离散输出反馈控制系统的鲁棒容错控制

研究了参数不确定离散系统的鲁棒容错控制问题.针对传感器失效故障,提出了一种基于输出反馈控制的鲁棒容错控制器设计方法,讨论了执行器失效的情况,并用设计示例及仿真结果验证了该方法的有效性.     

A Comparison between Two Kinds of Response, Interpretive and Skill-based, to a Y6 Story: 'Three Wishes'

This article compares the exemplar commentary put forward in the KS2 Mark Scheme, 2001, for a pupil's story produced in response to the invitation to “Write a traditional tale with the title ‘Three Wishes’” with the more interpretive response offered by Pat D'Arcy, in order to demonstrate the extent to which the meaning of the story is largely ignored when the SATs criteria are used.     

信息反馈在体育教学中的运用

在体育教学中合理的运用信息反馈，可以使教师更好地控制教学进程，提高教学质量。论述了体育教学信息反馈的内容和形式，以及在体育教学过程中的备课、课堂教学、课外辅导中如何合理的运用信息反馈。     

Student voice and engagement: connecting through partnership

This paper draws on research conducted across an English higher education partnership to investigate the ways in which student voice was engaged in further education colleges offering university awards through partnership arrangements. Such collaborations are characterised by the marginal presence of higher education students in an environment that is dominated by further education structures, culture and practice. This provides challenges for both colleges and universities in developing higher education student identity and appropriate mechanisms of student engagement that comply with expectations within the higher education sector but also recognise the contextual situation of students within the college environment. It is argued that student partnership collaboration can be a positive driver in an increasingly marketised global environment, where student voice and feedback mechanisms are at the forefront of quality assessments and institutional reputation. An ideal types framework is suggested as a heuristic device for the evaluation of college strategies of engagement.     

Teach and Be Taught Effectively： Organizing Effective Peer-Assisted Learning （PAL） Sessions

Average retention after a didactic lecture is around 5% of the content. Active learning like discussion forums and teaching others make the retention rate to surpass 70%. Peer-Assisted Learning （PAL） is an effective method that makes active learning interesting and productive. However, drawbacks like minimal focus, bad structuring of content materials, poor time management, and other channels of distraction can limit the effectiveness of the sessions. Using our experience in the use of this teaching tool, student feedback, and literature review, we drafted a check list for the successful and meaningful use of PAL. Content material was decided on students＇ felt needs, like requests for revision of a particular topic or module. The content material was structured allowing periods of purposeful distraction by weaving in information on movies, sports, and novels, thereby, directing students to desired knowledge. The facilitators were trained to ensure that the focus of the group was not compromised, the timings were maintained, and involvement of all was secured. The use of Wi-Fi and referral books from the library was encouraged to shift the paradigm from passive learning to active application-based learning, and the feedback from the facilitators and participants was seriously considered to improvise future sessions. From the research results, we have found that these strategies were useful and envisaged that the application of these tips can help maximize learner engagement and learning. PAL is associated with cognitive, pedagogical, attitudinal, social, and economic benefits. Students take onus of their learning and even start to enjoy the process. This helped AIMST University stage the first national level convention on PAL in 2012, and our team of student facilitators attributes winning international quizzes based on the experience gained from PAL sessions.     

匿名约束网络反馈平台在EFL写作教学中的实证研究

＂匿名约束网络反馈平台＂旨在通过网络技术手段的介入强化学生反馈行为。通过网络技术手段使同伴反馈＂匿名＂而教师监控全局并对反馈行为进行评分以达到对反馈者的＂约束＂。通过对网络平台辅助的＂匿名约束式＂反馈训练对学生EFL写作学习行为作用的实证研究得出结论：利用该平台强化学生的反馈行为可以（1）改善学生的反馈行为的质量;（2）提高学生的英文写作水平;（3）得到学生们普遍认可;（4）提高写作教学效率。     

网络同伴互评活动设计与应用研究

同伴互评作为一种形成性评价策略,已经成为现阶段网络学习评价领域研究的热点。本研究将同伴互评策略应用于高校混合式教学之中,设计同伴互评学习活动。研究整体采用行动研究法设计、修改同伴互评活动,并分析学习者对活动的改进意见。研究一方面分析互评活动对在线学习效果的影响以及活动对于两类学习风格学习者影响的差异;另一方面深入分析学习者对于活动的态度及改进意见。主要研究结论认为：（1）研究设计的同伴互评活动能够促进学习者深入理解学习内容,并提升最终成果的质量。（2）相对综合型学习风格的学习者而言,同伴互评更加有助于提升序列型学习者对知识运用的水平。最后,研究总结了同伴互评活动设计的改进方案及后续设计要点。     

An Overall Study on Automated Writing Evaluation

Automated Writing Evaluation(AWE) program is designed to provide instant scores based on automated writing scoring engine along with diagnostic feedback. Five main AWE programs are introduced, four invented by foreign companies and one by Chinese native company for Chinese students. This paper reviews studies on AWE home and abroad from perspectives of its validity and instructional application. These studies have shown that AWE program should be used as an instructional tool to improve writing skill rather than only as a scoring and feedback engine. So how to implement and integrate AWE program into instructional context and to achieve more desirable learning outcomes while avoiding potential harms should be the focus of study for the future research.     

反馈教学法在企业英语培训中的应用

许多优秀的本国企业尝试走出国门,因此企业员工的英语水平也愈显重要。然而企业英语培训却普遍存在教学形式传统、学员参与度不高等问题,造成培训效果不佳。在企业英语培训中运用反馈教学法,在教学环节中进行同步反馈、小结反馈、阶段反馈、相互反馈和自我反馈,可解决培训中可能遇到的问题,提升教学质量,提高学员英语能力。     

国内外同伴互评研究综述：2004-2013

自20世纪70年代起,同伴互评就作为过程写作法的重要环节受到国内外学者广泛关注。其相关研究包括同伴互评本质、外语写作教学中的实际应用效果、与教师评价的对比等内容。其最新研究成果意义深远,为在英语写作教学中深入开展同伴互评提供了理论指导。因此,梳理相关文献就显得尤为迫切和重要。