在线考试系统外文翻译

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网页制作在线考试系统的开发(1)

毕业论文(设计)题目：网页制作在线考试系统的开发毕业设计（论文）原创性声明和使用授权说明原创性声明人郑重承诺：所呈交的毕业设计（论文），是我个人在指导教师的指导下进行的研究工作及取得的成果。

尽我所知，除文中特别加以标注和致谢的地方外，不包含其他人或组织已经发表或公布过的研究成果，也不包含我为获得及其它教育机构的学位或学历而使用过的材料。

对本研究提供过帮助和做出过贡献的个人或集体，均已在文中作了明确的说明并表示了谢意。

者签名：日期：导教师签名：日期：使用授权说明人完全了解大学关于收集、保存、使用毕业设计（论文）的规定，即：按照学校要求提交毕业设计（论文）的印刷本和电子版本；学校有权保存毕业设计（论文）的印刷本和电子版，并提供目录检索与阅览服务；学校可以采用影印、缩印、数字化或其它复制手段保存论文；在不以赢利为目的前提下，学校可以公布论文的部分或全部内容。

作者签名：日期：学位论文原创性声明本人郑重声明：所呈交的论文是本人在导师的指导下独立进行研究所取得的研究成果。

除了文中特别加以标注引用的内容外，本论文不包含任何其他个人或集体已经发表或撰写的成果作品。

对本文的研究做出重要贡献的个人和集体，均已在文中以明确方式标明。

本人完全意识到本声明的法律后果由本人承担。

作者签名：日期：年月日学位论文版权使用授权书本学位论文作者完全了解学校有关保留、使用学位论文的规定，同意学校保留并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅。

本人授权大学可以将本学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存和汇编本学位论文。

涉密论文按学校规定处理。

者签名：日期：年月日师签名：日期：年月日注意事项1.设计（论文）的内容包括：）封面（按教务处制定的标准封面格式制作）2）原创性声明3）中文摘要（300字左右）、关键词4）外文摘要、关键词5）目次页（附件不统一编入）6）论文主体部分：引言（或绪论）、正文、结论7）参考文献8）致谢9）附录（对论文支持必要时）2.论文字数要求：理工类设计（论文）正文字数不少于1万字（不包括图纸、程序清单等），文科类论文正文字数不少于1.2万字。

etest的名词解释

etest的名词解释etest是一个广泛使用的电子考试系统，它在教育领域发挥着重要的作用。

作为一种基于网络的在线考试平台，etest通过电子方式管理和进行各种考试，并且在一定程度上取代了传统的纸质考试。

etest提供了强大和灵活的功能，为学生和教师带来了许多便利。

etest具备多种考试方式，包括选择题、填空题、解答题等。

学生可以根据自己的需要选择参加具体形式的考试，并且在规定的时间和地点完成考试。

etest提供了一个友好和直观的界面，使学生能够轻松地进行考试。

此外，etest还具备自动评分功能，可以快速地对答案进行评分和统计，为教师减轻了批改作业的负担。

etest的优势之一是其便利性。

传统的纸质考试需要大量的物质和人力资源，例如印刷试卷、安排考试场地和监考人员等。

而etest无需纸张和传统的考试环境，只需要一台电脑和网络连接，学生就可以在任何时间和地点参加考试。

这种灵活性极大提高了学生参与考试的便利性，并且能够更好地适应现代社会的学习需求。

etest还具备高效性。

在传统考试中，收集和整理学生的答卷是一个比较繁琐的过程。

而etest系统能够即时收集和保存学生的答卷，减少了人工操作，并且可以提供即时的成绩反馈。

这对于学生和教师来说都是非常重要的，学生可以及时了解自己的得分情况，教师可以及时发现学生存在的问题并进行针对性的辅导。

etest还能够提供个性化的学习和评估。

传统的纸质考试通常只能测量学生掌握知识的范围，但是etest通过多种题型和技术手段，可以更全面地评估学生的学习情况。

通过设置不同的难度和复杂度的题目，etest可以评估学生的能力水平和应用能力。

此外，etest还可以根据学生的优势和不足，提供个性化的学习资源和建议，帮助学生更好地提高学习效果。

然而，etest也存在一些问题和挑战。

首先，有些学生可能不熟悉使用电脑和网络，需要额外的培训和指导。

其次，etest的安全性也是一个关键问题，例如避免作弊和保护学生隐私等。

iTEST 大学英语测试与训练系统产品简介

iTEST 大学英语测试与训练系统产品简介FLTRP iTEST大学英语测试与训练系统（以下简称iTEST）是为高校提供英语试题库资源和在线评测服务的综合测试管理平台。

平台提供大学英语四六级考试、英语专业四八级考试、研究生英语入学考试等高质量模拟题库和基础训练题库，支持学生进行词汇/语法等基础训练、听说读写译专项能力训练和自主模考训练，支持教师进行自动组卷、阅卷、成绩分析统计等个性化教学管理，支持学校组织和实施大规模英语测试，通过现代化手段有效提高考试效率，规范考试管理，从而提升大学英语教学与评估的整体质量。

iTEST集测试、自主训练、教学、科研平台于一体，可全面满足高校英语教学的四大需求:1. 在线标准化英语测试支持学校组织全校规模、班级规模的在线标准化测试，包括基于计算机和网络的大学英语四、六级模拟考试及各类教学评估类考试。

2. 个性化英语技能训练支持学生结合自身学习需要，有针对性地进行词汇、语法等基础训练、听说读写译专项能力训练和针对大学英语四、六级考试等考试的自主模考训练。

3. 专业化测试分析与教学诊断学校和教师使用专业化的考试统计、成绩分析统计报表了解和评估学生的英语能力，提高教学效果。

4. 开展课题研究教师根据需要收集测试相关数据，从事测试课题研究。

系统特色iTEST是国内同类大学英语测试平台中:唯一提供专业考试数据统计分析的测试平台唯一将测试、教学与科研相结合的测试平台首个题库经过专业预测调整的测试平台首个全真模拟大学英语四级网考的测试平台iTEST具有以下特点：权威：作为全国规模最大的外语出版机构，外语教学与研究出版社以专业力量和大规模投入，为大学英语提供值得信赖的高质量测试与训练资源；在语料的选择标准及试题设计上与大学英语四、六级考试高度一致；中国外语教育研究中心指导策划，保证系统设计的合理性与科学性。

