页面布局
全局设置
∙ 字体样式：一律使用Times New Roman。
∙ 字体大小：一律为12pt。不管是标题还是页眉或者其它，一律12pt。
∙ 行距：应当设为2倍。
∙ 页边距：四边一律设为1英寸。
∙ 段落对齐：应当设置为左对齐，而不是两端对齐。
∙ 段落缩进：各段落应当使用首行缩进，缩进量为5~7个空格。
∙ 页眉：应当是文章标题的前2或3个单词+5个空格+页码。页眉显示在所有的页面上，居右对齐。只有图片页不显示页眉。
∙ 页序：封面、摘要、正文、参考文献、附录、注释、表格、图片标题、图片。
封面页
∙ 第一行：“Running head: ASDFGHJKL”，长度不应超过50个字符。居左对齐，无缩进。
∙ 页面中部：标题+作者+单位。居中对齐，单词首字母大写。
摘要页
∙ 第一行：“Abstract”。居中对齐。
∙ 摘要：不超过120个单词。不分段。不缩进。所有数值要表示为数字，不可以用单词。
正文部分
∙ 第一行：文章标题。居中对齐。
∙ Introduction：紧接在文章标题下面，前面无空行，不写作者，不使用小标题。
各级标题（不含文章标题）：字体大小一律12pt。
∙ 1级标题：单词首字母大写。粗体。居中对齐。
∙ 2级标题：单词首字母大写。粗体。居左对齐。无缩进。后面紧跟的段落首行缩进5个空格。
∙ 3级标题：第一个单词首字母大写。粗体。居左对齐。缩进5个空格。有句号。随后的正文不分段紧跟其后。
Level One Heading
Level Two Heading
Bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla.
Level three heading. Bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla bla.
参考文献部分
∙ 参考文献不紧接在正文后部，需在新页面开启。
∙ 第一行：“References”。居中对齐。
∙ 参考文献：紧接在标题下面，前面无空行。按作者的字母顺序排列。首行悬挂缩进。具体的写法托付给软件即可（推荐使用zotero）。
附录部分
∙ 第一行：“Appendix”。居中对齐。如果超过一个，使用“Appendix A/B/C/…”编号。
∙ 其他规定如正文。
注释部分
∙ 因为放在文章末尾，所以是尾注。但是正式出版时可能改为脚注。
∙ 第一行：“Footnote”。居中对齐。
∙ 用数字编号，其他规定如正文。
表格部分
∙ 每个表格一页。
∙ 第一行：“Table 1/2/3/…”。居左对齐。无缩进。
∙ 第二行：表格标题。居左对齐。无缩进。斜体。
∙ 表格：紧接在标题下面，前面无空行。使用三线框，即：顶线、标题行底线、底线。无竖线。标题行不粗体、不斜体。
图片标题页
∙ 第一行：“Figure Captions”。居中对齐。
∙ 图片标题：紧接在标题下面，前面无空行。“Figure 1. Asdfghjkl.”其中“Figure 1”要斜体。居左对齐。无缩进。依次列出，每个一行。不使用列表格式。
图片部分
∙ 每个图片一页。
以上的规定是APA对期刊投稿时的手稿的规定，日常使用未必要严格按照它来进行。最主要的是内文引用和参考文献清单的格式不要搞错，其它的可以自己稍作调整。
日常使用的话，可以省去封面页和摘要页，第一页可以是标题、作者、单位、正文。表格和图片也可以放在文中相应的位置，而不需要放到最后。
字体按照APA格式的话应当使用Times New Roman，如果你不喜欢的话可以选用自己看起来较舒服的字体。较好并较常用的替代有Georgia、Garamond、Palatino、Century等。
另外，左对齐会导致每行在页面右边参差不齐，看起来很别扭，自己日常使用可以设置两端对齐。
内文引用
对他人的观点和文字的必须给出资料来源。内文引用(text citation)的基本格式是引文作者加上其发表年份，读者根据内文引用对照文章最后所付的参考文献清单就可以找到准确的文献来源了。
下面举例部分来自网上可取得全文pdf的一篇文章，该文章电子档的网址为[1]。
内文引用主要分为两种形式。一种是整合在句子的语法结构中(例 1)，另一种是独立在句子的语法结构之外(例 2)。
【例1】 Ten years later, Tobin (1990) prepared a follow-up synthesis of research on the effectiveness of teaching and learning in the science laboratory.
