计算机基础考试中Office操作题自动阅卷的实现

介绍了VBA的基本概念与Office件结构的特点，说明了利用VBA编写Office操作题的自动阅卷程序具有简单、快速，易于修改等优点。给出了针对一个Word操作题实例的VBA主要代码。     

计算机文化基础考试系统中的Office操作题自动阅卷技术的研究

自动阅卷技术是大规模计算机考试的必然选择,本文针对<计算机文化基础>课程中的Office操作题中的Word部分进行了剖析,并研究了VBA技术实现在Office操作题自动阅卷中的功能.     

Word操作题自动阅卷功能的实现

介绍了Word文档格式的识别方法以及Word对象模型层次结构等技术要点,并结合具体应用示例,给出了Word文档中对象属性的获取方法,并对这些属性信息进行快速、准确的判读,以实现Word操作题的自动阅卷功能。     

Word操作题自动阅卷技术的研究与实现

以计算机基础考试中的Word文档为例,利用VBA技术,将从文档中获取的相关信息与考试要求比较,从而实现对Word操作题的自动阅卷,并给出了部分算法实例.     

《大学计算机应用基础》考试系统自动阅卷研究

《大学计算机应用基础》考试自动阅卷可以大大降低教师的工作强度,并且可以成为学生自我检验、自我评价的有效工具,但试卷中的Office操作题对应的文档的信息量巨大、内部结构非常复杂,很难用普通的文档对比法来实现对这些操作考试文档的评分．针对这一难点,基于VBA针对Word、Excel、Power Point的操作题给出了自动阅卷评分算法．     

基于VBA技术的Office操作题自动阅卷系统的研究与实现

介绍了Office中的VBA及其使用方法,说明了通过在Visual Basic开发环境中引用Office对象,实现在VB开发环境中使用VBA编程的过程,同时给出了Word操作题自动阅卷的编程示例。     

Visual Basic中Word.Document对象的高级应用

Microsoft Visual Basic中可引用Word．Document对象获取任何Word文档中的各项设置。本文详细介绍这项技术的高级应用，为考核Word操作题的自动拟题、自动阅卷提供了强有力的技术支持，通过这项技术，无纸化考试得以真正实现。     

基于B／S与C／S混合模式的《大学计算机应用基础》考试系统

以湖南第一师范学院大学计算机应用基础考试系统为例,对基于C／S与B／S混合模式的在线考试系统进行了系统分析和设计,将系统分为题库管理子系统和在线考试子系统两个部分。该系统实现了Word操作题、PowerPoint操作题以及Excel操作题的自动阅卷以及试卷随机生成的关键技术。     

基于VBA的Word自动阅卷系统设计与实现

Word操作题涉及文字正确率以及各种图文混排格式及表格的相关知识点,让计算机取代人工批改,实现办公自动化,能够极大提升工作效率。对目前自动改卷策略进行研究与比较,设计并实现基于VBA的Word自动阅卷系统,对Office结果文档模型进行分析,采用VBA获取文档内容,提取对象及属性的方法,并在采用模块化设计的前提下,摆脱对出题格式限定的问题。实验结果表明,系统运行稳定,实现了大批量学生Word题目的自动阅卷功能,在获得阅卷正确率的同时,极大减轻了阅卷人员的工作压力。     

Word操作题测试系统的设计与实现

本文详细论述了Word操作题测试系统的数据库方案,通过分析三个子系统(管理子系统、考试子系统、成绩子系统)的功能,提出了一个体现现代教学理念的阅卷方案。     

The consistency effect depends on markedness in less successful but not successful problem solvers: An eye movement study in primary school children

This study examined the effects of consistency (relational term consistent vs. inconsistent with required arithmetic operation) and markedness (relational term unmarked [‘more than’] vs. marked [‘less than’]) on word problem solving in 10–12 years old children differing in problem-solving skill. The results showed that for unmarked word problems, less successful problem solvers showed an effect of consistency on regressive eye movements (longer and more regressions to solution-relevant problem information for inconsistent than consistent word problems) but not on error rate. For marked word problems, they showed the opposite pattern (effects of consistency on error rate, not on regressive eye movements). The conclusion was drawn that, like more successful problem solvers, less successful problem solvers can appeal to a problem-model strategy, but that they do so only when the relational term is unmarked. The results were discussed mainly with respect to the linguistic–semantic aspects of word problem solving.     

反切造字法初探

长期以来，人们都知道反切是一种为汉字注音的方法，却没有人论及它与汉字的产生有什么直接的联系。其实，反切从来就是一种造字法。文章采用历时研究与实证分析相结合的方法，探讨了反切造字法的起源、操作方法和发展概况。论证了反切造字法至今还充满活力。     

The consistency effect in word problem solving is effectively reduced through verbal instruction

In mathematical word problem solving, a relatively well-established finding is that more errors are made on word problems in which the relational keyword is inconsistent instead of consistent with the required arithmetic operation. This study aimed at reducing this consistency effect. Children solved a set of compare word problems before and after receiving a verbal instruction focusing on the consistency effect (or a control verbal instruction). Additionally, we explored potential transfer of the verbal instruction to word problems containing other relational keywords (e.g., larger/smaller than) than those in the verbal instruction (e.g., more/less than). Results showed a significant pretest-to posttest reduction of the consistency effect (but also an unexpected decrement on marked consistent problems) after the experimental verbal instruction but not after the control verbal instruction. No significant effects were found regarding transfer. It is concluded that our verbal instruction was useful for reducing the consistency effect, but future research should address how this benefit can be maintained without hampering performance on marked consistent problems.     