科学：试题经过项目分析（Item Analysis），在实际使用前经过大规模样本试测与校正，确保科学的难度与区分度；题库建设基于项目反应理论（IRT），致力于为学校量身定做个性化测试解决方案。

大学外语测试与训练系统 - 武昌首义学院会员登录

自建题库支持听、说、读、写、译全题型，操作简便，即建即用
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卓越表现
iTEST 大学外语测试与训练系统3.0
iTEST 3.0 自2015年9月份上线以来，已成功支持几十所高校十万余人次完成在线测试。支持2015届“Uchallenge全国大学生英语阅读能力测试”，三万多大学新生基于 iTEST 3.0 公网版完成在线阅读能力测试，并获取个性化阅读能力诊断报告。支持“外研社杯”全国英语阅读大赛、全国英语写作大赛30多个省的复赛和全国总决赛。
在中国外语测评专家顾问团队的指导下，外研在线建立了专业的命题团队、规范的命题流程、高效的命题平台，并与国内外研究机构合作，研究测评标准，分析反馈数据，优化试题资源。命题团队除参与出题外，外研社将为命题人提供命题、测试研究等相关培训，并提供测试研究数据以及专家咨询支持以确保试题质量，助力教师科研。
局域网模式支持5000人同时在线考试
支持不同使用模式
iTEST 3.0
支持全
题型、全语种
支持不同使用需求
浏览器端（B/S）适用于班级测验、练习试卷资源提前加载，提供安全保障
客户端（C/S）适用于高利害、全校性考试本地、服务器答题数据双重存储屏蔽所有操作键，防止作弊不受浏览器性能影响，稳定可靠
考前
试题管理系统智能组卷系统自建题库系统考试管理系统
考中
机考系统在线答题系统监考系统考试管理系统
后台管理系统账号管理、班级管理系统管理、升级管理考试管理、数据管理
考后
阅卷管理系统试卷分析系统成绩分析系统考试管理系统
适用对象
高校外语院系、图书馆，培训机构等
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为什么选择iTEST 3.0?

在线学习考试系统操作说明书1

目录目录 (1)在线学习考试系统使用说明书 (2)1、用户登录 (2)1.1、系统登录 (2)1.2、系统最新提示信息 (3)2、个人信息管理 (3)2.1、个人资料修改 (3)2.2、学习进度查询 (4)2.3、考试历史查询 (4)2.4、系统消息提醒 (5)3、在线交流平台 (6)3.1、信息公告浏览 (6)3.2、在线调查中心 (7)3.3、在线答疑中心 (7)4、在线学习中心 (8)4.1、学习任务中心 (8)4.2、电子教材中心 (9)4.3、电子课件中心 (10)5、在线考试中心 (10)5.1、正规考试中心 (10)5.2、模拟考试中心 (11)在线学习考试系统使用说明书1、用户登录1.1、系统登录在IE浏览器的地址栏中输入本系统所在的服务器地址，确定后将出现系统登录界面。

1、输入“帐号”和“密码”点击“登录”按钮即可进入系统的主界面：点击“登陆”按钮即可进入系统主界面，界面如下图所示：最新考试试卷最新学习任务最新电子书籍最新电子课件公告信息中心在线调查中心功能菜单说明：左侧为系统的功能菜单栏，右侧是功能菜单具体的操作区域。

1.2、系统最新提示信息进入后考生应首先关注系统消息提示，点击界面上方系统信息提示栏，获取相应的考试消息和学习任务安排，如下图所示：2、个人信息管理2.1、个人资料修改点击左边的个人信息管理栏目下的“个人资料修改”，在其右侧显示了个人资料修改相应的操作，其操作界面如下：2.2、学习进度查询点击左边的个人信息管理栏目下的“学习进度查询”，在其右侧显示了学习任务进度表，可查看相应的学习进度情况，其操作界面如下：2.3、考试历史查询点击左边的个人信息管理栏目下的“考试历史查询”，在其右侧显示了考试历史查询相应的操作，其操作界面如下：考生可以通过此栏目查询自己的历史考试情况，包括考试名称、考试开始时间、结束时间、考试得分和考试状态。

点击考试名称可以查看具体考卷，如点击“2009年4月考试”可查看此试卷，如下图所示：2.4、系统消息提醒点击左边的个人信息管理栏目下的“系统消息提醒”，在其右侧显示了系统消息提醒相应的操作，其操作界面如下：1、查询系统提醒信息：系统提醒信息可根据“信息标题”或“信息来源”进行关键字的模糊查询，点击“查询”按钮，在下面的“系统信息提醒列表”里将会显示符合查询条件的提醒信息。

全国翻译专业资格(水平)考试--CATTIPPT课件

可编辑
- 13 -
中国外文局翻译专业资格考评中心
CATTI 等级划分与专业能力要求（二）
一级口译、笔译翻译具有较为丰富的科学文化知识和较高的双
语互译能力，能胜任范围较广、难度较大的翻译工作，能够解决翻译工作中的疑难问题，能够担任重要国际会议的口译或译文定稿工作。
可编辑
- 14 -
中国外文局翻译专业资格考评中心
CATTI 等级划分与专业能力要求（三）
二级口译、笔译翻译具有一定科学文化知识和良好的双语互译
能力，能胜任一定范围、一定难度的翻译工作。三级口译、笔译翻译
具有基本的科学文化知识和一般的双语互译能力，能完成一般的翻译工作。
全国翻译专业资格考试浙江培训中心：浙江省翻译协会
地址：浙江大学西溪校区西四楼105室（杭州市天目山路148号）网址：浙江翻译网（）电话：0571--87048006
可编辑
- 6-
中国外文局翻译专业资格考评中心
两类证书之比较（四）
职业资格证书制度是促进教育培训与就业有机结合的重要纽带。
职业资格证书在就业市场有极高权威性，求职者的职业资格证书在求职过程中起着至关重要的作用，用人单位对职业资格证书的重视，连续呈上升趋势。
学历证书和职业资格证书并重的局面会进一步得到巩固，获取“双证”是现在求职者顺利实现就业的唯一办法。
获得翻译证书并符合《翻译专业职务试行条例》的人员，用人单位可根据需要直接聘任相应职务。
—— 引自国家人事部《翻译专业资格（水平）考试暂行规定》（人发〔2003〕21号文件）
全国翻译专业资格考试浙江培训中心：浙江省翻译协会
地址：浙江大学西溪校区西四楼105室（杭州市天目山路148号）网址：浙江翻译网（）电话：0571--87048006

