模拟电路故障诊断方法展析

本文阐述了模拟电路故障诊断的意义及发展现状,分析了模拟电路故障诊断的传统方法存在的问题,并提出了新的解决方法,即应用神经网络、模糊理论和小波分析.     

浅谈教师课堂讲授的语言艺术

教学是一门科学，更是一种特殊的艺术。教师的课堂讲授语言具有传播科学知识，表达思想与情感、事实与信息等重要作用和特点，良好的语言艺术表达与课堂教学成败有着密切的关系。因此，教师应具有良好的语言艺术特色。     

广告翻译中语用失误之探索

广告翻译是经济发展的产物,也日渐成为从事语言研究及翻泽工作者的重要研究课题。笔者在前人研究的基础上,采用实例分析法,从语用学角度分析广告翻译中语用失误现象,以期为广告翻译提供一些建议和途径。     

试论钢琴考级中的"勉强通过"

本文把钢琴考级中的“勉强通过“这一考评标准进行了具体的分析,深刻揭示了“勉强通过“给考级这一社会文化活动带来的弊端,作者主张在钢琴考级中取消“勉强通过“.     

跨文化差异下的语用失误

文章探讨了语言与文化之间存在着的联系，列举了中国学习英语者常见的几种语用失误，说明了跨文化差异是造成这些语用失误的重要原因之一。     

弹簧失效实例分析

针对不同的情况,从实践中举出具体实例对弹簧的失效进行了分析,提出了防止弹簧失效的解决办法。     

Teachers’ Perspectives on Promoting Reading and Writing for Pupils with Various Linguistic Backgrounds in Grade 1 of Primary School

ABSTRACT

The aim of this study is to gain a deeper understanding of teachers’ perspectives on promoting reading and writing for pupils with various linguistic backgrounds in grade 1. Focus group interviews were conducted with 17 teachers who work in preschool classes and in grade 1. The teachers’ perspectives on reading and writing can be characterised as balanced, in the sense that the teachers describe how they work with both the technical and the learning-oriented dimension. The number of different languages spoken in their classes is regarded in a positive manner, but it also leads to major challenges, such as not having enough time for all of the pupils and not having sufficient knowledge of multilingualism.     

论阿Q形象的三个层次

本文从三个层次分析了阿Q既是封建统治阶级下受压迫者，又是被封建思想麻痹毒害的愚昧者，从而揭示了辛亥革命失败的根本原因。     

语用失误与语用能力的培养

语用失误可分为两类:语用语言失误与社交语用失误.文章列举了中国学生在跨文化交际中经常出现的这两类语用失误,分析造成语用失误的原因,并探讨在教学中如何培养学生的语用能力以避免语用失误.     

Grade repetition in Honduran primary schools

This paper looks at several dimensions of the grade failure issue in Honduras using a unique data set compiled by the UMCE evaluation project in 1998 and 1999. The analytical framework incorporates econometric analysis of standardized tests and teacher pass/fail decisions for roughly 13,000 second and fourth grade students. The results show that first time grade repetition, as well as repeating previous grades, is associated with lower marginal achievement on the UMCE exams, although the same is not true for students who are repeating the second or third time. The strongest predictor of grade failure is previous repetition, despite the inclusion of controls for achievement and attendance. The implications of this apparently strong stigma effect associated with grade repetition are discussed, as well as other policy issues related to grade repetition in developing countries.