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第一篇：实习报告格式
系部名称：专业：xxxxxx
年级xxxxxx班级：xxxxxxxxx姓名：xxxxx学号：xxxx实践单位：XX有限公司
实践时间：
实践报告正文
一、实践目的：介绍实践的目的，意义，实践单位或部门的概况及发展情况，实践要求等内容。这部分内容通常以前言或引言形式，不单列标题及序号。
二、实践内容：先介绍实践安排概况，包括时间，内容，地点等，然后按照安排顺序逐项介绍具体实践流程与实践工作内容、专业知识与专业技能在实践过程中的应用。以记叙或白描手法为基调，在完整介绍实践内容基础上，对自己认为有重要意义或需要研究解决的问题重点介绍，其它一般内容则简述。
三、实践结果：围绕实践目的要求，重点介绍对实践中发现的问题的分析，思考，提出解决问题的对策、建议等。分析讨论及对策建议要有依据，有参考文献，并在正文后附录。分析讨论的内容及推理过程是实践报告的重要内容之一，包括所提出的对策建议，是反映或评价实习报告水平的重要依据。
四、实践总结或体会：用自己的语言对实践的效果进行评价，着重介绍自己的收获体会，内容较多时可列出小标题，逐一汇报。总结或体会的最后部分，应针对实践中发现的自身不足之处，简要地提出今后学习，锻炼的努力方向。
五、正文字体：宋体小四号字。字数：3000字左右
报告的写作内容
1、确定主题
主题是调查报告的灵魂，对调查报告写作的成败具有决定性的意义。因此，确定主题要注意：
报告的主题应与调查主题一致；
要根据调查和分析的结果，重新确定主题；
主题宜小，且宜集中；与标题协调一致，避免文题不副。
2、取舍材料
对经过统计分析与理论分析所得到的系统的完整的"调查资料"，在组织调查报告时仍需精心选择，不可能也不必都写上报告，要注意取舍。如何选择材料呢？①选取与主题有关的材料，去掉无关的`，关系不大的，次要的，非本质的材料，使主题集中、鲜明、突出；②注意材料点与面的结合，材料不仅要支持报告中某个观点，而且要相互支持，形成面上的“大气”；在现有有用的材料中，要比较、鉴别、精选材料，选择最好的材料来支持作者的意见，使每一材料以一当十。
3、布局和拟定提纲
这是调查报告构思中的一个关键环节。布局就是指调查报告的表现形式，它反映在提纲上就是文章的"骨架"。拟定提纲的过程实际上就是把调查材料进一步分类，构架的过程。构架的原则是："围绕主题，层层进逼，环环相扣"。提纲或骨架的特点是它的内在的逻辑性，要求必须纲目分明，层次分明。
调查报告的提纲有两种，一种是观点式提纲，即将调查者在调查研究中形成的观点按逻辑关系一一地列写出来。另一种是条目式提纲，即按层次意义表达上的章、节、目，逐一地一条条地写成提纲。也可以将这两种提纲结合起来制作提纲。
4、起草社会实践报告
这是调查报告写作的行文阶段。要根据已经确定的主题、选好的材料和写作提纲，有条不紊地行文。写作过程中，要从实际需要出发选用语言，灵活地划分段落。
在行文时要注意：①结构合理（标题、导语、正文、结尾、落款）；②报告文字规范，具有审美性与可读性，如："制定优惠政策，引进急需人才"，"运用竞争机制，盘活现有人才"，（文章段落的条目观点）；③通读易懂。注意对数字、图表、专业名词术语的使用，做到深入浅出，语言具有表现力，准确、鲜明、生动、朴实。
5、修改社会实践报告
社会实践报告起草好以后，要认真修改。主要是对报告的主题、材料、结构、语言文字和标点符号进行检查，加以增、删、改、调。在完成这些工作之后，才能定稿向上报送或发表。
第二篇：毕业实习报告格式
一、毕业实习报告格式示例：
在XXX公司从事XXX岗位的毕业实习报告（三号黑体）
08市场开发与营销（1）班xxx
实习目的（四号宋体）
通过本次实习使我能够从理论高度上升到实践高度，更好的实现理论和实践的结合，为我以后的工作和学习奠定初步的知识
实习内容（四号宋体）
在老师的带领下我们从五月十一号到五月十七号在南京金城摩托车集团进行了为期五天的实习，在这次实习中有新鲜有陌生但更多的是体会到了以后进入企业工作的话，我们现在还有很多很多的不足。
二、毕业实习报告排版说明：
实习报告版式左右边距为3cm，装订线为0.5cm，上下边距为2.5cm，页码在页面右下方设置。用白色A4纸打印，左侧装订，不需装帧。实习报告中的一级标题用三号黑体；二级标题用四号宋体加粗；三级标题用小四号加粗仿宋体；正文用小四号仿宋体；行间距采用1.5倍行距。
毕业实习报告完成以后连同封面打印装订好，连同实习鉴定表（一式两份），和安徽省高等学校就业证明函一起用邮政EMS快递寄送给班主任。
毕业实习报告的相关要求
毕业实习报告是对自己毕业实习期间实习内容全面,系统的总结回顾。实习报告的标题为：“在XXX公司从事XXX岗位的毕业实习报告”，具体内容包括：实习目的、实习内容、实习结果和实习总结或体会四个部分, 全文字数 不少于3000字。
（一）实习目的：介绍实习的目的、意义、实习单位的概况及发展情况，实习要求等内容。这部分内容通常以前言或引言形式，不单列标题及序号。
