中等职业教育教材建设问题与对策分析

教育部专项研究课题组在《中国职业技术教育》2008年第9期撰文指出，目前我国中等职业教育教材包括以下几类：1.国家规划教材及配套用书。2.教育部推荐教材及配套用书。3.地方课程教材、校本教材、行业企业培训教材等。目前中等职业教育教材建设存在着如下几个问题：1.教材形式相对单一，缺乏整体开发规划、规模出版。     

部编本教材历史人物刍议——以九年级世界史部分为例

人教版与部编本现行教材在历史人物的编排上有很大差距。部编本教材有许多突出优点,人物选取更全面,叙写更完整紧凑,进一步突出时代人物在历史进程中的作用。文章在简略对比两个版本教材的基础上,对部编本教材中的历史人物进行了深入考究。     

礼貌原则在外贸英语信函写作中的运用

外贸英语信函是商务沟通的重要书面表达方式,为了实现交际目的,就必须遵循礼貌原则。本文借助语用学Leech的礼貌原则,从词汇和句子两方面,具体探讨外贸英语信函写作中礼貌表达方式和技巧。     

广播热线节目中应体现负面礼貌

如何适当地建立和调整与听众的关系是热线节目主持人应该关注的问题。针对目前热线节目主持中出现的两种过度热络和居高临下的极端态度,主持人有必要采取适当的负面礼貌策略来加强与听众的有效沟通。负面礼貌的主旨是尊重对方,在主持过程中与听众互为主体,建立真正有效的沟通。     

礼貌·语用·文化

礼貌是人类社会的共有现象。礼貌不仅是伦理学的研究范畴，也是社会语言学和语用学的研究课题。中外语言学提出各种礼貌原则以解释语言中的礼貌现象。本试图比较各种礼貌原则，说明礼貌言语的表达方式，并对比分析中西化的不同体现。     

礼貌原则和合作原则在大学文秘英语教学中的运用

合作原则和礼貌原则是人们在交际活动中应当遵守的语用原则,有助于正确理解会话过程中的隐含意义正确的使用语言。本文结合《文秘英语》教材中所采用的例子来证明礼貌原则和合作原则在大学文秘英语教学中的作用,在礼貌原则和合作原则相冲突的情况,我们为了进行顺畅的沟通,通常采用礼貌原则第一位,合作原则第二位的原则,最终实现交谈的目的。     

3rdYK初期太原理工大学科技发展的目标与计划

作为一所正式列入国家211建设工程的学校，我们应当时刻关注和思考3个问题：(1)在世界范围这个完整的参照系中，我们的科技实力处于何种位置?在全国1000余所高校尤其是100所211高校中，我们的科技实力现在以及三年后到底能排在什么位次?(2)和先进高校相比，我们现在的差距有多大?以目前不进必退、慢进即退的竞争态势估计，以目前我们自身的状态估计，三年以后，这个差距将是缩小还是扩大?(3)要缩小我们与先进高校的差距，或者换句话说，要推进我们的科技实力在全国高校中排位的前移，我们每年必须增加多少产出?而我们又如何不断挖掘机制、资源和个人能力等方面的潜力，以尽最大的可能实现位次的跃迁?     

基于核特征和tag-rank的商品图像句子标注（英文）

针对商品图像句子标注中图像特征单一、关键词受噪声干扰等问题,提出一种聚焦图像特征学习和关键词摘取的商品图像句子标注模型.从梯度、形状和颜色3个角度抽取图像核特征,并在多核学习模型内进行后融合.利用tag-rank模型中的绝对排序和相对排序特征提升关键词权重,设计词序列拼积木算法把关键词拼装成N元词序列.基于N元词序列和模板生成句子.实验表明:句子的BLEU-1和BLEU-2评分优于对比模型.     

