第41 卷第3期2005 年9月青岛大学医学院学报ACTA ACADEMIAE MEDICINAE QIN GDAO UNIVERSITA TIS Vol. 41 , No. 3 September 2005 · 教学研究 · [ Received] 2005205217 ; [ Accepted] 2005207212 [ Author] GUO Lin2xiang(19692) ,male , lecturer. INVESTIGATION ON ENG LISH FOR SPECIFIC PURPOSES IN QINGDAO UNIVERSITY MEDICAL COLLEGE GUO Lin2xiang ( Foreign Languages Department , Qingdao University Medical College , Qingdao 266021 , China) [ ABSTRACT] Obj ective To understand the current situation of English for specific purposes ( ESP) , and to improve the teaching quality of ESP in Qingdao University Medical College (QUMC) . Methods An investigation was carried out with questionnaires and interviews , which involved students , teachers , textbooks , teaching method2 ology , etc. The first2hand information was collected and analyzed. Results Teachers , textbooks , teaching meth2 odology and other aspects in ESP teaching could not meet the requirement of the students. Conclusion The first thing to do in ESP is requirement analysis. Teaching reform of ESP is imperative. [ KEY WORDS] teaching ; English for specific purposes ;teaching reform In QUMC , the ESP teaching is divided into two successive parts — — — scientific English in the third year and subject2based English in the fourth year , and the course for each semester lasts 15 weeks with two hours per week. The scientific English textbook and examinations are determined by Foreign Languages Department. A teacher from the department , who has an education background of medical English , is in charge of the ESP tea2 ching for the juniors. All the other ESP teachers are from other departments , such as departments of physiology , pharmacology , microbiology , and human anatomy. We now have regular guidance and reference books available on how to teach the course. However , the students go to teaching hos2 pitals in their fourth college year , and the subse2 quent part 2subject2based English is quite different and flexible in that all the concerned factors , inclu2 ding the textbooks , the examinations and teaching methodology , are completely decided by ESP teachers themselves , most of them are clinicians in various teaching hospitals. The present study is focused on the ESP teaching for the juniors. For a long time , ESP teaching has been a weak point at the tertiary level of education in Chi2 na. The English levels of quite a number of students drop to some extent despite the time and energy exerted after they pass CET24/ 6. It is diffi2 cult for them to use English at work after gradua2 tion. For example , some graduates are unable to read English literature of their own fields , not to mention writing research papers in English. Why do students who have obtained the certificate of CET24/ 6 and received two yearsπ ESP teaching still lack the required abilities to use English ? In order to investigate the existing conditions and problems in current ESP teaching , especially in medical colleges , a study was carried out in QUMC , aiming to improve the ESP teaching in va2 rious aspects. 1 SUBJECTS AND METHODS The subjects of the investigation included 449 junior students from Grade 2000 , who had diffe2 rent majors such as medicine , medical imaging , medical laboratory , stomatology , and nursing , and six ESP teachers , who belong to different depart2 ments. The investigations were in the form of ques2 tionnaires and interviews , focusing on the follow2 ing issues : attitudes to ESP , ESP textbook , ESP teacher , teaching methodology , and studentsπ in2 terests in ESP. The questionnaires distributed to the students contained 20 questions , in which Question 20 was an open question , all in Chinese , 3 期GUO Lin2xiang1 Investigation on English for specific purposes in Qingdao University Medical College 265 for the sake of their exact understanding and coop2 eration. Almost all of the questions were multiple choice , except the last one intending to receive their suggestions and opinions , and to some ques2 tions , the subjects could choose more than one an2 swer. Interviews were conducted with all the ESP teachers and 20 students out of the 449 students who were involved in this study. The interview questions designed to the teachers and to the students contained five and four questions , respec2 tively. 2 RESULTS The results of the investigation are shown and interpreted in the following aspects : attitudes to ESP , ESP teacher , ESP textbook , teaching meth2 odology , teaching contents , and studentsπinterests in ESP. 2. 1 Basic information of the students The first five questions in the questionnaire to the students were designed to investigate some basic information of the students , such as their in2 terest in English and their English proficiency at the beginning of the ESP period. The results showed that the majority (82. 