（二）实习内容：先介绍实习安排概况，包括时间、内容、地点等；然后按照安排顺序逐项介绍具体内容，以记叙或白描手法为基调，在完整介绍实习内容基础上对自己认为有重要意义或需要研究解决的问题重点介绍，其它一般内容则简述。
（三）实习结果：围绕实习目的要求，重点介绍对实习中发现的问题的分析和思考，提出解决问题的对策和建议等。分析、讨论及对策建议要有依据。分析讨论的内容及推理过程是实习报告的重要内容之一，包括所提出的对策和建议，是反映或评价实习报告水平的.重要依据。
（四）实习总结或体会：用自己的语言对实习的效果进行评价，着重介绍自己的收获，体会内容较多时可列出小标题，逐一汇报。总结或体会的最后部分应针对实习中发现的自身不足之处简要地提出今后学习的努力方向。
三、毕业实习鉴定表的相关要求
毕业实习鉴定表是同学们校外顶岗实习成绩的证明性文件。大家在实习结束时要请实习单位的指导教师（或者是部门主管）在“实习单位鉴定意见”栏填写实习评语，并在“实习单位（盖章）”栏盖章（可以是是公司章或者人事部门公章，但业务或部门章不行），同时给出“实习成绩”栏的成绩等级。
第三篇：实习报告英文版
实习报告范文英文版
1. A brief introduction to the Examination Research And Training Center
The Examination Research And Training Center is a branch of the foreign language department, WIT, established in 2002. The center mainly undertakes the training courses of in-school students, including CET4 CET6 TEM4 and juvenile English. The CETs and TEM courses are designed with the goal to improve students’ performances in examination and the juvenile English courses are aimed at fostering their interest in learning English.
The training team consists of the most experienced English teachers and professors of the Foreign Language department. Most of them have been researched the CET and TEM for years and harvested abundant fruits.
As a guarantee of the training outcome, we have the acceto the multimedia classrooms and a dozen of digital language labs.
2. Preface
In the by-gone month, I had a bitter and sweet time with those unconstrained young kids of 8 or 9. The first time standing in front of the class, facing a dozen pairs of eyes, I threw away my na-iv-e thoughts of being a primary school English teacher. The cases I saw and dealt with are totally new and tough for me. I met great difficulties in handling them. However, hardship always turns out to be treasures in later times. Through the whole month, I tried my best to be both a fried and a teacher to the students. As a friend to them, I played games with them and told them stories; as a teacher I gave them classes and orders. For the whole month as a whole, I valued the experiences in the training center very much. Particularly, I am most grateful to my tutors. Thanks for their instructions and help.