基于语料库词汇层面的商务英语研究

本研究以英国国家语料库为语料来源,从其七百多万词的商务语域中随机抽取了七组一百万词,以其中的一组作为商务英语的代表,同时从整个英国国家语料库中随机抽取一百万词作为普通英语的代表,对比研究商务英语的特点。研究表明:要想有效掌握商务英语词汇,首先要掌握普通英语中的核心词汇,再重点掌握商务英语独有词汇中的高频词。     

“对比”和“映衬”

问：人教版小学语文实验教材四年级下册的《桂林山水》一文中下面句子的修辞方法,有的练习册说是“比较”,有的参考资料说是“对比”。请问：这个句子的修辞方法到底是什么？     

提升中小学课本品质贵在完备文字与细部——建基于若干讯息的集成

对学生健康发展和社会进步而言,中小学课本及文化品质的重要性不言而喻。课本是教、学的重要依据,也是文化的代表、标示与档案。因此,课本必需文字无瑕、细节完善、质量上佳。全面提高学生的素能,课本的影响力、作用力颇大。所以,编写、生产课本须用心、用力地反复审读、打磨。让课本的字、词、句和标点符号无恙是保证课本文化水平之本、之需。有效保证文科、理科课本的品质,要聚焦、完备文字、细部。编、审课本者当切实承担责任,生产课本的所有环节都应当严谨、苛刻与认真。     

Written expression of students with and without learning disabilities: differences across the grades

This study compares the written expression of 48 students with learning disabilities (LD) and 48 normally achieving (NA) students (Grades 4, 8, and 11). Productivity, syntactic maturity, vocabulary, and mechanics were examined using writing samples obtained in response to a standard stimulus. Results indicate that, compared to their NA peers, students with learning disabilities write fewer words and sentences, write more words per sentence, produce fewer words with seven letters or more and fewer sentence fragments, and have a higher percentage of capitalization and spelling errors. No group differences were found for the number of T-units produced or the number of morphemes per T-unit. Comparison of group differences at each grade level and differences by groups across the grades reveals persistent written expression difficulties and signals a need for a careful review of current instructional practices and how they can be improved.     

聋生对复句的掌握状况调查研究

本文对聋人学生的复句应用情况进行了调查,通过对就读于大专院校的聋生写作的1568个复句进行统计和分析,探讨聋生复句应用过程中各种错误类型产生的原因,揭示聋生习得汉语复句的特点,指出聋生掌握复句的重点与难点,并提出相应的教学策略,以期为聋生复句教学提供参考和借鉴。     

Speaking versus typing: a case-study of the effects of using voice-recognition software on academic correspondence

This paper contributes to the discussion about the effects of new technology on writing by assessing whether or not an experienced writer's style of writing changes when a new technology is introduced. 14 typed word-processed letters from ES to JH were compared with 14 dictated word-processed letters from ES after he had changed to using a voice-recognition system (Dragon Naturally Speaking). The results showed that, although there were large differences between the methods and experience of writing with the two technologies, there were no significant differences between the average letter lengths, numbers of paragraphs written and number of sentences used in each group of letters. Nor were there any significant differences in terms of readability, or typographical and grammatical errors. However, the dictated letters did have significantly shorter sentences, significantly fewer particularly long sentences (ie, those containing more than 50 words), and used the first-person pronoun more frequently. The overall results thus indicate that using the voice-recognition software had only marginal effects upon the written products, despite the fact that it had a strong effect on ES's experience of the writing process.     

Trends in Environmental Education Images of Textbooks from Western and Eastern European Countries and Non-European Countries

Textbook analysis is seen as a major element for studying environmental education addressing pupils, image analysis being rather relevant when studying textbooks written in 11 languages. We analysed 25 textbooks from 14 countries addressed to 14–16-year-old pupils, focusing on: (1) local and foreign/global images; (2) urban/rural and nature images; (3) negative impact, human management, and the beauty of nature; and (4) men and women in images with negative and positive impact. We distinguished some trends between Western (WEc) and Eastern (EEc) European countries and non-European countries (NEc). In contrast to textbooks from EEc and NEc, which tend to show the beauty of nature with little human influence, WEc textbooks tend to exhibit more images of urban/rural landscape, of human negative impact and of human management, expressing an anthropocentric view of the environment. Men are usually more present in textbook images than women. However, some images exhibiting more women than men could be found in textbooks from WEc and EEc, but never in NEc. In negative impact pictures, men are more often present than women but NEc women are never present in such images. Women are more frequent than men in positive impact images. Results suggest that textbooks from EEc and NEc should give more emphasis to human management and urban/rural images, whereas those from WEc should give more attention to the beauty of nature. A balance in the presence of men and women in images should be a matter of greater concern by all textbooks’ authors and publishers.     

