民族学生英语写作中的典型错误诊断与分析

本文从错误分析理论入手,通过具体实例对民族学生英语写作中所出现的错误进行了诊斯与分析,旨在帮助学生意识到母语对英语学习的影响,克服英语写作中的困难,提高英文写作水平。     

THE CONSTANT ERROR OF THE HALO IN EDUCATIONAL OUTCOMES RESEARCH

Students' reports of their learning anddevelopment play an important role in research andassessment in higher education. Assessment researchfrequently asks students questions about gains madeduring college to identify dimensions of gains andthen examines relationships between college experiencesand gains. A growing body of research suggests thatcorrelations between ratings of gains and college experiences may be an artifact of a constanterror of the halo. The present research examines whetherhalo error underlies students' self reports of gains,the significance of the halo error, and the effect of halo error on relationships between collegeexperiences and educational outcomes. Results confirmthat halo error may be an important component instudents' ratings of their learning and development. Moreover, halo error may obscure relationshipsbetween college experiences and educationaloutcomes.     

1959年庐山会议毛彭爆发冲突的原因

庐山会议上彭德怀的意见书直接引发了毛彭冲突的爆发,会议由原本的纠“左”转向了反右倾。毛彭冲突的原因既有思想上的分歧又有政治沟通的不畅,既有政治危机产生的错觉又有毛彭个人性格情感与历史的纠葛。这些因素既相互交织又相互激发,最终导致了1959年庐山会议上毛彭冲突爆发。     

外语教学中的错误分析

针对人们外语学习过程中重复出现的错误，依据错误分析理论，阐述了错误分析的基本观点和方法、错误分类及错误根源。以期藉此指导学习总结规律、少犯错误，使其在探索中不断提高语言能力，进而掌握语言学习规律。     

使用卫星导航仪定船位的误差分析

文章系统地介绍了GPS导航仪的工作原理和误差,着重从理论上分析了GPS导航仪与卫星信号传播有关的测伪距误差、卫星和船舶相对位置夹角有关的几何误差、海图坐标系和海图所引起误差的来源和大小。根据这些误差的特点,提出一些减小误差提高定位精度的方法以及利用本船的GPS卫星导航仪进行数据实测,验证实测结果是否在理论误差范围内。     

借助“错误”资源 优化数学教学

数学是一门逻辑性极强的学科,学生在数学学习中难免会出现错误。对于学生在学习中所犯的“错误”,教师应以客观的态度面对,积极引导学生在错误中进行反思,并深入挖掘这些错误资源,让学生在自主纠错的过程中有效巩固知识,深化对知识的理解,从而提高数学学习效率。     

火花记时法测量液体粘度

用高压火花记时系统测量液体的粘度 ,减少了偶然误差和系统误差 ,扩充了实验方法 ,有利于拓宽学生的视野 ,提高其实验技能     

基于灰色理论的城市燃气负荷

分析比较了灰色理论中一般的GM(1,1)模型(即一次参数拟合模型)和二次参数拟合模型,并利用两种模型分别对城市燃气负荷进行短期预测,通过相对误差和残差的比较,发现用二次拟合比一次拟合精度更好,相对误差均值更小.     

中国学生学习英语被动句所出现的偏误情况及原因分析

由于英汉两种语言的不同,各种各样的习惯用法方面也都存在差异,汉语学生在学习英语被动语态的时候不可避免地会出现一些偏误。现把中国学生学习英语被动语态时常出现的一些偏误现象进行总结,并分析其产生的原因。     

H.264/AVC error resilience tools suitable for 3G mobile video services

The emergence of third generation mobile system (3G) makes video transmission in wireless environment possible, and the latest 3GPP/3GPP2 standards require 3G terminals support H.264/AVC. Due to high packet loss rate in wireless environment, error resilience for 3G terminals is necessary. Moreover, because of the hardware restrictions, 3G mobile terminals support only part of H.264/AVC error resilience tool. This paper analyzes various error resilience tools and their functions, and presents 2 error resilience strategies for 3G mobile streaming video services and mobile conversational services. Performances of the proposed error resilience strategies were tested using off-line common test conditions. Experiments showed that the proposed error resilience strategies can yield reasonably satisfactory results.     

Applications of Multilevel IRT Modeling

The recent development of multilevel IRT models (Fox & Glas, 2001, 2003) has been shown to be very useful for analyzing relationships between observed variables on different levels containing measurement error. Model parameter estimates and their standard deviations are concurrently estimated taking account of measurement error in observed variables. The multilevel IRT models are, in particular, useful in the analysis of school effectiveness research data since hierarchical structured educational data are subject to error. By re-examining some school effectiveness studies, the basic aspects of this new model and consequences of measurement error are shown.     