3. Detailed Report
In the very beginning, I’d like to share a brief introduction of the students in the training class.
There are 17 of them in all, most of whom are from one-child family. At home, they are prince and princess. But on the other hand, they are well educated and most active everywhere, either in front of you as friends or as students. Frankly, however, their over activenehas been the first headache for us teachers. Another feature of this group of kids is they are various in English levels. There are fourth grade students, some other are of lower grade and also someone has just graduated from kindergarten. To teach a clalike this, as my tutor once said it takes extra energies, requires of professional skills and qualities.
To follow a clear logic, I am going to present my report to the procedures of lesson organization, which includes the following six parts as I see it:
3.1. Preparation before class
3.2. Principles in clamanagement
3.3. Principles in teaching
3.4. Special skills in class
3.5. Strategies in lesson organization
3.6. Precautions in teaching
3.1 Preparation before Class
Full preparation is the first step toward any achievement. And it was proved to be true by my own experience on the platform. An all-round preparation before classes, including the establishment of relations with claand writing teaching-plan, not only enables you to be fluent on the one inch high platform, also it’s the source of self-confidence in handling the group of unconstrained children.
To speak specifically, I would like to illustrate this with several tips I obtained from teaching observation.
3.1.1 Remembering names of the kids
Remembering the names of the others is an important skill in good communication, and this applies to children too. If you can call his or her name, you are giving the message that I have noticed you, or something alike. Everyone would appreciate the importance you attached to him or her and become cooperative. Though the kids do not know the theory, the feel exactly the same psychological way. Thus remembering the name of your students does help you to make a highly organized and efficient class. Apart from this, knowing their names sets you in a favorable position. Because calling the one you want to ask by “you, the one in red coat ” or some other name, always set yourself in embarrassment in the first place. So, I regard this tip as the first important principle in the preparation before class.
3.1.2 Switch smoothly between knowledge points
Writing the teaching plan takes much time of the preparation. It’s not the amount of knowledge we need to teach troubles us, but the way to do it. Young kids of 8 or 9 years old have their limits in learning ability, such as, they can’t understand a abstract notion or rule quickly, nor can they do good reasoning. This requires us to go in the steps that they can follow. For the training clawe teach, in which students are various in grade and English levels, demand us to design our clawith the considerations of both teaching effectively and taking care of those who lags behind in study. In solving the problem, the theory we learn in educational psychology helped us a lot. But still, beyond the theory I want to say, the first principle in designing a teaching plan is to make it smooth and interesting transitions
3.1.3 Speak loudly and clearly
This is really a great physical challenge for many female classmates, but anyway, we all agree that the efforts are quite rewarding. To tell the truth that never before have I ever talked so loudly and for so long. I shouted my throat hoarse the first time I delivered my class. However what pleaded me is that those young boys and girls followed me quite well, and I in their jet black eyes, I saw the delight of learning.
3.2 Principles in clamanagement
We all know that, in the primary school, the hard job is not the knowledge, but that you have make them follow you and study. However, those princes and princefrom wellbeing one-child family are totally uncontrollable in a way of using sticks, as one described ironically that wherever there is suppression, there is resistance. As the result, most teachers adopted a way of carrot. This turned out to be useful to some extents. From the observation of professional’s class, I summarized following principles in clamanagement.
3.2.1 Be fair
Young kids of 8 or 9 years old are extremely sensitive to the teachers’ treatment and handling of the claproblems. Once they sensed something unfair, he or she will protest by refusing any cooperation, and nothing could stop him/her except tender explanation of the reasonability. Surely, no teachers want to spend time on such deeds in class. To avoid such situations we need to keep on thing in mind --justice. Just take on case for example, two students raised hands to answer a challenging question and you gave the chance to A. Here you’d better remember to mention or praise the one who didn’t answer the question. Besides these, the chances to display themselves in public should also be given evenly to each one.
