让微课走进大学生的学习与生活——基于“互联网+”的高校微课应用对策研究

本文主要研究如何让更多优秀的微课作品走进大学生的学习与生活。目前微课作品已经进入了全国中小学,并发挥着重要的作用,但相对于大学而言,微课却并不普及。随着当今社会互联网的普及发展,微课以其短小精悍、在线视频的特有形式给人们的学习生活带来了诸多便利。信息化时代的年轻人通过移动设备进行随时随地的学习,可将碎片化的时间整合起来,是新时代快节奏学习的发展与趋势。     

注重英语教学中词汇文化

“语言教学亦文化教学”，这一点在语言界已达成共识。在跨文化交际中，文化差异引起的语言误区是语言学习的重大障碍。本文从词汇文化内涵的角度探讨了英语教学中如何融文化于语言中，以期在今后使用时能更准确。     

浅谈“互联网+”时代教育的新特征和对教师的新要求

现代信息技术与教育深度融合,促进了教育的改革与创新,形成了“互联网+教育”的新业态。“互联网+教育”不仅使现代教育技术发生了变革,更对学习模式和教学组织形式产生了强烈冲击,并影响着教育的理念和体制。在“互联网+”时代下,教育呈现前所未有的新特征,这些新特征对教育工作者提出了新的更高的要求,我们只有积极拥抱“互联网+”,与时俱进,才能解决新时代教育领域出现的新问题。     

有关少数民族学生汉语教学与认知规律的探讨

本文从心理学的角度分析论述了我区少数民族汉语教学与认知规律的一些矛盾，并且指出了解决的方法。     

网络公司风险投资研究

作自身风险投资、网络公司的概念始，通过对国外风险投资沿革和国内风险投资的现状、问题的介绍，在学习借鉴的基础上，从理论的角度提出网络公司风险投资的可行性管理的基本流程和促进风险投资业健康发展的若干举措。     

Language Impairment in Less Skilled Comprehenders: The On-Line Processing of Anaphoric Pronouns in a Listening Situation

The purpose of this experiment, conducted with second-grade children (mean age: 7;8), was to examine the hypothesis that less skilled comprehenders in a reading situation suffer an impairment in spoken language comprehension and, more specifically, in the on-line processing of anaphoric pronouns. Skilled and less skilled comprehenders performed a cross-modal naming task investigating the effects of pronoun gender and pragmatic inference from the verb on the integration of two successive sentences. Results revealed different patterns of effects in the two groups. The skilled comprehenders integrated on-line sentences by relying on pronoun gender and verb meaning. Pronoun gender appeared to exert a dominant influence relative to verb bias. In the less skilled comprehenders, on-line integration was not systematic, being dependent on the meaning of the verb and the proximity of the referent. Complementary analyses revealed similar patterns of effects among less skilled comprehenders, whether they were good decoders or poor decoders. These results show that less skilled comprehenders are developmentally delayed compared with their skilled peers, and extend the language impairment hypothesis to cover discourse-level processes.     

Facilitating invented spelling through language analysis instruction: An integrated model

Invented spelling ability reflects young children's developing awareness of the internal structure of words-at syllabic, phonemic, and morphemic levels, as well as their lettersound knowledge. Controlled intervention studies have demonstrated that these language analysis skills can be taught in kindergarten, with a significant effect on early spelling. This paper examines the effects of an instructional approach that emphasized integration of language analysis teaching into the whole-language kindergarten curriculum. Children who received this type of instruction were, on average, representing all of the phonemes in written words at the end of kindergarten, and their performance continued to improve into first grade.     

Solving arithmetic problems in first and second language: Does the language context matter?

Learning mathematics in a second language is a challenge for many learners. The purpose of the study was to provide new insights into the role of the language context in mathematic learning and more particularly arithmetic problem solving. We investigated this question in a German–French bilingual educational setting in Luxembourg. Participants with increasing bilingual proficiency levels were invited to solve additions in both their first and second instruction languages: German and French. Arithmetic problems were presented in two different conditions: preceded by a semantic judgment or without additional language context. In the French session we observed that additions were systematically performed faster in the condition with an additional language context. In contrast no effect of the context was observed in the German session. In conclusion, providing a language context enhanced arithmetic performances in bilinguals' second instruction language. This finding entails implications for designing optimal mathematic learning environments in multilingual educational settings.     

浅议对外汉语教学中的因材施教

在全球汉语热的今天,怎样在对外汉语教学中进行因材施教,注重教学的个性化和细节化,让每一个外国留学生都能感受到中国文化的内涵与魅力,探索引发他们学习兴趣的方式和方法,这是对外汉语教学亟待解决的问题.用一颗传播中国文化的滚烫的心让每一个学习汉语的外国人去体会,这也许是中国传统意义上“因材施教“的前提和灵魂.     

日语跨文化交际能力的培养

日语假名由汉字演变而来,日本文化从古至今仍在不断吸收中华文化的精华。通过论述跨文化交际教育的重要意义,探讨如何提高日语专业学生的跨文化交际能力。