非英语专业大学生英语自主学习能力培养

本文以自主学习理论为依据,对湖北工业大学工程技术学院非英语专业一年级学生的自主学习能力进行了调查.数据分析表明,非英语专业大学生在学习态度,对教师及自身角色定位以及学习策略使用都存在着不足.因此,笔者从激发学生学习动机,改进学习策略,重新定位教师角色以及创建良好环境等方面提出了建议.     

非英语专业三校生英语学习自主性的调查与分析

以辽宁对外经贸学院2006级非英语专业三校生为研究对象,调查非英语专业三校生的英语学习自主性的现状,发现三校生在英语学习自主性方面存在的一些问题。并建议通过关注三校生的情感问题、培养语言学习策略、加强合作语言学习、建立学习者档案、分层次英语教学来提高非英语专业三校生英语学习自主性、促进非英语专业三校生的大学英语教学。     

大学英语自主学习能力的培养

阐述了培养大学生自主学习能力是大学英语教学现状、现代语言教学理论的必然要求,也是提高英语教学效率的有力保证.教师可通过改善英语学习者的学习环境,培养学生自主学习英语的意识和动机,创设发展性的课堂教学模式,加强对英语学习策略的训练,充分利用多媒体、网络资源引导自主学习等措施,逐步培养学生自主学习的能力.     

大学生自主学习现状的调查与分析

近年来，各高校对大学生自主学习能力的培养给予了越来越多的重视。主要原因是：第一，随着科学技术的飞速发展，知识更新的周期越来越短，自主学习能力的培养变得越来越重要，甚至比在大学阶段所学的知识更为重要；第二，当今社会对复合型人才的需求日益增多，     

英语网络自主学习的问题与策略

本文以中山大学南方学院“新理念大学英语网络教学系统”的使用情况为研究个案,发现其中的问题,并分析了基于网络平台的大学生英语自主学习的制约因素,探讨了促进英语网络自主学习的策略。     

中学生英语自主学习能力的培养

自主学习是一种新型的学习方式,是学生管理自己学习的方法,它能有效地提高学习质量,水平和效率,提高创新思维能力,进而对课堂教学起促进作用.本文从重要性、策略、方法等方面探讨如何培养学生英语自主学习能力.     

工科大学生英语自主学习能力培养的实证性研究

为了寻求提高大学生学习能力的有效方法,本研究以工科院校学生为对象,通过实证研究,探讨了元认知课堂培训与英语自主学习能力及学生元认知水平和英语学习成绩的关系,结果表明元认知培训能提高学生的学习成绩,促进学生自主学习能力的提高.基于以上结果提出构建元认知策略培训英语课堂的可能性.     

浅析现代多媒体与提高大学生自主学习英语能力的培养

培养学生的自主学习能力和探索能力是现代高等教育的重要任务。英语教学是高等教育的重中之重,因此,我们必须加强学生的自主能力培养,提高英语教学质量。而落实多媒体技术在大学英语教学中的应用,将信息技术更好的与英语课堂教学向结合,是全面提高学生的自主学习能力的关键手段。     

自主学习环境下的词典使用调查与启示

词典是自主学习的重要辅助工具和有效资源.利用SPSS软件对理工科院校学生自主学习模式下词典使用情况的调查分析表明,学习者中普遍存在词典使用意识薄弱、对词典的功能与体例缺乏了解、词典使用策略不当等问题.结合自主学习的特点,从教学角度对这上述问题进行分析,并提出一些有针对性的建议,为教师影响和指导学生提高词典使用策略提供一些依据和帮助.     

法学双语教学中学生自主学习能力培养对策研究

培养学生的自主学习能力是高等教育的重要目标之一。法学课程所具有的实践性和发展性的特质,决定了问题解决策略、情境创设策略和多媒体引导策略是法学双语课程中自主能力培养的重要途径。学生自主能力培养对策包括引导学生介入教学准备活动、鼓励学生参与案例教学过程,以及实行开放式教学评价等。     

非英语专业本科生英语学习策略的文化研究

通过分析“非英语专业本科生英语学习策略调查表”所获得的数据．总结出学生英语学习策略使用的基本状况和存在的问题,并从文化的角度探究中国文化及教育体制对学生英语学习策略使用的负面影响。     

Structure of freshmen's causal attributions for exam performance.

This article explores the structure underlying causal attribution for achievement in an actual academic context. Ss were 859 university freshmen drawn from 4 samples. First, they rated the influence of 10 possible causes on their exam performance. Procrustes factor analysis of the causes revealed 4 factors in each of the samples reflecting the dimensions of locus, stability, control, and globality. The fit of the factor solution with theoretical predictions was r?=?.73. Second, 209 Ss drawn from the same population assessed 10 causes for exam performance along the dimensions of locus, stability, and control. The theoretical fit of these direct judgments was also substantial, r?=?.75. The author concludes that the four dimensions of locus, stability, control, and globality reflect the major characteristics of causal attributions given for academic achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of autonomous problem-solving activities in learning to program.

