基于单片机技术的声反馈抑制系统研究

本文论述了利用单片机技术和归一化最小均方误差(NLMS)算法来抑制语音回路的声反馈的理论基础、硬件设计和软件设计,给出了程序框图。本研究的创新点就在于用SoC单片机来实现声反馈抑制。     

多媒体综合教室扩声系统中声反馈啸叫的消除

分析了多媒体综合教室的声反馈啸叫问题的成因和常规消除声反馈啸叫的方法。     

室内扩声系统声反馈形成机理及抑制方法

论述扩声系统声反馈形成机理及抑制方法和技巧。     

如何选择和使用耳模？

这里说的耳模并非我们医学上说的耳膜.它是指耳廓及外耳道的模型,按照一定的工艺制作而成.耳模的作用主要是固定助听器、改变声学效果、防止声反馈(啸叫)、佩戴舒适美观.     

多媒体报告厅声反馈产生原因及其对策

分析了声反馈产生的原因，探讨了提高多媒体报告厅扩声系统传声系统传声增益的对策。提出了使用频率均衡器、窄带滤波器反馈抑制器是已建多媒体报告厅抑制声反馈的最佳途径，提高音响调控人员的能力水平是当务之急。     

浅析歌舞厅声反馈产生原因及其对策

分析了歌舞厅音响产生声反馈、啸叫的原因以及提出相应的解决方法.并且对现实的具体运作也有一些建议.其中涉及到建筑声学、电子学等多方面的知识.     

近身警报器

相信很多人都有过这样的经历：手拿麦克风走近扬声器时,就会响起刺耳的尖啸声,搅得满屋子的人都捂住耳朵。这种现象专业的说法叫声反馈,就是扬声器发出的声音传到麦克风里,经过放大后,再通过扬声器发出来。     

关于智能语音移频器的典型配置模式

介绍了一种运用数字滤波器和话筒智能“四选一”语音识别系统的全智能语音移频器，可以有效抑制声反馈，提高扩声系统增益。     

语言学硕士毕业论文导师电子反馈的个案研究

导师反馈是学生修改学位论文的关键依据,在毕业论文的完成过程中起着至关重要的作用。至今,对导师反馈焦点的研究很少。该研究是英语语言学硕士毕业论文指导教师电子反馈焦点的个案研究。通过对一位导师3年来指导的10名研究生的862条反馈意见的梳理和分析,找出了导师反馈的特点、内容、类型和意义。结果表明,导师反馈意见主要涉及以下几个方面:与论文内容相关的反馈、与体裁相关的反馈、对论文组织结构的反馈以及针对语言准确性的反馈。其中,缺少近5年来的最新文献是与内容相关反馈中最突出的问题;在涉及体裁/组织结构的反馈中,论文缺乏逻辑性的问题非常突出;针对语言方面的反馈占了反馈的89%,说明英语语言表达准确性和适宜性是硕士学位论文中需要解决的问题。     

谈教师对学生的反馈

教师对学生反馈是外语教学的重要环节之一。本文将首先从理论概念和现状两个角度对教师反馈这一重要问题进行探讨。作者对反馈内容提出建议,包括提供有信息含量的反馈,提供形成性反馈,提供真实的反馈,提供有价值的反馈,以及提供能促进合作学习的反馈。     

Feedback loops and the longer-term: towards feedback spirals

A key challenge for feedback practice involves promoting student uptake through the closing of feedback loops. This paper investigates feedback loops by using the concepts of single and double-loop learning to interrogate student responses to feedback. Single-loop learning tackles an identified problem or task, whereas double-loop learning additionally re-evaluates how the problem or task is approached. Evidence from a five-year longitudinal enquiry into four undergraduate students’ experiences of feedback is used to analyse feedback loops. Students reported a variety of experiences: failing to engage significantly with end-of-semester comments; short-term uptake within modules which had two assignments; and longer-term efforts at improving their learning strategies. A model of long-term student engagement with feedback is proposed, including single-loop feedback processes, double-loop feedback processes and unresolved learning puzzles. Whereas feedback loops are mainly focused on the shorter-term, it is suggested that feedback spirals represent an alternative way of analysing complex, iterative longer-term learning processes. Implications for practice focus on student self-regulation and the development of student feedback literacy.     

