近二十年汉语亲属词的概念结构研究综述

对于亲属词进行深入的分析,这是汉语语义学研究的需要,也是词汇学、心理学、社会学研究的需要。笔者将近二十年的汉语亲属词的研究情况予以总结。汉语亲属词概念结构的组织维度至少有四个：亲属的亲密程度、姻亲,非姻亲、辈分和对象性别。汉语亲属词的分类既受亲属词的特性影响,也受知识和经验影响,同时还受文化影响。     

Comparison of Students’ Performance on Algorithmic, Conceptual and Graphical Chemistry Gas Problems

The purpose of this study was to determine whether there were significant differences in students’ performances amongst conceptual, algorithmic and graphical questions tests. Seventy-one eleventh-grade students were involved in this study. In order to assess students’ performance, conceptual, graphical and algorithmic questions tests were utilized. Students’ performances in each test were analyzed statistically. Statistical analysis using one-way ANOVA of student tests scores pointed to statistically significant differences amongst each of three test scores (P < 0.05) in favor of the conceptual test. Further analyses were conducted to compare one type of questions with others. From these comparisons, positive relationships were found between conceptual understanding and algorithmic understanding and between conceptual understanding and graphical understanding. Also, results obtained indicated that most of the students lack of graphical understanding. The results suggest that students need more training about graphical understanding.     

论梁晓声九十年代以来的小说创作特色

本文通过对梁晓声八十年代和九十年代以来小说创作的比较,概括出梁晓声九十年代以来小说创作的四个特征:世俗化、现实性、批判性的平民形象;泛道德化倾向;概念化、理念化的创作倾向;炫耀的矫情的自我暴露、自我剖析。     

Knowledge-guided multi-granularity GCN for ABSA

Aspect-based sentiment analysis aims to determine sentiment polarities toward specific aspect terms within the same sentence or document. Most recent studies adopted attention-based neural network models to implicitly connect aspect terms with context words. However, these studies were limited by insufficient interaction between aspect terms and opinion words, leading to poor performance on robustness test sets. In addition, we have found that robustness test sets create new sentences that interfere with the original information of a sentence, which often makes the text too long and leads to the problem of long-distance dependence. Simultaneously, these new sentences produce more non-target aspect terms, misleading the model because of the lack of relevant knowledge guidance. This study proposes a knowledge guided multi-granularity graph convolutional neural network (KMGCN) to solve these problems. The multi-granularity attention mechanism is designed to enhance the interaction between aspect terms and opinion words. To address the long-distance dependence, KMGCN uses a graph convolutional network that relies on a semantic map based on fine-tuning pre-trained models. In particular, KMGCN uses a mask mechanism guided by conceptual knowledge to encounter more aspect terms (including target and non-target aspect terms). Experiments are conducted on 12 SemEval-2014 variant benchmarking datasets, and the results demonstrated the effectiveness of the proposed framework.     

Three-dimensional conceptual model for service-oriented simulation

In this letter, we propose a novel three-dimensional conceptual model for an emerging service-oriented simulation paradigm. The model can be used as a guideline or an analytic means to find the potential and possible future directions of the current simulation frameworks. In particular, the model inspects the crossover between the disciplines of modeling and simulation, service-orientation, and software/systems engineering. Finally, two specific simulation frameworks are studied as examples.     

Teacher support,instructional practices,student motivation,and mathematics achievement in high school

The authors examined the relationships among teacher classroom practices, student motivation, and mathematics achievement in high school. The data for this study was drawn from the base-year data of High School Longitudinal Study of 2009. Structural equation modeling method was used to estimate the relationships among variables. The results indicate that conceptual teaching positively affected student mathematics achievement, whereas procedural emphasis in mathematics instruction had a negative effect. Teacher support influenced student mathematics achievement indirectly through students' mathematics self-efficacy, and also influenced students' interest in mathematics courses. Finally, students with higher levels of family socioeconomic status and prior achievement were more likely to have teachers who use conceptual teaching strategies. Students with higher prior achievement were also more likely to perceive higher levels of teacher support. The findings have theoretical and practical implications.     

Teaching with technology in higher education: understanding conceptual change and development in practice

Research indicates that teachers’ conceptions of and approaches to teaching with technology are central for the successful imple-mentation of educational technologies in higher education. This study advances this premise. We present a 10-year longitudinal study examining teachers’ conceptions of and approaches to teaching and learning with technology. Nine teachers on an online Bachelor of Science in Pharmacy and a Master of Pharmacy programme at a Swedish university were studied using a phenomenographic approach. Results showed clear differences between novice and experienced teachers. Although novice teachers initially held more teacher-focused conceptions, they demonstrated greater and more rapid change than experienced colleagues. Experienced teachers tended to exhibit little to no change in conceptions. Supporting conceptual change should, therefore, be a central component of professional development activities if a more effective use of educational technology is to be achieved.     

Exploring the relationship between physics-related epistemological beliefs and physics understanding

Three studies are reported that investigated the relationship between secondary school students’ physics-related epistemological beliefs and physics conceptual understanding. Study 1 involved the development of a Greek Epistemological Beliefs Evaluation Instrument for Physics (GEBEP) which was administered to 394 students (10th graders). Study 2 investigated the hypothesis that physics epistemological sophistication as measured by the GEBEP is a good predictor of physics understanding. The participants were selected from the 394 students who participated in Study 1. More specifically we selected the 10% (38) students with the highest scores in the GEBEP (high epistemological sophistication group, HES) and the 10% (38) students with the lowest GEBEP scores (low epistemological sophistication group, LES) and measured their understanding of Newton’s three laws using the Force and Motion Conceptual Evaluation instrument (FMCE) developed by Thornton and Sokoloff (1998). The results showed that the HES group had significantly higher scores in the FMCE than the LES group. Regression analysis showed that beliefs regarding the Construction and Stability of physics knowledge and the Structure of physics knowledge were good predictors of physics understanding. Study 3 re-examined the same hypothesis on a new independent sample of students. The results based on the entire sample, showed again that beliefs regarding the Construction and Stability of physics knowledge predicted physics understanding. Overall, the results suggest that sophisticated physics-related epistemological beliefs are necessary but not sufficient for physics understanding and point to the importance of taking them into consideration in physics education.