初中英语课堂提问研究量表的编制

课堂提问一直以来都是初中英语课堂教学的重要手段之一,它贯穿于课堂教学的始终,是师生之间互动的桥梁.初中阶段是学生生涯的关键时期,课堂提问对英语教学的成败起着重要的作用.研究初中英语课堂提问对改进初中英语教学方式、方法,推动英语教学改革具有重要的现实意义.一个便于观察和记录的量表,可以研究和评价教师的课堂提问行为.本文是在借鉴国内外其他课堂提问的相关研究的基础上编制而成的,用以分析初中英语教师的课堂提问.     

谈谈考试与命题

本文根据考试的特点、作用和所存在的问题，对命题的类型和原则进行了分析，并指出应如何科学地分析试后结果，使考试与命题真正成为检验教学质量的有效手段。     

论高职高专英语教学改革的理念与方法

高职高专英语教学改革涉及到教学理念、教材、教学法、教学检测等一系列问题。其中，教学理念与教学法是教改的核心问题。文章提出了以学生为中心和两个“结合”的理念及四种教学方法，并指出英语教学改革应结合各校的具体情况，配合相应的教材，采用适当的方法。     

教学过程应注重学生创造能力的培养

从教学内容、教学方法、手段、考试等方面着手，讨论如何加强学生创造能力的培养。     

学科考试的求新探索

作为评价手段的考试，应重视三个方面的评价功能：诊断功能是否全面，将直接影响考试效度；导向功能是否定准，将直接影响今后的努力方向；激励功能是否发挥，将直接影响学生学习积极性．为了使评价的三大功能真正得到体现，考题的编制就显得非常重要了。     

面向素质教育的物理考试

在中专物理教学中如何建立一套适合素质教育的考试模式呢?下面笔者结合自己的物理教学实践谈一些做法与想法.1 校内考试手段多样性 现行的考试是一份试卷定优劣,很多学生对考试望而生畏.如何使全体学生都乐于考试?并通过考试的诱导,全面提高学生的基本素质,促进学生全面和谐发展,这就需要注重考试方式的多样性.     

Internet在大学英语课堂教学中的应用

Internet的迅猛发展引起了广大语言教师的关注。本文通过分析中国大学英语教学的背景与现状，主要介绍了在大学英语课堂教学中应用Internet，所能带来的诸多好处。     

全方位教学改革培养学生的科学素质

本文阐述了作者对大学物理学整个教学周期的设计,主要包括教学方法和考试方式两方面的教学改革.采用了灵活多样的教学方法和多元化的考试方式.充分运用自编《大学物理学习指导书》,采用配套的教学方法引导学生认识和掌握学习规律,激发学生主动学习的积极性,同时利用考试对教学的服务功能,实现考核方式的多元化,持续地监督并检测学生的学习进展情况,逐步培养学生科学的思维方法和科学素质,增强学生的就业竞争能力.     

基于底线管理提升课程教学质量的探索与研究

针对传统专业课教学存在教学方法落后、过程管理松懈,更有甚者,通过降低试卷难度、变相泄题等不正当手段使学生通过课程考核等问题,中国计量大学光学原理教师进行了底线管理教学探索与改革.通过及格考试、基础训练系统、能力提升教学、评价模式改革等手段,在不明显增加学习负担的前提下,使学生能及时解决课程学习中的基础性问题,充分了解通...     

计算机模拟技术在普物实验操作考试中的应用初探

本文讨论了普物实验操作考试存在的组织困难和信度不高问题，提出解决该问题的一种手段——计算机模拟操作考试。     

中英分析化学教材的几点差异

以常见的中英文分析化学教材为例,探讨中英文教材之间的几点差异,为实行分析化学双语或全英语教学的院系选择教材提供参考,同时为编写和国际接轨的教材提供依据。     

Fundamental Frequency in Monolingual English, Bilingual English/Russian, and Bilingual English/Cantonese Young Adult Women

Mean F0 of nine young adult English/Russian female bilinguals and nine young adult English/Cantonese female bilinguals were examined from samples of connected speech in each language. Mean F0 were compared in each language and in English with those of a monolingual English control group of ten young adult female speakers. Acoustic measurements were analyzed with the Kay Elemetrics Multispeech program (Kay Elemetrics, Lincoln Park, NJ). The results indicate that the English/Russian bilinguals consistently had a higher mean F0 in Russian than in English. Mean F0 did not change with language switch for the English/Cantonese speakers. There were no significant differences between the groups in their English production. Clinical implications regarding norms for both monolingual and bilingual persons, as well as implications for understanding the nature of bilingualism, in particular code-switching, are discussed.     

Plasticity in vowel perception and production: a study of accent change in young adults

This study investigated changes in vowel production and perception among university students from the north of England, as individuals adapt their accent from regional to educated norms. Subjects were tested in their production and perception at regular intervals over a period of 2 years: before beginning university, 3 months later, and at the end of their first and second years at university. At each testing session, subjects were recorded reading a set of experimental words and a short passage. Subjects also completed two perceptual tasks; they chose best exemplar locations for vowels embedded in either northern or southern English accented carrier sentences and identified words in noise spoken with either a northern or southern English accent. The results demonstrated that subjects at a late stage in their language development, early adulthood, changed their spoken accent after attending university. There were no reliable changes in perception over time, but there was evidence for a between-subjects link between production and perception; subjects chose similar vowels to the ones they produced, and subjects who had a more southern English accent were better at identifying southern English speech in noise.     

