Question & Answer

Q What does his father like?/What is his father like?/What does his father look like?这三句话的意思有何不同?(滁州欣宜)A这里涉及对like意思的理解:like既可以作动词,表示"喜欢"的意思,也可以作介词,表示"(看起来)像……"的意思。你提到的第一句,like是动词,全句意为"他爸爸喜欢什么?"可以用"He likes     

Question & Answer

Q我在书面表达时写了这样一句话:He’s easy to do it well.老师说应该改用it开头:It’s easy for him to do it well.——How come?(宿州雨荷)"A通常情况下,easy/difficult/possible/impossible/necessary等形容词后接不定式时,不以"人"打头做主语,其常见的表达方式为"It’s     

教育问与答

如何纠正孩子的发音? Q我的孩子4岁4个月,说话时发音不怎么准,有些字词说不清楚。如:f的音她会发成b的音,g的音会发成d的音,还有一些卷舌、平舌的都发不大准。有什么快速、方便的办法来纠正吗?     

教育问与答

又换看护人了Q女儿2岁了,从4个月起白天就由奶奶或姥姥来照看,一般半年替换一次。姥姥前两天刚过来,女儿变得特别黏我,而且本来大小便已经很规律了,现在又开始频繁尿裤及尿床。这种两边交替的看护方式会对她造成不良影响吗?在这种看护方式下,我应该做些什么帮助她适应?     

Question & Answer

<正>Q:有这样一个句子:“Li Hua gets up early every morning and he is never late for school.请问:我该怎样在句后用英语表达“张红也是如此呢?”A:这个问题很有意思。表达“甲(不)如此,乙也(不)如此”,我们最熟悉的说法是用so与neither/nor引起的简略倒装句(第二句只保留主语),以避免重复前一句话,使第二句显得简洁、明快。如:     

如何回答面试提问

Don't be rattled(使慌乱) by your next job interview. It's possible to answer any question that comes your way. How? By preparing and knowing how to direct the conversation to the topics you want to cover.     

A Study of Question & Answer Behavior in EFL Teaching-On the Basis of Cooperative Principle

As an Chinese saying goes that“Nothing can be accomplished without norms or standards”. Thus People always fol?low Cooperative Principle to produce successful conversations in daily life and the EFL te...     

对“李约瑟问题“的一个解答

中国没有产生近代科学的直接原因是科学理性精神的缺失,深层原因是封建专制政治统治的干预.因为封建统治者认为,科技的发达必然带来伦理的丧失,而伦理的丧失必将危机国家和社会的稳定,因此封建统治者不仅"不需要"科技,而且还反对科技的发展.     

答非所问的速度改变辨析

拜读某高等数学教材中发现了答非所问的速度改变问题,该教材某例题把速率改变的结果当成了速度改变的结果,因此有必要澄清加速与减速是对速率改变而言,而速度单增与速度单减是对速度改变而言。借助函数单调性判定定理,澄清用的符号判定速度改变（速度单增（或速度单减））,而非判定速率改变（加速（或减速））,完善该实例。本文进一步解决了如何用构造的符号判定速率改变的问题。有意思的是加速与减速,可能是速度单增,也可能是速度单减,体味数学中关于正（或负）号美。     

问答系统中问句相似度研究

百度知道中用户提出问题较短,采用常规基于空间向量的 TF-IDF 句子相似度计算、基于语义依存关系的句子相似度计算等方法往往很难较好完成其相似度计算。鉴于此,基于长度较短问句的特点,引入问题元和词模思想,对用户问题进行分解,并与传统相似度计算方法相融合,提出新的相似度计算方法。对于长度低于20 个词的问句,与传统 TF-IDF 方法相比,F1 值提高了 12%。     

不应一味追求问题的单一答案

关于“汉字形体演变过程的排列顺序”问题，目前学术界尚存争议，按照不同的出发点，会有不同的答案，如果一味追求唯一答案，势必僵化学生思想。     

把题干、提问与正确选项连起来读

如果有人说：“政治稳定、经济繁荣的北宋长期与辽、夏并立，其原因是国防虚弱。”读过历史的人就一定会感到他的话要么没有讲完，要么有以偏概全之嫌。因为北宋长期与辽、夏并立的原因有很多，并非只有“国防虚弱”。如果有人说：“政治稳定、经济繁荣的北宋长期与辽、夏并立的一个重要原因是国防虚弱。”就不会给人这种感觉，因为他已经对自己的判断范围作了界定：“一个重要的原因”。     

把题干、提问与正确选项连起来读

如果有人说:"政治稳定、经济繁荣的北宋长期与辽、夏并立,其原因是国防虚弱."读过历史的人就一定会感到他的话要么没有讲完,要么有以偏概全之嫌.因为北宋长期与辽、夏并立的原因有很多,并非只有"国防虚弱".     

A Simple Answer to a Simple Question on Changing Answers

In an article in the Winter 2011 issue of the Journal of Educational Measurement, van der Linden, Jeon, and Ferrara suggested that “test takers should trust their initial instincts and retain their initial responses when they have the opportunity to review test items.” They presented a complex IRT model that appeared to show that students would be worse off by changing answers. As noted in a subsequent erratum, this conclusion was based on flawed data, and that the correct data could not be analyzed by their method because the model failed to converge. This left their basic question on the value of answer changing unanswered. A much more direct approach is to simply count the number of examinees whose scores after an opportunity to change answers are higher, lower, or the same as their initial scores. Using the same data set as the original article, an overwhelming majority of the students received higher scores after the opportunity to change answers.     

The Answer Is Readiness—Now What Is the Question?

Although readiness is often posed as the answer in early childhood education, there is typically confusion about exactly what question this complex term responds to. In this article, I explore common uses of the term readiness, examine their theoretical and empirical problems, and suggest a more synthetic conception that merges attention to the child, the school, and the community. I argue that readiness is an ethical responsibility we have to children that encompasses coordinated systems of early care and education and receptive schools that are developmental, inclusive, and accountable to all.     

对大学英语分层教学模式的质疑与应答

大学英语分层教学模式在本世纪初的大学英语教学改革中脱颖而出。在众多的好评声中,也有人从分层教学模式是对学生的歧视、阻碍了教师的专业成长、背离了以学生为本的教育理念、违背了教育的公平性原则等视角对该模式提出了质疑。从理论与实践两个层面对上述四种质疑给予了应答。