An Analysis of Student Anxiety in English Listening

Listening has been playing a key role in daily communication and ELT.However,it’s an obstacle for most non-English majors.Among affective factors the students encounter in listening,anxiety is the most usual one.In this paper,I will analyze the situation based on my observations on listening class and interviews with some students in terms of the relationship between students’ anxiety and their listening performance and the characteristics of the listening materials.Subsequently,with the interviews with some students,some possible ways of improving listening ability are discussed.     

图示理论在大学英语听力教学中的应用

听力理解是困扰大学生英语学习的主要问题之一。传统的大学英语听力课堂通常以教师机械的放录音,学生被动的听信息为主,教学缺乏相关的理论指导,导致教学质量差,学生的听力水平没有得到明显的提高。图式理论为外语听力教学开辟了一条新途径,采取"自上而下"、"自下而上"处理信息等措施,充分发挥学生在听力理解中的主动性,提高学生听力理解能力。     

课堂教学中教师倾听意识的回归

教师倾听意识的缺失使本应充满活力与精彩的课堂教学深陷困境之中,反思课堂教学中教师倾听意识缺乏的过程亦是敞亮和显露教学本真的过程。课堂教学中,呼唤教师倾听意识的回归、重建课堂文化已成为教学走出困境、走向本真的必由之路。课堂教学中,要让教师真正成为倾听着的主体,由此实现教师倾听意识到倾听行动的跨越,从而让课堂教学因为教师的倾听意识尤其是教师的倾听行动而生机盎然。     

教师的“言说”与“倾听”:超越博弈 走向共生

教师的"言说"和"倾听"的关系历来复杂,呈钟摆式在两极摆动。从历史演进的角度考察,二者经历了"言说遮蔽倾听"和"倾听回归教学"两个阶段。从当今现实的角度考察,"只重言说"和"只重倾听"的做法非常普遍。教师的"言说"和"倾听"的博弈体现了教师对"言说"和"倾听"关系的不同理解以及在这种理解下的教学存在价值选择乃至因为选择而形成的教学方式与教学样态的不同。"言说"和"倾听"具有本源的一致性和统一性,倾听是言说的前提,为言说奠基;言说是倾听的生长和发展,为倾听升华。教师的"言说"和"倾听"要超越博弈,走向共生。     

“机械制造技术”教学资源库的建设与应用

文章阐述了《机械制造技术》教学资源库建立的原则。介绍了该库中的主要组成资源以及在实践中的应用,在创建开放式学习环境、激发学生创新热情等方面收到了良好的教学效果。     

动态网站的ASP漏洞

ASP的漏洞有的是程序自身的缺陷,也有一部分是由于ASP调试服务器的漏洞所造成的。针对不同的漏洞,可以采用不同的方法修补,本文重点讨论引号漏洞和Access数据库下载漏洞这两个方面的问题,提高数据库的安全性。     

期刊读者关系管理浅析

期刊读者关系管理,是期刊经营者树立以读者为中心,借助现代化信息技术和管理技术,实现与读者的交流互动,提高期刊综合效益的新型管理模式。它通过运用读者数据库收集和分析大量的读者资源信息,了解读者信息需求与阅读偏好,采取一系列策略为读者提供个性化服务,从而最大程度地提高读者的满意度及忠诚度。期刊维系读者,挖掘吸引更多的潜在读者,以读者关系为支点是提升期刊整体绩效,提升期刊核心竞争力的有效手段。     

OSPF路由表计算的实现技术

从OSPF路由协议特点入手 ,通过对路由计算算法的分析 ,提出了一种五级模块调用实现模型 ,并对各个功能模块的实现给予了描述     

Reading and listening progress in segregated primary schools: Does ethnic and socioeconomic classroom composition matter?

This study aimed to investigate the relationship of classroom composition factors with reading and listening comprehension achievement and progress in socially and ethnically segregated primary schools in Flanders (Belgium). Specifically, using a three‐level multivariate repeated measures analysis, it examined the association of reading and listening achievement and progress with ethnic diversity, the proportion of non‐native students and the average socioeconomic status of the class, taking into account student characteristics. At the beginning and end of the school year, reading tests, listening tests and questionnaires were administered to a sample of 7‐ and 8‐year‐old students (n = 683) in 42 second‐grade classes. Students' listening comprehension achievement at the beginning of the school year was negatively related to having a home language other than the language of instruction and to classes with a high proportion of non‐native students. However, progress in listening comprehension was not significantly associated with any student or classroom composition factors. Students whose mothers had a lower level of education performed lower on reading comprehension at the beginning of the school year, while at the end of the school year students whose mothers had a higher level of education were at a greater disadvantage. Limitations of this study and directions for future research are discussed.     

论文、著作管理系统的设计

以大学论、作管理系统的开发为例，分析了论、作管理系统的应用需求，设计了论、作库的结构．并对具体的设计与实现方法进行了探讨。