methodology在论文中的作用

上面那条里的调查观察文献属于methods，定量和定性才属于methodology

可以做啊。你要做成什么样子的，需要提供素材？

qualitative data collection;quantitative data collection; orthe mixed-methods (which means the combination of the two methods above)Positivism;C

论文中的methodology

introduction of how objectives will be achieved (methodology) Method (how the results were achieved): explanation of how data was collected/generated · explanation of how data was analyzed explanation of methodological problems and their solutions or effects SOME EXAMPLES OF DIFFERENT TYPES OF RESEARCHanalysis: classes of data are collected and studies conducted to discern patterns and formulate principles that might guide future actioncase study: the background， development， current conditions and environmental interactions of one or more individuals， groups， communities， businesses or institutions is observed， recorded and analyzed for stages of patterns in relation to internal and external parison: two or more existing situations are studied to determine their similarities and lation-prediction: statistically significant correlation coefficients between and among a number of factors are sought and interpretedevaluation: research to determine whether a program or project followed the prescribed procedures and achieved the stated design-demonstration: new systems or programs are constructed， tested and evaluatedsurvey-questionnaire: behaviors， beliefs and observations of specific groups are identified， reported and experiment: one or more variables are manipulated and the results heory construction: an attempt to find or describe principles that explain how things work the way they d analysis: predicting or forecasting the future direction of

在毕业的时候为获得你的学位证书一般需要提交dissertation（thesis），dissertation的结构其实已经定下来了，经典的dissertation结构如下：Title PageTable of ContentsChapter I - IntroductionChapter II - BackgroundChapter III - MethodologyChapter IV - ResultsChapter V - Conclusions and RecommendationsReferencesAppendix 有的学生可能会写introduction部分和background部分，但是很多学生不知道怎么写methodology部分。其实methodology部分是research paper最重要部分，因为这个章节，你要告诉读者你是如何写进行研究的以及又是如何通过研究得出结论的。在methodology这个部分，你需要说明你为写这篇文章是如何进行数据和资料搜集的，以及搜集资料技术和方法。这意味着你需要对你进行的调查、数据发掘、采访及你所进行的实验进行解释。你还必须说明你搜集资料运用的一些方法是可行的，这样目的也是为了增加可信度。那么到底methodology怎么写呢？说明研究中的样本: 你需要定义你在这个部分研究中涉及到的参与人或样本。然后你需要说明试验中有多少人或多少样本，以及你是如何选择他们的。举例说明："The population considered for this study is defined is the number of OPD patients who have made a purchase from the hospital pharmacy during the time frame of this " 你可以简单用一句话介绍试验中参与者，但是当你提到样本选择的时候，这个时候你需要详细说明你是如何选择这些样本的，包括时间、地点、名称以及样本数量。不要遗漏一些细节，因为你需要将他们展示给你的读者。研究工具：在这部分，你要解释研究中的计算、使用技术、流程、使用设备等，这些都是在你研究中应用的。如果你进行调研，那么你要解释如何做，什么时候做，以及你为什么要进行这项调研。如果你是用的别人的调研成果，你需要正确的引用（你需要在附录部分有个copy，同时在声明中说明）。研究的时间和流程：时间和流程也是methodology中重要部分。你要说明你进行研究的开始和结束时间，以及你进行研究所遵循的流程步骤，比如，你将参与者志愿书发放到他们手中，并把相关说明分发给参与者等等研究数据分析：现在是methodology最重要的部分了——详细分析你搜集来的数据资料。你需要回到你研究中提出的每个问题。你需要进行统计检验，特别是检验那些帮助区分实验数据中的独立和非独立变量的因子。你也可以说明一下帮助你得出分析结论用到的软件。评估: 这部分需要就你研究中用到的一些方法，例如调研，需要证明它的效度以及可靠性。效度这部分需要包括调研的表面效度、涵盖主题的内容效度以及调研中用到理论的构念效度。可靠性是指你研究结果在一定期间内的稳定性。如果你的调研包括一条容易导致随机错误发生的衡量标准，那么你的调研结果就失去了可靠性。

Methodology是一整套方法，比较系统的那种比如“数据统计分析的方法”也可以是哲学上说的方法论method就是作某件事的方法、办法，比如“上网的方法”

论文中methodology

ResearchMethodology的一系列需要通过数据来支撑。我们要依据我们研究的对象的不同而选择数据的类型。Methodology用到的数据简单来说分为两种:一手数据（Primary Research）和二手数据（Secondary Research）。一手数据的优点：可以回答二手数据不能回答的具体问题。更加及时和可信。是自己或组织收集的，是属于自己或组织的，所以便于保密。是相对于原始数据而言的，指那些并非为正在进行的研究而是为其他目的已经收集好的统计资料。不过对二手数据的收集和处理是有严格要求的，最基本的要求是：真实性、及时性、同质性、完整性、经济性和针对性。二手数据的优点：通常情况下，它较容易获得；比起收集原始数据，它的成本要低许多；它能被快速获得，而收集原始数据，从开始到结束可能要几个月的时间。简单地说，就是省事、省钱和省时，所以在可能的情况下研究者总是优先考虑使用二手数据解决问题。 Research Methodology的写作必须有数据的支撑，没有数据说话就会显得空洞乏力。因此Research Methodology写作当中，数据的收集是重中之重。当然，数据也不是随意写的，必须真实，必须用事实说话，才能能反应问题，验证你的观点，以此得到大家的共鸣。以上内容由智库推荐。

