语音识别技术应用研究

语音识别技术自20世纪50年代以来得以迅速发展。基于语音识别系统的基本原理，通过选用MFCC作为主要模型参数、运用动态时间归整法进行模板匹配的语音识别系统具有切实的可操作性，且富有广阔的发展前景。     

多项选择测试的新模式

为了使测试结果接近或等于真分数,根据语言测试发展的“个人化、真实化和过程化”的新要求,以及目前多项选择测试的不足,新型的多项选择测试应该具有动态题目设计、合理分值计算和电脑辅助测试等特征。     

Case Diagnostics for Factor Analysis of Ordered Categorical Data With Applications to Person-Fit Measurement

Mahalanobis distance (M-distance) case diagnostics are a useful tool for assessing response pattern inconsistency in factor analysis; however, the derivations of these statistics assume continuous variables, which limits their utility in ordinal self- or rater-report data. This research generalizes M-distance diagnostics to categorical factor analysis. We prove that the residual-based M-distance d_r is equivalent to the person-fit index lco, which motivates the use of the new categorical M-distance d_r* as a person-fit index. d_r* is compared and contrasted with z_h, a commonly used item response theory person-fit index. A simulation study is used to show that a simple transformation of d_r* satisfies established criteria for person-fit measures. A sample of responses to the Rosenberg Self-Esteem Scale is used to determine parameters for a simulation study, and real data are analyzed to contrast the use of d_r and d_r* as indexes of person-fit in continuous and categorical factor analysis.     

新经济形势下我国旅游教育的思考

加入WTO后中国经济形势的变化对我国旅游教育产生重大的影响。在新经济形势下，我国旅游教育必须及时研究新的应对策略，在专业调整、办学模式、课程设置、师资队伍等几方面进行必要的改革，以最大限度适应经济社会的发展。     

教室中幼儿自发的助人行为

本研究根据对幼儿的观察记录，探讨了教室中幼儿自发的助人行为。结果表明，幼儿困境认知主要关注的是他人在生活自理方面的问题；采取同情策略的儿童的比例随年龄的增长而增加；在援助形式方面，心理援助策略和求助他人策略日益占优势。     

Secondary Students' Dynamic Modeling Processes: Analyzing,Reasoning About,Synthesizing, and Testing Models of Stream Ecosystems

In this paper, we explore dynamic modeling as an opportunity for students to think about the science content they are learning. We examined the Cognitive Strategies for Modeling (CSMs) in which students engaged as they created dynamic models. We audio- and videotape-recorded eight pairs of ninth grade science students and analyzed their conversations and actions. In analyzing appropriate objects and factors for their model, some students merely enumerated potential factors whereas others engaged in rich, substantial, mindful analysis. In reasoning about their models, students discussed relationships in depth, concentrated only on the most important key relationships, or encountered difficulty distinguishing between causal and correlational relationships. In synthesizing working models, students mapped their model to aid visualization, focused on their goal, or talked about their model's appearance or form. Students attempted to articulate explanations for their relationships, but sometimes their explanations were shallow. In testing their models, some students tested thoroughly but only a few persisted in debugging their model's behavior so that it matched their expectations. In our conclusion we suggest that creating dynamic models has great potential for use in classrooms to engage students in thought about science content, particularly in those thinking strategies best fostered by dynamic modeling: analysis, relational reasoning, synthesis, testing and debugging, and making explanations.     

清代温州瘟疫与社会应对

由于地理环境、自然灾害及社会经济等方面的原因,清代温州瘟疫频发,严重影响了社会秩序的稳定,并对社会经济文化的发展进步产生了巨大的阻碍作用。在地方政府、民间各界人士的共同努力下,采取刊刻验方、辨证施治、隔离检疫、疫后救济等积极的防疫抗疫措施,产生了积极效果,在很大程度上抑制了疫病的发展和蔓延,这些措施在今天仍有借鉴价值。     

Gender Differences in Introductory Atmospheric and Oceanic Science Exams: Multiple Choice Versus Constructed Response Questions

An analysis of 295 male and 194 female examinations from introductory atmospheric and oceanic science courses is conducted to determine whether or not there exists gender differences in the performance on multiple choice versus constructed response sections of the exams. The difference in the mean performance of males and females on constructed response relative to multiple choice sections of final exams, even in years where the females performed better than or worse than the males on both sections, is on average 5% that is significant at the 0.1% level. Gender differences on time-limited midterm exams are not significant. It is further shown that final exam performance is not significantly related to whether or not the exam starts with a multiple choice versus constructed response set of questions. While our analysis is unable to differentiate between the possibilities that multiple choice questions favor male students and the competing hypothesis that constructed response questions favor female students, existing literature is reviewed to suggest that a combination of both is possible. Nevertheless, from the analysis of our examination results, we can conclude that an exam of introductory atmospheric or oceanic science curricula, which is made up of 60% multiple choice questions and 40% constructed response questions, would not be skewed to favor any particular gender.     

唐宋词接受视角的新建构——木斋近期词体研究评述

文章以木斋近期发表的《论早期应制应歌词的词史意义》《论应制应歌对飞卿体的促成》《论张先词古今一大转变及“始创瘦硬体”》《论东坡词的“应体”与“非应体”》《论悲壮而非豪放为辛词的本质特征》《唐宋词体论略》等系列论文为讨论对象,认为木斋创造性地提出了一系列的重要学术观点,是对唐宋词接受视角的新建构。     

Differentiated instruction in a data-based decision-making context

In this study, the relationship between differentiated instruction, as an element of data-based decision making, and student achievement was examined. Classroom observations (n = 144) were used to measure teachers’ differentiated instruction practices and to predict the mathematical achievement of 2nd- and 5th-grade students (n = 953). The analysis of classroom observation data was based on a combination of generalizability theory and item response theory, and student achievement effects were determined by means of multilevel analysis. No significant positive effects were found for differentiated instruction practices. Furthermore, findings showed that students in low-ability groups profited less from differentiated instruction than students in average or high-ability groups. Nevertheless, the findings, data collection, and data-analysis procedures of this study contribute to the study of classroom observation and the measurement of differentiated instruction.