9 %) of the students had passed CET24 and 18. 5 % had passed CET26 at the end of the second year in college. As to the interests in English in the general sense , only 10 (2. 2 %) out of the 449 students ad2 mitted that they disliked English , while up to 80. 9 % of all the subjects claimed that they were interested or very interested in English , which in2 dicated that the students , as a whole , were willing to study English. 2. 2 Attitudes tow ard ESP According to our investigation , 100 % of the ESP teachers admitted that they had not done any ESP research , which shows that they paid inade2 quate attention to ESP teaching. More than a half of the students admitted that they only spent one to two hours per week on ESP studying. Some of the students we interviewed had a false opinion about ESP. They thought that they could not achieve a lot from the course , and that ESP was nothing but some subject2specific vocabu2 laries and terms. They believed that they could pass the course easily , so there were no needs to spend a lot of time or energy on it. And on the other hand , they did not enjoy the unsuitable text2 books , and the teaching by some incompetent teachers made them feel somewhat disappointed as well. 2. 3 ESP teachers The results of the questionnaires and the in2 terviews show that most students thought a quali2 fied ESP teacher should have sufficient specialty knowledge (75. 3 %) , good experience in teaching (60. 0 %) , and profound foundation of English (74. 2 %) . 2. 4 Teaching methodology According to the questionnaire , almost half (47. 0 %) of the students thought that the ESP teaching was dull and boring. The interviews to the students also showed that what their ESP teachers did most was to read and translate the passages in class , and 23. 0 % of the students said what their teachers usually did was asking them to study the texts on their own and to translate part of the text or answer some questions given by the teacher. Only 55 (12. 2 %) out of the 449 students thought they were satisfied with the present teach2 ing. On the contrary , the majority of the students (87. 8 %) thought that the teaching should be re2 formed. 2. 5 ESP materials At the time we carried out our investigation , we only had textbooks as teaching materials. The currently2used textbooks were evaluated "Middling " by 41. 9 % of the students. The students thought that the advantages of the cur2 rently2used textbooks were topics of passages (51. 2 %) , and vocabulary (49. 7 %) ; while more than half (50. 1 %) of them thought the main de2 fect of the textbooks was the length of the reading passages. 2. 6 Teaching contents 266 青岛大学医学院学报41 卷In designing Question 7 in the questionnaire , we meant to find out what the students wanted to learn from the ESP learning. The results showed that the majority of the students wanted to learn medical terms ( 65. 7 % ) and reading abilities (61. 2 %) from ESP teachers. In addition , the per2 centages of the students who wanted to learn translation , medical terminology , writing , and lis2 tening were 48. 3 % , 35. 4 % , 16. 7 % , and 13. 1 % , respectively. 3 DISCUSSION Most of the students have successfully fi2 nished the first period of English study in col2 lege — — —GE period , and they have the proficiency to start their ESP study. Almost every college teacher and student knows English is important. However , much more attention has been paid on GE than on ESP. Dur2 ing the GE period at college , the students work hard to get a CET24/ 6 certificate. The CET24/ 6 results are even regarded as one of the major crite2 ria to evaluate the overall teaching level of colleges and universities. On the contrary , ESP has been overlooked. The basic reasons might include the lack of national ESP test as CET24/ 6 for the GE. In QUMC , the ESP teachers did not major in English teaching , with ESP teaching being only a part2time job , which led to the fact that they were less likely and willing to exert a lot of time and energy on it. The students spent less time studying English after they had passed CET24. The negative attitude of the students toward ESP teaching led to their dislike of ESP teaching , and absence from the ESP classrooms. In my opinion , the students are likely to appreciate ESP and enjoy attending the classes if the situation is changed. The current condition is that most ESP tea2 chers only have enough knowledge of their own specialty. What they are lacking is the necessary a2 bilities of some fundamental English skills. We , therefore , assume that an ideal ESP teacher might be a specialty teacher with high proficiency in Eng2 lish. Many students and teachers suppose that team teaching is a good way and can make up for many drawbacks of individual ESP teachers , be2 cause by working together , the English teachers and the specialty