网络在线学习外文文献翻译中英文

网络在线学习外文翻译中英文英文Online learning: Adoption, continuance, and learning outcome—A review ofliteratureRitanjali Panigrahi, Praveen Srivastava, Dheeraj Sharma AbstractThe use of Technology to facilitate better learning and training is gaining momentum worldwide, reducing the temporal and spatial problems associated with traditional learning. Despite its several benefits, retaining students in online platforms is challenging. Through a literature review of the factors affecting adoption, the continuation of technology use, and learning outcomes, this paper discusses an integration of online learning with virtual communities to foster student engagement for obtaining better learning outcomes. Future directions have been discussed, the feedback mechanism which i s an antecedent of students’ continuation intention has a lot of scopes to be studied in the virtual community context. The use of Apps in m-learning and the use of cloud services can boost the ease and access of online learning to users and organizations.Keywords: Online learning, Virtual community, Technology adoption, Technology continuation, Learning outcomeIntroductionOnline learning and training are gaining popularity worldwide, reducing the temporal and spatial problems associated with the traditional form of education. The primary factors behind using online learning are not only to improve access to education and training, and quality of learning, but also to reduce the cost and improve the cost-effectiveness of education (Bates, 1997). Online learning is mainly provided in two ways—in synchronous and asynchronous environments (Jolliffe, Ritter, & Stevens, 2012). The time lag attributes of asynchronous learning unlike synchronous learning in online platforms take the advantage of accessing materials anytime and anywhere, ability to reach a greater mass at the same time, and uniformity of content. Online learning along with face-to-face learning is successfullyused in industry as well as academia with positive outcomes (Chang, 2016). The geographically distributed team in an organization can get their skill training through online platforms at the same time, gaining a greater level of competitiveness. Online learning is also beneficial for students as they can learn at their own pace with the availability of online materials. The e-learning market is becoming popular and widely adopted by the education sector and industry. The growth of the e-learning market can be demonstrated by the fact that the global e-learning market is expected to reach 65.41 billion dollars by 2023 growing at a cumulative average growth rate of 7.07% (Research and Markets, 2018a). In addition to this, the global learning management system (LMS) is expected to increase from 5.05 billion USD in 2016 to 18.44 billion USD by 2025 growing at a rate of 15.52% (Research and Markets, 2018b).Despite several advantages of online learning such as improving access to education and training, improving the quality of learning, reducing the cost and improving the cost-effectiveness of education, retaining students in such platforms is a key challenge with a high attrition rate (Perna et al., 2014). Several strategies such as briefing, buddying, and providing feedback on the platform are proposed to retain and engage students (Nazir, Davis, & Harris, 2015). It is also noted that more self-discipline is required by students in online education, unlike traditional classroom education (Allen & Seaman, 2007). Keeping users enrolled and engaged is a challenging job as a personal touch by the instructor is missing or limited. The learning engagement which is an important antecedent for learning outcome is lower for technology-mediated learning than face-to-face learning (Hu & Hui, 2012). As a higher amount of money is spent on infrastructure, staff training, etc., organizations seek to take maximum benefit from online learning which requires an understanding of the factors that drive the adoption, continuation intention, and learning outcome of users on online learning platforms. Therefore, the primary focus of research remains on how to retain online learning users, and increase the efficiency of the online learning.Users may learn inside and outside the classroom; inside classroom learning isthrough instructors either from face-to-face, pure online or blended learning (combination of face-to-face and pure online learning) whereas outside classroom learning is conducted by users anytime and anywhere after the class. The exponential growth of the Internet has enabled individuals to share information, participate, and collaborate to learn from virtual communities (VC) anytime and anywhere (Rennie & Morrison, 2013). In a virtual community, people do everything that they do in real life but leaving their bodies behind (Rheingold, 2000). Virtual communities keep its users engaged based on familiarity, perceived similarity, and trust by creating a sense of belongingness (Zhao, Lu, Wang, Chau, & Zhang, 2012). It is essential to assess the role of a less constrained informal mode of learning (Davis & Fullerton, 2016) like virtual communities in the formal learning to engage and retain students.DiscussionGetting a new idea adopted even when it has obvious advantages is often very difficult (Rogers, 2003). Consistent with the previous statement, despite the advantages of online learning such as improving accessibility, quality, and reducing cost, it has a long way to go to be adopted and used by organizations because of the resistance at different levels (Hanley, 2018). The reasons for resistances offered by the employees in an organizations include perceived poor focus of the e-learning initiative, lack of time to learn new way of working, too much effort to change, lack of awareness, and resistance to change (Ali et al., 2016; Hanley, 2018). It is crucial from an institutional point of view to overcome the resistance to adopt and implement the online learning systems successfully.Understanding the factors of online learning adoption, continuation use intention, and learning outcomes are vital for an e-learning platform providing organization because the success of the platform depends on the successful adoption, continuation use, and finally achieving the desired outcomes. From the literature, it is found that the national culture affects the adoption and moderates the relationship between variables of adoption and use. Therefore, the results of adoption and use of technology might differ in different counties with different cultural dimensions. At a broader level, the perceived characteristics of innovation (of online learning) such as relativeadvantage, compatibility, complexity, trialability, and observability play a significant role in adoption. At an individual level, the primary factors of adoption are the individual expectancies such as the perceived usefulness, perceived ease of use, perceived enjoyment, performance expectancy, effort expectancy, etc., and the external influences such as subjective norm, social norms, surrounding conditions, national culture, social network characteristic, etc. On the other hand, the primary factors of continuation of technology use are the experiences of the individuals in the technology such as satisfaction, confirmation, self-efficacy, flow, trust, we-intention, sense of belongingness, immersion, IS qualities, etc. The perceived usefulness and perceived ease of use are found to be vital for both the technology adoption and continuation use. This implies that the usefulness of the technology and how easy the technology to use determines the adoption and continuation of technology. Apart from these technology enablers, the platform providers should consider the technology inhibitors which negatively impact the acceptance of the technology. The factors of the learning outcomes such as self-efficacy, virtual competence, engagement, design interventions, etc. should be considered before designing and delivering the content in the online learning platform to achieve optimum learning outcomes. The learners’ intention to use full e-learning in developing countries depends on the lea rners’ characteristics, and learners’ adoption of blended learning (Al-Busaidi, 2013). Studies for example by Verbert et al. (2014) have shown that blended learning yields the best outcome in terms of grade when students learn in online collaborative learning with teacher’s initiation and feedback. On the contrary, some studies have shown that contents such as business games do not need the interaction with the instructor; in fact, they are negatively related to perceived learning (Proserpio & Magni, 2012). MOOC (Massive Open Online Course) users have organized face-to-face meetings to fulfill their belongingness or social connectedness as a part of their learning activity (Bulger, Bright, & Cobo, 2015). This indicates that not everyone is good with a digitized form of learning, and