Traffic Light Cards: a Cross and Modification Between the Minute Paper and Muddiest Point

Muddiest point and minute paper have been popular techniques to obtain feedback from students. However, focusing on the muddiest point too often can be discouraging for both students and instructors; in minute paper, students may often have off-topic comments. Here a cross and modified technique, the ‘traffic light’ card is introduced, to overcome the drawbacks in muddiest point and minute paper. About 2?minutes before the end of lecture, students “traffic light” the given topics on a notecard, in which their understanding is high (green), partial (yellow), or low (red). The results are used by the instructors to give appropriate review in the next lecture and help students gain better understanding in the content.     

Adapting Active Support Interactive Training to a special school context to upskill classroom staff and increase engagement in pupils

Research indicates that engagement acts as an important precursor for learning, yet sustaining the engagement of pupils with special educational needs can be a challenge for classroom staff. An Active Support staff training package, Interactive Training, has been demonstrated as an effective way of increasing engagement in adults accessing learning disability services. In theory the logic of Active Support Interactive Training could extend to a school environment, with the aim of achieving similar outcomes. The current study evaluated a special school-adapted version of Active Support Interactive Training with the aim of increasing engagement in pupils during group-based learning. Findings showed an increase in engagement in pupils for all three settings (classrooms) immediately after intervention, which continued to either increase or stabilise at three-month follow-up. Further research could test the engagement behaviour of staff pre- and post- training intervention and explore practice leadership within the school leadership team to address maintenance.     

Three suggested teaching strategies for students who are deaf or hard of hearing

This paper addresses current issues in deaf education including poor academic progress and employment outcomes of individuals who are deaf and hard of hearing (D/HH) as well as provides suggestions for improving overall academic achievement of this population. Specifically, three instructional strategies are recommended for teachers: choral responding, response cards, and peer tutoring. These three strategies have been shown to increase active student responding in classrooms for children who are typically developing and children who have disabilities. For international deaf students in countries that may rely on volunteers who lack basic requisite skills these general education teaching strategies are easy to use even by novice teachers. Recommendations are tendered for how teachers can include these simple teaching strategies in classrooms serving students who are D/HH.     

基于枢轴语言的平行语料构建方法

平行语料库的规模对于统计机器翻译性能的提高具有重要作用,但是平行语料库的人工构建成本很高。针对这个问题,本文提出了一种低成本高效率的平行语料构建方法,利用枢轴语言作为桥梁,借助已有的机器翻译技术并融合主动学习方法构建目标语言对的大规模高质量平行语料库。本文通过以英语作为枢轴语言构建日汉平行语料库的实例研究,利用成熟的基于短语的统计机器翻译技术,描述了基于译文自动评测的良好译文选择方法、基于主动学习的语料选取方法、以及翻译系统的更新迭代和评价实验。实验结果表明,本文提出的方法能够快速构建日汉平行语料,并有效提高日汉翻译系统的性能。     

人、智力与创造

目前的教学论对学生创造力培养的研究存在明显的偏颇：把创造力的培养片面地理解为外在的创造新产品、新成果的能力的培养。对于智力本质的认识和理解不深入是其基本原因。无论人类还是人类个体，其自身的发展都是一个自我产生、自我创造的过程。儿童的成长也是一个自我创造的过程，儿童心理发展的决定性因素，是体现主体能动性的儿童自主活动。人类和人类个体智力的本质都是创造，智力即创造力。     

高中化学课堂探究教学活动的研究

科学探究是高中化学新课程的重要理念,探究教学活动设计和组织是实施科学探究的重要前提。从探究活动的八个步骤进行了理论分析,并就苏教版《化学1》例子进行具体探讨。     

英语广告中修辞格运用浅析

为了达到推销商品的目的,商业广告通过各种修辞手段来实现其价值和基本功能。本文对英语广告中常用的几种修辞格进行了分析．探讨了各种修辞手段对于广告的价值和功能的具体实现的作用。     

在软件工程实验中指导学生进行主动实践的探索

针对"软件工程"课程的实验教学方法进行了探讨和研究,提出了在软件工程实验教学过程中指导学生进行主动实践的思想。通过对软件工程实验特点的分析,总结现有实验教学的特点和存在的问题,提出以学生为主体进行主动实践的实验教学方案。     

公司法律责任的相对独立性

随着改革开放的深入和市场经济的逐渐健全,在我国,法人的民事主体地位也显得越来越重要。十届全国人大常委会第十八次会议表决通过的《司法修订案》就是这一现象的最好说明。这部法律的出台为我们调整今天法人在市场交易中的行为提供了更全面的准则,尤其是第二十条和第六十四条的规定,对我们今天的交易活动具有很强的操作价值。     

汉语动词的意愿范畴及其句法表现——对自主范畴的再认识

马庆株(1988)把[士自主]作为一个基本语义特征对汉语动词进行分类,我认为[ 自主]还可以细分为[ 意愿][ 可控](能力),两种因素对动词的句法行为也有重要的制约作用.分析表明,对[±自主]的这种分解能够充分解释动词自主义隐现的条件和原因、主动与被动的对立.意愿情态(willingness)是意志情态(volition)的子类,以往对情态的研究集中在助动词上,本文则认为意愿情态可以作为普通动词的语义特征并对动词的句法功能有影响,是一种普遍存在于动词中的语义范畴.