汉英交替传译质量提高策略     

郝琨  崔丞 《和田师范专科学校学报》2010,29(4):247-247

衡量口译质量的标准包括大意回复（clause recall）、关键词翻译（key word retrieval）、流利性标识（dysfluency markers）及语速（speed rate）。在实践过程中研究分听辨、笔记、表达诸方面相关因素与口译效率的关系,试图探讨汉英交替传译提高交传质量的策略。实践研究结果显示,交传质量受到听辨能力、记笔记能力和中英双语转换能力的影响。  相似文献   

中药复方对戊四氮致痫大鼠海马神经元caspase-3表达的影响     

王玢  迟华基  袁方曜 《山东教育学院学报》2010,25(6):39-42

目的：观察戊四氮（PTZ）致痫大鼠海马神经元caspase-3表达以及中药复方AAP的脑保护作用.方法：144只健康成年雄性Wistar大鼠随机分为对照组（CK组）、模型组（PTZ组）、中药大剂量组（AAPl组）、中药中剂量组（AAPm组）、中药小剂量组（AAPs组）和丙戊酸钠组（VPA组）;每组各6只.CK组和PTZ组分别给予生理盐水（4mL/kg.d）灌胃;中药各组分别给予中药复方大、中、小剂量（10.26g/kg、5.13g/kg、2.56g/kg）灌胃,每天1次;VPA组腹腔注射VPA（20mg/kg.d）.造模第一天,除CK组外,其余各组大鼠均腹腔注射戊四氮（PTZ）75mg/kg,观察记录大鼠行为学变化;于致痫后12h、2d、5d、7d相应时间点取材,制备脑标本;免疫组化检测caspase-3表达.结果：致痫后,除CK组外,其余各组海马区caspase-3阳性表达增强;7天,与PTZ组相比,AAPl组、AAPm组和AAPs组海马CA3区caspase-3阳性表达减弱（P〈0.05）.结论：caspase-3参与致痫大鼠海马神经元凋亡过程;AAP能降低caspase-3表达,减少神经元凋亡,有神经保护作用.  相似文献   

Mechanical analysis and reasonable design for Ti-Al alloy liner wound with carbon fiber resin composite high pressure vessel     

Chuan-xiang Zheng  Fan Yang  Ai-shi Zhu 《浙江大学学报(A卷英文版)》2009,10(3):384-391

To consider the internal pressure loaded by both the cylindrical Ti-Al alloy liner and the carbon fiber resin composite （CFRC） wound layers, two models are built. The first one is a cylinder loaded with the internal pressure in the hoop direction only. In this model, the total hoop direction load is distributed over all layers under the internal pressure. The second one is a cylinder loaded with the internal pressure in the axial direction only. In this model, the total axial load is distributed over all cylinders under the internal pressure. Taking the boundary conditions of the continuous displacement between layers into account, a group of equations are built. From these equations, we get the solutions of stresses in both hoop direction and axial direction loaded by every layer under internal pressures. After the stresses are obtained, a reasonable design can be done. An example is given in the final section of this study.  相似文献   

Models in Physics, Models for Physics Learning, and Why the Distinction may Matter in the Case of Electric Circuits   总被引：1，自引：0，他引：1  

Christina Hart 《Research in Science Education》2008,38(5):529-544

Models are important both in the development of physics itself and in teaching physics. Historically, the consensus models of physics have come to embody particular ontological assumptions and epistemological commitments. Educators have generally assumed that the consensus models of physics, which have stood the test of time, will also work well as teaching models, and for many topics this assumption is at least unproblematic and in many cases productive. However, in the case of electric circuits the consensus models are highly abstract and consequently inaccessible to beginning learners. Certain historically derived analogues for the consensus models are accepted in texts, but these are demonstrably ineffective for helping learners grasp the fundamental concepts of electric circuits. While awareness of other models circulates informally in the teaching community, these are not well documented in the science education literature and rarely referred to in authoritative texts, possibly because the models do not share the ontological assumptions and epistemological commitments that characterise consensus models. Consequently these models have not been subjected to a disciplined critique of their effectiveness for teaching purposes. In this paper I use criteria drawn from the science education literature to reflect on why I have found particular models valuable in teaching electric circuits. These criteria contrast with the epistemological and ontological features that characterise the consensus models of science, and my reflection leads me to attend explicitly to the ways in which meanings are created within physics. This suggests that all models, whether consensus models or not, can be used more knowingly for important educational ends.

