喀喇沁蒙古族双语教育研究

语言本身并没有阶级性,但语言文字的使用却深受国家制度的约束。特定语言在最大范围内的通行功能和国家政治权力相结合,便产生语言权威,体现在学校语言的选择及其安排顺序、国家对语言文字的规范上。语言文字教育与国家的教育制度和政策运行机制有密切关系。此外,语言教育同人口比例、分布及其变动,同居民对语言教育的经济支撑能力及受教育者对社会发展的期望值等,都有不可分割的密切联系。     

上临界渗流转角问题研究(英文)

研究二维上临界边渗流,主要关注开路旋转角度的一些性质.假设从原点到边长为n的盒子边界存在一条开路,在此条件下,证明这些路的旋转角度的最大值满足大数律.此外,还证明对于任意δ0,当n充分大时,大概率地有相邻左右贯穿开路的2个相邻接触点的距离小于log1+δn.     

胡适与鲁迅

过去近百年中,胡适与鲁迅都曾被尊为＂现代孔子＂,也被骂为＂封建余孽＂或＂帝国主义的走狗＂;特别在他们之间的关系上,大多被说成是势不两立的＂冤家对头＂。实际上,胡适与鲁迅是人不是神,都是食人间烟火的知识分子;他们的一生既是朋友,也是同事,既有交情,也有分歧。他们在思想和学术上多有成就,可以说是一个时代不同的知识分子代表。     

沧海遗珠——试论徐籀《吾邱诗余》

徐籀作为下层文人,注重当下体验,并将之形成文字,其词作具有强烈的存史意义。词作中较为详实地记载了明清易鼎之际个人的心史,徐籀虽非遗民,但是其痛感山河破碎、避乱飘零之作凸显了沉郁愤慨的特色,较之当时诸多词人的隐约其辞,更显酣畅淋漓。徐籀词风多样,不主一格。其闺情词创作摆脱淫鄙陋习,更显清婉深挚。从容地以长调写闺情,铺叙展衍,更见其技法之高超。其逃禅、故作放达之作,更见其内心之复杂郁悒。徐籀注重锤炼字句、用语精炼老到。     

唐山市对外经济联系量与地缘经济匹配分析

以唐山为研究对象,借助区域间相互作用强度的引力模型和欧式距离公式,测算唐山与环渤海地区42个城市之间的对外经济联系总量和地缘经济关系,分析唐山在环渤海地区主要的经济联系方向,并对经济联系量与地缘经济关系进行匹配分析.     

Crucial control measures to contain China's first Delta variant outbreak

The SARS-CoV-2 B.1.617.2 (Delta) variant flared up in late May in Guangzhou, China. Transmission characteristics of Delta variant were analysed for 153 confirmed cases and two complete transmission chains with seven generations were fully presented. A rapid transmission occurred in five generations within 10 days. The basic reproduction number (R₀) was 3.60 (95% confidence interval: 2.50–5.30). After redefining the concept of close contact, the proportion of confirmed cases discovered from close contacts increased from 43% to 100%. With the usage of a yellow health code, the potential exposed individuals were self-motivated to take a nucleic acid test and regained public access with a negative testing result. Facing the massive requirement of screening, novel facilities like makeshift inflatable laboratories were promptly set up as a vital supplement and 17 cases were found, with 1 pre-symptomatic. The dynamic adjustment of these three interventions resulted in the decline of Rt from 5.00 to 1.00 within 9 days. By breaking the transmission chain and eliminating the transmission source through extending the scope of the close-contact tracing, health-code usage and mass testing, the Guangzhou Delta epidemic was effectively contained.     

英国小学课堂生态交往·监控·倾听

英国小学在课堂教学方面极为关注学生和教师的观点和期望,师生关系、知识设计、观念导入、教与学的技巧、学习态度等都会通过课堂特有的呈现方式出现,并推动着教师所期望的课堂学习。英国小学课堂生态包括活动与交往、课堂监控、课堂倾听"技术"及其教学反思等。     

Does adding video and subtitles to an audio lesson facilitate its comprehension?

We examined whether adding video and subtitles to an audio lesson facilitates its comprehension and whether the comprehension depends on participants' cognitive abilities, including working memory and executive functions, and where they looked during video viewing. Participants received lessons consisting of statements of facts under four conditions: audio-only, audio with verbatim subtitles, audio with relevant video, and audio with both subtitles and video. Comprehension was assessed as the accuracy in answering multiple-choice questions for content memory. We found that subtitles facilitated comprehension whereas video did not. In addition, comprehension of audio lessons with video depended on participants' cognitive abilities and eye movement pattern: a more centralized (looking mainly at the screen center) eye movement pattern predicted better comprehension as opposed to a distributed pattern (with distributed regions of interest). Thus, whether video facilitates comprehension of audio lessons depends on both learners’ cognitive abilities and where they look during video viewing.     

Eye Movement Modeling Examples guide viewer eye movements but do not improve learning

Recent research has tested whether Eye Movement Modeling Examples (EMMEs) can effectively cue attention and improve learning. However, the effects of EMMEs are variable, and the degree to which viewers follow these cues remains unclear. In the current paper, we compared screen-captured instructional videos that included an EMME in the form of a transparent circular overlay depicting the instructor's gaze location with identical videos that lacked this cue. We observed that EMMEs drove viewer saccades to cued locations and resulted in shorter distances between viewer gaze and the EMME, but learning performance and video preference were unaffected by the presence of an EMME. We argue that EMMEs can effectively guide attention, but the range of circumstances under which they improve learning may be limited.