hence both face-to-face and online components should be integrated for better outcomes.Lack of human connection is one of the limitations of online learning (Graham,2006) which may reduce the satisfaction level. To address this limitation, personalization functions of e-learning systems began. The satisfaction level, perceived and actual performance, self-efficacy scores increase in personalized online learning where learning materials are provided according to the cognitive capability and style of each individual (Xu, Huang, Wang, & Heales, 2014). Although personalization of e-learning systems is beneficial, they are socially and ethically harmful, and special attention should be given to issues such as privacy compromisation, lack of control, the commodification of education, and reduced individual capability (Ashman et al., 2014). Personal e-learning systems collect user information to understand the users’ interests and requirements for the learning which violates the privacy of individuals. The system utilizes the user information to show the personal content where the individuals do not have control over the learning content. Hence they are limited to certain personal contents which reduce their individual capabilities.Studies, for example, Zhao et al. (2012) have shown that VCs create a sense of belongingness and keeps the members engaged which results in improving the learning outcome, and users with same age groups are less likely to attrite (Freitas et al., 2015). Studies have shown that engagement is promoted when criteria such as problem-centric learning with clear expositions, peer interaction, active learning, instructor accessibility and passion, and using helpful course resources are met (Hew, 2015). Social interactions through social networking produce an intangible asset known as social capital (Coleman, 1988) in terms of the trust, collective action, and communication. Social capital is positively related to online learning satisfaction in group interactions, class interactions, learner-instructor interactions, as well as increasing students’ e-learning performance in groups (Lu, Yang, & Yu, 2013).The continuous development of mobile technology has expanded the opportunity to learn from mobile devices anywhere, anytime. M-Learning is much more beneficial for accessing education in remote areas and developing countries. The success of M-learning in organizations depends on organizational, people, and pedagogical factors apart from technological factors (Krotov, 2015). A range of mobiletechnologies such as laptops, smartphones, and tablets are embraced by students to support informal learning (Murphy, Farley, Lane, Hafeez-Baig, & Carter, 2014). Learning through mobile devices poses both opportunities as well as challenges; it provides flexibility in learning, on the other hand, it is a limitation for those who do not have connectivity and access to these devices. In student-centered learning especially collaborative and project-based learning, the use of mobile devices can be promoted by the mobile apps (Leinonen, Keune, Veermans, & Toikkanen, 2014). The use of mobile apps along with guidance from teachers integrates reflection in the classroom learning (Leinonen et al., 2014).Cloud computing provides organizations with a way to enhance their IT capabilities without a huge investment in infrastructure or software. The benefits of cloud computing are low cost, scalability, centralized data storage, no maintenance from user side (no software needed), easy monitoring, availability and recovery, and the challenges include it requires fast and reliable internet access, and privacy and security issues (El Mhouti, Erradi, & Nasseh, 2018). The primary factors for adoption of cloud computing in e-learning are ease of use, usefulness, and security (Kayali, Safie, & Mukhtar, 2016). Private cloud inside educational institutes can acquire the additional benefits in non-compromising the security and data privacy concerns associated with cloud computing (Mousannif, Khalil, & Kotsis, 2013). Cloud computing provides support to the online learning platforms to store and process the enormous amount of data generated. The problem of managing the increasing growth of online users, contents, and resources can be resolved by using cloud computing services (Fernandez, Peralta, Herrera, & Benitez, 2012).Future directionsFuture directions of research in online learning are as follows: First, the feedback mechanism used in online learning in institutions has not been used to measure the continuation intention in VCs. Feedback enables learners to define goals and track their progress through dashboard applications to promote awareness, reflection, and sense-making (Verbert et al., 2014). The students who received teachers’ feedback along with online learning achieved better grades than those who did not receivefeedback (Tsai, 2013) and students positively perceive the feedback systems more than the educators (Debuse & Lawley, 2016). Although immediate feedback is one of the dimensions of the flow (Csikszentmihalyi, 2014), the factor has not been studied in a VC context. It is vital for managers to check if feedback on a community post fosters the members’ continuation intention, and they should design user interfaces which encourage providing feedback. Second, it is high time to develop an integrated model for formal learning (online and blended) with VCs for students’ engagement. Informal learning as itself, not limited to the body of knowledge, rather, is the result of the interaction of people via communities of practice, networks, other forms, etc. (Rennie & Mason, 2004). The networked communities build intimacy and support which helps in self-directed learning (Rennie & Mason, 2004) which is an important parameter for online learning. Community commitment (Bateman et al., 2011), immersion (Shin et al., 2013), we-intentions (Tsai & Bagozzi, 2014), sense of belongingness (Zhao et al., 2012), etc. from the VC would help students to continue the engagement for a better learning outcome. Moreover, it is found that collaborative chat participation in MOOCs slows down the rate of attrition over time (Ferschke, Yang, Tomar, & Rosé, 2015). It is of great importance to check if learning outcome improves when the virtual community is integrated or embedded in the learning environment (online and blended). The educators and managers should encourage their students and employees to participate in VCs. Third, the growth of the adoption of mobile devices has expanded the arena of e-learning platforms. Integrating the virtual communities via a mobile platform with online learning can foster the student engagement resulting in higher learning outcome. Fourth, cloud computing has great potential in dealing with the scalability issues arising from the rise in numbers of users, content, and resources in online learning. Furthermore, it can provide tremendous benefits to organizations as well as users in terms of ease of access, flexibility, and lower cost. Although a few studies cover cloud computing infrastructure in education and pedagogic processes, the empirical research on the cloud computing for education is very shallow (Baldassarre, Caivano, Dimauro, Gentile, & Visaggio, 2018). As the mobile devices are often limited by storage space,future researchers are invited to carry out effective research on the integration of cloud computing and mobile learning to understand the factors affecting learning outcome.ConclusionUnderstanding the antecedents of e-learning adoption, continuance, and learning outcomes in online platforms are essential in ensuring the successful implementation of technology in learning and achieving the maximum benefits. This study shows factors such as PU, PEoU, PE, culture, attitude, subjective norms, system and information inhibitors, etc. contribute to the adoption of technology. Factors such as satisfaction, confirmation, user involvement, system quality, information quality, feedback, self-efficacy, social identity, perceived benefits, etc. determine the continuation of technology use. This implies factors for adoption, and continuation intentions vary; the attitude and usefulness of a system are essential for adoption while the experience and satisfaction in the environment lead to continuation intention. It is also found from the literature that the learning outcomes depend on the self-efficacy, collaborative learning, team cohesion, technology fit, learning engagement, self-regulation, interest, etc.The contribution of the paper can be summarized as: understanding the factors that are studied for adoption, continuance, learning outcomes in an online environment, and the provision of future research directions for educators and managers for successful implementation of technology in online platforms to achieve maximum benefits.中文在线学习的采用，持续性和学习成果:文献综述摘要在全世界范围内，使用技术促进更好的学习和培训的势头正在增强，减少了与传统学习相关的时空问题。

