大学英语口语测试探讨

口语测试是大学英语测试的一个重要组成部分。同时 ,它也对大学英语教学工作起到明显的反拨作用。因此 ,探讨大学英语测试的源泉、特征、必要性、原则也就自然成为大学英语教学工作者不可推卸的责任。文章还对大学英语口语测试的内容与形式、评分方法及评分标准等技术层面的问题进行了分析与探讨。     

科技论文表格表身内"中断"项标示方法的规范化探讨

分析表身内数据项和文字项间逻辑联系出现中断的原因和"中断"项标示方法中存在的问题.结合GB/T 7713-1987推荐的标示方法存在的不足,提出了修改意见:1)实测结果为零时,必须在相应的数据项内写入数字"0";2)"空白"只代表无此项;3)除前述2种情况外,一律在相应的"中断"项内写明具体原因,如"(未测)""(未发现)""(不详)"等.     

Communication and practice with examination criteria. Does this influence performance in examinations?

Previous research has demonstrated that the development and communication of explicit marking criteria have resulted in improved grades for students. This improvement in performance has only been reported for coursework assignments. Therefore, it was the purpose of this study to investigate the impact of providing explicit marking criteria, alongside practice with the criteria, on student examination grades. Two cohorts attending their second year on a sport science degree were used. The first cohort served as a control group and the second cohort as an experimental group. The control group sat the examination without any prior knowledge of the marking criteria, and the experimental group was given a marksheet before the examination that contained the marking criteria. There was a significant difference (p < 0.001) between the examination grades of the experimental and control group. The mean examination grades achieved were 55.4% and 36.9% for the experimental and control group, respectively. Subsequent focus groups revealed that the experimental group considered that they were much better prepared and equipped to revise for the examination, and the marksheet encouraged self‐reflection on their progress. The experimental group reported that they felt they had more control over preparation for the examination and higher levels of confidence in taking the examination.     

Emotions that experienced English as a Foreign Language (EFL) teachers feel about their students, their colleagues and their work

This study examines what contribution emotions make to the professional lives of experienced EFL teachers. Interviews with EFL teachers working in Tokyo universities revealed that the teachers had very positive feelings of emotional warmth regarding students, which they expressed through their identity as carers and moral guides. On the other hand, the teachers expressed their relationships with colleagues and institutions in much more negative emotional terms. Two implications for teacher development are suggested: the need for teachers to talk collaboratively about the emotional impact of teaching, and the need to discuss what the moral purpose of EFL teaching is.     

让习作评改焕发出生命的活力——小学作文“贴页式评改”方式的探索

有效的作文评改方式能保护学生的作文兴趣,也能提高学生修改作文的能力。"贴页式评改"便是一种能够提高学生修改能力和写作能力的有效方式。"贴页式评改"的基本流程包括"确定本次评改项目→制定评改表→上好评改课→合作评改→教师反馈→评比表彰"。在实施的过程中要关注以下几个方面:统一修改符号,强调规范性;组建四人小组,突出主体性;提出常规要求,增强针对性;善于引导,明确方向性;找出亮点,增强共享性;填好表格,注意激励性。通过贴页式评改,使小学生达到督促提醒、问题归类、习惯养成、反复推敲、互相学习、优势互补、合作竞争、写作兴趣浓厚而不再怕作文的目的。     

转型发展背景下的地方本科高校英语导游人才培养模式建构探析

2014年2月26日的国务院常务会议上做出了"引导一批普通本科高校向应用技术型高校转型"的重大决定。在此背景下,高校尤其是地方高校的英语导游专业因其自身的特性,培养适应旅游市场需求、服务地方经济发展的英语导游人才迫在眉睫。     

Media Wiki Open-Source Software As Infrastructure for Electronic Resources Outreach

ABSTRACT

This article describes the bundling of MediaWiki into the electronic resource access strategy to enable custom content that supports online training and course-based information literacy objectives.     

《国家学生体质健康标准》与《学生体质健康标准(试行方案)》的比较研究

通过对6 517名大学生的身高标准体重、肺活量、坐位体前屈、台阶试验、立定跳远等测试项目进行<学生体质健康标准(试行方案)>(简称<老标准>)与<国家学生体质健康标准>(简称<新标准>)的评价比较,探讨了<新标准>在测试项目、权重系数、评价等级、评分标准等方面的合理性与科学性.结果表明,<新标准>中测试内容更加丰富,但选测项目仍然分类不清;权重系数的分配更加合理;评价等级的调整幅度较小,但评分标准大幅提高,学生的体质健康测试数据反映出新老标准间的各等级通过率存在非常显著的差异,采用<新标准>评价的不及格比例明显增大,从原来的0.3%提高到23.9%,而优良比例却由原来的60.2%降低到27.5%.因此,建议对<新标准>中部分项目的评分标准进行进一步的完善和优化.     

关于师院体育系学生旋肩测验评分及评价标准的研究

对周口师院体育系361名学生进行旋肩测验,用所测数据进行多种统计运算,制定出评分标准和评价标准,供素质评定和选材参考。     

《大学》德育思想简论

《大学》强调要把人教育成为一个显“明德”、能“亲民”、达“至善”的人,要教人董得人道、人伦之分。实现这一目标的具体途径与步骤是：以提高道德认识（“格物”、“致知”）为起点;以树立道德信念和克服偏私情感（“诚意”、“正心”、“修身”）为重要环节;以引导道德实践（“齐家”、“治国”、“平天下”）为趋归。