【例2】 The National Science Education Standards in the United States and other contemporary science education literature continue to suggest that school science laboratories have the potential to be an important medium for introducing students to central conceptual and procedural knowledge and skills in science (Bybee, 2000).
如果资料来源有两名作者，则整合引用以单词“and”连接两者(例 3)，而独立引用以符号“&”连接两者(例 4)。
【例3】 Gunstone and Champagne (1990) suggested that meaningful learning in the laboratory would occur if students were given sufficient time and opportunities for interaction and reflection.
【例4】 In reviewing the literature we wrote (Hofstein & Lunetta, 1982) that it was difficult to identify a simple relationship between students’ science achievement and their work with materials in the laboratory.
如果资料来源有两名以上作者，则情形如下(例 5、6)。
【例5】 This is especially appropriate because in recent decades we have learned much about human cognition and learning (Bransford, Brown, & Cocking, 2000).
【例6】 ... for example, Shymansky, Kyle, and Alport (1983) conducted a meta-analytic investigation on students’ performance in science resulting from schooling using the science curricula developed in the 1960s.
独立引用可以同时使用多个资料来源，此时应当按照第一作者姓名的字母次序排列，相互之间以分号隔开(例 7)。
【例7】 Moreover, there is a growing sense that learning is contextualized and that learners construct knowledge by solving genuine and meaningful problems (Brown, Collins, & Duguid, 1989; Polman, 1999; Roth, 1995; Wenger, 1998; Williams & Hmelo, 1998).
内文引用的资料来源有时只是举例，表示还有其他资料来源只举部分列出(例 8、9)。
【例8】In the 1980s, multiple reports were published by prominent groups and authors identifying “crisis” and calling for reform in science education (see, for example, Harms & Yager, 1981; Hurd, 1983; Kyle, 1984; Press, 1982; Yager, 1984).
【例9】Science educators (e.g., Schwab, 1962; Hurd, 1969; Lunetta&Tamir, 1979) have expressed the view that uniqueness of the laboratory lies principally in providing students with opportunities to engage in processes of investigation and inquiry.
如果要进行对词句的直接引用，即引用原文，应当给出页码(例 10)。
【例10】Used properly, the laboratory is especially important in the current era in which inquiry has re-emerged as a central style advocated for science teaching and learning (NRC, 1996, p. 23):
Inquiry is a multifaceted activity that involves making observations; posing questions; examining books and other sources of information to see what is already known; planning investigations; reviewing what is already known in light of experimental evidence; using tools to gather, analyze, and interpret data; proposing answers, explanations, and predictions; and communicating the results. Inquiry requires identification of assumptions, use of critical and logical thinking, and consideration of alternative explanations.
关于重复引用。如果是一个或两个作者，则每次都要将全部作者写出；如果是三、四、五个作者，则第一次列出全部作者，以后只列出第一作者，其余作者以 “et al.”表示；如果是五个以上作者，则从第一次开始就只列出第一作者，其余作者以“et al.”表示(例 11、12)。
【例11】There is a need to provide students with frequent opportunities for feedback, reflection, and modification of their ideas (Barron et al., 1998).
【例12】The importance of promoting cooperative learning in the science classroom and laboratory received substantial attention during the 1980s (e.g., Johnson et al., 1981; Johnson & Johnson, 1985; Lazarowitz & Karsenty, 1990) as a way to engage diverse students in collaboration with others in inquiry and to develop a classroom community of scientists.
关于间接引用。如果引用的资料来自于另一份资料中的引用，则应当同时给出两个来源，使用“as cited in”连接(例 13)。
【例13】Blablablablablabla (Abcde, 1984, as cited in Edcba 1989).
引用私人通信。如果引用的资料来自于私人通信，则不必在文后的参考文献清单中列出。那么在内文引用时，就应当给出人物的全名缩写，注明“personal communication”，并给出日期(例 14)。
【例14】A. B. Cdefg (personal communication, July 4, 1989) blablablablablabla.
