利用宏实现对Word功能的扩展   总被引：2，自引：0，他引：2  

王艳辉  王延涛  杜兴勇  闫丽 《通化师范学院学报》2003,24(4):33-35

刺用Word2000中的宏可以实现自动化，从而扩展Word的功能，同样的原理、方法也可以用在Excel和Access等office程序上，丰富office的功能。  相似文献   

从汉维语语序差异分析民族学生汉语学习中的语序偏误原因     

张立荣 《喀什师范学院学报》2007,28(5):67-69

少数民族学生学习汉语时常常出现语序方面的偏误,影响了他们的语言面貌。汉维语是属于不同语系的语言,正是这种在语序方面存在的较大差异,造成了民族学生学习汉语时出现语序偏误。  相似文献   

一种基于中文分词算法的信息过滤技术     

姚磊岳  熊建英 《科技广场》2007,(7):111-113

针对人工智能在信息过滤领域的实际应用,提出了一种基于分词算法的过滤技术。该技术突破以往企业信息过滤技术的传统模式,将分词算法引入,大大提高了信息过滤的效率,能自动、高效地实现企业海量级信息过滤。  相似文献   

1999年天津世界体操锦标赛综述   总被引：9，自引：3，他引：6  

王健  沈祖芳  刘艳丽 《天津体育学院学报》1999,14(4):20-23

以临场技术录象统计资料为依据,对第34 届世界体操锦标赛进行评述。重点阐述了各单项技术的发展特征和中国队取胜的主要原因,同时展望悉尼奥运会竞技体操技术的演变趋势和各参赛国实力的格局变化,为教练员及决策者提供参考。  相似文献   

A cross-linguistic comparison of phonological awareness and word recognition     

Durgunoğlu  Aydı Yücesan  Öney  Banu 《Reading and writing》1999,11(4):281-299

Phonological awareness is one of the critical skills in the acquisition of reading in an alphabetic orthography. The development of phonological awareness was compared across Turkish and English-speaking kindergarten and first-grade children (n = 138). The Turkish-speakers were more proficient in both handling of the syllables and deleting final phonemes of words. These patterns were related to the characteristics of the respective spoken languages (such as the saliency of the syllable, familiarity of the nonword patterns, importance of onset or final phoneme deletion, importance of vowel harmony) and the development of phonological awareness was discussed as a function of the characteristics of spoken language, orthography and literacy instruction.  相似文献   

Developing phonological awareness and word recognition skills: A two-year intervention with low-income,inner-city children     

Blachman  Benita A.  Tangel  Darlene M.  Ball  Eileen Wynne  Black  Rochella  McGraw  Collen K. 《Reading and writing》1999,11(3):239-273

Low-income, inner-city children were involved in a two-year intervention delivered in the regular classroom by regular classroom teachers to develop phonological awareness and word recognition skills. For the treatment children, an 11-week phoneme awareness program in kindergarten was followed by a first grade reading program (extended to grade 2 for some children) that emphasized explicit, systematic instruction in the alphabetic code. Control children participated in the school district's regular basal reading program. Both groups participated in a phonetically-based spelling program mandated by the district. At the end of grade 1, treatment children (n = 66) significantly outperformed control children (n = 62) on measures of phonological awareness, letter name and letter sound knowledge, and three measures of word recognition, and reached marginal significance (0.056) on a fourth. They also significantly outperformed the control children on two measures of spelling. One year later, at the end of grade 2, the treatment children (n = 58) significantly outperformed the control children (n = 48) on all four measures of word recognition. For the groups as a whole, there were no differences on the one measure of spelling readministered at the end of grade 2. However, there were significant differences in spelling between the treatment (n = 16) and control children (n = 13) who remained in the bottom quartile of spellers at the end of grade 2 when partial credit was given for phonetically correct spelling, and significant differences in reading favoring these treatment children on all four measures of word recognition.  相似文献   

The effects of first language orthographic features on word recognition processing in English as a second language   总被引：1，自引：1，他引：0  

Akamatsu  Nobuhiko 《Reading and writing》1999,11(4):381-403

This study investigated the possible effects of first language (L1) orthographic characteristics on word recognition in English as a second language (ESL). Case alternation was used to examine the impact of visually distorted words of different types on fluent ESL readers' word recognition in naming. Visual distortion of word shape (i.e., cAsE aLtErNaTiOn) was utilized because, although visually distorted words have lost word-shape cues, they preserve the cue value of words (i.e., spelling patterns). It, therefore, was hypothesized that if one is sensitive to alphabetic orthography, or if one's inner mechanism of processing an alphabetic word is efficient, then the visual disruption of word-shape cues should not affect one's sensitivity to sequences of letters in words. In other words, this study focused on the magnitude of the effect of case alternation in word recognition as an index of the sensitivity to alphabetic words. Results showed that the magnitude of the case alternation effect in a naming task was significantly larger for the ESL participants whose L1 is not alphabetic (i.e., Chinese and Japanese) than the ESL participants whose L1 is alphabetic (i.e., Iranians -- Persian as L1). This result seems to indicate that the Persian speakers, due to the facilitating influence of their L1 orthography, were less influenced by case alternation than the Chinese and Japanese speakers, whose L1 orthographies are not alphabetic. This finding suggests that the first language orthographic features affect the orthographic coding mechanisms (i.e., word recognition mechanisms) in a second language.  相似文献   

Word VBA辅助标准编写工作的研究     

许晓锋  杨扬  葛明君 《人天科学研究》2010,(1)

标准编写工作涉及大量文本格式的编排工作,通过WordVBA编程可实现标准编写工作的自动化,提高工作效率。依据标准编写要求,编程实现了标准编写工作的"一键式"快速设置各类段落样式,快速生成标准封面、目次、公式题注、正文脚注等工作,极大方便了标准编写工作。  相似文献   

A working memory model applied to mathematical word problem solving   总被引：1，自引：0，他引：1  

Hassan Alamolhodaei 《Asia Pacific Education Review》2009,10(2):183-192

The main objective of this study is (a) to explore the relationship among cognitive style (field dependence/independence), working memory, and mathematics anxiety and (b) to examine their effects on students’ mathematics problem solving. A sample of 161 school girls (13–14 years old) were tested on (1) the Witkin’s cognitive style (Group Embedded Figure Test) and (2) Digit Span Backwards Test, with two mathematics exams. Results obtained indicate that the effect of field dependency, working memory, and mathematics anxiety on students' mathematical word problem solving was significant. Moreover, the correlation among working memory capacity, cognitive style, and students’ mathematics anxiety was significant. Overall, these findings could help to provide some practical implications for adapting problem solving skills and effective teaching/learning.  相似文献   

中日同形词的比较研究     

吴春燕 《安阳师范学院学报》2009,(3):112-115

同形词的学习在日语的词汇学习中占有重要的地位,其既同又异的特性往往使学习者出现误用。本文试图从同形词常见的误用类型出发,对同形词差异产生的原因及在学习中如何对待同形词进行探讨。  相似文献