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1、Chapter 15Research ReportA research report is a paper written by a researcher or researchers to describe a study that has been completed. The purpose of the report is mainly to explain to others in the field what the objectives, methods, and findings of the study were. Both the research report and t
2、he literature review describe research. While a literature review uses publications to survey research done by others, a research report provides an in-depth, firsthand description of a single research project completed by the author.文献综述使用出版文献来调研他人的研究，而研究报告则是作者对自己所完成的一个 研究项目进行深入的第一手资料的论述。Although s
3、tudy subjects and investigation methods vary across fields of research, they all share some common characteristics. First, they are designed around a research question or objective. To find the answer to the question, the researcher formulates a hypothesis and designs a study to test the hypothesis.
4、研究者提出一个假设并设计一项研究来检验这一假设. If the hypothesis is proved to be true, it is accepted; otherwise, it is rejected. Studies usually deal with numerical data obtained from the research. This data undergoes one or more statistical tests to determine the reliability and validity of the results. Therefore, the
5、organizational format for all research reports is basically the same, regardless of the field in which the author is working. A research report generally consists of the following sections:(1) Title and author(2) Abstract and keywords(3) Introduction(4) Methods(5) Results(6) Discussion or conclusion
6、s(7) Acknowledgements (optional)(8) References(9) Appendixes (optional)In the above list, the introduction, methods, results and discussion are the major sections which form the body of the research report. Each of them is fairly independent. A reader who is interested in the quantitative results of
7、 a study, for example, may go directly to the results section and need not read the methods section. The sections are also standardized. Most research reports published in a professional journal follow this format or one close to it. This is because a research report, as a contribution to the ongoin
8、g professional discussion of a topic, is likely to be read by various people from a variety of language and technical backgrounds. Communication is much easier if a universal format is followed.L Title and AuthorInclude All Key Information in the TitleAlternatively, you may write a statement of valu
9、e that emphasizes the theoretical importance of your study. In this way, you contribute to the knowledge in your specific area of research.(3) Both of the factors under investigation in this study may be of importance in explaining the etiology of this disease.(4) The results of this study may sugge
10、st a need for a broader hypothesis for further research into the green-house effect on the environment.The statement of value should be written with tentativeness or modesty on the part of the author. When reporting your own study, you should not sound too sure of either the practical or theoretical
11、 benefits of your work. Use modal auxiliaries, such as may or could”, as is shown in the above examples.The statement of value, however, is not included in every introduction. It is usually included in students9 theses, dissertations 专题(学位)论文,or thesis proposals 论文开题报告. It is also commonly used in r
12、esearch reports written to describe a project funded by outside sources. However, in reports written up as journal articles, the statement of value is usually omitted.IV. MethodThe second major section of the experimental research report is often labeled as method. This section describes the steps y
13、ou followed in conducting your research and the materials you used at each step. If the readers want to know how the methodology of your research may have influenced your results, or if they are interested in replicating or expanding your research, they must examine your method carefully. Therefore,
14、 this section is usually long and detailed.1. Information Elements 信息成分The main parts of the method section are procedures and materials, which describe the steps used in your study and the materials employed for each step. However, other elements are also commonly described in this section. The fol
15、lowing list presents these common elements, although these elements and their order of presentation are not fixed: Overview of the Research 研究概述(also called Study Design 研究设计，e.g. descriptive or experimental research 描述性研究、实验研究，qualitative or quantitative analysis 定量 分析、定性分析,case study个案研究,trend stu
16、dy趋向研究,correlational study相关性 研究,etc.)Subjects or Samples 研究对象或样本(eg people, animals, or anything else involved in the study) Sampling Technique 抽样技术(e.g. random sampling, systematic sampling, etc.) Procedures 程序(steps in conducting the research)Materials 材料(e.g. equipment, substance, teaching mater