Variation in high school students' achievement in Pascal programming courses was examined as a function of individual differences in self-reported engagement in autonomous problem-solving activities and of differences in course characteristics. Also examined were relationships between course characteristics and extent of engagement in different problem-solving activities. A total of 107 students in eight introductory courses and 79 students in seven Advanced Placement (AP) courses completed questionnaires about their problem-solving activities and about characteristics of their courses as well as a criterion test requiring the reformulation of code in an existing program. Results of regression analyses indicated that student differences in problem-solving activities account for variance in criterion performance, especially in AP courses. In addition, overall, certain course characteristics were related to differences in engagement in selected problem-solving activities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Response–effect learning as a major component of implicit serial learning.

Implicit response–effect learning was examined in 2 experiments, using a visual search version of the serial reaction time task introduced by M. J. Nissen and P. Bullemer (1987). In Experiment 1, the relation between the response to the current stimulus and the location of the stimulus on the next trial (i.e., effect) was varied systematically. In Experiment 2, both the frequency of the association between stimuli and responses and the frequency of the association between responses and effects were manipulated. Only the frequency of the response–effect relation influenced learning. These results indicate that response–effect learning is an important component of serial learning. It is argued that response–effect relations constitute the initial implicit component of learning in serial reaction time tasks. From this implicit knowledge, knowledge about the stimulus sequence as well as the response sequence develops later. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A 50-year comparison of University of Minnesota freshmen's reading performance.

The Minnesota Reading Examination for College Students and the Minnesota Speed of Reading Test were administered to 1,313 college freshmen in 1928 and to 1,154 in 1978. On the reading tests, the 1978 sample scored significantly lower than the 1928 sample on vocabulary, comprehension, and reading rate. The potential utility of this research, which covers a 50-yr time span, is discussed in terms of the generalizability of these findings to other college populations. (6 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-consciousness and self-presentation: Being autonomous versus appearing autonomous.

Privately self-conscious people may resist social pressures because (a) they tune out the social matrix and express their beliefs irrespective of how they make them appear to an audience (the social obliviousness hypothesis) or (b) they prefer to create an identity of being autonomous and will monitor and control their self-presentations to construct this image for audiences (the autonomous identity hypothesis). The results of three studies supported the latter. The self-identifications of privately self-conscious subjects emphasized autonomy and personal identity, whereas those of publicly self-conscious subjects emphasized conformity, social identity, and social trepidations. An experiment found that privately self-conscious subjects publicly changed their attitudes if by so doing they protected the appearance of autonomy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

论非英语专业翻译能力的提高

非专业英语教学的目的是培养学生听、说、读、写、译的综合能力,在这五种能力中,翻译是最难也是最高层次的技能,而现阶段非英语专业学生的翻译能力还很薄弱.分析了造成学生翻译能力薄弱的原因和教学过程中学生常出的翻译失误,提出了提高翻译能力的对策.     

6月份主要钢铁产品进出口形势分析

2006年上半年,全国产粗钢19946.96万吨,同比增长18.26%;生铁19319.6万吨,同比增长20.85%;钢材22195.18万吨(含重复材),同比增长25.78%,保持了较高的生产高水平。同期,累计进口钢材941.13万吨,同比下降28.81%;进口钢坯21.28万吨,同比下降72.5%;上半年进口钢材、钢坯折算成进口钢1022.06万吨。铁矿石累计进口16135.5万吨,同比增加3010.33万吨,增长22.94%。累计出口钢材1709.34万吨,同比增长47.71%;出口钢坯310.19万吨,同比下降35.63%,上半年出口钢     

2006年3月主要钢铁产品进出口形势分析

2005年8月以来,我国的粗钢月产量除上月略有下滑外,基本保持在3000万吨以上的水平.今年以来,由于国内大量新增产能的释放,产量再创新高.1季度,全国钢材产量10202万吨,比去年同期增长21.7%.其中3月份产量3800万吨,比上月增长19.4%,比去年同期增长21.8%,创近5年来月产量新高.     

Unconscious learning of rules: Comment on Reber's analysis of implicit learning.

A. S. Reber's (see record 1989-38920-001) research is contrasted with studies of unconscious process in which discrimination procedures were used to establish the influence of subliminal stimuli. In particular, it is noted that Reber's procedures do not permit him to distinguish between awareness and the state of being aware. In principle, discrimination procedures can be used to establish the nature of the subject's awareness in experiments designed to study the acquisition of allegedly unconscious rules. Until this is done, the unconscious status of the knowledge acquired in these experiments remains indeterminate. (PsycINFO Database Record (c) 2010 APA, all rights reserved)