《梁书》点校杂拾（之二）

中华书局点校本《梁书》诚为迄今为止之最佳版本,然疏误时亦有之。本文就其中若干问题提出商榷意见。     

点校本《乾隆宁夏府志》标点疑误举隅

(乾隆)《宁夏府志》是宁夏旧志中编修体例最完善、编辑水平最高、内容最丰富者。陈明猷先生的点校本《乾隆宁夏府志》是目前出版的唯一一部整理本,为《宁夏府志》的整理做出了重要贡献,方便了大家的使用。但是陈先生的标点还有值得商榷的地方,本文就是基于陈先生的点校本,对其中认为欠妥的一部分文句的标点提出自己的看法。     

《史记》点校四则

中华书局标点本三家注《史记》是一种很好的读本。但新近重读 ,发现其中点校有一些值得商榷的地方。现举《本纪》中的四则 ,试述如下。1 卷四《周本纪》“尽取周赂而去”下 :“《集解》 :《汲冢纪年》曰 :‘自武王灭殷以至幽王 ,凡二百五十七年也。’”又 :“《正义》按 :《汲     

《尚书正义》点校札记

阮元主持校刻的<十三经注疏*尚书正义>是目前最通行的<尚书>版本,但其中错误很多.不仅阮刻本存在着不少漏校、误校、校记选录不当、刊刻新出错讹等问题,用唐石经等11种本子作参校,发现<四部备要>翻印本、世界书局及中华书局影印本、北京大学出版社标点本等,也有一些新出现的问题.     

《（民国）都匀县志稿》点校本偶读赘语

《民国》都匀县志稿点校本,疏误之处不少,遂分门别类举例予以勘误,以期引起古籍校勘者的重视。     

点校本《明史》补校考

现行清修《明史》诸版本中,中华书局点校本是学界公认的最佳本子,但它在史事记载和字词表述方面尚存在一些失校、误改、校勘未尽之处,文章就这些问题进行了举例匡补。     

《北堂书钞》所引《诗经》点校札记

把《北堂书钞》中摘录的大量《诗经》引文校以《十三经注疏》本《毛诗正义》可以研究《诗经》异文。《书钞》所引《诗经》异文大体可以分为以下几种关系:假借、异体字、倒文致异、衍夺致异和同义词等。     

《史记》点校拾误

中华书局一九八二年版标点本《史记》在标点、校勘中存在一些问题,时人多有论说,笔者也曾撰文指出过一些,即或如此,笔者在通读该书的时候,仍然陆续发现了一些虽不确     

中华书局繁体字竖排本《晋书》编校差错举例

“二十四史”是我国历史文化的瑰宝,中华书局繁体字竖排本“二十四史”一直被学术界和广大读者公认为权威版本,但其实内中的编校断句差错不少。现以《晋书》为例,把主要的编校差错分为四类：两字形近致误;史文引文互串致误;夺字、衍字致误;断句不当致误。     

Finding and fixing errors in worked examples: Can this foster learning outcomes?

Learning from worked examples is an effective learning method in well-structured domains. Can its effectiveness be further enhanced when errors are included? This was tested by determining whether a combination of correct and incorrect solutions in worked examples enhances learning outcomes in comparison to correct solutions only, and whether a mixture of correct and incorrect solutions is more effective when the errors are highlighted. In addition, the effectiveness of fostering self-explanations was assessed. In Experiment 1, the participants learned to solve probability problems under six conditions that constituted a 2 × 3-factorial design (Factor 1: correct and incorrect solutions with highlighting the errors vs. correct and incorrect solutions without highlighting the errors vs. correct solutions only; Factor 2: prompting written self-explanations vs. no prompts). An aptitude-treatment interaction was found: providing correct and incorrect solutions fostered far transfer performance if learners had favourable prior knowledge; if learners had poor prior knowledge correct solutions only were more favourable. Experiment 2 replicated this interaction effect. Thus, a mixture of correct and incorrect solutions in worked examples enhanced learning outcomes only for “good” learners. In addition, Experiment 2 showed that confronting learners with incorrect solutions changed the quality of their self-explanations: on the one hand, new types of effective self-explanations could be observed, but on the other hand the amount of the very important principle-based self-explanations was substantially reduced. A possible measure to prevent this negative side effect of incorrect solutions is discussed.     

《王维集校注》若干问题举隅

中华书局版陈铁民《王维集校注》是建国以来的第一部王维诗文的校注本,但其错误之多却较赵殿成《王右丞集笺注》尤甚。其中的主要错误主要表现在"注"方面,如作者交游的笺注错误、诗文编年的系定错误以及题注方面的问题等。     

Learning programming from erroneous worked-examples. Which type of error is beneficial for learning?

Learning from erroneous worked examples could enhance learning in contrast to problem-solving tasks. The type of error was hypothesized to be a moderator and accuracy of error detection and correction a mediator of this effect. This study examines the influence of simple syntactic (the structure of the code) and complex semantic (the logic or content of the code) errors in a programming scenario. Overall, 128 students were assigned to a two (syntactic errors: yes vs. no) × two (semantic errors: yes vs. no) factorial between-subjects design. Students’ accuracy in error detection and correction, learning performance, mental load, and mental effort were measured. Results showed that learners receiving syntactic errors detected and corrected errors with higher accuracy which leads to higher learning performance. Semantic errors did not influence learning-related variables since semantic errors were too difficult for novice learners to detect and fix. The postulated moderation and mediation could be supported.     

例谈高等数学中错误的定势思维

列举了高等数学中一些常见的错误定势思维事例,分析了形成错误定势思维的原因,并收集了一些反例给予说明。     

《古代汉语虚词词典》举例指瑕

立足东汉副词研究,《古代汉语虚词词典》部分条目存在首见书证偏晚、举例跨时过大、例句引文错讹等问题,不利于全面、准确地反映虚词的用法、意义及其历史变化。     

毕业论文审题例谈

毕业论的审题最根本的是要从自己的实际出发，符合写作的要求，怎样做到这一点呢？笔根据指导和答辩毕业论的经验，以具体的例子谈了三个方向应注意的问题：一、审内容，做到放收自如；二、重理论，注意学用结合；三、辩体，把握表达方式。     

中学语文教学中导语设计例谈

巧妙教学导语是提高中学语文教学的有效途径,而导语的巧妙设计的方法是多方面的,它应结合学生听课的兴趣与课文内容,有的放矢地进行设计。文章结合中学语文教学实践列举了一些有效设计导语方式,以与同行共勉。     

有关概率直觉认识的几个误区及反例

本文指出了概率统计中由直觉产生的几个错误结论,并结合反例给以说明.     

汽车类专业的机械基础课教学探讨

对于职业院校汽车类专业来说,机械基础和汽车构造是两门重要的必修课,如果能统筹安排两门课程,并对两门课程的内容做适当的的增删和调整,就会相得益彰。调整机械基础的进度顺序,使之与汽车构造内容相适应,并将汽车构造中所讲的结构作为机械基础课上的实例,使这两门课相辅相成,取得事半功倍的效果。