teachers can learn from each other what they are lacking in the ESP teaching. ESP teachers are supposed to have more re2 sponsibilities than GE teachers. They not only teach the students but also design the course and compile the teaching materials[1] . They need spe2 cial training or instruction before going to teach the course , but in fact , such an opportunity was not offered to them. Owing to the scantiness of special training and limited proficiency in English , three of the six ESP teachers we interviewed admitted that they delivered lectures primarily in Chinese , which is of little benefit to the student acquisition of Eng2 lish in class. Teaching methodology plays an impor2 tant role in the process of ESP teaching[2] . But the methods adopted by the ESP teachers were not sat2 isfactory. The ESP classes have become self2study clas2 ses. This kind of teaching is sure to result in the low amount of information students receive and in2 sufficient skill training to the students. What is more , owing to their lack of training and experi2 ence in language teaching , ESP teachers usually neglect the cognitive characteristics , affective and personality factors , such as the self2esteem , anxie2 ty , inhibition , empathy and motivation , which play a central role in language learning. The students are really tired of such a teaching method2 ology. Materials include textbooks , video and audio tapes , computer software , and visual aids. They influence the content and the procedures of lear2 ning[3 ] . It is clear that we should pay more attention on the topics involved , length , and difficulty of passages when choosing textbooks. The interview suggested that both the teachers and the students regarded textbooks as an important component in ESP teaching ,which could give them clear direction 3 期GUO Lin2xiang1 Investigation on English for specific purposes in Qingdao University Medical College 267 and guidance. The students are willing to have a comprehen2 sive knowledge and skills from the ESP teaching. However , according to our interview with the teachers and the students , the ESP teachers atta2 ched much importance to reading and translation , so the requirements of other basic skills , such as listening , speaking , and writing of the students were quite low , or even nearly zero. The over2 stress of only reading and translation abilities will lead to the unbalanced development of English abilities[4 ] . Content selection is an important component. The content should be carefully determined and se2 lected according to the studentsπ needs. The con2 tent selected at the beginning of a course is not seen as definitive ; it will vary , and will probably have to be modified with the development of the course[5 ] . Most of the teachers and students have not re2 alized the importance and necessity of ESP , which leads to the current unsatisfactory situation. The ideal ESP teachers are specialty teachers with ade2 quate proficiency of English. The textbooks should be more interesting. The students think that the traditional teaching methods should be reformed , and they hope to learn more skills rather than merely reading and translation. Requirement analy2 sis is of primary importance in the process of ESP teaching. ESP requirement analysis lays a solid foundation for a stable ESP program. We will have to do the requirement analysis before , during and after ESP teaching. The evaluation of ESP teaching should also be given more attention , especially with ESP courses that are likely to be repeated in the future. Both the learner assessment and course evaluation should be done in order to reveal a complete picture of the course. [ REFERENCE] [1] Dou Yan. Course design in oral English for an ESP program to Singapore[J ]. Teaching English in China ,2002 ,25(1) :25. [2] Hutchinson T , Waters A. English f or speci f ic purposes : a learning2centered ap proach [ M ]. Cambridge University Press ,1987. 18~59. [3] Clarke DF. Communicative theory and its influence on materi2 als production[J ]. L anguage Teaching ,1989 ,22 :16. [4] Krashen S. Princi ples and practice in second language acqui2 sition[ M]. Oxford : Pergamon ,1982. 103~120. [5] Nunan D. The learner centered curriculum [ M ]. Cambridge University Press ,1988. 79~81. 青岛大学医学院专门用途英语教学探究 国林祥 (青岛大学医学院外语教研室 , 山东 青岛 266021) [摘要] ① 目的 了解青岛大学医学院专门用途英语教学的现状 ,以进一步提高专门用途英语的教学质量. ② 方法 采用调查问卷和采访的方式 ,对青岛大学医学院学生、 教师、 教材、 教法等各方面的内容进行了调查分析. ③ 结果 在教师、 教材、 教法等各方面都与学生的需求存在差距 ,不能满足学生对这门课程的要求.④ 结论 需求 分析是专门用途英语教学的前提 ,对专门用途英语教学进行改革势在必行. [关键词] 教学 ;专门用途英语 ;教学改革 [中图分类号] G642 [文献标识码] A [文章编号] 167224488 (2004) 0320264204 (本文编辑 厉建强) 作者书写文内标题须知 本刊文内标题序号使用阿拉伯数字顺序编码 ,左顶格书写.标题一般可分为 3~4 级 ,即 :1 ,2 ,3 ……;111 ,112 ,113 ……; 11111 ,11112 ,11113 ……;1111111 ,1111112 ,1111113 …… 1 第5级标题可用(1) 或①11 ,2 级标题均单独占行.请作者来稿时遵照 执行.