Positive error climate promotes learning outcomes through students’ adaptive reactions towards errors

Errors are an integral part of the learning process and an opportunity to increase skills and knowledge, but they are often discouraged, sanctioned and derided in the classroom. This study tests whether students' perceptions of being part of an error-friendly classroom context (i.e., a positive classroom error climate) is positively related to students' learning outcomes via students' adaptive reactions towards errors. A total of 563 Italian middle school students from 32 mathematics classes completed a questionnaire on their perceptions of classroom error climate and their reactions towards errors. Students' math grades were used as indicators of their level of learning outcomes. A multilevel model showed that perceived classroom error climate was positively related to math grades via increased adaptive reactions towards errors. Our findings revealed that an error-friendly classroom context is associated with students’ adaptive adjustment to errors and to better learning outcomes in mathematics.     

学生英语学习中“发展阶段错误”与“语言迁移错误”之辨析

发展阶段错误和语言迁移错误是中国学生在英语学习过程中常犯的错误。故此本文对语言学习中发展阶段错误和语言迁移错误的形成、界定及中国学生英语学习中易产生的这两种错误作了剖析。     

Local Observed‐Score Kernel Equating

Three local observed‐score kernel equating methods that integrate methods from the local equating and kernel equating frameworks are proposed. The new methods were compared with their earlier counterparts with respect to such measures as bias—as defined by Lord's criterion of equity—and percent relative error. The local kernel item response theory observed‐score equating method, which can be used for any of the common equating designs, had a small amount of bias, a low percent relative error, and a relatively low kernel standard error of equating, even when the accuracy of the test was reduced. The local kernel equating methods for the nonequivalent groups with anchor test generally had low bias and were quite stable against changes in the accuracy or length of the anchor test. Although all proposed methods showed small percent relative errors, the local kernel equating methods for the nonequivalent groups with anchor test design had somewhat larger standard error of equating than their kernel method counterparts.     

大学英语教学中错误分析策略的运用

对以英语为外语的二语习得者来说,学习过程中会出现各种各样的错误。作为英语教师,如能重视并合理分析这些错误的性质及其产生的背景和原因,将错误分析策略引入大学英语教学中,分析错误类型,提供有效的纠错策略,则有利于学生提高英语学习的效率,更好地推动英语教学。     

Characterization of Age Differences in Error Types in a Multitrial Spatial Learning Task

Although increased age is associated with greater errors in spatial memory tasks, it is unclear if there are age differences in error types. To investigate this, 334 participants (ages 22–88) completed a task in which they remembered object locations across multiple study-test trials. Far and close error types were categorized based on the spatial proximity of recalled objects to their actual location. Younger adults showed a greater difference in the proportion of close and far errors, and middle-aged adults showed this pattern to a lesser extent. However, older adults committed close and far errors at an equal rate. Results revealed that all age groups reduced their far errors across trials, and task complexity similarly affected older and younger adults' error-type rates. Study time did not appear to predict error types. Overall, these results suggest that increased age is associated with more far errors, but that a reduction in these error types can occur through repeated learning trials.     

区域高校学报办刊误区与经营理念

区域高校学报在办刊观念、办刊模式、办刊机制等方面的误区，影响、制约了学报的发展。区域高校学报要走出误区，拓展有限的发展空间。就必须树立学报发展的开放意识、服务意识、质量意识、特色意识、商品意识、宣传意识。发挥自身的优势，克服自身的不足，扬长避短。确立适应时代发展的学报办刊经营理念。     

An Analysis on Content Validity of Proofreading and Error Correction Part in NMET(2016-2017 National Examination Paper)

<正>1. Introduction Proofreading and error correction ability is essential for English learners.In National Matriculation English Test (NMET), though it’s not difficult for students to understand passage of proofreading and error correction,it’s so hard for them to avoid getting their points taken off.This thesis analyzes the content validity of the proofreading and error correction part from the perspective of content validity. As Henning points out, validity stresses     

大学生英语口语错误分析及纠错策略

语言错误是外语/二语习得中无法避免的现象。发现、分析、纠正学生的口语错误一直是课堂教学活动的重要组成部分,而如何正确识别和纠正这些错误是一个相当复杂、有赖于教师妥善处理的问题。对错误进行正确的分类有助于教师采取恰当的纠错策略。因此,教师对学生常犯的一些口语错误进行科学的分析和分类,可以有针对性地提出一些比较可行的纠错策略和技巧。     

Can a culture of error be really developed in the classroom without teaching students to distinguish between errors and anomalies?

It is expected that children increasingly learn to identify errors throughout their schooling process and even before it. As a further step, however, some scholars have suggested how a culture of error should be implemented in the classroom for the student to be able not only to locate errors but also, and above all, to learn from them. Yet the various proposals aimed at generating a culture of error in the classroom keep regarding error as all those responses and reactions that are not considered as true or correct in each specific case, thereby not realizing that many of these alleged errors are really anomalies with very different characteristics and consequences despite their seeming resemblance. In this paper, I rely on Ludwig Wittgenstein’s On Certainty to clarify the difference between errors and anomalies. Subsequently, I provide guidelines that may be adapted by each teacher to her students’ needs and development level in order to foster a culture of error that begins by distinguishing error from anomaly, which constitutes a practical as well as conceptual necessity particularly in Child and Primary Education, as it is just then when anomalies most frequently arise in the form of questions and answers.