英语中的反意疑问句

英语中的反意疑问句刘玉玲吴金侠英语中有许多反意疑问句常使学生感到困惑，不易把握，成为英语教学中的难点之一。下面将各种形式及各种时态、语态的反意疑问句综述如下：１．被动语态的反意疑问句当陈述部分是以不定式作主语补足语的句子时，反意疑问句部分的谓语动词在...     

这些问句如何答

在初中英语学习中,有些问句的回答同学们常感到很困难。现就常 见的重难点问句的回答作一小结,以期对同学们有所帮助。 一、注意对反意疑问句与否定疑问句的回答 英语中,对反意疑问句与否定疑问句的回答要根据事实来确定。如果 事实是肯定的,就要用Yes;反之,就用No。与此同时,还要注意Yes与No的不 同汉译:当反意问句的结构是“前否定后肯定”时,Yes译成“不”,No译为“是 的”。对否定疑问句回答的Yes与No与之相同。例如:     

英语反意疑问句构成的多样性

举例分析了英语反意疑问句的构成及回答方法     

关于反意疑问句的一致问题

关于反意疑问句的一致问题吴从周英语反意疑问句（附加疑问句）是一种常用于口语的疑问句形式，真疑问部分与陈述部分在主语、谓语等方面要保持一致。对此，语法书中只有一般性的论述，很少提及其特殊的用法。为了方便广大的英语学习者，我根据自己多年的教学实践，将反意...     

谈英语的反意疑问句

英语中的反意疑问句是一种较为特殊的问句形式,是英语学习者的难点。本文在总结反意疑问句一般用法的基础上,归纳了反意疑问句的二十种特殊用法,并阐述了语调的变化对反意疑问句内容的影响。     

结合高考试题谈反意疑问句的教学重点

本文对英语高考试题中反意疑问句题型进行了分析,指出英语教学中反意疑问句的教学重点是反意疑问句的特殊情况,并用例句加以了阐述。     

“反意疑问句”考题热点

[考点梳理] 反意疑问句是四种疑问句中重要的一种。这种问句由两部分组成,前一部分是陈述句,后一部分是简短问句。构成的原则是:“前肯定,后否定;前否定,后肯定”。两部分在人称、数及时念等方面必须一致。翻开2002年各地中考题,反意疑问句真与中考题有缘。其中there be结构的反意疑问句;陈述句部分含有表示否定意义的never,little,hardly的反意疑问句的构成;陈述句部分有have(has)一词的反意疑问句及对反意疑问句作回答成为中考的命题热点。下面选编了一组2002年中考题,供你训练“反意疑问句”。     

英语中的反意疑问句

英语中的反意疑问句张新乱英语中有一种疑问句，附在陈述句后面，对陈述句所说的事实或者观点，提出反意的疑问，以期得到对方的证实，因此，我国语法学家称这种疑问句为“反意疑问句”，外国语法学家如克鲁辛加称之为“证实句”，ｈ．Ｅ．帕麦尔称之为“证实疑问句”。反...     

巧教“反意疑问句”

在小学阶段的英语学习中，反意疑问句无疑是教学的一大重点，同时也是小学生学习的一大难点。如何在课堂教学中帮助学生理解并掌握反意疑问句，如何让学生学得轻松，学得愉快，学得规律，我们在英语课堂教学活动中作了一些尝试，下面的一则有关反意疑问句的教学案例，可以给大家提供一些有益的参考。     

反意疑问句使用常见错误

反意疑问句是高考考查项目之一。从79年到91年，全国英语高考卷出了10道反意疑问句的考题。但平时使用反意疑问句时，错误不少。现将常见错误整理如下：     

基于扎根理论的大学生“不就业”现象研究——以甘肃省为例

大学生及高校教师对于"你觉得大学生就业率低的原因是什么?"这一问题个人原因方面的回答可以集中显现大学生"不就业"现象的原因。运用扎根理论研究范式,对在甘肃省14所高校所采集的427句大学生及高校教师对该问题的个人原因回答语句进行了三级编码分析,结果显示甘肃省大学生"不就业"原因可以集中为14个范畴。同时,以上述原因各范畴类别作为大学生"不就业"现象原因影响因子,依据核心范畴与其他范畴的关系得出各影响因子的权重及其排序。并提出解决大学生"不就业"问题,需要加强对大学生的职业生涯规划指导工作。     

高考汉语中“找出句子中不能删去的词语”一类题型的辅导方法

高考辅导资料繁多,标准答案不一,给教师辅导和学生自学带来了困难。笔者通过实践总结了“找出句子中不能删去的词语”这一类题型的辅导方法,以帮助学生选择正确的答案。     

A Method of Providing a More Valid Distribution of School Marks

The cognitive thought processes involved in students’ answers to different kinds of teachers’ questions were investigated using data obtained from a previous study. The dimensions examined were (a) the degree of correspondence between the cognitive level of teachers’ questions and the cognitive level of students’ answers, and (b) the relation of that correspondence to the type of cognitive coding system used, grade level, and clarity of the questions and answers. It was found that the chances are about even that there will be a correspondence between the cognitive level of the question asked and the cognitive level of the response that was elicited. The coding system used, grade level of the students, and clarity of the questions each moderated this effect.     