在线考试系统开题报告

在线考试系统开题报告在线考试系统开题报告一、研究背景随着信息技术的快速发展，网络已经深入到我们生活的方方面面。

在线考试系统作为一种新兴的教育技术工具，为学生和教师提供了更加便捷和高效的考试方式。

传统的纸质考试不仅耗费大量纸张，还需要大量的人力投入来组织和管理。

而在线考试系统则可以实现自动化的考试过程，节省时间和资源。

因此，研究在线考试系统的设计和实施，对于教育教学的改进具有重要意义。

二、研究目的本研究旨在设计和实施一套高效、安全、可靠的在线考试系统，以提高教育教学的效率和质量。

具体目标包括：1. 开发一个用户友好的在线考试平台，方便学生和教师的使用。

2. 设计一套完善的考试管理系统，包括试题库管理、考试安排和成绩统计等功能。

3. 提供多样化的考试形式，包括选择题、填空题、简答题等，以满足不同科目和教学目标的需求。

4. 加强系统的安全性，保护考试内容和学生隐私的安全。

三、研究方法本研究将采用以下方法来实现研究目标：1. 调研：通过查阅相关文献和调研现有的在线考试系统，了解其设计和实施的经验和问题。

2. 需求分析：与教师和学生进行访谈和调查，收集他们对在线考试系统的需求和期望。

3. 系统设计：根据需求分析的结果，设计系统的功能和界面，确定系统的技术架构和数据库设计。

4. 系统开发：使用合适的开发工具和编程语言，开发在线考试系统的前后端功能。

5. 系统测试：进行系统的功能测试和性能测试，修复系统中的bug和问题。

6. 系统部署：将开发完成的在线考试系统部署到服务器上，确保系统的稳定运行和安全性。

四、研究意义在线考试系统的研究和实施将对教育教学产生积极的影响：1. 提高效率：在线考试系统可以自动化地完成试卷的生成、批改和成绩统计等繁琐的工作，大大节省了教师的时间和精力。

2. 提升质量：在线考试系统可以提供实时的反馈和评估，帮助学生及时发现和纠正学习中的问题，提高学习效果。

3. 促进公平：在线考试系统可以确保考试的公平性和准确性，避免了传统纸质考试中的作弊和人为评分的问题。

本科生外文译文课程设计

本科生外文译文课程设计一、课程目标知识目标：1. 学生能够理解并掌握外文课文中的主要知识点，包括专业词汇、语法结构和文章组织。

2. 学生能够准确翻译外文课文，理解其深层含义，并能进行相关领域的知识拓展。

3. 学生能够对外文课文进行批判性阅读，分析文章的论证方式和逻辑结构。

技能目标：1. 学生能够运用所学翻译技巧，对外文课文进行准确、流畅的翻译。

2. 学生能够通过小组讨论、课堂展示等形式，提高自己的表达能力和团队合作能力。

3. 学生能够运用批判性思维，对外文课文进行深入分析，提高自己的思辨能力。

情感态度价值观目标：1. 学生能够增强对所学专业的兴趣和热情，培养自主学习的能力。

2. 学生能够尊重不同文化背景，培养跨文化交际的意识。

3. 学生能够通过外文译文的学习，拓宽国际视野，增强国家意识和责任感。

课程性质：本课程为专业选修课，旨在提高学生的外文翻译能力和跨文化交际能力。

学生特点：本科生已经具备一定的外语基础，但翻译技巧和批判性思维能力有待提高。

教学要求：教师应注重理论与实践相结合，充分调动学生的主观能动性，引导学生进行自主、合作、探究式学习。

同时，关注学生的个体差异，因材施教，提高课程教学效果。

通过本课程的学习，使学生达到上述课程目标，并为后续相关课程的学习打下坚实基础。

二、教学内容本课程教学内容主要包括以下几部分：1. 外文课文翻译基本技巧：包括词汇、语法、句型结构等方面的翻译方法，以及翻译过程中的常见问题与对策。

2. 外文课文分析与解读：对教材中的精选文章进行深度剖析，理解文章的论证方式、逻辑结构和作者观点。

3. 批判性阅读与思考：培养学生对外文课文进行批判性思考，分析文章的优点和不足，提高学生的思辨能力。

4. 跨文化交际能力培养：通过对比分析中外文化差异，提高学生在实际翻译中的跨文化交际能力。

教学内容安排如下：第一周：外文课文翻译基本技巧介绍与练习。

第二周：分析教材第一章文章，进行翻译实践和讨论。

全国翻译资格考试三级笔译实务历年真题汉译英分级译文解码(简化版)

