浅谈高等职业院校英语教学任务

布鲁纳是美国著名教育家、心理学家、教育改革家,他的认知结构主义学习理论在世界教育领域产生很大的影响。试图以布鲁纳基本理论来探讨目前我国职业院校英语教育任务方面所存在的问题。     

The effect of acceleration signal processing for head impact numeric simulations

Brain injury research in sport employs a variety of physical models equipped with accelerometers. These acceleration signals are commonly processed using filters. The purpose of this research was to determine the effect of applying filters with different cutoff frequencies to the acceleration signals used as input for finite element modeling of the brain. Signals were generated from reconstructions of concussion events from American football and ice hockey in the laboratory using a Hybrid III headform. The resulting acceleration signals were used as input for the University College Dublin Brain Trauma Model after being processed with filters. The results indicated that using a filter with a cutoff of 300 Hz or higher had little effect on the resulting strain measures. In some cases there was some effect of the filters on the peak linear (8–30g) and rotational measures (1000–4000 rad/s²), but little effect on the finite element strain result (approximately 2–6 %). The short duration and high magnitude accelerations, such as the puck impact, were most affected by the cutoff frequency of different filters.     

基于SMIL的同步网络多媒体课件的开发

介绍了基于SMIL的网络多媒体课件的开发方法，并对同步多媒体合成语言SMIL作了较为详细的说明，包括SMIL 1．0规范和SMIL2．0改进的10大功能模块。阐述了一个基于SMIL的多媒体课件制作的实现步骤。     

Speech perception and speech production as indicators of reading difficulty

In order to investigate the relation between reading accuracy and speech processing, 20 children from grades 2 and 3 who were skilled in reading were compared with 20 less skilled readers on a speech perception and production task. The two groups of readers were indistinguishable in their production of the two-syllable words dippy, deepy, tippy, and teepy and in their perception of the stop consonants /d/ versus /t/. Less skilled readers were significantly less accurate than the skilled readers in a vowel identification task involving the lax and tense high vowels /i/ and /i/. The error pattern for vowel identification was similar across groups, with both groups making fewer errors when short and longer segments were alternated. The results imply that vowel phonemes are less securely represented in the perceptual system of less skilled readers than are consonant phonemes. In addition, the results raise the possibility that a selective perceptual impairment underlies at least some of the phonemic awareness problems that have been associated with poor reading.     

唐代馆驿诗初探

馆驿诗属于行旅诗的一种 ,在唐代达到了高度繁荣 ,这类诗歌以羁旅行役为中心母题 ,全面、生动地记录了唐文人的行旅生活 ,表现了他们放荡、洒脱、执着的漂泊精神与游子品性     

Self-Controlled Amount of Practice Benefits Learning of a Motor Skill

Abstract

Self-control over factors involving task-related information (e.g., feedback) can enhance motor learning. It is unknown if these benefits extend to manipulations that do not directly affect such information. The purpose of this study was to determine if self-control over the amount of practice would also facilitate learning. Participants learned to throw a dart using their nonpreferred hand. The self-control (SC) group decided when to stop practice. The yoked group completed the same number of trials as their SC counterparts. Results revealed the SC group was more accurate during transfer and in recalling the number of trials completed. These findings indicate that self-control benefits extend to factors that do not directly alter task-related information.     

The introduction of text conventions and its impact on teaching literacy

The introduction of text conventions, such as word separation, the separation of letter and background and the lower‐case letter are appraised with respect to their contribution to literacy instruction. The change in the visual appearance of the graphic word over time led to the assignment of secondary status to spelling and low appreciation of the role of phonology, due to the disappearance of audible speech in skilled reading. Since the two major literacy programmes, whole language and phonics, are based on two different stages of reading, both programmes complement each other. Whole language represents the skilled stage of reading, given its reliance on the graphic word, whereas phonics represents the unskilled stage, owing to its emphasis on the intermediatory role of phonological processing in word recognition. Neither literacy programme offers instruction in the integration of letters in a verbally recoded form with the explicit goal of the creation of word gestalts in the course of literacy acquisition.     

An Expert System Helps Students Learn Database Design

Teaching and learning database design is difficult for both instructors and students. Students need to solve many problems with feedback and corrections. A Web‐based specialized expert system was created to enable students to create designs online and receive immediate feedback. An experiment testing the system shows that it significantly enhances student learning. The system also provides a more neutral learning environment in terms of personal factors such as gender and prior class work.     

Identification of vowel speech sounds by skilled and less skilled readers and the relation with vowel spelling

Reading and spelling errors of vowels are reported in many studies (Bryson and Werker 1989; Fowler, Liberman, and Shankweiler 1977; Fowler, Shankweiler, and Liberman 1979; Goswami 1993; Landerl, Wimmer, and Frith 1997; Shankweiler and Liberman 1972). The present study tested the hypothesis that spelling errors involving vowels are linked to difficulties in vowel perception. Second to fourth graders (total n=155) were divided into five groups according to reading skill and were tested on a variety of measures involving vowel identification, vowel discrimination, and vowel spelling. Despite little difficulty on the vowel discrimination tasks, participants made many errors on the vowel identification measures. Vowel identification errors were linearly associated with reading skill with least skilled readers having significantly more difficulty with stressed “short” vowels as in dip than with stressed “long” vowels as in deep, presented in identical contexts. Vowel identification errors were also associated with vowel spelling errors. It is hypothesized that errors in vowel spelling may relate to weak access to the phoneme at the oral language level and may indicate a lack of constancy in the representation of vowels by less skilled readers. Weaknesses in vowel perception can be detected with a simple vowel identification test in which phonological similarity of test items is used as linguistic manipulation, and where phonemes must be identified based on presentation of a single test item in a forced choice format.