湖南电视栏目命名的创新与规范

归纳湖南电视节目命名的创新手段,分析其使用的内在文化心理因素,指出新词新语的大量使用是湖南电视节目命名的亮点,但运用时应注意语言文字的规范。     

关于实施体育与健康新课程标准的领域目标的思考

通过采用文献资料、逻辑分析的研究方法,对我国新颁布的中小学体育课程目标体系进行了分析和研究,指出我国学校体育课程目标顺应了我国体育教学目标的发展趋势;提出体育教师在实施课程目标过程中,要注意各领域目标之间的对立统一关系,根据不同的教学内容进行目标定位教学,有重点的给予落实.     

高等教育国际化:大学生国际能力测评及影响因素实证研究

经济全球化和高等教育国际化对当前大学毕业生提出了新的要求,即具备"国际能力"。依据课题组开发的国际能力测评量表,对北京地区8所院校的大学生进行了抽样测评。研究发现:(1)大学生国际能力表现平平,国际能力的三个维度的平均水平有明显差异;(2)大学生国际能力在学生个人特征和家庭背景等方面存在差异,对学生国际能力有显著影响;(3)在控制了个体特质和家庭背景等方面的变量后,国际能力受到学生的国际化活动参与度变量的显著影响。     

Connecting Forensics and Assessment in the Twenty-First Century

A major feature of education in the twenty-first century is assessment. Forensic educators should heighten the importance of learning outcomes and utilize assessment efforts to directly measure how forensic programs develop educational foundations for students. This article focuses on the use of tournaments and noncompetitive educational outcomes, such as engagement within academic communities, service-learning, and the promotion of the value of forensics, to connect the educational benefits of the activity to help define the mission of forensics in the twenty-first century.     

浅析“听了一耳朵”

汉语词组“听了一耳朵”有两个很不同的意思：一是“听得少”,二是“听得多”。为了帮助那些学习汉语的外族学生更好地理解它的用法,对其进行了比较详细的描写,并从七个方面指出了二者的区别以及判别的标准。     

把握尺度：让阅读体验更“给力”

教师作为课堂的主导,对学生的阅读体验要做到心中有＂尺度＂;应该根据实际情况灵活对待,准确机智地把握＂尺度＂;创造性地处理学生个体的独特体验,彰显智慧,使教学充满灵性,让课堂真正成为学生生命成长的场所。     

Motivation and transfer in professional training: A meta-analysis of the moderating effects of knowledge type, instruction, and assessment conditions

This meta-analysis (148 studies, k = 197, N = 31,718) examined the relationship between motivation and transfer in professional training. For this purpose, motivation was conceptualized in the following nine dimensions: motivation to learn, motivation to transfer, pre- and post-training self-efficacy, mastery orientation, performance orientation, avoidance orientation, expectancy, and instrumentality. Population correlation estimates ranged between −0.11 and 0.52. Three moderator effects were estimated. First, correlations were higher when the training focused on declarative and self-regulatory, rather than on procedural, knowledge. Second, learner-centered environments tended to show greater numbers of positive correlations than did knowledge-centered environments. Third, when compared with external, supervisory, or peer assessment, self-assessment of transfer produced upwardly biased population estimates irrespective of the transfer criterion. These findings are discussed in terms of their implications for theories of training effectiveness and their significance for the practice of training evaluation.     

On Deciding The Aims and Content of Public Schooling

In this paper, John Tillson defends an approach to deciding the aims and content of public schooling from the critique of Public Reason Liberalism. The approach that he defends is an unrestricted pairing of the Epistemic Criterion and of the Momentousness Criterion. On the Epistemic Criterion, public schooling should align students' credence with credibility. On the Momentousness Criterion, public schooling ought to include content that it is costly for children to lack the correct view about, where they are otherwise unlikely to have it. Public Reason Liberals seek to restrict both the Epistemic and Momentousness Criteria to within a range that is acceptable to politically reasonable citizens. In response, Tillson argues, first, that the considerations that encourage Public Reason Liberalism instead motivate unrestricted versions of the Epistemic and Momentousness Criteria; and, second, that Public Reason Liberalism faces a dilemma, that it either entails absurd consequences or must undermine itself in addressing these.     

The influence of three approaches to feedback on L2 writing task improvement and subsequent learning

This research examined the effects of using rubrics, exemplars, and self-assessment as forms of feedback in an L2 writing development course in English with Chinese speakers. The sample consisted of 114 L2 students at a university in Macau. Participants were randomly assigned to treatment groups and provided feedback on an English writing task using either rubrics, exemplars, self-assessment, or a control condition. The efficacy of these treatments was examined for both performance (on the writing task at hand) and learning (as demonstrated by performance on a new, similar writing task). Results indicate that rubrics and exemplars were effective as compared to the control condition, but the self-assessment approach was not.     

An evaluation framework for cross-lingual link discovery

Cross-Lingual Link Discovery (CLLD) is a new problem in Information Retrieval. The aim is to automatically identify meaningful and relevant hypertext links between documents in different languages. This is particularly helpful in knowledge discovery if a multi-lingual knowledge base is sparse in one language or another, or the topical coverage in each language is different; such is the case with Wikipedia. Techniques for identifying new and topically relevant cross-lingual links are a current topic of interest at NTCIR where the CrossLink task has been running since the 2011 NTCIR-9. This paper presents the evaluation framework for benchmarking algorithms for cross-lingual link discovery evaluated in the context of NTCIR-9.