英语论文中的methodology

Teaching Aims: Get students learn the basical skeleton of Master the theoretical source of methodology( micro) Method Explanation Discussion ( students to teacher) Contents 一教学法框架图 Methodology Approach system 3p 3T 听说领先模式整体阅读 Teaching model technique Mode teaching art form ｛ media (resource) achievement 二教学法理论源泉心理学对教学法的影响 1）19、20世纪上、心理学不发达 “翻译法”“直接法”主导。 2）行为主义心理学– “听说法”三个实践 A 桑代克（美）饿猫取食 B 巴甫洛夫（狗试验） C 斯金纳（美）白鼠实验 3）认识心理学冲击（1）格式塔理论完形（2）布鲁纳认识理论探索发现（3）乔姆斯基语言学习理论生成三英文粉笔字书法技能训练 1 字母笔顺 2 练习（四线三格) 3 书写方法和技巧 4 举例字母书写教学四 Homework 1 书写26个大小写字母 2 写一个字母和一个连写教学教案 3 粉笔字过关测试（3周） Aim 掌握呈现技能 Method 讲解看VCD 讨论练习 Contents: 一、1含义 2原则 A 呈现内容简洁、准确 B 呈现要生动、形象 C 呈现用语准确、规范 D 利用环境和创造情景结合起来 E 呈现时，教师是讲解员或示范表演者二呈现技能类型 1 使用直观教具辅助呈现 A 图片呈现 B 简笔画呈现 C 投影片呈现 D 实物呈现 E 图表呈现 2 使用身体语言呈现 3 问卷呈现 4 用故事呈现 5 用录音材料呈现 6 用歌曲呈现 7 用游戏呈现三 Homework 根据TEFC教材写一份呈现教案并微格教学 Teaching Vocabulary Aims： 1 Assumptions about vocabulary and vocabulary Methods for presenting new vocabulary Ways to consolidate Ways to help students develop vocabulary building Vocabulary and vocabulary building Resenting new words Here are more ways to present and explain vocabulary: 1) Draw pictures， diagrams and maps to show meanings or connection of meanings; 2) Use real objects to show meanings; 3) Mime or act to show meanings， brushing teeth， playing Ping- Pong; 4) Use synonyms or antonyms to explain meanings; 5) Use lexical sets， cook: fry， boil， bake， grill; 6) translate and exemplify， especially with technical words or words with abstract meaning; 7) Use word formation rules and common 3 Consolidating vocabulary 1) Labelling: Students are given a They are to write the names of objects indicated in the A competitive element can be introduced by making the first student to finish the 2) Spotting the differences: Students are put into Each member of the pair receives a picture which is slightly different from his partner’ Students hide the pictures from one another an then， by a process of describing， questioning and answering， discover what the differences 3) Describing and drawing 4) Playing a game 5) Using word thermometers 6) Using word series 7) Word bingo 8) Word association 9) Odd man out 10) Synonyms and antonyms 11) Using word categories 12) Using word net-work 4 Developing vocabulary building strategies 1) Review regularly 2) Guess meaning 3) Guess meaning from context 4) Organize vocabulary effectively 5) Use learning vocabulary Conclusion In this unit we started with discussions about vocabulary and vocabulary Many students devote large amounts of time and energy to the learning of vocabulary， but they still complain that their vocabulary size is not large enough or they cannot avoid Generally speaking， there are two One problem is that students treat vocabulary items Considering the large size of English vocabulary， there is no wonder that students complain about their small vocabulary Another problem is that many students learn vocabulary in ineffective ways such as rote So it is very important to make students aware that not all words are equally important and that effective ways of vocabulary learning help to reduce Although much of the work of vocabulary learning is the responsibility of the students， teachers’ guidance and help are If teachers present new vocabulary items effectively， it saves a lot of time and energy for Besides， teachers’ work should also include helping students to develop vocabulary building Teaching Reading Aims: How do people read? What do people read? What are the skills involved in reading ? What are the principles for teaching reading? What are the common types of activities in teaching reading? How do we read? This section attempts to clarify and illustrate some aspects of the nature of If the students fail to understand the nature of reading， they will adopt inappropriate and ineffective reading strategies; if teachers fail to do so， they will be unable to help the students to develop effective reading 2 What do we read? Think about your experience of learning E What kind of texts did you read? Short stories? Tales? Essays? Diaries? Plays and poems? Biographies? It seems there is a great But what do we read in There are 3 Skills involved in reading comprehension Recognizing the script of a language Understanding the explicitly stated information Understanding conceptual meaning Understanding the communicative value of sentences Deducing the meaning of unfamiliar lexical items Understanding relations between sentences Understanding references Recognizing indicators in discourse Recognizing the organization of the text Making inferences 4 Principles and models for teaching reading Bottom-up model Top-down model 5 Pre-reading activities Predicting Predicting based on the title Predicting based on vocabulary Predicting based on the T/F questions Setting the scene Skimming Scanning Summary on pre-reading activities 6 While-reading activities Information transfer activities SOPHISTICATED INPUT (SI) TRANSITION DEVICE (TD) OUTUT (OP) Summary on transition devices Reading comprehension questions Understanding references Making inferences Summary on while-reading activities 7 Post-reading Activities Discussion questions Reproducing the text Role play Gap-filling Retelling False summary Writing 8 conclusion In this unit， we started with the discussions about how and what people read in real We think the teaching of reading in traditional pedagogy does not reflect how and what people read in real Most of the traditional reading exercises are actually testing students’ reading We have emphasized that the teaching of reading should focus on developing students’ reading skills and strategies， which can be achieved through pre-， whileand post-reading In Sections5，6， and 7， we have provided a number of types of activities that teachers can do in teaching Of course different texts need different teaching We hope teachers can apply the ideas suggested in the unit to design their own reading tasks

上面那条里的调查观察文献属于methods，定量和定性才属于methodology

论文的methodology

可以做啊。你要做成什么样子的，需要提供素材？