17、ials and exam papers, questionnaires, interview questions, etc.) Restrictions or Limiting Conditions P艮制条件(e.g. in tropical areas, below 10C, etc.) Statistical Treatment 统计学方法(methods of calculation, e.g. SPSS)补充内容：论文研究方法一、研究类型： 实验研究(Experimental research)：对抽样变量进行干涉，如教学实验、医疗实验、生物学实验 描述性研究(Descriptiv
18、eresearch)：只对变量进行观察，不进行干预，亦称调查研究。二、研究方法： 个案研究(case study)：解剖麻雀，对一个工厂(公司)的经营情况进行分析(纵向对比，过去与现在；横向对比，两种产品差异的显著性)。 小组研究(group study)：比较某一群组样本的异同，对巩义小型企业经营分析。 纵向研究/历时性研究(longitudinal study)对一个公司的历史与发展过程，各个时段的经营进行对比分析。 横向研究/共时性研究(cross-sectional study)对多个公司的经营现状分析对比(不考虑时间与过程，如同一时间不同产品的销售量比较) 比较研究(comparis
19、on)对两个或多个变量进行比较以发现其差异的显著性。 趋向研究(trend study)：根据一个或多个变量的历史走向来分析和判断发展趋势，如 5年来手机的价格走向。 相关关系研究(correlational study)：检查两组变量的相关性，如(抵、中、高挡商品)价格与销量的相关性；学习时间与学习成绩的相关性。三、分析方法 定性分析(quantitative analysis)：观察(收集、阅读、整理资料)、访谈、笔记、录音录像、问金 定量分析(qualitative analysis)：抽样、统计、实验四、研究设计(Study Design)的表述范例The study was cond
20、ucted as a longitudinal case investigation with the combination of qualitative and quantitative analysis.本研究为定量分析与定性分析相结合的个案、纵向、调查研究。Figure 15-6 provides an example of a method section from a study of using computers in financial education. The information elements are identified in each sentence.Fi
21、gure 15-6 Information Elements in a Method SectionResearchOverviewThe study was conducted as a three-group controlled experiment following the static-group comparison design该研究为按照静态组比较设计而进行的三组控制实 验(固定组比较设计(the static-group comparison design )：固定组比较设计，又 称静态组比较设计，是指利用在研究之前已经形成的两个原有整组，并仅对其中 一组给予实验处理，然后
22、对两组进行比较).It involved the use of three experimental groups, including Group A, a control group 对照组；Group B, a treatment group 实验组 consisting of beginner-level microcomputer users; and Group C, a treatment group consisting of intermediate-level microcomputer users.Sampling techniqueThe random sampling
23、 of the participants was conducted that the participants represented a sample of students in financial education. Therefore, the findings and implications of the study should be generalized to the extent that future groups of students are similar to the participants.对实验参与者进行了随机抽样，作为金融专 业学生的代表。从而使研究的
24、结果和意义具有普遍性，即其他组学生与实验参与者的情况是相似的。Population(Subjects)The 30 students designated as the control group were taught using a lecture-discussion technique. The other 60 students were divided into two treatment groups to receive microcomputer-assisted instruction. Students with the ability to run and edit s
25、oftware programs were assigned to the intermediate-level group, and the remaining students were assigned to the beginners group.ProceduresThe classes comprising the control group were organized into two-hour class sessions in three consecutive days. The written evaluation was given during the first
26、hour of the fourth day. The treatment groups were given three days to complete the task, were asked to keep a record of the amount of time used, and were given the written evaluation during a one-hour time period of the fourth day.MaterialsThe materials used in teaching export quotations and contrac
27、ts with the lecture-discussion method were the basis for writing a computer teaching program.StatisticalTreatmentNull hypotheses were developed to test the research questions of the study. An alpha level of .05 was used in testing the hypotheses. A Pearson correlation coefficient was used to ascerta
28、in the relationship between the time spent on microcomputer-assisted instruction and the students5 performance. The data were analyzed with the standard statistical analysis system SPSS.使用零假设来测试所研究的问题。用0.5的alpha 级来测试假设。使用皮尔逊相关系数以确定微机协助授课时间和学生成绩之间的 关系。使用专业统计学分析工具SPSS进行数据分析。2. Choice of Verb TensesThe
29、 procedures you use in your study are usually written in the simple past tense, as shown in the previous examples.Sentences describing the subjects used in a study require either the past or the present tense. When you describe your specific subject or sample, you should use the past tense. However,
30、 when describing the general population from which the sample subjects were selected, you should choose the present tense.(1) Those interviewed in the study were 18 Chinese-speaking students attending classes at the University of Portsmouth. (specific reference)All students who apply for admission t
31、o the University of Portsmouth take the IELTS Test, (general reference)There is a similar convention for determining verb tenses when you describe other materials. If you use equipment in your study which is conventional in your field and familiar to most researchers, you should describe it with the
32、 present tense.(2) A typical refrigerator includes a compressor, a condenser and an evaporator. 典型的冰箱 包括一个压缩机、一个冷凝器和一个蒸发器。(3) The heater essentially consists of a bundle of parallel tubes, the ends of which expand into tube sheets.加热器包括一束平行的管子，管子的末端伸入管板。On the other hand, if you use specially design
33、ed materials which may not be familiar to other workers in your field, you should describe it in the past tense. Moreover, if you modified a common device in a special way for your study, you should also describe it in the past tense.(4) The sap of the mosaic diseased tobacco plant was extracted by
