Asking Clarifying Questions: To benefit or to disturb users in Web search?

Modern information-seeking systems are becoming more interactive, mainly through asking Clarifying Questions (CQs) to refine users’ information needs. System-generated CQs may be of different qualities. However, the impact of asking multiple CQs of different qualities in a search session remains underexplored. Given the multi-turn nature of conversational information-seeking sessions, it is critical to understand and measure the impact of CQs of different qualities, when they are posed in various orders. In this paper, we conduct a user study on CQ quality trajectories, i.e., asking CQs of different qualities in chronological order. We aim to investigate to what extent the trajectory of CQs of different qualities affects user search behavior and satisfaction, on both query-level and session-level. Our user study is conducted with 89 participants as search engine users. Participants are asked to complete a set of Web search tasks. We find that the trajectory of CQs does affect the way users interact with Search Engine Result Pages (SERPs), e.g., a preceding high-quality CQ prompts the depth users to interact with SERPs, while a preceding low-quality CQ prevents such interaction. Our study also demonstrates that asking follow-up high-quality CQs improves the low search performance and user satisfaction caused by earlier low-quality CQs. In addition, only showing high-quality CQs while hiding other CQs receives better gains with less effort. That is, always showing all CQs may be risky and low-quality CQs do disturb users. Based on observations from our user study, we further propose a transformer-based model to predict which CQs to ask, to avoid disturbing users. In short, our study provides insights into the effects of trajectory of asking CQs, and our results will be helpful in designing more effective and enjoyable search clarification systems.     

“合作学习”在英语教学中的应用

英语学科是义务教育阶段的必修课,也是新时代公民基本素质教育的重要组成部分。在教学中,教师要转变观念,通过合作学习等多种形式的课堂活动,充分体现学生的潜能和主体地位,培养学生的团队意识、合作精神与探索精神,改善英语课堂气氛,促进学生形成良好的非认知品质,大面积提高学生语言学习和实际应用语言的能力。     

试谈大学英语精读课的启发式教学

大学英语精读是大学英语教学中涉及的主要基础课程之一,也是大学英语教学的重中之重。启发式教学主要在于通过采用灵活多样的教学方法,充分提高学生的学习兴趣和主动性,使其积极参与到教学过程中,为知识的全面掌握和能力的综合提高奠定良好的基础。就如何将启发式教学应用于大学英语精读课程的讲授进行了分析和探讨。     

Early narrative skills in Chilean preschool: Questions scaffold the production of coherent narratives

This study examined whether or not question answering aided the construction of coherent narratives in pre-readers. Sixty Chilean preschoolers completed two tasks using a wordless picture-book: 30 children answered questions about the story and then produced a narrative using the book; 30 children completed the tasks in reverse order. Elements of coherence were assessed in both tasks, namely problem, resolution, and mental-states. The findings indicate that questions can scaffold the production of more coherent narratives. Narratives elicited after questions were judged to be more coherent than those produced before the question–answering task. In contrast, there were no differences between scores for the question answers in the different order conditions. The results are discussed regarding the interactional role of questions and the facilitative effect they have on focusing attention to the narrative task.     

高中政治开放性试题的SOLO评分方案研究

开放性试题具有开放性的结论,试题的条件、方法与结论之间也不再是一一对应的关系,使得传统的"采点给分"的评分方式不能与之相适应,这无疑影响了开放性试题的广泛使用。为解决这一难题,本文以SOLO分类评分法为基础,通过收集学生高中某道政治开放性试题的答案及教师对这些答案的评价,分析学生回答开放性试题时的典型反应方式,建构了适用于高中政治开放性试题的四维度、五水平的SOLO评分方案。     

浅析现阶段我国导游员应切实解决的问题

导游员是旅游业中最积极、最活跃并起着关键作用的一分子,是引导游客寻求美、探索美的人。旅游业的产品,说到底是向旅游者提供愉悦的经历;旅游者能否获得这种愉悦的经历,往往取决于导游员的人品和服务。     

浅议物理开放性试题对学生物理思维品质的培养

物理思维品质主要包括思维的深刻性、灵活性、批判性、创造性四个方面。本文结合物理开放性试题具有的开放性、新颖性、真实性、综合性等特点,通过实例论证了物理开放性试题对培养物理思维品质所起的作用。     

The leadership crisis – can Action Learning Questions provide any answers?

This article provides a reflective account of the author's experience over the past 12 years of introducing a structured approach to accredited action learning to corporate organisations. The generic Action Learning Question method is outlined and specific examples of programmes in the financial services/banking and education sector are described. Included is an example of how Action Learning Facilitators have been developed. It is proposed that this approach has a place in supporting leadership development in a period of great uncertainty and change.     

民国《天问》研究要著四种平议

民国是《天问》研究历程中不可或缺的重要环节,发挥着纽带与津梁的关键作用。这一时期的《天问》研究著述亦堪谓云蒸霞蔚,层出不穷。本文主要选取民国《天问》研究中不太常见的相关著述四种,对其成书过程、研究特色、成就等予以宏观考察与简略探综,希望研究《天问》的学者能够加以关注。     

抓好基础 培养能力 加强综合训练——对高考文科综合考试中政治学科的哲学思考

2001年高考文平综合试卷政治学科的特点是：遵循教学大纲，不拘泥于课本知识，侧重点为基础知识的基本能力的考核及本学科内容的综合。由此，向高中的政治课教学提出了一个很重要的课题，即：在教学中加强辩证思维的教育，不断培养学生的辩证思维能力，从而提高学生分析解决问题的能力。