对恢复高考英语听力测试的思考

自2000年以来,我国开始在高考英语试题中逐渐推广听力测试,2003年高考英语听力测试在全国普及,促进了基础教育阶段学生英语听力水平的提高。但2005年起出现了部分省区取消或淡化高考英语听力的现象。本文探讨了此举的原因、危害,建议尽早恢复高考英语听力测试,发挥高考对基础英语教育的正面反拨作用,为培养学生的英语交际能力打下基础。     

Reliability and validity of the Myotest® for measuring running stride kinematics

Accelerometer-based systems are often used to quantify human movement. This study’s aim was to assess the reliability and validity of the Myotest® accelerometer-based system for measuring running stride kinematics. Twenty habitual runners ran two 60 m trials at 12, 15, 18 and 21 km·h^?1. Contact time, aerial time and step frequency parameters from six consecutive running steps of each trial were extracted using Myotest® data. Between-trial reproducibility of measures was determined by comparing kinematic parameters from the two runs performed at the same speed. Myotest® measures were compared against photocell-based (Optojump Next®) and high-frequency video data to establish concurrent validity. The Myotest®-derived parameters were highly reproducible between trials at all running speeds (intra-class correlation coefficient (ICC): 0.886 to 0.974). Compared to the photo-cell and high-speed video-based measures, the mean contact times from the Myotest® were 34% shorter and aerial times were 64% longer. Only step frequency was comparable between systems and demonstrated high between-system correlation (ICC ≥ 0.857). The Myotest® is a practical portable device that is reliable for measuring contact time, aerial time and step frequency during running. In terms of validity, it provides accurate step frequency measures but underestimates contact time and overestimates aerial time compared to photocell- and optical-based systems.     

Accelerometer data requirements for reliable estimation of habitual physical activity and sedentary time of children during the early years - a worked example following a stepped approach

This study presents a worked example of a stepped process to reliably estimate the habitual physical activity and sedentary time of a sample of young children. A total of 299 children (2.9 ± 0.6 years) were recruited. Outcome variables were daily minutes of total physical activity, sedentary time, moderate to vigorous physical activity and proportional values of each variable. In total, 282 (94%) provided 3 h of accelerometer data on ≥1 day and were included in a 6-step process: Step-1: determine minimum wear-time; Step-2: process 7-day-data; Step-3: determine the inclusion of a weekend day; Step-4: examine day-to-day variability; Step-5: calculate single day intraclass correlation (ICC) (2,1); Step-6: calculate number of days required to reach reliability. Following the process the results were, Step-1: 6 h was estimated as minimum wear-time of a standard day. Step-2: 98 (32%) children had ≥6 h wear on 7 days. Step-3: no differences were found between weekdays and weekend days (P ≥ 0.05). Step-4: no differences were found between day-to-day variability (P ≥ 0.05). Step-5: single day ICC’s (2,1) ranged from 0.48 (total physical activity and sedentary time) to 0.53 (proportion of moderate to vigorous physical activity). Step-6: to reach reliability (ICC = 0.7), 3 days were required for all outcomes. In conclusion following a 7 day wear protocol, ≥6 h on any 3 days was found to have acceptable reliability. The stepped-process offers researchers a method to derive sample-specific wear-time criterion.     

An Examination and Validation of an Adapted Youth Experience Scale for University Sport

Limited tools assess positive development through university sport. Such a tool was validated in this investigation using two independent samples of Canadian university athletes. In Study 1, 605 athletes completed 99 survey items drawn from the Youth Experience Scale (YES 2.0), and separate a priori measurement models were evaluated (i.e., 99 items, YES 2.0, YES for Sport [YES-S]). Confirmatory factor analysis (CFA) and exploratory structural equation modeling (ESEM) results indicated issues with model fit. Post-hoc modifications improved fit, resulting in a 46-item, 9-factor model with five positive and four negative dimensions. In Study 2, 511 athletes completed the same items. The resultant model was confirmed using both CFA (comparative fit index [CFI] = .911, standardized root mean square residual [SRMR] = .056, root mean square error of approximation [RMSEA] = .040) and ESEM (CFI = .956, SRMR = .023, RMSEA = .034). The resultant University Sport Experience Survey provides a reliable and factorially valid instrument for measuring development in university sport.     

外语测试的形成性评价观

外语测试经历了以语码为纲和以结构为纲的两个时期。现行的外语测试则遵循“以信息为纲”的指导思想。语言测试的结果应能反映学生的语言运用能力，而学生的能力反馈又可常常作为教师的教学反思依据。本文旨在以形成性评价现分析外语测试与评价的一致性和外语测试的多功用性。     

软件测试中的等价划分法

介绍了在软件生存周期中软件测试的目的和方法，讨论了用等价划分法设计测试方案。     

简论邓小平发展理论的主要内容

本文以邓小平理论原著为依据，尽量援引其原话。从发展道路与发展阶段、发展战略步骤与发展目标、发展动力与发展手段、发展战略重点、发展速度与发展效益的统一、发展机遇与发展环境、发展捷径、发展检验标准与可持续发展、全面发展、发展的核心这十个方面对邓小平发展理论作了简要的概括和阐述．     

Structural Reliability of Broadside of a Bulk Carrier

The ultimate bending moment and maximal shear stress of a bulk carrier with two structural forms （single hull and double hull/ are calculated separately by using the combined moment which is determined by stochastic process. Then the assessment of reliability is carried out. The results indicate that by introducing the double-hull structure, the shear stress of side can be decreased to half of that of the primary structure（ 50.7% i. but the effect on longitudinal strength is not obvious. Finally, the effects of different double-side skin widths on ultimate bending moment and the maximal shear stress are investigated, followed by proposals of the selection of the double-side skin width.     

充分发挥考试在马克思主义理论教育中的功能

对马克思主义哲学课考试改革的方法、过程和结果进行了总结和分析，论证了考试在马克思主义理论教育中的导向功能、激励功能、教育功能、测评功能和反馈功能等基本功能。     

大规模语言测试的道德问题

批评测试理论提出测试具有社会认识、政治价值、教育功能和文化特性,测试使用具有社会后果。倡导语言测试研究的社会话语其关注的焦点之一是道德问题。2000年国际语言测试协会颁布《道德准则》,其中涉及伦理、专业责任和社会职责等九大原则。以我国高考英语测试为个案研究发现,高考命题工作主要由政府部门组织和管理,伦理原则得到充分体现。但语言测试者的专业作用没有得到充分发挥。语言测试研究多集中于测试的技术改进层面,很少有社会纬度的考虑。语言测试的专业责任原则和社会责任原则没有得到很好的体现。高考研究多基于应试需要,很少从测试角度出发研究如何防止或减少负面反拨效应。