集邮学教材改革之管见

通过对现阶段大中专院校所选用集邮学教材的分析,肯定各类教材各俱特点的同时,指出它们存在的某些缺憾。提出新编集邮学教材在删除某些陈旧的观点的同时,补充世界集邮的最新邮品、规则、观点,并添增“集邮与经济”、“科技集邮”和“基层集邮活动指南”等章节的见解。     

朗读中语调偏误的类型分析

朗读的语调是语流中呈现出来的音高变化的总体模式,它与字调、轻重、停连、快慢等因素有关。从字调偏误、轻重音失当、语句高低升降的“失势”、停连的“失态”、语速快慢的“失度”等方面入手对语调偏误的类型进行剖析,将有利于朗读实践。     

Teacher Judgments of Student Reading and Math Skills: Associations With Child- and Classroom-Related Factors

The purpose of the study was to examine whether students’ linguistic skills and task-avoidant behavior (i.e., the child-related factors) and the mean level of academic skills (reading comprehension and math) of classmates (i.e., the class-related factor) are associated with teacher judgments of children’s reading comprehension and math skills. The participants were third-grade Estonian-speaking students (n?=?656; age 9?11 years) and their classroom teachers (n?=?51). The results of the structural equation modeling path analyses indicated that teachers tend to judge students showing higher academic and linguistic skills and lower avoidance behavior as higher on the reading comprehension and math skills. In contrast, the classmates’ higher academic skill level was related to lower judgments of individual children’s reading comprehension and math skills by teachers.     

The inadequacy of individual educational program (IEP) goals for high school students with word-level reading difficulties

This investigation analyzed goals from the Individual Educational Programs (IEPs) of 54 high school students with diagnosed reading disabilities in basic skills (decoding and/or word identification). Results showed that for 73% of the students, the IEPs written when they were in high school failed to specify any objectives regarding their acute difficulties with basic skills. IEPs from earlier points in the students’ educations were also reviewed, as available. For 23 of the students, IEPs were present in the students’ files for three time points: elementary school (ES), middle school (MS), and high school (HS). Another 20 students from the sample of 54 had IEPs available for two time points (HS and either MS or ES). Comparisons with the IEPs from younger years showed a pattern of decline from ES to MS to HS in the percentage of IEPs that commented on or set goals pertaining to weaknesses in decoding. These findings suggest that basic skills deficits that persist into the upper grade levels are not being sufficiently targeted for remediation, and help explain why older students frequently fail to resolve their reading problems.     

The Talking Drawings Strategy: Using Primary Children’s Illustrations and Oral Language to Improve Comprehension of Expository Text

Listening and reading comprehension can be assessed by analyzing children’s visual, verbal, and written representations of their understandings. “Talking Drawings” (McConnell, S. (1993). Talking drawings: A strategy for assisting learners. Journal of Reading, 36(4), 260–269 is one strategy that enables children to combine their prior knowledge with the new information derived from an expository text and “translate” those newly-acquired understandings into other symbol systems, including an oral discussion with a partner, a more detailed drawing, and written labels for the drawing. The Talking Drawings strategy begins by inviting children to create pre-learning drawings. These initial drawings are a way of taking inventory of a child’s current content knowledge about a particular topic. After pre-learning drawings are created and shared, children listen to or read an expository text (e.g., information book, passage from a textbook) on the same topic as their drawing. Pairs of students discuss the information and either modify their pre-learning drawings to be more detailed or create completely new drawings that reflect the recently-acquired information. Students are encouraged to label their drawings with words in a diagram or schematic fashion. By evaluating the “before” and “after” artwork, educators can identify advances in students’ reading and listening comprehension of the terminology, facts, and principles on a particular topic.     

矩阵乘法的来源和意义

本文依据矩阵的乘法规则探寻出它的实际意义 ,再联系理论上的价值 ,揭示了矩阵乘法的必要性     

谈谈文学作品的正读与误读

读者对文学作品的阅读都会有正读和误读。正读是对文本的正确阐释,读者通过作品和作者相互沟通;误读是对文本阅读后的一种错误阐释行为,但误读并非是一种不可取的阅读。正读和误读是相辅相成、共存互补的,对文学作品的正确阅读应是将正读和误读有机结合,才能使阅读成为有意义的阅读,文本才能增值。     

按部就班 循序渐进--谈谈“大学英语”泛读教学的实践与体会

作为外语教学的重要组部分,泛读教学起着使学生从精读教学中获得的语言知识在实用中得到巩固和拓展的作用.为了达到能让学生广泛、快速、高效地阅读效果,泛读能力的培养应贯穿于整个泛读教学之中.     

英语精读课中的文化教学

文化教学是语言教学中一个十分重要的组成部分。探讨在大学英语教学中如何加入文化教学的内容，对于提高英语教学效果具有十分重要的意义。     

Synthesis of TiO2 supported on activated carbon by MOCVD:operation parameters study

A novel metallo-organic chemical vapor deposition (MOCVD) technique has been applied to the preparation of the photocatalytic titanium dioxide supported on activated carbon. The effects of various condition parameters such as carrier gas flow rate, source temperature and deposition temperature on the deposition rate were investigated. The maximum deposition rate of 8.2 mg/(g.h) was obtained under conditions of carrier gas flow rate of 400 ml/min, source temperature of 423 K and deposition temperature of 913 K. The deposition rate followed Arrhenius behavior at temperature of 753 K to 913 K, corresponding to activation energy Ea of 51.09 kJ/mol. TiO2 existed only in anatase phase when the deposition temperature was 773 K to 973 K. With increase of deposition temperature from 1073 K to 1273 K, the rutile content sharply increased from 7% to 70%. It was found that a deposition temperature of 773 K and a higher source temperature of 448 K resulted in finely dispersed TiO2 particles, which were mainly in the range of 10-20 nm.