Does whole-word multimedia software support literacy acquisition?

This study examined the extent to which multimedia features of typical literacy learning software provide added benefits for developing literacy skills compared with typical whole-class teaching methods. The effectiveness of the multimedia software Oxford Reading Tree (ORT) for Clicker in supporting early literacy acquisition was investigated through a classroom-based intervention study by comparing ORT for Clicker to traditional ORT Big Books. Sixty-one typically developing readers, aged 5–6 years, from four primary classes were each given the two interventions. Each intervention was delivered over five one-hour sessions over the course of 1 week. Performance on tasks of written word recognition, written word naming, and phonological awareness, was measured before and after each intervention. Significantly greater gains in word recognition, word naming, rhyme awareness, segmentation skill, and grapheme awareness were found after the ORT for Clicker compared to the traditional ORT Big Book intervention. This study shows that whole-word multimedia software can be more effective than traditional printed texts from the same reading scheme at supporting the development of early literacy skills.     

浅析对外汉语教学中的形声字教学

形声字教学是对外汉语词汇教学中的一个重要教学点,形声字其独特的构字方式给词汇教学既带来了好处,同时也有些弊端。在对外汉语教学中以类推的方法来运转,同时给学生重点讲授其形旁和声旁的特例,以及其中隐含的规律,使留学生在学习汉语词汇的过程中事半功倍。     

Factors influencing Filipino children’s solutions to addition and subtraction word problems

Young Filipino children are expected to solve mathematical word problems in English, which is not their mother tongue. Because of this, it is often assumed that Filipino children have difficulties in solving problems because they cannot read or comprehend what they have read. This study tested this assumption by determining whether presenting word problems in Filipino or reading them aloud to children in either language facilitated solution accuracy. Contrary to the initial hypothesis, reading word problems aloud did not seem to improve student performance (p > 0.10). In contrast, presenting word problems in Filipino significantly improved solution accuracy (p < 0.0001) and led to differences in error patterns – children were less likely to use an inappropriate arithmetic operation when problems were presented in Filipino. However, the language of the problem had minimal effects on the more difficult Compare problem type. Finally, the benefits of using Filipino were more pronounced for low‐achieving students who may have lower proficiency in English than their high‐achieving peers (p < 0.01).     

宏与VBa在Word中的巧用

介绍了宏在Word中的灵活应用，以完成一些特殊的操作技巧，并介绍了VBa在Word教学中进行自动判分的辅助教学应用技巧。     

Spelling errors and phonemic segmentation ability: the nature of the relationship

Poor spellers/readers and younger normal children of similar spelling and reading ability carried out phonemic segmentation and spelling tasks. The poor spellers were impaired relative to controls in their ability to detect the odd word out where the middle or final phoneme of the word differed from that of the other items in the list. For example, in the series ‘dot',‘cot',‘pot', 'bat', the word ‘bat’ differs from the other items in terms of its middle vowel. Spelling errors were classified as being ‘pre-phonetic',‘phonetic', or ‘transitional’ in character, according to Morris and Perney's (1984) developmental scheme.‘Transitional’ errors indicate a knowledge of English orthography, and are relatively easy for the reader to decode phonetically, for example, green ?>‘grene', whereas ‘phonetic’ errors indicate a level of phonetic awareness which is not matched by an ability to represent the word according to the conventions of English spelling, for example green ?>‘gren'. Poor spellers were found to make significantly fewer ‘transitional’ errors than controls, there being a non-significant tendency for them to make more ‘pre-phonetic’ and ‘phonetic’ errors. It was found that performance on the odd word out task correlated significantly with the occurrence of ‘transitional’ errors, there being no such relationship with ‘phonetic’ errors.     

The role of schemes in designing computerized environments

Schemes are said to underly cognitive processes, including problem solving in Mathematics. An attempt to test the impact of schemes in solving 2-step word-problems was made in an instructional study where two computerized environments were compared. In the S.P.A. (Schemes for Problem Analysis) software, the user works with schemes in order to analyze and solve the problems. When using S.P.A., the solver has to fill in the data in a scheme which is presented graphically. From the scheme the operation is derived in a deterministic manner, and the user (solver) can then calculate the solution. A feedback mechanism follows. In the A.P. (Algebraic Proposer) software the user fills in a table with the data given in the word-problem and then has to find out which operation to use in order to find the solution. The effectiveness of S.P.A. vs. A.P. was empirically examined in an instructional experiment which studied two sixth grade classes during a four month period. The results of the experiment concluded that, in solving easy word problems, both of the two software systems were equally helpful. In harder word-problems, however, those who learned with the S.P.A. experienced more success than those who had learned with A.P. It was also found that S.P.A. was more instrumental in helping low achieving students cope with hard word-problems.     

论口译中的笔记

遗忘是口译方法论中的一个比较棘手的难题,也是无笔记口译时令译员感到头痛的问题。人的记忆能力是有限的,因此必须寻求一种辅助性手段———口译笔记,来帮助译者保持通过识记得来的信息。口译笔记不同于速记,也不同于课堂笔记,它具有个性化,提示性强,现场性等特点。先理解,后下笔;符号、缩写的恰当应用;图式的巧妙应用;特殊词的处理等口译笔记中的技巧能够有效地减轻译员的精神压力从而大大提高工作效率。