Second Life中基于PBL的教学活动设计和评价

Second Life是目前最流行的多用户虚拟现实环境,具有较强的沉浸性和交互性,蕴藏着巨大的教学应用潜能。在借鉴他人研究成果的基础上,借助Second Life环境,设计了一个商业课程的教学活动,探讨了Second Life应用于问题解决式教学中的实现方法,并对学习过程和结果进行评价。最后,对Second Life应用于教学过程中存在的问题及解决策略进行探讨。     

透视我国第二代远程教育发展实践历程

广播电视大学实践并完成了中国第二代远程教育的主要历程,为从第二代向第三代远程教育的＂跨越式＂发展奠定了基础。运用历史的、辨证的和发展的观点,应用文献研究等研究方法,对这一历程进行梳理、审视和反思,具有重要的理论价值和实践指导意义。广播电视大学在中国第二代远程教育历程中,对远程教育和开放教育规律进行了持续的实践探索,形成了实践创新体系和独具特色的系统模式,为建设具有中国特色的远程开放大学积累了丰富经验。广播电视大学在第二代远程教育历程中存在的问题主要集中在开放性与教学现代化两个方面,系统建设和管理有待完善和改革,多媒体教学和教材建设有待进一步加强,队伍建设和理论建设有待突破。     

汉语二语教学中教学手段运用的针对性问题

教学手段的多样化,并非一定能保证带来教学效率的提高,要想真正提高教学效果,还必须重视教学手段运用的针对性问题。本文结合具体实例,论述了在汉语二语教学中,多元化教学手段的运用应针对所教具体语言项目、所教课文教学板块内容、所教对象的特点,这样才能取得事半功倍之效果。     

韩语常用汉字词与汉语词文化的差异

韩语中有很多汉字,通常把与汉字有关的韩语词汇,包括汉源词、日文汉字词及借用汉字的韩语词等称为汉字词。本文旨在讨论词汇的附加义以及文化色彩的差异,对一些感情色彩等方面有异同的汉字词和汉语词进行了比较,为对外汉语教学及教材编写以及韩国人学习汉语都提供一定的参考。     

变系数四阶线性微分方程的一个可解类型

通过自变量变换,将一类变系数变系数四阶线性微分方程化为四阶常系数线性微分方程,从而得到变系数四阶线性微分方程的一个新的可解类型,推广了著名的四阶Euler方程．     

Dutch dyslexic adolescents: phonological-core variable-orthographic differences

The phonological-core variable-orthographic differences (PCVOD) model [van der Leij, & Morfidi (2006). Journal of Learning Disabilities, 39, 74–90] has been proposed as an explanation for the heterogeneity among dyslexic readers in their profiles of reading-related subskills. The predictions of this model were investigated in a sample of 72 Dutch secondary school students (dyslexics and controls). First, the PCVOD assumption was confirmed that phonological processing and orthographic competence are independent contributors to the prediction of reading fluency and spelling. Among the phonological processing tasks, phonological recoding explained substantial unique variance, but not phonemic awareness or rapid serial naming. Next, the dyslexic readers were divided into two subgroups based on high (ORTH⁺) and low levels (ORTH⁻) of orthographic competence. Both subgroups performed below controls on all measures tapping phonological processing, reading and spelling but the ORTH⁺ group performed as well as non-disabled controls on Dutch and English orthographic choice. As predicted by the model, there were no differences between the subgroups on the tasks that depend on phonological processing, with or without reading. There were differences on Dutch word reading fluency and spelling. Furthermore, the ORTH⁺ subgroup outperformed ORTH⁻ on tasks demanding speeded word processing such as ‘flashed’ presentation. This finding was independent of lexicality (words or pseudowords), language (Dutch or English) or response mode (lexical decision or typing), but restricted to silent reading. This supports the view that the ORTH⁺ subgroup is better at identifying larger orthographic units. There was no indication of differences between the subgroups in reading experience. Our data, therefore, support the PCVOD model.

论汉语传播视角下对外汉语专业的新定位

根据对部分对外汉语专业毕业生的调查结果,分析了目前各高校在专业设置上存在的主要问题,并在国内外汉语传播的视角下,提出对该专业一“紧”一“松”的新定位,建议在专业视角、专业定位、培养对象、培养重点等方面做出新的转变。     

二级C语言的笔试方法和技巧

根据国家教育部考试中心制定的最新二级C语言等级考试大纲,结合多年的二级C语言培训经验,总结了复习和答题的方法与技巧,旨在帮助更多的考生顺利通过二级C语言的考试。     

旅游＂二次创业＂视野下的云南旅游节庆研究

随着旅游业的发展,在旅游过程中旅游者追求休闲和体验元素越来越明显。云南旅游节庆的发展与休闲体验时代,与云南旅游“二次创业”的大背景是一致的。云南旅游节庆在“二次创业”背景下对塑造云南旅游形象有着特殊重要的意义。云南各旅游目的地要从实际出发,培育有地方特色的旅游节庆,同时要注意以下问题：适当延长旅游节庆举办时间;增强旅游节庆的文化内涵;专业化、操作旅游节庆;丰富和拓展旅游节庆活动项目和内涵。     

Effects of CLIL on second language learning: Disentangling selection,preparation, and CLIL-effects

The positive effects of Content and Language Integrated Learning (CLIL) on the development of students’ foreign language skills may have been overestimated by previous studies, since most studies failed to consider selection and preparation effects appropriately. Therefore, the present study used complete survey data from a 2002–2007 cohort to investigate English skill development of N = 385 German CLIL and N = 5,578 non-CLIL grammar school students from grade seven (M = 12.46, SD = 0.53) to grade eight (M = 14.46, SD = 0.53). Firstly, we found significant selection effects for performance in primary school, sociodemographic variables, and cognitive abilities. Secondly, after propensity score matching, data revealed significant preparation effects of additional second language instruction for the CLIL students. When controlling selection and preparation effects, only a small and non-significant CLIL effect occurred measured by a C-test. We discuss the results with regard to previous inconsistent findings.