在商务英语教学中培养学生的交际策略能力的研究

采用实验研究法在商务英语教学中培养学生的交际策略能力，通过一个学期的策略训练，得出了以下的结果：（1）实验组学生使用的策略、尤其是所培训的策略（转述策略、近似表达策略、迂回策略和填补策略）明显高过非实验组，证明了实验组在交际策略训练后学生愿意接受或使用更多的交际策略；（2）在商务英语课程教学的课堂中对学生进行交际策略的培训不影响学生的笔试成绩，相反，通过策略培训，实验组学生学习积极性有了很大的提高，学习成绩有了显著的进步和提高；（3）交际策略训练有助于提高学生的交际能力。     

Social Competence with Peers in Third Grade: Associations with Earlier Peer Experiences in Childcare1

The early developmental antecedents of individual differences in children's social functioning with peers in third grade were examined using longitudinal data from the large‐scale National Institute of Child Health and Human Development (NICHD) study of early child care. In a sample of 1,364 children, with family and child factors controlled, the frequency of positive and negative peer interactions in childcare between 24 and 54 months and the number of hours spent in childcare peer groups of different sizes (alone, dyad, small, medium, large) predicted third graders' peer competence at three levels of analysis: individual social skills, dyadic friendships, and peer‐group acceptance. Children who had more positive experiences with peers in childcare had better social and communicative skills with peers in third grade, were more sociable and co‐operative and less aggressive, had more close friends, and were more accepted and popular. Children with more frequent negative experiences with peers in childcare were more aggressive in third grade, had lower social and communicative skills, and reported having fewer friends. When children spent more time in small‐sized peer groups in childcare (four or fewer children at 24 months of age up to seven or fewer at 54 months), they were more sociable and co‐operative in third grade, but their teachers rated them as more aggressive, suggesting that such children may be more socially outgoing and active both positively and negatively. Like those who spent more time in small peer groups, children who spent more hours in medium‐sized groups received higher ratings for peer aggression by their third‐grade teachers. Children who spent more time with one other child in childcare or in small peer groups had fewer classroom friends in third grade as reported by the teacher but not according to maternal report or self‐report. There were no significant associations between the amount of time children spent in large childcare‐based peer groups and third‐grade peer social competence.     

教育观念与英语交际能力的培养——以非英语专业博士研究生为例

传统的教育观念、语法翻译教学法和汉语教学模式对英语交际能力发展存在消极影响。交际法教学比语法翻译法更有利于英语交际能力的发展,本文以非英语专业博士研究生为研究对象,通过革新教学理念、课程体系、学习策略和教学手段等,对博士研究生英语教学进行改革,可以有效地提高博士研究生的英语交际能力。     

注重在实验教学中培养学生的探究能力

本文论述在实践教学中培养学生探究能力的相关问题。     

对英语口语教学的思考

英语口语教学的最终目的是培养学生清晰、流畅、达意、得体的英语口语,提高学生口头表达和交际的能力.英语口语教师应认真组织英语口语课堂教学,以学生为中心,听说结合,正确处理学生的英语口语的错误,注重口语教学中的文化渗透.只有深化英语口语课堂教学改革,才能实现英语口语课堂教学的最终目的.     

公务员能力结构的实证研究

为探讨公务员的能力结构，本文构建了公务员能力测度指标体系，并进行问卷调查，运用逐步回归模型对调查数据进行了统计分析。结果表明，公务员能力与工作绩效存在显著正相关关系，决定不同岗位公务员工作绩效的能力结构是不同的。在实际工作中，应考虑单位、部门和岗位的要求和特点进行公务员人力资源管理活动。     

英语语言的经济价值

随着现代经济的飞速发展,语言与经济的联系日益紧密,语言的经济价值日益呈现,语言在经济生活中的作用越来越大。因此,我们要重视英语人才的培养,促进国民对英语的掌握能力和使用水平,从而促进我国国民经济的发展。     

非均衡能力结构下西部地区发展战略探讨——东西部比较的视角

撇开各种外生变量的影响,一个区域经济发展的水平取决于区域内生性能力要素和外在性能力要素的水平及其组合状态。目前中国西部地区内生性能力要素与外在性能力要素组合严重失衡,资源优势及"后发优势"无从发挥。西部开发中传统的思路和做法已经走到尽头。通过区内整合和区际协同,改造区域体制属性、健全市场机制,改革政府管理,培植企业能力,提高民众素质,实现内生性能力与外在性能力高平衡态发展,是西部地区发展战略的着力点。     

劝谏性演说辞中隐喻机制的指针作用——一项基于丘吉尔战时演讲为语料的研究

在民主社会当中,国内外政策的制定和实施均是通过选民的意志所决定的.执政者需要发表演说,力争在可信度、诚信性、道德感和言行一致等方面给选民留下深刻和良好的印象.本文以人所称颂的丘吉尔在第二次世界大战期间的演讲辞为语料,尝试性地证明:隐喻机制具有强大的劝谏性作用,对政治性演讲具有决定性意义.     

创新型人才的能力构成及其修炼

本文通过对创新型人才的能力构成分析，提出评价创新型人才不仅要看其知识结构的合理性，还应该从创新绩效、价值追求、观察事物和发现问题的能力、创新思维、创新技能以及创新意志等参量来衡量；在依靠教育改革培养创新型人才的同时，自我修炼也是一条有效途径；创新型人才自我修炼需要树立创新价值观和人生观，激发和维持创新欲望，训练求异思维，开发类比、联想和想象能力，更要勤于创新实践。