论以跨文化交际为导向的英语教学

20世纪80年代以来，人们越来越认识到化导入对语言教学的重要性，并且认为语言教学在本质上是化教学。尤其是我国加入WTO后，跨化交际活动变得日益频繁和重要，因此英语教学应坚持以跨化交际为导向，以培养学生的跨化交际能力为最终目标，将语言教学与化导入结合起来。本将先从化错误谈起，旨在揭示以跨化交际为导向的英语教学的重要性，进而探讨贯彻于课堂教学的具体运用。     

我看语感训练

语文是一门综合的实践课，学好语文，用好语文知识，对一个人终身受用。而学好语文的精微妙处就是对语言文字的理解、感受能力即语感。作为一名语文教师，应致力于从口头表达和文字书写两方面去训练学生的“语感”。口语训练要做到“言为心声，心口合一”；书面训练要做到“文以载道，妙笔生辉”。     

浅议图书馆网络化建设的误区

本文归纳分析了目前图书馆网络化建设中存在的误区，并提出了走出这些误区的措施与对策。     

于细微处见真章——学者口述史采访中的细节问题

口述史学与以文字书写的传统史学在技术路线上固然有所不同,然而有一点却是相同的,这就是历史细节的发掘与描写。历史事件都是由细节构成的,没有细节,就没有可信的历史。文章认为,学者是人类文明的创造者、记录者、传承者,对学者进行口述史采访,尤其应当注重细节发掘。《史记》之所以成为中国历史上一部具有划时代意义的史学巨著,与司马迁特别注重历史细节的记录与描写有关。通过学者口述史采访,我们一方面可以记录历史事件的具体发展过程,还原历史真相,补充第一手珍贵的历史资料;另一方面,还能感受到他们的道德情怀与人文精神,有助于传承与弘扬中华优秀传统文化。文章还结合中国记忆项目实践,介绍了对冯其庸、顾方舟、黄能馥、黄明信等学者进行口述史采访的具体细节。     

Early years teachers and the influence of Piaget: evidence from oral history

In studying the historical development of early years provision, a clear factor in raising its profile was the growth in scientific study of children, especially the reception and interpretation of Piaget's research. For an understanding of how the mediation of new thinking and new discoveries influenced students and teachers, textbooks provide an important documentary source, but evidence is also available through oral history in the living memories of practitioners themselves. This paper draws on the testimony of early years teachers who began their careers between 1927 and 1955 and continued teaching into the 1960s and 1970s. The account below begins with reflections on psychology and education in the early decades of the twentieth century drawn from a 1936 conference organised by the Nursery School Association of Great Britain, and from a widely used textbook that represents the gradual trend towards ‘fragmentation’ of educational theory into a multiplicity of disciplines. Reference is then made to two popular textbooks by prominent Froebelians, Brearley and Hitchfield, and by Ruth Beard illustrating the growing influence of Piaget as a post facto rationale for a pedagogy that was proceeding by instinct. Walkerdine, Lister and Hall are researchers who have investigated from various angles the impact of Piagetian psychology on primary practice, but the process whereby this translation from the laboratory to the classroom takes place is one that demands further investigation. Vital evidence lies in the living memories of early years teachers whose careers spanned the 1930s to the 1970s and a rich quality and personal texture of the data is apparent as retired early years teachers recounted their professional careers. It offers a more complex account than the grand narratives that historians have traditionally compiled from purely documentary evidence centring on great thinkers, key texts and policy initiatives. The role of in‐service education was clearly important in the experiences recalled in this paper. Above all we find evidence of a distinctive shift in teacher–child relationships over that historical period and of the contribution made to this by psychological theory, epitomised in the figure of Piaget and in his focus on the individual learner.     

EXCEL在角度转换中存在的问题及解决的方法

EXCEL在工程领域应用广泛,但它在角度不同单位间的转换过程中,当以度分秒为单位的角度值的秒位数为零转换成以度为单位的数值时,会出现较大的误差,甚至达 38″或-61″。对于严密工程如精密机器安装定位、公路铁路等地下隧洞控制测量及贯通等,这个误差的影响会造成比较严重的后果。提出了角度不同单位间的转换公式,同时也分析了出错的原因和解决的办法。     

《国际商事合同通则》(中译本)词汇翻译错误辨析

从对英语单词、短语的理解入手,就《国际统一私法协会国际商事合同通则》(中英文对照本)中文译文中出现的对英语单词、短语意思的误解而导致的误译情形进行了简要分析和评述。     

中外女排比赛接拦回球效果及失误原因的比较分析

中外女排比赛中接拦回球数量仍然较多,占扣球总数的14%左右,比赛中80%左右的拦回球落在3m线前区域。中国女排接拦回球的效果好于日本女排、塞尔维亚女排和多米尼加女排,但与巴西女排、美国女排相比差距较大,同俄罗斯女排、意大利女排接拦回球的效果相差不大。接拦回球失误的主要原因有接拦回球队员反应跟不上造成无防守动作形成失误,其次是接拦回球队员防守意识不强未及时进入防守位置形成失误。中国女排应加强接拦回球跟进保护意识培养,努力提高各种倒地和单手垫球技术,从而提高接拦回球能力。     

管理会计学理论研究方法的思考

我国高校界各种版本的管理会计(学)教材在理论方法上渐趋系统规范,但是,即使较有权威的、影响较大的、在高校专业教学中被广泛采用的管理会计(学)教材中,在理论方法上也屡有比较明显的差错,究其具体原因,理论研究的方法问题应得到应有的重视。本文认为：管理会计学的理论研究必须注重其理论的系统性和科学的一致性,应注意不要人为地制造“高深”而弃简就繁,对理论研究成果在文字表述上要力求确切、鲜明、科学,以有效杜绝错误和无价值的歧意发生,避免出现误导。     

沙特阿拉伯学生习得汉语辅音偏误探析

沙特阿拉伯学生在学习汉语初级阶段常出现一些语音偏误,这种偏误有一定的普遍性和规律性,且具有别于其他国别留学生语音偏误的特殊性。由于篇幅所限,文章仅选取了沙特阿拉伯学生的汉语辅音偏误为调查对象,进行了语音测试,测试分为听辨和朗读汉语辅音两个方面。根据测试结果,文章主要从学生母语即阿拉伯语对其习得汉语辅音的影响方面,分析了产生偏误的原因。最后提出针对沙特阿拉伯学生汉语辅音教学的建议。以期对来自阿拉伯国家、母语为阿拉伯语的留学生的语音教学,特别是初级阶段的语音教学有所帮助。