国内外语言评估工具研究

评估是开展科学有效的言语、语言训练的前提和基础,对语言能力作出准确的诊断评估则需要一定工具。目前,语言评估可以通过标准化测验和非标准化的评估方法进行评估。本文采用文献综述的方法,对现今国外、境外、大陆地区使用范围较广、评价较高的标准化语言评估工具进行介绍,以了解这些工具的主要内容、施测过程、信效度及优缺点,供评估者选择使用。     

本体在智能授导系统(ITS)著作工具中的应用

ITS著作工具的主要目标是降低构造ITS的难度,为显性化描述ITS各个模块的知识搭建脚手架是其为达到目标所采用的方法之一。本体是对知识进行显性描述的基础,因此本体对ITS著作工具的构建有着重要的作用。通过ITS著作工具实例描述和分析本体在ITS著作工具应用中所起到的作用。     

Strengthening Agricultural Education and Training in sub-Saharan Africa from an Innovation Systems Perspective: A Case Study of Mozambique

Abstract

This paper examines how post-secondary agricultural education and training (AET) in sub-Saharan Africa can contribute to agricultural development by strengthening the capacity to innovate—to introduce new products and processes that are socially or economically relevant to smallholder farmers and other agents. Using the AET system in Mozambique as a case study, this paper examines the role of AET within the context of an agricultural innovation system. This innovation systems perspective offers an analytical framework to examine technological change in agriculture as a complex process of interactions among diverse actors who generate, exchange, and use knowledge, conditioned by complex social and economic institutions. The paper argues that while AET is conventionally viewed as key to the development of human capital, it also has a vital role to play in building the capacity of organizations and individuals to transmit and adapt information, products and processes, and new organizational cultures and behaviors. The paper emphasizes the importance of improving AET systems by strengthening the capabilities of organizations and professionals; changing organizational cultures, behaviors, and incentives; and building innovation networks and linkages. The paper offers several recommendations to enhance the effectiveness of AET for agricultural innovation and development. Key reforms include aligning the mandates of AET organizations with national development aspirations; inducing change in the cultures of AET organizations through the introduction of educational programs and linkages beyond the AET system; and enhancing innovative individual and organizational capacity by improving incentives to forge stronger links between AET and other stakeholders.     

英语学习者中介语非语法性错误的分析和思考

本文通过对二语习得高级阶段学习者书面语言错误的分析,试图说明(1)大部分问题句子并非母语干扰的结果; (2)避免语法错误不等于二语习得富有成效。文章强调,要真正习得一门外语,必须习得其语言形式所依赖的语境知识,必须经过大量有效的语言输入增强语感,变被动知识为主动知识,最终做到对语境知识的内化。     

国内外二语词汇能力测评工具综述

从词汇知识、词汇能力概念和内在关系出发,通过文献综述介绍当前二语词汇能力测试的主要工具,以及探讨测评工具选择的注意事项。     

教育工具信息化“合一论”

“教育信息化”作为通用概念已然流行,但人们尚未认真审视其概念内涵与现实意义,进而也就忽视了教育能否、为何、如何信息化等关键问题。因此,通过认真审视“教育”与“信息化”的名词关联,才能发现教育不可信息化,而教育工具信息化还情有可原。教育工具信息化的实施还需从“道”“人”“关系”“发展”等四个合而不同的层面体悟其中的道术合一、知行合一、天人合一、新故合一。唯有如此,才能在信息化不断发展而产生丰富信息技术支撑的教育实践进程中认识教育形态的变化,发现无论信息化多么“强大”,都无法改变教育的本质,信息化永远是人的“在手之物”。     

图式理论在第二语言阅读理解中的应用

本介绍了图式、图式理论以及它们在第二语言阅读理解中的应用。认为只有充分发挥读所具有的图式，并有意拓展该图式（即背景知识），才能使读在阅读过程中积极思考，提高他们的语言理解能力，进而提高阅读效果。     

知识经济与企业的生存和发展

在知识经济时代，知识成为企业乃至整修经济发展的主导力量。在激烈的市场竞争中，企业只有不断地引入和运用高新科学技术知识，不断进行技术和产品的创新才能生存发展下去；而企业创新的源泉在于拥有雄厚的人力资本，人力资本创造性的发挥又依靠企业良好的结构性资本作为保障。     

汉语听力课程试卷库建设中知识点的问题

从汉语听力课程知识点的划分原则以及听力课程知识点之间的关系谈起,阐述了汉语听力课程试题库建设中,作为知识点载体的各类长短语料在数量、呈现角度、难度层次比例分配上都应该有合理的分配;人工组卷时所呈现的各类知识点在难度和认知分类上要有均衡的分布;汉语听力课程试卷质量分析中应对知识点进行客观、全面的描述和总结。     