《全国翻译资格考试三级英语笔译实务历年真题汉译英分级译文解码》日前由翻译学院英语翻译教材研发中心编撰完成。

全国翻译资格考试英语三级笔译是从2003年11月开始在全国范围内启动的一项国家级考试，也是目前我国外语类考试中最顶尖的一项。

翻译学院自此项考试首次开考，就承接了相应的备考培训工作，也被国家人事部外文局指定为应考培训单位；到今年为止学院已经积累了近9年的培训经验。

本次编撰的《译文解码》一书，对2005年5月至2012年5月共15 套真题的汉译英部分进行了全面系统的分级整理（从2003年11月至2004年11月的试题，其命题难度把握欠妥，因此未列入分析范围），将试题中的段落截成一个个完整的句子，然后将语句进行分级处理，最终按照“基础考点”，“中等考点”和“难度考点”三个级别为考生编写出这个手册；它可以帮助考生对考试难度有一个清晰明确的认识，然后考生可以根据考委会的命题思路结合自身翻译的实际水平应对考试。

以下列举本书中部分翻译经典例句，供广大翻译爱好者参考《全国翻译资格考试三级笔译实务历年真题汉译英分级译文解码》前言全国翻译资格考试英语三级笔译是从2003年11月开始在全国范围内启动的一项考试，是目前我国外语类考试中最顶尖的一项考试。

由于该考试启动初期，考委会对考生的翻译水平估计不足，从2003年11月至2004年11月进行的三次三级笔译实务考试的命题难度把握欠妥。

因此，我们在整理历年真题时将这三次的试题没有列在我们的试题分析范围内。

我们从2005年5月至2012年5月共15套真题的汉译英部分进行了全面系统的分级整理，将试题中的段落截成一个个完整的语句，然后将句子进行分级处理，最终按照“基础考点”，“中等考点”和“难度考点”三个级别为考生编写出这个手册--《全国翻译资格考试三级笔译实务历年真题汉译英分级译文解码》。

这个手册可以使考生对考试的难度有一个比较清晰明确的认识。

这样，我们的考生就可以根据考委会命题的思路与难度的要求做到心中有数并根据自身翻译的实际水平应对考试。

学生考试系统外文参考文献

学生考试系统外文参考文献以下是一些关于学生考试系统的外文参考文献：1."A Comprehensive Framework for Online Exam Management System," by Ravi Shankar and Deepak Suryawanshi. Journal of Computer Science and Technology, vol. 32, no. 4, 2017, pp. 775-787.2."Exam Management System: Design and Implementation," by Nidhi Jain and Anil K. Jain. International Journal of Computer Applications, vol. 138, no. 4, 2017, pp. 1-5.3."Cloud-Based Online Exam Management System," by Sunil Verma and Vishwa Deepak Mishra. International Journal of Computer Science and Information Technology, vol. 9, no. 2, 2017, pp. 1-7.4."An Efficient Online Exam Management System," by Deepak Tiwari and Sumit Shukla. Indian Journal of Computer Science and Engineering, vol. 8, no. 2, 2017, pp. 1-6.5."Exam Evaluation using Fuzzy Logic: A Comparative Study," by Ranjit Kumar and Deepak Kumar Jha. Information Science and Engineering Applications, vol. 5, no. 2, 2017, pp. 1-10.这些文献涵盖了学生考试系统的各个方面，包括系统设计、实现、评估和优化等。

在线考试系统-英文版

目录一、Analysis of function requirement (2)1 .1Introduction (2)1.2 Use (2)1.3 Operating Environment (5)1.4 The process of using (5)二、Description of technology framework (7)2.1 FRAMEWORK (7)2.2 B/S structure and XML (8)三、Detailed design (9)3.1 General framework design(总体架构设计) (9)3.2 project pictures including the packages and classes. (9)3.3 UML for project, including class diagram, use case and sequence diagram. (14)3.4 Database design. (22)3.5 XML design (25)四、Test (28)4.1 The test strategy (28)4.2 The test cases, include black-box testing, white-box testing and gray-box testing. (37)4.3 Test extreme data (37)五、Analysis of the tough technology and features (38)5.1 xml (38)5.2 eXist (39)5.3 JavaBean (40)5.4 Jquery (40)5.5 Ajax (41)六、Summary about the project and the course (41)七、Appendix (42)7.1 CreateXMLFile (42)7.2 SearchXML (43)7.3 UpdateOperate (48)八、References (54)一、Analysis of function requirement1 .1Introduction1.1.1 The purpose of user's manualThe purpose of this users' manual is to enable users to know more clearly about our system and facilitate the users’ operation. The targeted readers are common users but not experts.1.1.2 BackgroundExplanation：a.Project Name：Pigeon News Publishing System；b.Task author：hao Lic.researchers：Ji JiaXiong，Lin LeiLei，Li XueYun，Zeng Qi；d.Test user：Ji JiaXiong，Lin LeiLei，Li XueYun，Zeng Qi；1.1.3DefinitionMysql----- Open-source Relational databaseeXist-db ------ eXist-db is an open source database management system built using XML technology. It stores XML data according to the XML data model andfeatures efficient, index-based XQuery processing.Xquery-----An XML Query Language；Xpath-------XML Path Language (XML Path Language), which is an XML document used to determine the location of a part of thelanguageJquery----Is a cross-browser JavaScript library, and strengthen the operation between the HTMLand JavaScriptIDE------ also known as integrated design environment or integrated debugging environment is a software application that provides comprehensive facilities to computerprogrammers for software development.1.2 Use1.2.1 Functiona．Function：a)web developer：For users to browse, manipulate, test, the exam, course selection,registration account。

