文獻(xiàn)調(diào)研報告格式(文獻(xiàn)引用格式)
文獻(xiàn)調(diào)研報告格式
文獻(xiàn)調(diào)研報告格式是怎么樣的？你知道啊？你是怎么樣寫的呢？我們可以看看下面的格式哦！
文獻(xiàn)調(diào)研報告格式
一、頁面設(shè)置
1.紙張大小為A4；
2.頁邊距：上下為25mm，左右為28mm。
二、調(diào)研報告題目
1.調(diào)研報告標(biāo)題為黑體小二加粗居中；
2.副標(biāo)題為黑體三號居右。
三、摘要
1.中文“摘要”一詞為黑體三號加粗居中；中文摘要內(nèi)容為仿宋
_GB2312 四號，行間距為固定值28 磅；
2.英文“摘要”一詞為Times New Roman 三號加粗居中；英文摘要內(nèi)容 為TimesNew Roman 四號，行間距為固定值28磅；
3.中文“關(guān)鍵詞”一詞為仿宋_GB2312 四號加粗；關(guān)鍵詞內(nèi)容為仿宋_GB2312 四號，行間距為固定值 28 磅，每個關(guān)鍵詞之間空2 個中文字符；
4.英文“關(guān)鍵詞”一詞為 Times New Roman 四號加粗；關(guān)鍵詞內(nèi)容為Times NewRoman 四號，行間距為固定值 28磅，每個關(guān)鍵詞之間空2 個 中文字符；
5.摘要段前段后行間距設(shè)為“0”行，左右縮進(jìn)設(shè)為“0”字符；
6.摘要在目錄之前。
四、目錄
1.“目錄”一詞為黑體三號加粗居中；
2.目錄內(nèi)容為仿宋_GB2312 四號，行間距為固定值 28磅，段前段后 間距設(shè)為“0”行；
3.目錄內(nèi)容顯示到三級標(biāo)題（包含“參考文獻(xiàn)”）。
五、正文
1.行間距為固定值28 磅，段前段后間距設(shè)為“0”行，左右縮進(jìn)設(shè)為“0” 字符；
2.一級標(biāo)題為黑體三號加粗居中；
3.二級標(biāo)題為黑體小三居左；
4.三級標(biāo)題為黑體四號居左；
5.正文為仿宋_GB2312 四號，首行縮進(jìn) 2字符，段前段后間距設(shè)為“0” 行，左右縮進(jìn)設(shè)為“0”字符；
6.表格字體為仿宋_GB2312 小四，標(biāo)題為仿宋_GB2312 小四加粗居 中。
六、參考文獻(xiàn)
（參考文獻(xiàn)查閱詳見圖文2圖書館數(shù)據(jù)庫簡介及文獻(xiàn)獲取）
1.參考文獻(xiàn)須作為一級標(biāo)題包含到目錄中；
2.參考文獻(xiàn)須以角標(biāo)形式在正文中標(biāo)注，所標(biāo)序號要與參考文獻(xiàn)序號一致；
3.“參考文獻(xiàn)”一詞為黑體三號加粗居中；
4.中文參考文獻(xiàn)為宋體，行間距為固定值28 磅；
5.英文參考文獻(xiàn)為宋體，行間距為固定值28 磅。
七、補(bǔ)充說明
1.調(diào)研報告的序言部分要求包括但不限于調(diào)研背景、研究范圍、調(diào)查內(nèi)容、研究方法和步驟等；
2.調(diào)研問卷、訪談提綱等材料可附于調(diào)研報告中，但篇幅不得超過調(diào)研報告（調(diào)研報告）全文的20%；
3.鼓勵查閱、引用相關(guān)參考文獻(xiàn)，但篇幅不得超過調(diào)研報告（調(diào)研報告）全文的20%；
文獻(xiàn)引用格式
文獻(xiàn)引用格式
下面是應(yīng)屆畢業(yè)生網(wǎng)小編整理的文獻(xiàn)引用格式，希望對大家有所幫助。
Author paraphrased
McCullough (2009) described John Adams’s hands as those of someone used to manual labor.
According to McCullough (2009), John Adams’s hands were those of a laborer.
One biographer (McCullough, 2009) described John Adams as someone who was not a stranger to manual labor.
John Adams’s hands were those of a laborer (McCullough, 2009).
Two authors
Carlson and Ventura (2012) wanted to introduce Julio Contazar and other Latin American writers to an audience of English-speaking adolescents.
Some argue that there is a considerable research to be done on this issue (Peter & Hull, 2010).
Three or more authors
Carlson, Silva and Ventura (2012) wanted to introduce Julio Contazar and other Latin American writers to an audience of English-speaking adolescents.
Carlson et al. (2012) wanted to introduce Julio Contazar and other Latin American writers to an audience of English-speaking adolescents.
Some argue that there is a considerable research to be done on this issue (Peter, Atkinson, & Hull, 2013).
Author unknown
A powerful editorial asserted that healthy liver donor Mike Hurewitz died because of his doctor’s neglect (“Every Patient’s Nightmare,” 2009)
Two or more works cited together
Many researchers have argued that what counts as “literacy” is not necessarily learned at school (Heath, 2011; Moss, 2010).
Source quoted in another source
During the meeting with the psychologist, the patient stated repeatedly that he “didn’t want to be too paranoid” (as cited in Oberfield & Yasik, 2004).
Personal communication
J. Strauss (personal communication, March 16, 2013) discussed his research in genetics.
The author and editors seriously considered alternative ways of demonstrating documentation styles (F. Weinberg, personal communication, November 14, 2011).
Organization as Author
According to a report issued by the Inter-American Association for Environmental Defense (2008), ….
Public service announcements were used to inform patients of these findings (National Institute of Health (NIMH), 2010).
In subsequent citations, only the abbreviation and date are needed: (NIMH, 2010).