模糊限制语在口语交际能力培养中的作用

模糊限制语是模糊语言的一个重要组成部分,它广泛地存在于人们的日常口语交际中并发挥着重要的作用。依据模糊限制语的概念,结合交际能力学说及合作原则、礼貌原则、会话含义等相关理论,可以确定在口语交际中恰当地使用模糊限制语能够巧妙地弥补说话者在某方面的无知或知识的不足,促成交际的顺利进行,使人们的言语表达更加委婉含蓄、礼貌得体,维护对方的面子,维系交际双方平等友好的关系;还可使说话者的表达更严谨、更客观,起到自我保护的作用。模糊限制语的使用体现出说话者驾驭语言的高超能力,灵活选择语言、使用交际策略为交际服务的能力及高超的人际协调能力。因此,应重视并努力培养在口语交际中恰当使用模糊限制语的意识,提高口语交际能力。     

Practical Student-centered Activities of Communicative Language Teach-ing-Unit 2 Text A:Animals (21st Century College English Book II)

English plays a very important role in our daily life and has been a world language for decades, as the global economy is developing so fast nowadays, the learners of English have already realized that...     

Mathematical language and mathematical abilities in preschool: A systematic literature review

It is well established that early general language during preschool is critical for children's mathematical abilities. In an attempt to further characterize this association between language and mathematics, an increasing number of studies show that one specific type of language, namely mathematical language or the key linguistic concepts that are required for performing mathematical activities, is even more critical to children's mathematical abilities. The purpose of this systematic review is to summarize the evidence on mathematical language and mathematical abilities. We focus on preschool children as nearly all of the existing work has been done at this age. We first explain how mathematical language has been defined across studies, and report how it has been evaluated in studies in preschool. Next, we present the results of our systematic review. Following the PRISMA guidelines and after a critical appraisal, we ended with a set of 18 papers that were all of sufficient methodological quality. In these studies, mathematical language was defined as terms that are about numbers and operations on numbers (e.g., nine), but also included linguistic terms that do not directly refer to numbers, yet are important to understand mathematical concepts (i.e., quantitative and spatial terms such as fewest and middle, respectively). Some of these studies evaluated children's performance on mathematical language tasks, while others evaluated the mathematical language input provided to the child by their (educational) environment (teachers/parents/interventionists). Mathematical language correlated positively with children's mathematical abilities, concurrently and longitudinally. It also directly affected children's mathematical abilities, as was shown by intervention studies. We discuss potential directions for future research and highlight implications for education, arguing for more support for teachers and parents to improve the use of mathematical language in the classroom and in home settings.     

Effect of binocular disparity on learning anatomy with stereoscopic augmented reality visualization: A double center randomized controlled trial

Binocular disparity provides one of the important depth cues within stereoscopic three-dimensional (3D) visualization technology. However, there is limited research on its effect on learning within a 3D augmented reality (AR) environment. This study evaluated the effect of binocular disparity on the acquisition of anatomical knowledge and perceived cognitive load in relation to visual-spatial abilities. In a double-center randomized controlled trial, first-year (bio)medical undergraduates studied lower extremity anatomy in an interactive 3D AR environment either with a stereoscopic 3D view (n = 32) or monoscopic 3D view (n = 34). Visual-spatial abilities were tested with a mental rotation test. Anatomical knowledge was assessed by a validated 30-item written test and 30-item specimen test. Cognitive load was measured by the NASA-TLX questionnaire. Students in the stereoscopic 3D and monoscopic 3D groups performed equally well in terms of percentage correct answers (written test: 47.9 ± 15.8 vs. 49.1 ± 18.3; P = 0.635; specimen test: 43.0 ± 17.9 vs. 46.3 ± 15.1; P = 0.429), and perceived cognitive load scores (6.2 ± 1.0 vs. 6.2 ± 1.3; P = 0.992). Regardless of intervention, visual-spatial abilities were positively associated with the specimen test scores (η² = 0.13, P = 0.003), perceived representativeness of the anatomy test questions (P = 0.010) and subjective improvement in anatomy knowledge (P < 0.001). In conclusion, binocular disparity does not improve learning anatomy. Motion parallax should be considered as another important depth cue that contributes to depth perception during learning in a stereoscopic 3D AR environment.     

大学生英语交际策略能力的培养与实践

语言是一种交流工具,语言学习最终是为交际服务的,提高用英语进行交际的能力是外语教学的出发点和根本点。英语教学的目的就是培养和发展学生使用这种交际工具的能力,即培养学生的英语交际能力,听、说、读、写四种语言技能的训练必须为交际能力服务。本文根据笔者讲授大学公共英语课的亲身经历,从大学生的实际情况出发,探讨了中国大学英语教师应该采取哪些有效的语言输出策略来有效培养学生的英语交际能力。     

新时期高校处级后备干部的能力素养及其培养

建立一支优秀的后备干部队伍,是高校管理干部队伍建设的源泉,对于高校可持续、良性循环发展有着重要的战略意义。本文梳理分析了新时期高校处级后备干部的基本能力素养,并提出了相关的培养路径。     

浅析中职商务英语课程的职业核心能力培养

中等职业学校商务英语教学中,在注重听说读写能力培养的同时也要重视职业核心能力培养。本文从职业核心能力培养角度出发,探讨商务英语课程教学改革,强调教学应根据当前社会的实际人才需求建立创新的教学模式。     

推进大学生素质能力培养的关键问题研究

本文从大学生素质能力培养的工作实际出发,从顶层设计入手,阐述了大学生素质能力培养系统化方案的建立与推行的主要步骤,进而探讨了推进过程中的长期性和有效性两大问题,并从工作过程、培养方式、培养效果三个方面展望了培养工作的努力方向。     

“信奉理论”与“使用理论”之辩及其对教育实践的意义

信奉理论与使用理论之争是阿吉里斯(Chris Argyris)和舍恩(Donald A.Schon)所论述的关于实践的理论的核心议题,实质上也是教育理论与实践所一直探求的知与行的关系问题。他们提出的实践理论的核心概念包括使用理论模型、双路径学习以及第I型使用理论与第Ⅱ型使用理论等。阿吉里斯和舍恩基于专业实践中的困境所提出的信奉理论与使用理论的诸多模型对于教育实践以及教师教育有可实际借鉴之处:可帮助教育工作者弄清实践中的困境之所在,并尝试进行突破自我与环境压制的双路径学习,以寻求使用理论与信奉理论的最大限度的一致性。     

《统计学》教学中学生能力培养之探讨

学生应用能力的培养是开放教育教学模式改革的重要任务,也是在开放教育试点中积极推进素质教育的重要内容。本文结合《统计学》课程的教学改革,阐释在培养学生运用所学理论知识提高研究、分析和解决问题的能力方面所进行的探索。