全国翻译专业资格(水平)考试介绍及相关信息

全国翻译专业资格(水平）考试介绍及相关信息一、考试性质全国翻译专业资格（水平）考试（China Accreditation Test for Translators and Interpreters —- CA TTI）是受国家人力资源和社会保障部委托,由中国外文出版发行事业局（China Foreign Languages Publishing Administration）负责实施与管理的一项国家级职业资格考试,已纳入国家职业资格证书制度，是一项在全国实行的、统一的、面向全社会的翻译专业资格（水平）认证，是对参试人员口译或笔译方面双语互译能力和水平的评价与认定。

翻译专业资格（水平）考试，是我国翻译系列职称评审制度的重大改革。

翻译专业资格(水平)考试与原有翻译专业技术职务任职资格评审制度相比,更体现了科学、客观、公平、公正的原则,报名参加考试人员不受学历、资历和所从事专业的限制。

取得各级别证书并符合翻译专业职务任职条件的人员，用人单位可根据需要聘任相应职务.在资格考试体系尚未完全建立之前，新旧体系会有一个并存期。

翻译专业资格考试将分语种、分级别地逐步推开,随着考试逐步推向全国，旧有的翻译专业技术职务任职资格评审制度将逐渐退出历史舞台.二、考试目的设立这一考试的目的是为适应我国经济发展和加入世界贸易组织的需要，加强我国外语翻译专业人才队伍建设，科学、客观、公正地评价翻译专业人才水平和能力,同时进一步规范翻译市场，加强对翻译行业的管理,使之更好地与国际接轨，从而为我国的对外开放服务。

三、考试报名条件该考试是一项面向全社会的职业资格考试，凡是遵守中华人民共和国宪法和法律，恪守职业道德，具有一定外语水平的人员，不分年龄、学历、资历和身份，均可报名参加相应语种二、三级的考试.获准在华就业的外籍人员及港、澳、台地区的专业人员，也可参加报名。

四、考试语种考试分7个语种，分别是英、日、法、阿拉伯、俄、德、西班牙等语种；四个等级,即：资深翻译;一级口译、笔译翻译；二级口译、笔译翻译；三级口译、笔译翻译；两大类别,即：笔译、口译，口译又分交替传译和同声传译两个专业类别.五、考试科目二、三级笔译考试均设《笔译综合能力》和《笔译实务》2个科目；口译考试均设《口译综合能力》和《口译实务》2个科目，其中二级口译考试《口译实务》科目分设“交替传译”和“同声传译”2个专业类别.报名参加二级口译考试的人员，可根据本人情况，选择口译交替传译和同声传译两个专业类别的考试。

在线考试系统（OnlineExamSystem）--ASP.NET

XZe_Type:该选择题属于哪个科⽬,直接写课程ID。

XZe_Zl：是真题还是练习题。

XZe_Zj:题⽬章节。

填空题表这⾥TK_k1, 该题第⼀个空的答案，TK_k2 第⼆个空的答案，类推【这⾥TK_F字段，判断这⼏个答案是否可以乱序回答，例如，请说出四书是那四书，那么此时的答案可能是乱序的。

答辩时碰到导师问道这个问题//0.0，后加上的】简答题表课程表⽼师选课表学⽣选课表界⾯⽀撑：其他页⾯不在展⽰......总结点（⼤⽜勿喷）：在本次实训中，对学过的进⾏了实践，个⼈感觉关键点：对整体考试系统的把握、数据库的分析与创建、在线考试页⾯的技术⽀撑。

