hypothesis that landlocked states have a lower than average population density was proposed…[a4]
INTRODUCTION
Demography, the study of population, is an important subfield of geography. Examination of the population distribution and reasons for this distribution are often considered geographic themes. Spacapan (1991). There are two aims of this study: (a) to explore the relationship between perceived control of internal states as measured by the PCOISS1[a6] and psychological wellbeing as…
The following claim: "We are rarely concerned just with the particular performance per se but also with the knowledge, skill, and other attributes that enable both the given performance and a range of other performances engaging the same knowledge and skills" (Messick, 1994, p. 16).[a7] This suggests that constructs like relevant knowledge and skills, rather….
1 Perceived Control of Internal State Scale[a8]
BIBLIOGRAPHY
Alverez, A. (1970). The savage god: A study of suicide. New York: Random House.[a9]
Natarajan, R., &Chaturvedi, R. (1983).Geology of the Indian Ocean. Hartford, CT: University of Hartford Press.
Pepin, R. E. (1998). Uses of time in the political novels of Joseph Conrad.In C. W. Darling, Jr., J. Shields, & V. B. Villa (Eds.), Chronological looping in political novels (pp. 99-135). Hartford: Capital Press.
Webster's New Collegiate Dictionary. (1961). Springfield, MA: G. & C. Merriam
附件10: 术语表
Glossary
Gantt Charts: Gantt charts are named for Henry Gantt, a managementpioneer of the early 1900s. He proposed theuse of a visual aid for loading and scheduling.Appropriately, this visual aid is known as a Ganttchart. This Gantt chart is used to organize and clarifyactual or intended use of resources within a timeframework. Generally, time is represented horizontallywith scheduled resources listed vertically. Managersare able to use the Gantt chart to make trial-and-errorschedules to get some sense of the impact of differentarrangements.
There are a number of different types of Ganttcharts, but the most common ones, and the ones mostappropriate to our discussion, are the load chart andschedule chart. A load chart displays the loading andidle times for machines or departments; this showswhen certain jobs are scheduled to start and finish andwhere idle time can be expected. This can help thescheduler redo loading assignments for better utilizationof the work centers. A schedule chart is used tomonitor job progress. On this type of Gantt chart, thevertical axis shows the orders or jobs in progress whilethe horizontal axis represents time. A quick glance atthe chart reveals which jobs are on schedule and whichjobs are on time.
Gantt charts are the most widely used schedulingtools. However, they do have some limitations. Thechart must be repeatedly updated to keep it current.Also, the chart does not directly reveal costs of alternateloadings nor does it consider that processingtimes may vary among work centers.
Genre:a type of discourse that occurs in a particular setting that has distinctiveand recognizable patterns and norms of organization and structure, andthat has particular and distinctive communicative functions. For example:business reports, news broadcasts, speeches, letters, advertisements, etc.In constructing texts, the writer must employ certain features conventionallyassociated with texts from the genre in which he or she is writing.In reading a text the reader similarly anticipates certain features of thetext based on genre expectations.
Interim report: In projects, an interim report is often compiled to analyze how the project is proceeding, before its final completion.
Interview: An interview is a conversation between two or more people where questions are asked by the interviewer to elicit facts or statements from the interviewee. Interviews are a standard part of journalism and media reporting, but are also employed in many other situations, including qualitative research.
Move: A ‘move’ is a unit that relates both to the writer’s purpose and to the content that s/he wishes to communicate.
Qualitative research: narrowly, any research that uses procedures that make use of nonnumericaldata, such as interviews, case studies, or participant obeservation. However, the term “qualitative research” frequently hasa broader meaning as well, implying a holistic approach to socialresearch in which experimental intervention in a research site,attempts to isolate phenomena of interest in experiments, andattempts to identify causal relationships among isolated variables areeschewed in favour of the naturalistic observation of complex settings.Qualitative researchers are also concerned with such ethical issues asentry into the research site, gate-keeping, flexibility in research design,and triangulation.
Quantitative research: Narrowly, any research that uses procedures that gather data in numericalform. More broadly, the term often implies an approach to researchthat aims at causal explanation of phenomena through the identificationof variables which can be made the basis of experimental investigation.
Questionnaire: A questionnaire is a research instrument consisting of a series of questions and other prompts for the purpose of gathering information from respondents.
Research proposal: A research proposal is a document written by a researcher that provides a detailed description of the proposed program. It is like an outline of the entire research process that gives a reader a summary of the information discussed in a project.
Research report: A research report is any informational work (usually of writing, speech, television, or film) made with the specific intention of relaying information or recounting certain events in a widely presentable form.
Step: A ‘step’ is a lower level text unit than the move that provides a detailed perspective on the options open to the writer in setting out the moves in the introduction.