国内近十年二语写作书面反馈研究之述评

书面反馈是国外二语写作研究的热点,近年来在国内也兴起了一股研究热潮。本文从该研究的发展阶段、反馈类型及其有效性和教师反馈与同伴反馈之比较三个方面对近十年发表在核心期刊的相关文章展开述评,指出已有研究的不足和未来的研究方向。     

关于留学生对教师教学反馈态度的调查研究

文章针对留学生对汉语课＂教师反馈＂的态度做了全面的调查。调查结果发现：（1）学生普遍认为教师的口头反馈和书面反馈很重要;（2）初级汉语学习者更喜欢积极反馈,而中高级学习者更偏爱纠正性反馈;（3）初级学习者更依赖教师的口头纠错,而中高级学习者不太喜欢老师当众口头纠错;（4）学生最喜欢的纠正性反馈形式是＂重铸＂和＂明确纠正＂;（5）多数学生认为纠错的主体应主要为教师,同伴纠错被排在了最后。通过调查,建议汉语教师在提供教学反馈前,应充分考虑到学生不同的认知水平、情感因素和对反馈形式的偏好。     

The development of student feedback literacy: the influences of teacher feedback on peer feedback

Abstract

Although the concept of student feedback literacy has drawn increasing attention in higher education, empirical research on this matter is still in its infancy. In the area of peer feedback, little research has investigated the role of teacher follow-up feedback on peer feedback in the development of student feedback literacy. To address the research gap, a multiple-case study of three Chinese master’s students enrolled in an academic writing course was conducted, drawing on the students’ drafts with peer feedback, teacher written feedback on that peer feedback, semi-structured interviews, retrospective verbal reports, observation field notes and class documents. Three students’ epistemological and practical knowledge about, attitudes towards, and self-efficacy beliefs in peer feedback were found to improve at different paces and to different degrees. However, considerable individual variations were observed with two high-achieving, highly motivated participants becoming more feedback-literate than their under-achieving, minimally motivated peer. Teacher feedback on peer feedback was found to have distinct impacts on individual students, depending on learner factors including language ability, beliefs and motivation. These findings suggest that teacher feedback on peer feedback, if consistently provided and compatible with learner factors, can scaffold both cognitive and social-affective aspects of student feedback literacy.     

大学英语写作应注重反馈环节

英语写作是英语教学的一个重要环节,也是衡量学生语言水平的重要标准。本文从我国大学英语写作教学的现状出发,指出大学英语写作教学应注重反馈环节。因为不论是教师的书面反馈还是学生对教师反馈的反馈,它们都对提高学生的写作水平大有帮助。并且在实施反馈教学环节当中,一定要注意反馈的及时性,激励性,启发性和针对性。     

What makes for effective feedback: staff and student perspectives

Since the early 2010s the literature has shifted to view feedback as a process that students do where they make sense of information about work they have done, and use it to improve the quality of their subsequent work. In this view, effective feedback needs to demonstrate effects. However, it is unclear if educators and students share this understanding of feedback. This paper reports a qualitative investigation of what educators and students think the purpose of feedback is, and what they think makes feedback effective. We administered a survey on feedback that was completed by 406 staff and 4514 students from two Australian universities. Inductive thematic analysis was conducted on data from a sample of 323 staff with assessment responsibilities and 400 students. Staff and students largely thought the purpose of feedback was improvement. With respect to what makes feedback effective, staff mostly discussed feedback design matters like timing, modalities and connected tasks. In contrast, students mostly wrote that high-quality feedback comments make feedback effective – especially comments that are usable, detailed, considerate of affect and personalised to the student’s own work. This study may assist researchers, educators and academic developers in refocusing their efforts in improving feedback.     

各种反馈对非英语专业大学生写作的影响

结合国内外对二语写作反馈的研究,实验证明,教师反馈、同伴反馈和自我反馈对非英语专业大学生写作有较大影响,各种反馈形式各有优缺点,可为教师如何有效采用反馈方式改善大学生写作状况提供参考.     

外语写作教学中有效的教师反馈

外语写作教学中教师反馈是教学过程中必不可少的环节,在写作教学中占有重要地位。根据国内外写作教学的相关研究成果,通过对有效教师反馈特征因素的研究,提出有效的教师反馈应当强调内容与形式并重、提倡间接反馈、肯定反馈,了解学习者的个体差异,并与同侪反馈相结合。