发现学习法在数学教学中的应用

本文结合大学生的思维特点及数学学科的特点，论述了恰当地采用发现学习法将使“教师教的活动与学生学的活动”达到事半功倍的效果。     

多媒体网络在翻译教学中的应用

在传统翻译教学模式下,教师往往是课堂活动的中心,而学生只是被动的接受者,学习积极性不强,而将多媒体网络应用于翻译教学可以很好的解决这一问题。首先分析传统教学的不足之处,然后指出如何利用多媒体网络教学来解决这一系列问题,最终达到提高学生的实际翻译能力的目的。     

Is Route Learning More Than Serial Learning?

Abstract

The nature of route learning in terms of the memorizing of landmarks was investigated. In Experiment 1, participants memorized landmarks while being guided through a computer-simulated hallway (dynamic, with spatial context), or while viewing the landmarks one by one in front of a black background (static, without context). Two more conditions completed the 2 × 2 design. One condition preserved the dynamic landmark viewing properties (observers approached each object, passed it, turned to the next object, and so on), but the background was black (dynamic, without context). In the other condition the observer saw a stationary display of each object within a hallway, but did not approach the object (static, with context). Serial recall was much better after viewing the landmarks in the dynamic presentation format with spatial context than in the other conditions. Experiment 2 showed that the superior performance in the dynamic condition with context was abolished when all hallway segments were equally long. This implies that metric information is a component of route knowledge at a very early stage, which is incompatible with the dominant framework, but is compatible with the alternative framework for spatial microgenesis.     

基于深度学习的目标跟踪技术及其多波段应用研究

目标跟踪是计算机视觉领域中最具挑战性的领域之一。首先，回顾了目标跟踪技术发展现状并总结出目标跟踪的一般流程；其次，分析了卡尔曼滤波、粒子滤波等传统目标跟踪方法的优缺点；再次，依次重点介绍了固定窗跟踪等相关滤波目标跟踪方法，以及全网络自适应目标跟踪等高性能目标跟踪方法；最后，总结了目标跟踪在红外、毫米波、太赫兹等波段的应用，并对多波段融合目标跟踪进行了展望。     

高等学校人才流失实证分析

根据某财经类高校实际资料，分析了高等学校人才流失的现状和原因，提出了解决问题的对策和措施。     

英语主题项目教学实践研究

项目教学是实现综合能力教学的有效途径。在英语教学过程中运用主题项目教学可以弥补授受式教学模式的不足,培养学生自主学习、团队协作、问题解决、积极创新等素质能力。本文以建构主义理论为指导,通过计划—行动—观察—反思,探索出一套实践教学模式:一个中心、二个场所、三个要素、四个步骤,旨在提高学生的综合素质。     

Learning to Reach to Locations Encoded from Imaging Displays

We examined the use of hand gestures while people solved spatial reasoning problem in which they had to infer motion from static diagrams (mental animation problems). In Experiment 1, participants were asked to think aloud while solving mental animation problems. They gestured on more than 90% of problems, and most gestures expressed information about the component motions that was not stated in words. Two further experiments examined whether the gestures functioned in the mechanical inference process, or whether they merely served functions of expressing or communicating the results of this process. In these experiments, we examined the effects of instructions to think aloud, restricting participants' hand motions, and secondary tasks on mental animation performance. Although participants who were instructed to think aloud gestured more than control groups, some gestures occurred even in control conditions. A concurrent spatial tapping task impaired performance on mechanical reasoning, whereas a simple tapping task and restricting hand motions did not. These results indicate that gestures are a natural way of expressing the results of mental animation processes and suggest that spatial working memory and premotor representations are involved in mental animation. They provide no direct evidence that gestures are functional in the thought process itself, but do not rule out a role for overt gestures in this type of spatial thinking.     

外语学习中情感因素的调查与研究

外语学习中的情感因素主要是指学生们对外语学习所产生的情绪与感受,主要包括学习者的态度,动机与需求,自尊、自信与冒险心及焦虑情绪等。本文笔者通过对农村学生与城市学生的外语学习中的情感策略调查及分析,论述了对外语学习产生正面影响(如自信、冒险心等)的情感因素和一些对外语学习会产生极其负面的影响(如焦虑)的情感因素。并说明了外语教师除了传授知识和学习策略外,还应注重学生的情感教育。注意培养学生的学习动机,利用多元智能理论指导,培养学生的自信心缓解学生焦虑情绪。     

网络环境下英语听说学习策略的调查研究——以铜仁学院英语专业为例

英语听说学习策略是学习者在英语听说网络教学中学习所使用的特殊行为和技巧。以铜仁学院英语专业学生为研究对象,通过问卷,调查英语听说课网络教学中学习者英语听说学习策略的使用情况。调查发现,英语听说学习策略使用频率的高低反映出学习者是否在听说训练中充分利用网络优势,选择和利用各种网络资源,通过不同学习手段来实现他们的学习目标;不同英语听说水平的学习者对学习策略的使用存在显著差异,但学习策略的使用对英语听说水平并没有明显影响;学习者在运用某一英语听说策略的同时会使用其他多项英语听说策略,它们之间存在较大的相关性。