内文引用的格式非常繁杂，一般不用手工输入，而是交托文献管理软件负责。
原文引用
如果要直接引用他人的文字(quotation)，除了给出资料来源和页码，还有一个要注意的规则。如果引用的字数(words)少于40个，则以引号包含后整合于正常的行文之中，例如：
Tobin (1990) wrote that “Laboratory activities appeal as a way of allowing students to learn with understanding and, at the same time, engage in a process of constructing knowledge by doing science” (p. 405).
如果引用的字数(words)多于40个，则写成独立的段落。排版上还需注意引用的整段文字左边应当缩进5个空格。例如：
Used properly, the laboratory is especially important in the current era in which inquiry has re-emerged as a central style advocated for science teaching and learning (NRC, 1996, p. 23):
Inquiry is a multifaceted activity that involves making observations; posing questions; examining books and other sources of information to see what is already known; planning investigations; reviewing what is already known in light of experimental evidence; using tools to gather, analyze, and interpret data; proposing answers, explanations, and predictions; and communicating the results. Inquiry requires identification of assumptions, use of critical and logical thinking, and consideration of alternative explanations.
文献清单
文献清单(references)罗列的文章引用的资料来源。其一般格式为：作者+年代+文章标题+文献出处。具体的例子如下所示：
【期刊文章】Blosser, P. (1983). The role of the laboratory in science teaching. School Science and Mathematics, 83, 165–169.
【尚未正式发表的期刊文章】Hofstein, A., Shore, R., & Kipnis, M. (In press). Providing high school chemistry students with opportunities to develop learning skills in an inquiry-type laboratory—A case study. International Journal of Science Education.
【在线发表的电子期刊】Bergen, D. (2002, Spring). The role of pretend play in children's cognitive development. Early Childhood Research & Practice, 4(1). Retrieved from
【使用DOI编号的期刊文章】Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status, and the survival times of terminally ill patients. Health Psychology, 24, 225-229. doi: 10.1037/0278-6133.24.2.225
【书籍】Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
【作者为组织的书籍】American Association for the Advancement of Science. (1993). Benchmarks for scientific literacy. New York, NY: Oxford University Press.
【第N版的书籍】Johnson, D.W., & Johnson, R. T. (1985). Learning together and alone: Cooperative, competitive, and individualistic learning (2nd ed.), Engelwood Cliffs, NJ: Prentice Hall.
【一个编辑的编著】Gabel, D. L. (Ed.). (1994). Handbook of Research on Science Teaching and Learning: A Project of the National Science Teachers Association. New York, NY: MacMillan Reference Books.
【多个编辑的编著】Warwick, P., Wilson, E., & Winterbottom, M. (Eds.). (2007). Teaching and Learning Primary Science with ICT. New York, NY: Open University Press.
【书中的章节】Baird, J. R. (1990). Metacognition, purposeful enquiry and conceptual change. In E. Hegarty-Hazel (Ed.), The student laboratory and the science curriculum (pp. 183–200). London: Routledge.
【会议论文】Shymansky, J. E., & Penick, J. E. (1978). Teachers’ behavior does make a difference in the hands-on science classroom. Paper Presented at the Annual Conference of the Association for the Education of Teachers of Science (AETS).
【会议文集】Hodson, D. (2001). Research on practical work in school and universities: In pursuit of better questions and better methods. Proceedings of the 6th European Conference on Research in Chemical Education, University of Aveiro, Aviero, Portugal.
【网络资料】Degelman, D., & Harris, M. L. (2000). APA style essentials. Retrieved from Vanguard University, Department of Psychology Web site:
【没有日期的网络资料】Nielsen, M. E. (n.d.). Notable people in psychology of religion. Retrieved August 3, 2001, from
【没有作者和日期的网络资料】Gender and society. (n.d.). Retrieved from
【网络可取的资料】Reiser, B. J., Tabak, I., & Sandoval, W. A. (2001). BGuILE: Strategic and conceptual scaffolds for scientific inquiry. In S. M. Carver & D. Klahr (Eds.), Cognition and instruction: Twenty-five years of progress. Mahwah, NJ: Erlbaum. (Also available at .)
文献清单的格式非常繁杂，一般不用手工输入，而是交托文献管理软件负责。
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