论概念段作为科技英语的翻译单位

概念段是阐述一个完整思想概念的语段，概念段分为简单概念段与复杂概念段。语义、英汉语言各自特点、修辞功能及修辞技巧决定着概念段应该作为科技英语的翻译单位。译好概念段必须抓住概念段的主题，理顺其内在的逻辑关系。以概念段为科技英语的翻译单位能使译文从整体意义上与原文等效。     

Conceptual understanding of acids and bases concepts and motivation to learn chemistry

The purpose of this study was to investigate the effect of 5E learning cycle model oriented instruction (LCMI) on 11th-grade students' conceptual understanding of acids and bases concepts and student motivation to learn chemistry. The study, which lasted for 7 weeks, involved two groups: An experimental group (LCMI) and a control group (the traditional teacher-centered instruction [TTCI]). Based on multivariate analysis of covariance results, the LCMI students outperformed the TTCI students in terms of conceptual understanding about acids and bases. Similarly, the students from the experimental group scored higher motivation and this difference was found to be statistically significant. These findings demonstrated that instruction based on learning cycle model provide students a deeper conceptual understanding, foster high-order thinking, engage them in the learning process, and influence their motivation to learn by increasing the relevance of school chemistry to their daily lives.     

论析隐喻的认知功能

隐喻的本质在于借用一类事物来理解、分析、感知、描绘另一类事物.隐喻既是一种言语行为,又是一种心理过程,同时它还是人类一种重要的思维方式和认知手段.语言不能包括全部的认知能力,也不能决定认知能力的发展,但语言在动作内化为思维的过程中起了很大的作用,语言能够促进认知的发展.隐喻是人类组织概念系统的基础,是人类借以认识世界的工具.     

Facilitating Chemistry Teachers’ Understanding of Alternative Interpretations of Conceptual Change

Historians and philosophers of science have recognized the importance of controversies in the progress of science. The objective of this study was to facilitate in-service chemistry teachers’ understanding of conceptual change based on alternative philosophical interpretations (controversies). Selected controversies formed part of the chemistry curriculum both at secondary and university freshman level. The study is based on 17 in-service teachers who had registered for all week course on “Investigation in the Teaching of Chemistry” as part of their Master’s degree program. The course is based on 17 readings drawing on a history and philosophy of science perspective with special reference to controversial episodes. Course activities included written reports, class room discussions based on participants’ presentations, and written exams. A major finding of this study is that most teachers went through an experience that involved: inconsistencies, conflicts, contradictions, and finally some degree of conceptual change. A few of the participants resisted any change, but still raised important issues with respect to conceptual change. Some of the educational implications are: a) Similar to a scientist, a student can live with two rival theories simultaneously and as the student enriches his cognitive repertoire the conflict can perhaps be resolved; b) Resolution of a conflict may not follow a logical pattern of reasoning but rather a slow process (based on motivational, intuitive, and affective factors) in which the hardcore of beliefs slowly crumbles; c) In science there is no absolute truth, nor a scientific method and consequently there cannot be rules, methods, algorithms, or pre-determined steps for introducing conceptual change; d) Teachers’ epistemological outlook is crucial in order to facilitate conceptual change.     

英语多元wh-问句句法和语用制约

英语多元wh-问句中的wh-短语的生成受到句法和语用原则的双重制约。一方面,根据“原则与参数理论”,wh-短语分别在S-结构和逻辑式层次进行移位,其语迹或者得到空语类原则充分的解释,或者在句法层延伸使空语类原则获得满足。另一方面,wh-短语的分布受制于语境,话语连接效应、分类答案假设和清单条件假设等语用原则制约着wh-短语的使用。     

描写语篇理解的交互模式

语篇理解是一个以人类认知的关联性取向为基础的动态认知过程。语篇理解过程中，作者、语篇、读者几种因素基于认知关联性相互作用，形成一种“制约平衡”，制约着语篇理解；读者的认知推理对语篇理解有突出的作用。为此，对语篇理解的描写，可在关联理论的框架内，采用一种作者、语篇、读者以其相依相离的“制约平衡”制约语篇理解的交互模式。     

Education for Sustainable Development in South Africa: A Model Case Scenario

Education for Sustainable Development (ESD) is an educational approach that, by being a catalyst of social change, promotes sustainability. Although South African education policy and practice appear to be oriented towards ESD, the concept is contested, and ragged with ambiguity and vagueness. Because the transformation of South African education is primarily aimed at social change, such vagueness and ambiguity could prevent the achievement of the vision of an education system that contributes to social change and sustainable development. In this article, we construct a model case scenario to assist in clarifying the concept of ESD. A model case scenario, we contend, might not only lead to an advanced understanding of the concept, but could also serve as an informative tool with which to comment on the extent to which an education system has responded to the call to promote sustainable development. A model case scenario could therefore assist the promotion of the appropriate and unambiguous use of the concept ESD and the alignment of education policy and practice to achieve the transformational goals of the South African Constitution, and of South African education.     

Financing constraints and corporate investment: an empirical analysis of china''s manufacturing firms

With the measurement of dividend payout ratio, logistic regression index value and the firm size financing constraints, this paper investigated the investment behavior of China's manufacturing firms over the period from 1998 to 2003, and the relationship between financing constraints and corporate investment using the OLS regression method. The empirical evidence shows that there are certain extent financing constraints in China's manufacturing firms, but the results are different with different variables to measure the financing constraints.     

论外语教学中跨文化交际能力的培养

本文以Danesi所提出的概念流利理论为指导,提出在外语教学中要通过跨文化交际能力的培养来促进学生的概念流利能力,简要分析了中国学生跨文化交际的常见障碍,并提出了如何培养跨文化交际能力的若干途径,使学生在实际交际中得体地运用语言,达到真正意义上的语言流利。     

一般约束非线性优化的增广Lagrangian算法

构造了一个求解一般约束非线性优化问题的增广Lagrangian算法 ,通过引进函数 φ(x) =max{g(x) ,- λr}可直接处理不等式的约束情形 .并且每次只需近似地求出对应增广Lagrangian罚函数的局部最小点 .在一般假设下 ,算法产生的点列的任意聚点都是问题的K -T点