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第41 卷第3期2005 年9月青岛大学医学院学报ACTA ACADEMIAE MEDICINAE QIN GDAO UNIVERSITA TIS Vol. 41 , No. 3 September 2005 · 教学研究 · [ Received] 2005205217 ; [ Accepted] 2005207212 [ Author] GUO Lin2xiang(19692) ,male , lecturer. INVESTIGATION ON ENG LISH FOR SPECIFIC PURPOSES IN QINGDAO UNIVERSITY MEDICAL COLLEGE GUO Lin2xiang ( Foreign Languages Department , Qingdao University Medical College , Qingdao 266021 , China) [ ABSTRACT] Obj ective To understand the current situation of English for specific purposes ( ESP) , and to improve the teaching quality of ESP in Qingdao University Medical College (QUMC) . Methods An investigation was carried out with questionnaires and interviews , which involved students , teachers , textbooks , teaching method2 ology , etc. The first2hand information was collected and analyzed. Results Teachers , textbooks , teaching meth2 odology and other aspects in ESP teaching could not meet the requirement of the students. Conclusion The first thing to do in ESP is requirement analysis. Teaching reform of ESP is imperative. [ KEY WORDS] teaching ; English for specific purposes ;teaching reform In QUMC , the ESP teaching is divided into two successive parts — — — scientific English in the third year and subject2based English in the fourth year , and the course for each semester lasts 15 weeks with two hours per week. The scientific English textbook and examinations are determined by Foreign Languages Department. A teacher from the department , who has an education background of medical English , is in charge of the ESP tea2 ching for the juniors. All the other ESP teachers are from other departments , such as departments of physiology , pharmacology , microbiology , and human anatomy. We now have regular guidance and reference books available on how to teach the course. However , the students go to teaching hos2 pitals in their fourth college year , and the subse2 quent part 2subject2based English is quite different and flexible in that all the concerned factors , inclu2 ding the textbooks , the examinations and teaching methodology , are completely decided by ESP teachers themselves , most of them are clinicians in various teaching hospitals. The present study is focused on the ESP teaching for the juniors. For a long time , ESP teaching has been a weak point at the tertiary level of education in Chi2 na. The English levels of quite a number of students drop to some extent despite the time and energy exerted after they pass CET24/ 6. It is diffi2 cult for them to use English at work after gradua2 tion. For example , some graduates are unable to read English literature of their own fields , not to mention writing research papers in English. Why do students who have obtained the certificate of CET24/ 6 and received two yearsπ ESP teaching still lack the required abilities to use English ? In order to investigate the existing conditions and problems in current ESP teaching , especially in medical colleges , a study was carried out in QUMC , aiming to improve the ESP teaching in va2 rious aspects. 1 SUBJECTS AND METHODS The subjects of the investigation included 449 junior students from Grade 2000 , who had diffe2 rent majors such as medicine , medical imaging , medical laboratory , stomatology , and nursing , and six ESP teachers , who belong to different depart2 ments. The investigations were in the form of ques2 tionnaires and interviews , focusing on the follow2 ing issues : attitudes to ESP , ESP textbook , ESP teacher , teaching methodology , and studentsπ in2 terests in ESP. The questionnaires distributed to the students contained 20 questions , in which Question 20 was an open question , all in Chinese , 3 期GUO Lin2xiang1 Investigation on English for specific purposes in Qingdao University Medical College 265 for the sake of their exact understanding and coop2 eration. Almost all of the questions were multiple choice , except the last one intending to receive their suggestions and opinions , and to some ques2 tions , the subjects could choose more than one an2 swer. Interviews were conducted with all the ESP teachers and 20 students out of the 449 students who were involved in this study. The interview questions designed to the teachers and to the students contained five and four questions , respec2 tively. 2 RESULTS The results of the investigation are shown and interpreted in the following aspects : attitudes to ESP , ESP teacher , ESP textbook , teaching meth2 odology , teaching contents , and studentsπinterests in ESP. 2. 1 Basic information of the students The first five questions in the questionnaire to the students were designed to investigate some basic information of the students , such as their in2 terest in English and their English proficiency at the beginning of the ESP period. The results showed that the majority (82. 