关联理论的交际认知心理及对翻译的指导作用

关联理论认为支配交际的原则为最佳关联,在交际过程中听话人倾向以最小的努力获得最佳语境效果,从信息加工论来看就是人们倾向于在长期记忆系统中以最小的努力找到与外界信息的最佳对应。从信息加工心理学(认知心理学)角度剖析关联理论交际观的认知操作过程,并以此指导翻译实践。     

关于学生对高校《金融英语》课程反馈的分析及启示

本文通过对重庆工商大学融智学院金融系高年级学生对《金融英语》课程的教学反馈,对于评教结果进行分析了解《金融英语》在高校的教学质量现状,提出影响学生满意度的主要因素。并对将来《金融英语》的教学工作找到提高的途径,提出相应教改意见。     

E-Mail Reference Evaluation

Abstract

E-mail reference has been utilized as a reference tool in academic libraries since the early 1980s. Today it is one of the most common media for providing digital reference service. An important aspect of providing any service is evaluating users' satisfaction levels with that service. Users of the Ask-A-Librarian e-mail reference service at a large academic library over a ten-month period voluntarily completed a seven item web-based questionnaire. The results indicated that the majority of respondents were satisfied with Ask-A-Librarian overall. This paper discusses how the library used the survey results to improve the existing service, and to implement a new one-chat reference. Reference service providers should not only ask users for feedback on existing services, but also should include them in the planning and design phase of new services. In doing so, they demonstrate their commitment to providing adequate and appropriate services to their patron community, and ultimately can save their institutions time and expense.     

基于相对频次的标签相关性判断优化研究

[目的/意义] 针对笔者此前提出的标签相关性判断策略进行优化,以提升策略的召回率,从而更好地支持标签应用研究与实践。[方法/过程] 为提升策略的召回率,以标签与认知的基本关系为基础,提出一种基于相对频次的改进策略,并以社会化标注社区"豆瓣电影"的675 351位用户的标签数据为例进行实验,以验证策略的效果。[结果/结论] 结果显示,该策略使得标签相关性判断的效果得到了显著改善。其中,对于频次不小于5的标签,策略的召回率大幅提升,由79.63%升至89.36%;准确率虽有略微下滑,由93.33%降至92.02%,但仍保持在较高水平。     

论对反诉的保护与规制

反诉是当事人的一项非常重要的权利,但由于我国的法律规定缺乏操作性,致使实践中对反诉恣意处理,当事人的该项权利屡遭侵犯,所以有必要从理清反诉的构成要件入手,对反诉双方当事人予以保护;而如果对权利不加约束又会造成滥用,所以对滥用反诉权进行的恶意反诉进行相应的规制,是对反诉进行保护的应有之意。     

构建二级学院教学信息快速反馈体系探索与实践

加强二级学院本科教学质量监控体系建设,是整个本科教学质量监控保障体系的基础性工作。而其中准确地收集、掌握二级学院教学进程中教与学的基本状态数据,及时了解每个教师的教学情况、学生学习的动态是实现二级学院教学管理调控的前提,也是实现过程管理重要的工作。本文结合二级学院教学管理的实际,在构建快速、准确和有效的教学信息收集、处理和调控体系建设方面进行了有益的尝试,通过应用现代通信技术和学生信息员制度,努力体现以学生为本的管理思想,提高教学管理的效率和建立快速反应机制,最终达到提高教学质量目标。     

思想政治教育与外部性的关联性分析

外部性主要用来指行为主体的行为所产生的外部影响.外部性的存在会导致资源配置的低效率.经济理论与实践中提出的征税、界定产权、政府管制等治理手段存在着局限性.从理论上看,外部不经济很大程度上是由于经济人的"利已"理性驱使下的不道德行为造成的,而思想政治教育是为一定的思想、政治、道德服务的.因此在某种程度上可以作为辅助手段消除外部性的影响.     

An empirical review of anonymity effects in peer assessment,peer feedback,peer review,peer evaluation and peer grading

Abstract

Peer assessment has proven to have positive learning outcomes. Importantly, peer assessment is a social process and some claim that the use of anonymity might have advantages. However, the findings have not always been in the same direction. Our aims were: (a) to review the effects of using anonymity in peer assessment on performance, peer feedback content, peer grading accuracy, social effects and students’ perspective on peer assessment; and (b) to investigate the effects of four moderating variables (educational level, peer grading, assessment aids, direction of anonymity) in relation to anonymity. A literature search was conducted including five different terms related to peer assessment (e.g., peer feedback) and anonymity. Fourteen studies that used a control group or a within group design were found. The narrative review revealed that anonymous peer assessment seems to provide advantages for students’ perceptions about the learning value of peer assessment, delivering more critical peer feedback, increased self-perceived social effects, a slight tendency for more performance, especially in higher education and with less peer assessment aids. Some conclusions are that: (a) when implementing anonymity in peer assessment the instructional context and goals need to be considered, (b) existent empirical research is still limited, and (c) future research should employ stronger and more complex research designs.     

在线教学效果评价及质量保障体系建设

2020年疫情背景下教育部停课不停学的方案以多元化在线教学的形式实施.大规模在线教学同时启动对我国在线教学质量保障提出新的挑战,如何保障效果并持续提高在线教学质量成为社会关注的焦点问题.基于在线教学实施效果及质量保障策略的分析,参照《欧洲在线教学质量评价标准框架》,为保障在线教学效果提出以下建议:国家建立在线教学质量标...     

各种反馈对非英语专业大学生写作的影响

结合国内外对二语写作反馈的研究,实验证明,教师反馈、同伴反馈和自我反馈对非英语专业大学生写作有较大影响,各种反馈形式各有优缺点,可为教师如何有效采用反馈方式改善大学生写作状况提供参考.