The implications of content versus item validity on science tests

The use of content validity as the primary assurance of the measurement accuracy for science assessment examinations is questioned. An alternative accuracy measure, item validity, is proposed. Item validity is based on research using qualitative comparisons between (a) student answers to objective items on the examination, (b) clinical interviews with examinees designed to ascertain their knowledge and understanding of the objective examination items, and (c) student answers to essay examination items prepared as an equivalent to the objective examination items. Calculations of item validity are used to show that selected objective items from the science assessment examination overestimated the actual student understanding of science content. Overestimation occurs when a student correctly answers an examination item, but for a reason other than that needed for an understanding of the content in question. There was little evidence that students incorrectly answered the items studied for the wrong reason, resulting in underestimation of the students' knowledge. The equivalent essay items were found to limit the amount of mismeasurement of the students' knowledge. Specific examples are cited and general suggestions are made on how to improve the measurement accuracy of objective examinations.     

The Education of Future Aeronautical Engineers: Conceiving, Designing, Implementing and Operating

This paper will outline answers to the two central questions regarding improving engineering education: (1) What is the full set of knowledge, skills, and attitudes that engineering students should possess as they leave the university, and at what level of proficiency? (2) How can we do better at ensuring that students learn these skills? The suggested answers lie within an innovative educational framework, the CDIO (conceive–design–implement–operate) Initiative. This initiative will be described along with the needs it meets, its goals, context, vision and pedagogical foundation. The first question is answered by the CDIO Syllabus and the process for reaching stakeholder consensus on the level of proficiency that students should attain in a given program. The second question is addressed through a best practice framework, which discusses curriculum design, design-implement experiences, teaching and learning, student assessment, program evaluation and faculty competence. Examples are provided of the implementation of best practices within the CDIO program in Aeronautics and Astronautics at the Massachusetts Institute of Technology (MIT). Reprinted with the permission from International Council of the Aeronautical Sciences (ICAS) www.icas.org This paper was originally presented at ICAS 2006 Congress in Hamburg, Germany and included in the congress proceedings.     

Using student-generated questions for student-centred assessment

In small groups, medical students were involved in generating questions to contribute to an online item bank. This study sought to support collaborative question‐writing and enhance students’ metacognitive abilities, in particular, their ability to self‐regulate learning and moderate understanding of subject material. The study focused on supporting students to write questions requiring higher order cognitive processes. End‐of‐year formal examinations comprised 25% student‐generated questions (SGQs), while mid‐year examination items were completely unseen. Data were gathered from repeated administration of a questionnaire and from examination results. No statistically significant changes were identified in self‐rated monitoring of understanding and regulation of learning. The activity of generating questions supported students to work collaboratively in developing questions and answers. The bank of questions was appreciated by students as a source of revision material, even though it was not strongly focused on higher order processes. Based on scores, it would appear that many students chose to memorise the question bank as a ‘high‐yield’ strategy for mark inflation, paradoxically favouring surface rather than deep learning. The study has not identified directly improvements in metacognitive capacity and this is an area for further investigation. Continual refinement of the study method will be undertaken, with an emphasis on education of students in developing questions addressing higher order cognitive processes. Although students may have memorised the questions and answers, there is no evidence that they do not understand the information.     

On the Questioning Strategies in Senior High School English Reading Classes

<正>Classroom questioning is teachers’most essential linguistic activity in English reading teaching in senior high schools.Teachers will design a series of question situations in accordance with the teaching objectives and requirements,as well as the specific texts or reading materials and ask students to provide answers or solutions after considering.Although questioning     

Students' Understandings of Gravity in an Orbiting Space-Ship

We report on an investigation of students' ideas about gravity after a semester of instruction in physics at university. There are two aspects to the study which was concerned with students' answers to a carefully designed qualitative examination question on gravity. The first aspect is a classification of the answers and a comparative study of the ways the problem was tackled by two large groups of students who had different backgrounds in physics and were exposed to different teaching styles. The second aspect is to investigate how students link concepts to solve the problem. We used a phenomenographic analysis of student responses to extract patterns of reasoning and alternative conceptions behind the solutions. We found no differences between the classes of answers given by students in the two courses. Our analysis also identifies a hierarchy in the complexity of the hypothetical reasoning pathways, which we interpret as reflecting the ways in which students may link concepts and resolve conflicts as they solve the problem. The hypothetical reasoning pathways may help educators to develop instructional material or lecture room dialogue in order to tease out key issues. An unexpected finding is that there is a discrepancy between our conclusion that the two groups of answers are similar and the distribution of marks awarded by the examiner – which implies that the quality of the answers is different for the two groups.     

分析小学生数学错误的合理性——以“万以内加法竖式”中的错误分析为例

小学生的数学错误具有指向性、可利用性和相对性。以"万以内加法竖式"为例,小学生在做题过程中经常犯的错误有两类,经分析后确定这些错误是因为实物操作与竖式操作之间存在差距造成的,探究后发现一些算法可以被利用起来缩小这种差距,从而为小学生的算法学习提供思维的阶梯。     

九江话里的反复问句

九江话中的反复问句是由谓词加语气词构成的,它所常用的语气词无论是从语音分析还是从语文组合来看,都可以看作是否定副词与语气词的合音形式。这在现代汉语中是很独特的现象,该文对这一语言现象进行了详细地描写。