论中学生语感的培养

语感是人们对语言的直觉 ,有良好的语感的人 ,能快速准确地理解别人的语言 ,表达自己的思想情感。培养学生高层次的语感是当今语文教学的关键。可以从丰富生活体验 ,扩大语言实践 ;强化语境概念 ,联系语境培养语感 ;加强诵读训练 ,增加词语积累 ;学习语言知识 ,增加文化修养 ,提高语感层次 ;联系思维训练 ,提高语感水平等五个方面来培养学生的语感     

Rural Knowledge and Information Systems for Non-Agricultural Rural Needs

Abstract

As developing countries gradually rely less upon agriculture for rural income, rural economies require new solutions to access knowledge and information systems for rural development. Non-agricultural rural knowledge and information systems can play a significant role in developing and disseminating successful strategies to escape rural poverty. This paper discusses the challenges of developing rural knowledge and information systems, practical and vital in facilitating rural development in the 21st century.     

The Art of English as a Classroom Language

<正>Trying to teach English well gives many teachers a headache even though they try very hard.One of the major reasons is that these teachers lack the art of English as a classroom language,which they stillhaven’t realized.Here,the writer would like to discuss the problem with readers from four points of view.     

An Examination of How a Teacher's Use of Digital Tools Empowers and Constrains Language Arts Instruction

The Common Core State Standards produce a need to understand how digital tools can support literacy instruction. The purpose of this case study was to explore how a language arts teacher's integration of computers and iPads empowered and constrained her and the resulting classroom instruction. Constraining factors included (a) inadequate technological knowledge, (b) expectations of students’ comfort with technology, (c) inappropriate expectations for assignments, and (d) limited conceptions of the purposes of technology. Subthemes related to enhancement included: enhancement of classroom environment, simplicity and sophistication equal innovation and empowerment, combining tools, and digital tools support multimodal communication.     

Computational Technologies of Arabic Language and Its Contribution in E-learning Study on Grammar and Spelling Proofing Tools

This study sheds light on the role of computerized Arabic language technologies in e-learning. Examples of these technologies are the grammar and spelling proofing tools, which can be used to indirectly teach Arabic to the users of such computer tools. Users of Arabic grammar proofing computer tools employ them to achieve correct Arabic sentences in Arabic processing programs. The proofing tools＇ role ends when they accomplish their regular tasks of proofing grammar and spelling of the Arabic text. This study, however, aims for the proofing tools to transcend their usual role into taking part in teaching Arabic grammar to their users. The study explores the function of the proofing tools, and introduces the most famous Arabic grammar and spelling proofing tools. The paper then elaborates the basic tasks of proofing applications, and further reflects how these applications can be used to teach Arabic to Arab users. The method used here is highlighting a set of the most common grammar and spelling mistakes corrected by such tools. Among the common mistakes are： confusing the glottal stop Hamza to the long vowel /a：/-Aleph as the initial letter of words, and the Arabic Ta （ ）-a voiceless/t/to the fricative （ ） /h/as the ending letter of some Arabic words. Users also sometimes mistake the diphthong/aj/to the vowel/a/both written using the Arabic letter ＂Ya＂, and are confused by the ＂Irab＂ （the system of nominal and adjectival suffixes of Arabic） of the duals, sound masculine plurals, verbs in the present tense, conjugation of the five verbs, and verbs in the imperative form. The new mechanism proposed highlights additional tasks to the proofing tools, which may develop the Arabic e-learning techniques, including： underlining and analyzing the error, pointing out the grammatical rules on the issue in question, citing old Arabic texts and highlighting the word in question, documenting the grammar rule from Arabic references, linking the common mistakes together, whether of the same user, or all Arab users, and notifying the user that he/she has repeated this mistake.     

新手教师理论性知识与实践性知识之间的教学情景间隙

新手教师面对课堂教学问题时往往束手无策,对教学情景无所适从。针对此问题,文章将陈述性知识、概念性知识、程序性知识和策略性知识归纳为理论性知识与实践性知识两大类。通过比较教师五个阶段专业发展的知识特征,揭示四种知识之间存在的“情景间隙”。因此,结合情境开辟有效的学习途径成为整合理论知识与实践知识的重要举措。基于Nonaka和Tadeuchi提出的企业知识管理创造的“SECI”模型,文章提出了新手教师知识转化的“IAIR”模式,即互动、运用、融合和反思,为新手教师的专业发展提供参考。     

Good practices for transforming education

This text is a guide to the reading and interpretation of the good practices that are developing in the countries participating in this project and elsewhere. A systematic approach to the factors making up a good practice has enabled us to share our analyses in a more structured manner and to reflect on their potential for learning and change, their peculiarities and regular features, as well as their sustainability outside certain particular contexts and specific forms of support. What can we learn from these good practices? Can they influence educational policies on both the administrative and pedagogical levels? Can they become strong points in strategies aimed at improving school life and pupils’ results? Under what conditions? These are some of the questions that guide this text on good practices. The analysis of the answers to these questions has enabled us to identify a number of minimal conditions that are necessary for a good practice to have some effect on education policies. Moreover, it opened up new lines of questioning which can be pursued.