构建以前期任务、主要任务和后续评价为基础的英语教学模式培养学生的自主学习能力

采取书面考试和课上活动评估的办法,记录学生在英语学习过程中认知、情感和行为表现.从前期任务、主要任务、后续评价三个环节入手,注重培养和激发学生学习的积极性和自信心,培养学生的兴趣,增强学习动机和合作学习的精神,从而获得自主学习的能力.     

任务型英语写作前期输入的调查与分析

通过对学生的问卷调查,以及对调查结果的分析,探讨任务写作前期语言输入的作用,并对任务型英语写作教学的前期任务设计提出了一些建议。     

基于CNP和MAS的航空兵编队协同任务分配

任务分配方法是任务控制过程的重要组成部分,是编队协同作战指挥策略的关键。以合同网协议(CNP)和多智能体系统(MAS)理论为基础,建立了编队MAS结构和基于投标过程的任务分配模型,将任务优先权引入任务分配模型中,可以实现预先任务分配和执行过程中动态任务分配,保证动态环境下编队整体分配效能较优。针对作战想定进行了仿真计算,结果表明,基于CNP和MAS理论的编队协同任务分配具有良好的预先任务分配和实时任务分配效果,能够满足编队作战任务的需要。     

Music in the exercise domain: a review and synthesis (Part II)

Since a 1997 review by Karageorghis and Terry, which highlighted the state of knowledge and methodological weaknesses, the number of studies investigating musical reactivity in relation to exercise has swelled considerably. In this two-part review paper, the development of conceptual approaches and mechanisms underlying the effects of music are explicated (Part I), followed by a critical review and synthesis of empirical work (spread over Parts I and II). Pre-task music has been shown to optimise arousal, facilitate task-relevant imagery and improve performance in simple motoric tasks. During repetitive, endurance-type activities, self-selected, motivational and stimulative music has been shown to enhance affect, reduce ratings of perceived exertion, improve energy efficiency and lead to increased work output. There is evidence to suggest that carefully selected music can promote ergogenic and psychological benefits during high-intensity exercise, although it appears to be ineffective in reducing perceptions of exertion beyond the anaerobic threshold. The effects of music appear to be at their most potent when it is used to accompany self-paced exercise or in externally valid conditions. When selected according to its motivational qualities, the positive impact of music on both psychological state and performance is magnified. Guidelines are provided for future research and exercise practitioners.     

任务型教学法在英语专业综合英语课程中的运用

任务型教学是近年来中国中小学英语教学中比较流行而且有效的一种教学方法,有些高校英语教师也尝试把它运用到大学英语和英语专业课堂中。该文将探讨任务型教学在英语专业综合英语课程中的运用,重点阐述如何按照“任务前”“任务中”和“任务后”这三个阶段设计教学活动,试图找出任务型教学的优势和不足之处,以期能为任务型语言教学提供一些建议。     

任务型教学在高职英语教学中的应用探析

高职英语教学改革的大力推进,传统的以老师为中心的教学模式已无法适应当前的形势。任务型教学法是一种以学习者为中心又注重实践的教学法。本文对任务型教学法的产生和特征及设计任务的原则进行了梳理,旨在探究任务型教学法符合当前高职英语教学改革的需求。     

Music in the exercise domain: a review and synthesis (Part I)

Since a 1997 review by Karageorghis and Terry, which highlighted the state of knowledge and methodological weaknesses, the number of studies investigating musical reactivity in relation to exercise has swelled considerably. In this two-part review paper, the development of conceptual approaches and mechanisms underlying the effects of music are explicated (Part I), followed by a critical review and synthesis of empirical work (spread over Parts I and II). Pre-task music has been shown to optimise arousal, facilitate task-relevant imagery and improve performance in simple motoric tasks. During repetitive, endurance-type activities, self-selected, motivational and stimulative music has been shown to enhance affect, reduce ratings of perceived exertion, improve energy efficiency and lead to increased work output. There is evidence to suggest that carefully selected music can promote ergogenic and psychological benefits during high-intensity exercise, although it appears to be ineffective in reducing perceptions of exertion beyond the anaerobic threshold. The effects of music appear to be at their most potent when it is used to accompany self-paced exercise or in externally valid conditions. When selected according to its motivational qualities, the positive impact of music on both psychological state and performance is magnified. Guidelines are provided for future research and exercise practitioners.     

Adapting Non-Task-Based Materials to Fit a Task-Based Framework

I. Introduction Research findings have led to claims that the task syllabus has a richerpotential for promoting successful second language learning than other syl-labus types (e.g. than structural, notional/ functional, situational ones).But there are few…     

任务前准备对不同口语水平学生的影响研究

针对大学本科学生在口语表达前的准备工作,笔者考察了任务前准备对不同口语水平二语学习者的影响。通过对比实验发现,任务前准备只在词汇复杂度指标上显著提高了学习者的口语水平,且只对中级组学生的词汇复杂度和低级组学生的句法复杂度产生显著影响。文章还对任务前准备中的注意事项进行了总结。