"有没有"正反问句答句的对称与不对称

“有没有”正反问句的产生有一个历史过程,并在逐渐深入到我们的书面语和口语中。本文描写分析了“有没有”正反问句答句的对称与不对称现象,并指出“有没有VP”有可能最早产生于《红楼梦》时代。在此基础分析其产生的原因是语言接触、传媒诱导、语言内部要素互动、语言的经济原则以及人的社会类推心理,并对其答句形式的发展趋势做了预见。     

网络语言的特点和“是”与“非”

在网络日渐普及的今天,网络语言越来越引起人们的关注。本文分析了网络语言的形式、特点及其成因,并对其“是”“非”评价问题进行了探讨。     

论含糊交际中的闪避——以布什-克里的电视辩论为例

闪避是在政治话语中常见的一种交际方式。从巴弗拉斯等人的含糊交际理论来探讨布什-克里电视辩论中的回避,剖析这些典型回避现象发生的原因和交际效果,旨在使人们对含糊交际现象有一个比较客观的认识,从而有效地理解政治人物的话语以及话语技巧。     

社会化问答社区用户生成答案质量自动化评价研究——以“知乎”为例

[目的/意义]旨在构建社会化问答社区用户生成答案质量评价指标体系，实现面向用户需求的答案质量自动化评价和筛选，提高社会化问答社区知识服务质量。[方法/过程]引入社会情感特征和用户特征，运用因子分析和结构方程实证构建用户生成答案质量评价指标体系。基于GA-BP神经网络模型设计答案质量自动化评价方法。最后，选取知乎网站数据对用户生成答案质量评价指标体系和自动化评价方法进行应用研究。[结果/结论]构建包含答案文本特征、回答者特征、时效特征、用户特征、社会情感特征5个维度的评价指标体系。实验分析发现基于GA-BP神经网络的答案质量自动化评价方法相比于其他方法准确率较高、平均误差低，具有可行性和有效性，能够进一步应用和推广实践。     

顺应理论视角下运动员话语闪避策略研究--以网球运动员李娜为例

闪避回答是运动员在接受新闻媒体采访时经常使用的语用策略。以语言顺应论为理论基础,对话语闪避现象作语用分析。研究发现：运动员采用闪避策略的主要目的是为了顺应话题、面子、自我表露这些语境因素,以实现交际目的。闪避具有维护自身形象以及人际关系两大语用功能。在体育新闻采访中,媒体记者与运动员在进行言语交际的时候要充分考虑到语境,多站在对方的角度思考问题,增强语言顺应意识,尽量使自己的言语顺应语境,只有这样才能顺利地实现交际目的。     

Delphi开发无纸化考试系统

主要介绍了用Delphi开发无纸化考试系统的分析、设计及要解决的技术关键问题。     

设疑式化学教学原则在教学中的应用

通过实例说明设疑式化学教学原则在教学中的应用以及设疑式教学原则在应用过程中应该注意的一些问题。     

Online Assessment of Applied Anatomy Knowledge: The Effect of Images on Medical Students' Performance

Anatomical examinations have been designed to assess topographical and/or applied knowledge of anatomy with or without the inclusion of visual resources such as cadaveric specimens or images, radiological images, and/or clinical photographs. Multimedia learning theories have advanced the understanding of how words and images are processed during learning. However, the evidence of the impact of including anatomical and radiological images within written assessments is sparse. This study investigates the impact of including images within clinically oriented single-best-answer questions on students' scores in a tailored online tool. Second-year medical students (n = 174) from six schools in the United Kingdom participated voluntarily in the examination, and 55 students provided free-text comments which were thematically analyzed. All questions were categorized as to whether their stimulus format was purely textual or included an associated image. The type (anatomical and radiological image) and deep structure of images (question referring to a bone or soft tissue on the image) were taken into consideration. Students scored significantly better on questions with images compared to questions without images (P < 0.001), and on questions referring to bones than to soft tissue (P < 0.001), but no difference was found in their performance on anatomical and radiological image questions. The coding highlighted areas of “test applicability” and “challenges faced by the students.” In conclusion, images are critical in medical practice for investigating a patient's anatomy, and this study sets out a way to understand the effects of images on students' performance and their views in commonly employed written assessments.     

“How do You Know this Answer?” – Children’s Use of Text Data and General Knowledge in Story Comprehension

This study investigates how, and to what extent, young readers (7–8 year-olds) use text information or their prior knowledge when answering comprehension questions about narrative texts. The children were asked to explain how they found out their responses by answering the following question: “how do you know this answer?” Their answers and justifications were analysed both qualitatively and quantitatively. The text proved to be the main source of information for these readers. However, sometimes the children seemed to ignore the text and over rely on their prior knowledge to answer the questions. The procedure of asking children to justify their answers was shown to be a good way of specifying more precisely some of their problems in text comprehension. It also seemed to encourage them to look back at the text and review their responses and, as such, it could be considered a useful tool to improve children’s reading comprehension.     

互动式问答教学在大学英语教改中的尝试

互动式问答教学对于克服“哑巴英语”的缺陷,全面提高大学英语的教学质量,培养学生的自学能力和创新意识,都有着积极的意义。文章探讨了在大学英语教学中试行师生互动问答教学的可行性、理论依据和实际操作步骤。