In any normal minds, this seems to be an impossible task to solve all the justice problems, because we teachers are no judges, and even we have the expertise of a judge, we don’t have the time to do this in class. Then how is it possible? If you think so, I have to say you have made a mistake in understanding the justice in those young minds. According to physiologist’s conclusion, primary school students see the words of authoritative people, such as teacher, parents, as the rules of justice. So, the point I am ma-ki-ng is that we must explain why I gave the chance to the other, and tell him or her a reason. Yet, as to the rationality, the children will never think much about it.
3.2.2 Always set your attention on the majority
For young students, they cannot concentrate their attention on one thing for long. It’s not because they are too naughty to do that, but for physical reason---their brain has developed fully. Accordingly, we need to take this into our consideration in our clamanagement.
In my observation, I found that we often devote our attention certain the one, who is answering our question, or being an objective of certain activity, keeping the majority waiting. Then some student talks, laugh, even fight with each other. Can we account this to the kids? Surely not.
To avoid the meof class, we need to set an eye on the majority all the time, even when they can’t be involved in. For example, when we want to help certain kid in pronunciation, we can teach the whole clatogether or ask some other students to be the teacher. In similar way, the clawill be well under control.
In a word, in the preparation of claactivity, we need to consider those who are not directly involved, only in this way we can make an efficient and easy job in clamanaging.
3.2.3 Praise as much as you can
To communicate well and make good impression, professionals advise us to praise as much as we can. Here in teaching, which is also a kind of communication, the strategy should also be applied. Teachers should praise often and in various ways. In our clawe say “good, very good”, the si-mp-le word not only make them active in class, but also foster their sense of achievement which are crucial factor in the future success. In this sense, I labeled praise as the third principle in clamanagement.
3.3 Principles in teaching
Teaching is the main activity in a school, though it’s an extremely complex process, but the effects from the teaching faculty are of an appreciable amount. Because it is the teacher who deals directly with knowledge and students. Apart from the fundamental rules introduced in our teaching theories, such as agreement between teaching objectives and development stage of children, the interaction between teachers and students, I summarized several rules in giving clato primary school students.
3.3.1 Make the lesi-mp-le repetition
English teaching is different from Mathematics. What we teach in a fundamental mathematic clais logic, while we teach the vocabulary and grammar rules in English class. That means, repetition is the only way to strengthen the impression of the knowledge in the students’ mind. For example, we teach them pronunciation by repetition, we repeat the English words and it’s meaning together again and again to help them remember them. While on the other hand, overusing it will not be so helpful as have expected.
From my observation I found that the children lose their interest in the lesson easily if repeat too much. And if that happen, trouble comes. Therefore an unspoken limit for si-mp-le repetition is 3, as a way to keep the kids in control.
3.3.2 Do not write too much on the blackboard
Usually we write down on the blackboard what the students can’t understand, to make the thing under discussion clear and visible. However the situation I often see is that, teacher writes too much on the blackboard that the kids can’t find the topic. The blackboard becomes some kind draft pa-pe-r.
The problem here is that those irrelative or not related to the book are great distraction to the class. the students can’t differentiate the key point from supplementary knowledge. Or to speak at the very least, it prevents the kids from image memorizing.
So, here I want to remind the new primary school teacher to use their chalk well.
3.3.3 Response quickly
Response quickly means the teachers must react according to the students’ action or behavior. For instance, if any students have questions, the teacher must attend to it as soon as he can. Another kind of response is that the teacher should make comments after the students voluntarily performance. Using one word to summarize is “feedbacks”.
A conversation without feedback just like a talk with continuous questions but no answers was made. How can this conversation last long? The same is true for a class. Imagine a clain which all kids sit there quietly, no talk, no laugh, and even no movement, how much the possibility is for you to finish the claif you were the one on the platform? However, on the contrary side, if students are very active, keeping on raising hands, answering questions, but the teacher say nothing but “sit down”, can their interests in you last? Thus, we must remember that the kids are always waiting our feedback.
3.4 Useful skills in class
3.4.1 Praise loudly
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