9 %) of the students had passed CET24 and 18. 5 % had passed CET26 at the end of the second year in college. As to the interests in English in the general sense , only 10 (2. 2 %) out of the 449 students ad2 mitted that they disliked English , while up to 80. 9 % of all the subjects claimed that they were interested or very interested in English , which in2 dicated that the students , as a whole , were willing to study English. 2. 2 Attitudes tow ard ESP According to our investigation , 100 % of the ESP teachers admitted that they had not done any ESP research , which shows that they paid inade2 quate attention to ESP teaching. More than a half of the students admitted that they only spent one to two hours per week on ESP studying. Some of the students we interviewed had a false opinion about ESP. They thought that they could not achieve a lot from the course , and that ESP was nothing but some subject2specific vocabu2 laries and terms. They believed that they could pass the course easily , so there were no needs to spend a lot of time or energy on it. And on the other hand , they did not enjoy the unsuitable text2 books , and the teaching by some incompetent teachers made them feel somewhat disappointed as well. 2. 3 ESP teachers The results of the questionnaires and the in2 terviews show that most students thought a quali2 fied ESP teacher should have sufficient specialty knowledge (75. 3 %) , good experience in teaching (60. 0 %) , and profound foundation of English (74. 2 %) . 2. 4 Teaching methodology According to the questionnaire , almost half (47. 0 %) of the students thought that the ESP teaching was dull and boring. The interviews to the students also showed that what their ESP teachers did most was to read and translate the passages in class , and 23. 0 % of the students said what their teachers usually did was asking them to study the texts on their own and to translate part of the text or answer some questions given by the teacher. Only 55 (12. 2 %) out of the 449 students thought they were satisfied with the present teach2 ing. On the contrary , the majority of the students (87. 8 %) thought that the teaching should be re2 formed. 2. 5 ESP materials At the time we carried out our investigation , we only had textbooks as teaching materials. The currently2used textbooks were evaluated "Middling " by 41. 9 % of the students. The students thought that the advantages of the cur2 rently2used textbooks were topics of passages (51. 2 %) , and vocabulary (49. 7 %) ; while more than half (50. 1 %) of them thought the main de2 fect of the textbooks was the length of the reading passages. 2. 6 Teaching contents 266 青岛大学医学院学报41 卷In designing Question 7 in the questionnaire , we meant to find out what the students wanted to learn from the ESP learning. The results showed that the majority of the students wanted to learn medical terms ( 65. 7 % ) and reading abilities (61. 2 %) from ESP teachers. In addition , the per2 centages of the students who wanted to learn translation , medical terminology , writing , and lis2 tening were 48. 3 % , 35. 4 % , 16. 7 % , and 13. 1 % , respectively. 3 DISCUSSION Most of the students have successfully fi2 nished the first period of English study in col2 lege — — —GE period , and they have the proficiency to start their ESP study. Almost every college teacher and student knows English is important. However , much more attention has been paid on GE than on ESP. Dur2 ing the GE period at college , the students work hard to get a CET24/ 6 certificate. The CET24/ 6 results are even regarded as one of the major crite2 ria to evaluate the overall teaching level of colleges and universities. On the contrary , ESP has been overlooked. The basic reasons might include the lack of national ESP test as CET24/ 6 for the GE. In QUMC , the ESP teachers did not major in English teaching , with ESP teaching being only a part2time job , which led to the fact that they were less likely and willing to exert a lot of time and energy on it. The students spent less time studying English after they had passed CET24. The negative attitude of the students toward ESP teaching led to their dislike of ESP teaching , and absence from the ESP classrooms. In my opinion , the students are likely to appreciate ESP and enjoy attending the classes if the situation is changed. The current condition is that most ESP tea2 chers only have enough knowledge of their own specialty. What they are lacking is the necessary a2 bilities of some fundamental English skills. We , therefore , assume that an ideal ESP teacher might be a specialty teacher with high proficiency in Eng2 lish. Many students and teachers suppose that team teaching is a good way and can make up for many drawbacks of individual ESP teachers , be2 cause by working together , the English