谈第二语言教学中的对比

“对比法”在第二语言教学中算得上古老，但它有着独到之处，能帮助学习在学习过程中达到事半功倍之效，不应因其古老而完全摒弃。     

VB应用程序开发与设计

通过具体的VisualBasic应用程序的开发 ,说明VB应用程序的开发过程 :创建应用程序的界面、设置窗体和控件的属性、编写代码、测试、发布应用程序 .     

试论英语中的逻辑关系

英语中的逻辑关系恰如在汉语中一样 ,我们在分析句子成份时依然要注意逻辑主语、逻辑谓语 ,因为它们之间不同的逻辑关系须用不同的形式。本文就四、六级及研究生试题中出现的一些现象来分析 ,以期引起关注     

学习被动语态应注意的几个问题

针对学生学习英语动词被动语态的困难,讨论了学习中应注意的几个问题.     

国外积极就业政策及对我国促进就业的启示

聚焦于国外工业化国家积极的就业政策,对再就业产生的积极作用,联系我国在实施积极的就业政策中所面临的一些问题,提出几点建议,进而对我国就业改革与措施的选择给以启示.     

一类新混沌系统的同步控制研究

新Lu混沌系统是一类重要的新混沌系统,它显示了不同于以往混沌系统的复杂的动力学特性．文章主要研究了新Lu混沌系统与统一混沌系统的同步控制问题．基于Lyapunov稳定性定理,利用主动控制和非线性反馈控制均实现了两混沌系统的异结构同步．同时,严格的数学理论分析和数据仿真结果都证明了控制方法的有效性．     

基于人脸特征点和线性回归的3D人脸姿态估计方法

改进传统的活动形状模型法,准确地提取人脸特征点后,利用人脸特征点初步估计人脸姿态,以初步估计值为初始值,通过线性回归迭代算法,精确估计3D人脸空间姿态。实验结果表明,本文提出的新方法不仅可以获得稳定和唯一的3D人脸空间姿态．而且与同类方法比较具有较好的姿态估计精确度。     

活性碳载SnO2电解催化氧化偶氮染料的研究

采用活性碳负载SnO2的半导体电极电催化氧化偶氮染料废水．研究了负载电压、pH值、温度等因素对甲基橙去除率的影响．确定了适宜的反应条件．该方法用于处理含偶氮染料浓度大、酸碱度大且含有一定盐含量的印染废水,可以不经稀释或中和调节等预处理而直接脱色;其电极材料也可以重复使用,而且甲基橙的最终降解产物为CO2、H2O和NH,等无毒产物．在适宜的条件下,其脱色率可达99．6％以上．     

The effects of an active learning intervention in biology on college students’ classroom motivational climate perceptions,motivation, and achievement

This study examined differences in students’ classroom motivational climate perceptions and motivational beliefs between those enrolled in undergraduate Biology courses that implemented an innovative, active learning intervention and those enrolled in traditional Biology courses (control group). This study also sought to determine whether students’ classroom motivational climate perceptions and motivational beliefs mediated the effect of the intervention on course grades. Participants were 962 college students attending a large US public university. Students self-selected into one of the biology courses were randomly assigned to the intervention or control group. Multiple regression analyses indicated that students receiving the intervention reported greater instructor support, a perception of higher expectations for understanding (academic press), and a greater feeling that the course was interesting (situational interest). They also held higher self-efficacy and value for their biology course at completion compared to their counterparts in traditional biology classrooms. Moreover, mediation analyses indicated that the effect of the intervention on course grades was better explained through students’ classroom motivational climate perceptions and motivational beliefs. Results gained from this intervention may be useful to other campuses interested in enhancing student motivation and success even when faced with large enrolments and minimal faculty and staff support.