34、crushing the plant with a mincer, which was specifically designed for this purpose,用绞碎机搅碎植物以提取花叶 病烟叶的汁液，这是专为该用途设计的方法。(5) The new reactor was more heavily equipped than the others for testing purposes. More cadmium rods were installed in order to be introduced into cavities in the reactor to arrest r
35、eactions by absorbing neutrons. This was to prevent the reactor becoming unstable. 为检 测目的的新反应堆比其他反应堆装备有更多的测量仪器，为了更多的已经准备就绪 的镉棒就会插入反应堆，并通过吸收中子而休止核反应。这是为了防止反应堆变得 不稳定。V. ResultsThe results section is the “core” of the experimental research report. Readers expect the results to provide them with enough
36、data to draw their own conclusions about the answer to the question posed in the introduction. Therefore, this section presents the findings of the study in both figures and text. Figures (tables, graphs, and diagrams) present the research findings in numerical form or data, while the accompanying t
37、ext interprets the data and helps the reader to focus on the most important aspects of the results.1. Information Elements 信息成分The results section usually consists of three main information elements:(1) Location of data: statements that specify the figure(s) where the results can be foundResults: st
38、atements that explain the meaning of the data or other findings(2) Interpretation: statements that provide reasons for certain results or explain their significanceThe following example of results from a report in the field of medical education identifies these three elements:Figure 15-7 Major Infor
39、mation Elements in ResultsLocation of DataMean scores and general results of the test from each of the three groups are presented in Table 1.2, and the results of the analysis of variance test are reported in Table 1.3.表1.2列出了一组中母 组的平均分和常规测试成 绩；表L3报告了对测试结果的方差分析。ResultsThe F value of 8.17, reported i
40、n Table 1.3, indicated a significant difference in group mean scores. The result of the Scheffe test showed that there was asignificant difference between the control group and each of the computer-assisted-instruction (CAI) groups. There was not a significant difference found between the two CAI gr
41、oups. The test scores from the control group were higher than those from either treatment group. 表 1.3 中 显示的F值9.29说明了各组平均分之间有显著差异。Scheffe测试结果 显示，在对照组和每一个CAIro实验组之间存在着明显的差异。对照组 的测试分数比任何一个实验组都高。InterpretationThese findings indicate that the lecture-discussion approach was more effective than the compu
42、ter-assisted instruction in teaching the application of principles and concepts of medicine.这些发现说明，在教授对医学原则和 概念的应用中，课堂讨论法要比计算机辅助教学更为有效。2. Location of DataBefore describing the data obtained, you should first tell the reader where it is. State explicitly which figure (table, graph, or diagram) contai
43、ns the data mentioned in the text, and use the present tense.(1) Results of the t-tests are presented in Table 3.(2) Figure 2 summarizes the test results of contaminated waters.(3) Table 5 presents the data for workers employed in skilled jobs.3. Results and DataResults are different from data altho
44、ugh we often simply refer to data as results. Data are facts in a form of numbers obtained from experiments and observations. Results are general statements that interpret data. If data stand alone, readers may not understand the meaning reflected by them. Therefore results must be stated to explain
45、 the meaning of the data. Now, compare the following three examples and see the difference.(1) In the 20 control subjects, the mean resting blood pressure was 85 5 (SD) mmHg. In comparison, in the 30 tennis players, the mean resting blood pressure was 94 3 mmHg. 在对照组的20名对象中，平均静态血压为85 5 (SD标准差)毫米汞柱(液
46、压单位)。与 之相比较，30名网球运动员的平均静态血压为94 3毫米汞柱。(2) The mean resting blood pressure was higher in the 30 tennis players than in the 20 control subjects 94 3 (SD) vs. 85 5 mmHg, P 0.02.30名网球运动员的平均静态血压高 于20名对照组的平均静态血压94 3(SD) vs. 85 5 mmHg, P 0.02oThe mean resting blood pressure was 10% higher in the 30 tennis p
47、layers than in the 20 control subjects 94 3 (SD) vs. 85 5 mmHg, P v 0.02. 30名网球运动员的平均静态 血压比20名对照组的平均静态血压高10% 94 3(SD) vs. 85 5 mmHg, P 0.02oExample (1) simply provides the data with no result, which makes readers wonder about the meaning of the comparison. To clarify the point, Example (2) states th
48、e result first and then presents the data in parentheses after the result; furthermore, a P value for statistical significance is added to provide evidence that the difference was not likely to have occurred by chance力口入 了代表统计显著 性的P值，以证明这种差异不大可能是偶然发生的In addition to simply saying “was higher than,” E
49、xample (3) provides an idea of the magnitude of the difference by including a percentage and the statement “was 10% higher“ gives a simpler and therefore clearer idea of the magnitude of the difference than do the data alone.4. Different Types of Results 结果的不同类型There are generally three different types of results that you may need to report, depe