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21.
Chit Cheung Matthew Sung 《Changing English: An International Journal of English Teaching》2010,17(4):411-419
This paper reports on my first‐hand experiences of being a ‘purist’ in Hong Kong, during which time I was not allowed to use mixed code, a common discursive practice among Hongkongers in Hong Kong. I shall discuss the difficulties in using ‘pure’ English and ‘pure’ Chinese in my daily life, as well as exploring the problems I encountered when I used ‘pure’ English in teaching English to a small group of ESL students at a primary school in Hong Kong. I argue that mixed code is very much characteristic of everyday language use by most Hongkongers and represents an important marker of their ethno‐linguistic identity. In relation to language teaching, I suggest that mixed code may be usefully adopted in teaching English in Hong Kong, rather than being shunned at all costs. 相似文献
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This paper presents a minimal-neural-networks-based design approach for the decentralized output-feedback tracking of uncertain interconnected strict-feedback nonlinear systems with unknown time-varying delayed interactions unmatched in control inputs. Compared with existing approximation-based decentralized output-feedback designs using multiple neural networks for each subsystem in lower triangular form, the main contribution of this paper is to provide a new recursive backstepping strategy for a local memoryless output-feedback controller design using only one neural network for each subsystem regardless of the order of subsystems, unmeasurable states, and unknown unmatched and delayed nonlinear interactions. In the proposed strategy, error surfaces are designed using unmeasurable states instead of measurable states and virtual controllers are regarded as intermediate signals for designing a local control law at the last step. Using Lyapunov stability theorem and the performance function technique, it is shown that all signals of the total controlled closed-loop system are bounded and the transient and steady-state performance bounds of local tracking errors can be preselected by adjusting design parameters independent of delayed interactions. 相似文献
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CHEN Kuen-suan SUNG Wen-pei SHIH Ming-hsiang 《浙江大学学报(A卷英文版)》2005,6(8):836-843
INTRODUCTION In recent years, devastating disasters in whichreinforced concrete structures collapsed have causedmajor loss of life and property damage around thworld. Investigation of these incidents showed thathe collapses were mainly due to the poor concretquality (NCREE, 1999; SECL, 1999; Watabe, 1995)Therefore, high quality assurance in reinforced concrete (RC) structure design and manufacturing is onof the most important safety factors. To promote threliability of structure, co… 相似文献
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Development of a personalized educational computer game based on students’ learning styles 总被引:1,自引:0,他引:1
Gwo-Jen Hwang Han-Yu Sung Chun-Ming Hung Iwen Huang Chin-Chung Tsai 《Educational technology research and development : ETR & D》2012,60(4):623-638
In recent years, many researchers have been engaged in the development of educational computer games; however, previous studies have indicated that, without supportive models that take individual students?? learning needs or difficulties into consideration, students might only show temporary interest during the learning process, and their learning performance is often not as good as expected. Learning styles have been recognized as being an important human factor affecting students?? learning performance. Previous studies have shown that, by taking learning styles into account, learning systems can be of greater benefit to students owing to the provision of personalized learning content presentation that matches the information perceiving and processing styles of individuals. In this paper, a personalized game-based learning approach is proposed based on the sequential/global dimension of the learning style proposed by Felder and Silverman. To evaluate the effectiveness of the proposed approach, a role-playing game has been implemented based on the approach; moreover, an experiment has been conducted on an elementary school natural science course. From the experimental results, it is found that the personalized educational computer game not only promotes learning motivation, but also improves the learning achievements of the students. 相似文献
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The purpose of this article is to provide an overview of the nature of models and their uses in the science classroom based on a theoretical review of literature. The ideas that science philosophers and science education researchers have in common about models and modelling are scrutinised according to five subtopics: meanings of a model, purposes of modelling, multiplicity of scientific models, change in scientific models and uses of models in the science classroom. First, a model can be defined as a representation of a target and serves as a ‘bridge’ connecting a theory and a phenomenon. Second, a model plays the roles of describing, explaining and predicting natural phenomena and communicating scientific ideas to others. Third, multiple models can be developed in science because scientists may have different ideas about what a target looks like and how it works and because there are a variety of semiotic resources available for constructing models. Fourth, scientific models are tested both empirically and conceptually and change along with the process of developing scientific knowledge. Fifth, in the science classroom, not only teachers but also students can take advantage of models as they are engaged in diverse modelling activities. The overview presented in this article can be used to educate science teachers and encourage them to utilise scientific models appropriately in their classrooms. 相似文献
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Walter Hahn Helmut Skowronek H. J. Butcher Hans-Martin Müller-Wolf J. C. Cairns Michael Angermaier Maureen Woodhall Ha Wun Sung Oskar Anweiler John A. Smyth Gilbert de Landsheere Gaby Venstermans Erika Voigt Anza Amen Lema David Wolsk Robert O. Berdahl 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1974,20(1):83-107
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