teachers and the specialty teachers can learn from each other what they are lacking in the ESP teaching. ESP teachers are supposed to have more re2 sponsibilities than GE teachers. They not only teach the students but also design the course and compile the teaching materials[1] . They need spe2 cial training or instruction before going to teach the course , but in fact , such an opportunity was not offered to them. Owing to the scantiness of special training and limited proficiency in English , three of the six ESP teachers we interviewed admitted that they delivered lectures primarily in Chinese , which is of little benefit to the student acquisition of Eng2 lish in class. Teaching methodology plays an impor2 tant role in the process of ESP teaching[2] . But the methods adopted by the ESP teachers were not sat2 isfactory. The ESP classes have become self2study clas2 ses. This kind of teaching is sure to result in the low amount of information students receive and in2 sufficient skill training to the students. What is more , owing to their lack of training and experi2 ence in language teaching , ESP teachers usually neglect the cognitive characteristics , affective and personality factors , such as the self2esteem , anxie2 ty , inhibition , empathy and motivation , which play a central role in language learning. The students are really tired of such a teaching method2 ology. Materials include textbooks , video and audio tapes , computer software , and visual aids. They influence the content and the procedures of lear2 ning[3 ] . It is clear that we should pay more attention on the topics involved , length , and difficulty of passages when choosing textbooks. The interview suggested that both the teachers and the students regarded textbooks as an important component in ESP teaching ,which could give them clear direction 3 期GUO Lin2xiang1 Investigation on English for specific purposes in Qingdao University Medical College 267 and guidance. The students are willing to have a comprehen2 sive knowledge and skills from the ESP teaching. However , according to our interview with the teachers and the students , the ESP teachers atta2 ched much importance to reading and translation , so the requirements of other basic skills , such as listening , speaking , and writing of the students were quite low , or even nearly zero. The over2 stress of only reading and translation abilities will lead to the unbalanced development of English abilities[4 ] . Content selection is an important component. The content should be carefully determined and se2 lected according to the studentsπ needs. The con2 tent selected at the beginning of a course is not seen as definitive ; it will vary , and will probably have to be modified with the development of the course[5 ] . Most of the teachers and students have not re2 alized the importance and necessity of ESP , which leads to the current unsatisfactory situation. The ideal ESP teachers are specialty teachers with ade2 quate proficiency of English. The textbooks should be more interesting. The students think that the traditional teaching methods should be reformed , and they hope to learn more skills rather than merely reading and translation. Requirement analy2 sis is of primary importance in the process of ESP teaching. ESP requirement analysis lays a solid foundation for a stable ESP program. We will have to do the requirement analysis before , during and after ESP teaching. The evaluation of ESP teaching should also be given more attention , especially with ESP courses that are likely to be repeated in the future. Both the learner assessment and course evaluation should be done in order to reveal a complete picture of the course. [ REFERENCE] [1] Dou Yan. Course design in oral English for an ESP program to Singapore[J ]. Teaching English in China ,2002 ,25(1) :25. [2] Hutchinson T , Waters A. English f or speci f ic purposes : a learning2centered ap proach [ M ]. Cambridge University Press ,1987. 18~59. [3] Clarke DF. Communicative theory and its influence on materi2 als production[J ]. L anguage Teaching ,1989 ,22 :16. [4] Krashen S. Princi ples and practice in second language acqui2 sition[ M]. Oxford : Pergamon ,1982. 103~120. [5] Nunan D. The learner centered curriculum [ M ]. Cambridge University Press ,1988. 79~81. 青岛大学医学院专门用途英语教学探究 国林祥 (青岛大学医学院外语教研室 , 山东 青岛 266021) [摘要] ① 目的 了解青岛大学医学院专门用途英语教学的现状 ,以进一步提高专门用途英语的教学质量. ② 方法 采用调查问卷和采访的方式 ,对青岛大学医学院学生、 教师、 教材、 教法等各方面的内容进行了调查分析. ③ 结果 在教师、 教材、 教法等各方面都与学生的需求存在差距 ,不能满足学生对这门课程的要求.④ 结论 需求 分析是专门用途英语教学的前提 ,对专门用途英语教学进行改革势在必行. [关键词] 教学 ;专门用途英语 ;教学改革 [中图分类号] G642 [文献标识码] A [文章编号] 167224488 (2004) 0320264204 (本文编辑 厉建强) 作者书写文内标题须知 本刊文内标题序号使用阿拉伯数字顺序编码 ,左顶格书写.标题一般可分为 3~4 级 ,即 :1 ,2 ,3 ……;111 ,112 ,113 ……; 11111 ,11112 ,11113 ……;1111111 ,1111112 ,1111113 …… 1 第5级标题可用(1) 或①11 ,2 级标题均单独占行.请作者来稿时遵照 执行.