中高级水平留学生汉语文化词习得研究

二语词汇习得中包括文化词习得。文章以问卷调查为主,并结合访谈对中高级汉语水平留学生文化词习得状况进行了实证研究,发现：第一,习得的总体状况欠佳;第二,习得最好的文化词多是与其生活密切相关的,要么课本中专门学习过,要么是在其来源国有广泛传播,习得最差的是历史词语和一些带有比喻义、引申义、象征义的词语：第三．来自儒家文化圈的留学生与来自非儒家文化圈的留学生在文化词习得上差异十分显著。据此,文章建议要加强中高级汉语教学中文化词和中国文化的教学,并要区分不同文化词的习得难度,对不同文化圈留学生提出不同的习得目标要求等。     

二语写作准确性因子分析

对二语写作的准确性在多大程度上可被测量,哪几种变量组合解释的方差最大,何种可测变量能直接影响作文成绩几个问题进行研究。使用的语料来自随机抽取的南京大学英语专业四个年级320名学生的240篇限时作文。对二语写作准确性可测变量进行因子分析结果表明：二语写作的准确性是可测的,同时获得了由12个变量组成的三个因子。这些因子累计解释的方差达到了71．359％。     

浅谈中学语文教材选文标准

现行的中学语文课本，选材有许多不足之处，选用已知各种作品充作教材应遵循四个原则，科学性原则，拓展性原则，兴趣性原则与开放性原则。     

The use of limericks to engage student interest and promote active learning in an undergraduate course in functional anatomy

The study of anatomy is a content-dense discipline with a challenging vocabulary. A mnemonic is a series of letters, a word, a phrase, or a rhyme that students can use when studying to facilitate recall. This project was designed to promote active learning in undergraduate students studying anatomy and physiology by asking them to create limericks based on course content and then to evaluate the limericks written by their peers for learning value, accuracy, style, and adherence to limerick characteristics. Students (278 and 288, respectively, in the 2009 and 2010 sections of ANP1107) worked in groups of three to create a total of 242 limericks. Peer evaluation was accomplished in two stages using a 20-point marking rubric. In Stage 1, students were randomly divided into 10 groups (n = 23 ± 2 students) with each group member evaluating the same 12 ± 1 limericks. In Stage 2, the top 19% of limericks were reevaluated by all students so that the best three could be chosen. In each of the two years, 60% of students completed all parts of the assignment. Higher percentages (75-80%) participated in limerick writing and one of the two assessment stages. A positive association was noted between level of student participation in the limerick assignment and final course marks. Limerick creation and evaluation can be used to promote active learning by encouraging students to review functional-anatomy-based content to create limericks with good learning value and to provide valid assessments of limericks written by their peers.     

Promoting handwriting fluency in fifth graders with slow handwriting: a single-subject design study

This study used a multiple-probe design across three participants to test the effectiveness of a handwriting intervention for fifth graders (age 10–11) displaying less handwriting fluency than their peers, but without spelling disorders. The 5-h handwriting intervention provided students with explicit instruction and intensive practice in writing cursive letters, words, and sentences, through fast-paced alphabet and copying activities. Intervention effects were examined on handwriting fluency, written composition (i.e., text length, clause extension, and story elements), and self-efficacy beliefs. Results showed that the handwriting intervention was highly effective in increasing students’ handwriting fluency. There were also improvements in written composition in terms of clause extension and number of story elements. After the intervention, students also reported strengthened self-efficacy beliefs for grammar and usage skills. Overall, this study showed that handwriting interventions can effectively help students with limited handwriting skills to become fluent handwriters. Critically, findings are in line with the proposition that achieving handwriting fluency is important to support the development of writing.