Christina HartEmail:

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螺旋弹簧变形的机理模型     

张宝元  许洪 《昆明师范高等专科学校学报》1997,(Z1)

普通物理“固体的弹性形变”一章教学中,有关螺旋弹簧变形的机理是教学难点,为了帮助学生理解,我们构思设计和制作了演示旋弹簧变形机理的二维模型、三维模型.并就模型的设计原理和制作方法作了说明  相似文献   

CALIS与高校数字图书馆网络化的发展模式   总被引：5，自引：0，他引：5  

朱建伟 《邵阳学院学报(社会科学版)》2003,2(3):154-156

文章主要阐述了CALIS在现代信息技术、信息资源共享、文献传递服务、联合编目以及全文数据库信息等方面所具有的优势，及其对高校数字图书馆网络化发展模式所发挥的积极推动作用。  相似文献   

日本大学入学考试制度的历史沿革及现行模式评介     

周琴 《湖北招生考试》2006,(12)

二战后,日本先后实行了五种大学入学考试制度：升学能力测验,单独考试,能研测试,共通第一次学力考试,大学入学考试中心考试。对日本现行大学考试制度从考试组织、考试内容、考试形式、录取方式等方面作具体分析,可以发现日本现行大学入学考试制度最主要的特点即在于其两次考试的复合型模式。  相似文献   

高等职业教育的人才培养模式探讨     

侯德富刘善华  吴恒春 《广东白云职业技术学院广州白云工商高级技工学校学报》2004,11(3):43-46

针对高等职业教育的人才培养，提出培养人才的切实目标，树立培养人才的新观念。新认识。并总结高职院校培养人才的多种模式和方法。借此抛砖引玉，引发高职教育界的深入探讨，找出一条符合中国国情的人才培养之途径。  相似文献   

Oral Presentation——Opportunity or Suffering     

李红梅  毛瑾 《海外英语》2012,(9):274-275

This paper is about a reflective practice happened in the author’ s College English teaching.Since 2005,a 5-minute oral-presentation was required for all the students in turn,in order to raise opportunities for them to practice oral English.But the students’ responses were always disappointing since they only took the task as a burden.After the teacher lift the limits on presentation time,form,sequence,partner,etc.,better learning outcomes were achieved.When reflecting on this change,Biggs’3P Models of "constructive alignment" is taken into account.Any teaching and learning activity (TLA) cannot put the students’ and the teacher’ s presage aside since the students’ ability,interests,motivation as well as the teacher’ s objective,assessment approach and so on are co-determinants of a successful TLA.Further suggestions are given based on this reflection at the end of the paper.  相似文献   

Classification of learning outcomes: evidence from the computer games literature   总被引：1，自引：0，他引：1  

Harold F. O'Neil  Richard Wainess  Eva L. Baker 《Curriculum Journal》2013,24(4):455-474

Following up on an earlier issue of The Curriculum Journal (Vol. 16, No. 1), this article focuses on learning outcomes in the context of video games. Learning outcomes are viewed from two theoretical frameworks: Kirkpatrick's levels of evaluation and the CRESST model of learning. These are used to analyse the outcomes claimed in journal articles that report empirical work, indicating the usefulness of the frameworks, and the necessity to consider the role of affective learning. The article ends with some comments on the relationship of instructional design to effective games and learning outcomes.  相似文献