英语篇章朗读质量的自动评分

本文研究了英语篇章朗读的计算机自动评分。本文根据人工评分的角度和准则,用语音识别技术分析语音,提取一系列评价特征,包括朗读完整度特征、发音准确度特征、流利度特征,然后通过SVM回归把这些评价特征映射为质量分数。在对4000名中学生的英语水平自动测试中,用3200名学生的人工评分训练系统,对其余800名学生的机器自动测试取得分差为1.18的良好结果,而专家评分与参考评分的平均分差为1.31。实验表明该项技术已达到实用化水平。     

开展普通物理双语教学的经验、体会和教训

介绍了近几年来在开展普通物理双语教学过程中取得的一些经验、体会和教训．我们教学的基本方针是一切为了学生的进步,调动学生的积极性,与国际接轨,为将来学生能更好地学习、交流和开展科学研究做好准备．在教学中,我们使用了国外原版教材,并用英语授课,采取灵活的教学方式．尽管我们在逐渐加强英语教学的力度,但在目前,我们的英语教学仍是中文教学的辅助部分．     

Vowel Intelligibility in Classical Singing

Vowel intelligibility during singing is an important aspect of communication during performance. The intelligibility of isolated vowels sung by Western classically trained singers has been found to be relatively low, in fact, decreasing as pitch rises, and it is lower for women than for men. The lack of contextual cues significantly deteriorates vowel intelligibility. It was postulated in this study that the reduced intelligibility of isolated sung vowels may be partly from the vowels used by the singers in their daily vocalises. More specifically, if classically trained singers sang only a few American English vowels during their vocalises, their intelligibility for American English vowels would be less than for those classically trained singers who usually vocalize on most American English vowels. In this study, there were 21 subjects (15 women, 6 men), all Western classically trained performers as well as teachers of classical singing. They sang 11 words containing 11 different American English vowels, singing on two pitches a musical fifth apart. Subjects were divided into two groups, those who normally vocalize on 4, 5, or 6 vowels, and those who sing all 11 vowels during their daily vocalises. The sung words were cropped to isolate the vowels, and listening tapes were created. Two listening groups, four singing teachers and five speech-language pathologists, were asked to identify the vowels intended by the singers. Results suggest that singing fewer vowels during daily vocalises does not decrease intelligibility compared with singing the 11 American English vowels. Also, in general, vowel intelligibility was lower with the higher pitch, and vowels sung by the women were less intelligible than those sung by the men. Identification accuracy was about the same for the singing teacher listeners and the speech-language pathologist listeners except for the lower pitch, where the singing teachers were more accurate.     

Fractal power law in literary English

We present in this paper a numerical investigation of literary texts by various well-known English writers, covering the first half of the twentieth century, based upon the results obtained through corpus analysis of the texts. A fractal power law is obtained for the lexical wealth defined as the ratio between the number of different words and the total number of words of a given text. By considering as a signature of each author the exponent and the amplitude of the power law, and the standard deviation of the lexical wealth, it is possible to discriminate works of different genres and writers and show that each writer has a very distinct signature, either considered among other literary writers or compared with writers of non-literary texts. It is also shown that, for a given author, the signature is able to discriminate between short stories and novels.     

普通物理利用逐章研讨模式,培养学生思考能力

为了利用有限的教师资源,提高学生对普通物理学习的参与度,培养学生的思考能力,提出了一种逐章研讨的教学模式.在每章课堂教学内容完成后,要求学生结合该章内容,利用该章的物理原理讲解一个身边可以找到的实例,或者利用该章知识提出一种新设计、新发明.经过两个大班的尝试,学生们积极参与,不同学科背景的学生表现了不同的特点,明显增强了学生对物理课程的兴趣.经过尝试,学生在课堂学习时更加投入,加强了对物理理论的思考和理解.     

Vowel normalization for accent: an investigation of best exemplar locations in northern and southern British English sentences

Two experiments investigated whether listeners change their vowel categorization decisions to adjust to different accents of British English. Listeners from different regions of England gave goodness ratings on synthesized vowels embedded in natural carrier sentences that were spoken with either a northern or southern English accent. A computer minimization algorithm adjusted F1, F2, F3, and duration on successive trials according to listeners' goodness ratings, until the best exemplar of each vowel was found. The results demonstrated that most listeners adjusted their vowel categorization decisions based on the accent of the carrier sentence. The patterns of perceptual normalization were affected by individual differences in language background (e.g., whether the individuals grew up in the north or south of England), and were linked to the changes in production that speakers typically make due to sociolinguistic factors when living in multidialectal environments.     

Spanish listeners' perception of American and Southern British English vowels

L2 studies demonstrate that learners differ in their speech perception patterns. Recent explanations attribute this variation to the different initial stages with which learners start their L2 development. Spanish listeners' categorization of Standard Southern British English and American English vowels is compared. The results show that, on the basis of steady-state F1 and F2 values, listeners classify the vowels of these two English varieties differently. This finding suggests that the dialect to which learners are exposed determines their initial stage for L2 perception and the tasks they need to perform to successfully acquire a new sound system.