再细⼀点，整个系统运⾏的流程，三个不同⾓⾊的功能。

数据库表的分析，尽量的“优”。

各个页⾯技术的实现细节。

整个系统不再赘述。

数据库要分析好【如果读者觉得本次数据库设计还有什么好的意见请留⾔博主，先谢谢】。

各页⾯技术的实现。

在线考试页⾯，设计细节：附加函数：1public Random a = new Random();//对试卷选项进⾏排序⽣成随机顺序2public int[] PaiXu() //随机排序，返回⼀个整形数组，长度为4，值为3 4 5 6，不确定值的顺序，⽤于选择题的选项排序3 {4int[] i = new int[4];56 i[0] = a.Next(3, 6);7switch (i[0])8 {9case3: i[1] = a.Next(4, 5); i[2] = 6; i[3] = 9 - i[1]; break;10case4: i[1] = a.Next(5, 6); i[2] = 3; i[3] = 11 - i[1]; break;11case5: i[1] = a.Next(3, 4); i[2] = 7 - i[1]; i[3] = 6; break;12case6: i[1] = a.Next(3, 4); i[2] = 5; i[3] = 7 - i[1]; break;13 }14return i;15 }16页⾯代码：1using System;2using System.Collections;3using System.Configuration;4using System.Data;5using System.Linq;6using System.Web;7using System.Web.Security;8using System.Web.UI;9using System.Web.UI.HtmlControls;10using System.Web.UI.WebControls;11using System.Web.UI.WebControls.WebParts;12using System.Xml.Linq;13using MySql.Data.MySqlClient;14using DB_;1516public partial class student3 : System.Web.UI.Page17 {18static int[] da = new int[6];//存放答案 xz19int daa = 0;//记录第⼏条 ,答案选项0123 xz20public static string[,] tkda = new string[10, 3];//存放答案 tk 最多⼗条填空，3⽤来标识关键字只有k1-k321public static string[,] jdda = new string[10, 6];//存放答案 jd 同填空题22 DB db = new DB();//创建对象23//------24//⽣成试卷选择5 50 填空5 25 简答题 2 2525//26int xzt = 5, tkt = 5, jdt = 2, xzf = 50, tkf = 25, jdf = 25;27int jdcj = 0, tkcj = 0, xzcj = 0;28static int tkkk = 0;//填空题记录有⼏个空填空29static string Kid = "", Tid = "";30protected void Page_Load(object sender, EventArgs e)31 {32try33 {3435if (!IsPostBack)36 {37if (Request["kid"] != null && Request["tid"] != null)38 {39 Kid = Request["kid"].ToString();40 Tid = Request["tid"].ToString();41 }42 XZZ();43 TKK();44 JDD();45 }46 }47catch48 { Response.Write("<script>alert('载⼊有误请重新登录!');window.location.href='Login.aspx';</script>"); }495051 }52protected void XZZ()53 {54// MySqlConnection con=null;55try56 {57int tm = 1;58string sqlstr = "SELECT * from XZe_ where XZe_Type='"+Kid+"' and XZe_TeaId='"+Tid+"' order by rand() limit "+xzt; 59// con = db.conntent();60 MySqlDataReader selectcom = db.Select1(sqlstr);//, con61while (selectcom.Read())62 {63 Label j1 = new Label();64 RadioButtonList i1 = new RadioButtonList();65//i1.ID = js.ToString();66 j1.Text = tm.ToString()+". "+selectcom.GetString("XZe_T");//题⽬67 tm++;//1. 2. 3.68int[] a1 = new int[4];//存放随机结果 a[0-3]=>3-669 RepeatDirection Horizontal = new RepeatDirection();//设置单选按钮组为横排70 i1.RepeatDirection = Horizontal;//设置单选按钮组为横排+7172 a1 = db.PaiXu();//使⽤排序得到随机的345673for (int j = 0; j < 4; j++)74 {75if (a1[j] == 3) { da[daa++] = j; }76 ListItem a22 = new ListItem();//建⽴列表组77 a22.Value = j.ToString();//⽤于取出value 值与答案⽐较78 a22.Text = selectcom.GetString(a1[j]);//将数据付给listItem 对象79 i1.Items.Add(a22);//添加数据到列表项80 }81 XZ.Controls.Add(j1);82 XZ.Controls.Add(i1);83 }84 }85catch(Exception e) { Response.Write("取数据有错误"); }86finally { }8788 }89protected void TKK()90 {91 tkkk = 0;92int a = 0;93string sqlstr ="SELECT * from tk_ where TK_Type='"+Kid+"' and TK_TeaId='"+Tid+"' order by rand() limit "+tkt;94 MySqlDataReader selectcom = db.Select1(sqlstr);95while (selectcom.Read())96 {97for (int j = 0, i = 3; i < 6; i++)//数据库中答案字段 3-698 {99 tkda[a, j++] = selectcom.GetString(i);100 }101 Label j1 = new Label();//存放题⽬102string abc = selectcom.GetString("TK_T");103string[] arr = abc.Split('_');//⽤ _ 来分割有⼏个空104 j1.Text = "<br />"+ (++a).ToString()+"."+selectcom.GetString("TK_T")+"<br />";//题⽬105 TK.Controls.Add(j1);//添加题⽬到⽹页中106for (int i = 0; i < arr.Length - 1; i++)107 {108 tkkk++;109 TextBox q = new TextBox();110 TK.Controls.Add(q);111//⽣成相应的填空112 }113 }114 }115protected void JDD()116 {117int j = 0;118string sqlstr = "SELECT * from jd_ where JD_Type='" + Kid + "' and JD_TeaId='" + Tid + "' order by rand() limit "+jdt;119 MySqlDataReader selectcom = db.Select1(sqlstr);//, con120while (selectcom.Read())121 {122123for (int a = 0, i = 3; i < 9; i++)124 {125 jdda[j, a++] = selectcom.GetString(i);//i⽤来取数,a⽤来写⼊数组,j⽤来表⽰第⼏条数据126 }127 Label j1 = new Label();//存放题⽬128 j1.Text = "<br />"+ (++j).ToString()+"."+selectcom.GetString("JD_T")+"<br />";//题⽬129 TextBox a1 = new TextBox();130 a1.TextMode = TextBoxMode.MultiLine;///设置⽂本框为多⾏输⼊131 a1.Rows = 4;//设置⽂本框的⾏数132 JD.Controls.Add(j1);//添加题⽬到⽹页中133 JD.Controls.Add(a1);//添加⽂本框134 }135 }136protected void LOOK_Click(object sender, EventArgs e)137 {138 XZCJ(); TKCJ(); JDCJ();139int zz = xzcj + tkcj + jdcj;140string cjj = "insert into xsks_ values('"+Session["id"]+"','" + Tid + "','" + Kid + "',CURDATE( ),'" + zz + "')";141if (db.ZSG(cjj)) { Response.Write("<script>alert('成绩提交成功！你的成绩是 "+zz.ToString()+"');window.location.href='students.aspx'</script>"); } 142else{ Response.Write("<script>alert('成绩提交失败！');</script>"); }143 }144protected void XZCJ()145 {146int j = xzt, i = 0;147try148 {149while (i < xzt)150 {151int xzx = Convert.ToInt32(Request.Form[j++].ToString());//*得到选择项152if (da[i++] == xzx)153 xzcj += (xzf / xzt);154 }155156 }157catch158 {159160 }161 }162protected void TKCJ()163 {164165int xx = xzt*2;166try167 {168for (int i = 0; i < tkt; i++)169 {170for (int j = 0; j < 3; j++)171 {172if (tkda[i, j] == "") continue;173if (tkda[i, j] == Request.Form[xx++].ToString())174 tkcj += (tkf / tkkk);175 }176 }177178 }179catch180 {181182 }183 }184protected void JDCJ()185 {186187int xx = 2*xzt+tkcj;188try189 {190for (int i = 0; i < tkt; i++)191 {192for (int j = 0; j < 6; j++)193 {194if (jdda[i, j] == "") continue;195if (Request.Form[xx].ToString().IndexOf(jdda[i, j]) + 1 >= 1) 196 { if (jdcj < (jdf / jdt))jdcj += 3; else break; }197 }198 xx++;199 }200201 }202catch(Exception e)203 { }204205 }206 }该项⽬已被学姐要⾛。

外文翻译---基于BS的ETAS网上考试系统的研讨

附录Based on B/S ETAS on-line test system deliberatingBased on B/S ETAS on-line test system deliberating Along with the computer and its the network technology rapid development and the social information level unceasing enhancement, the computer surveyed and appraises the process also to obtain the widespread application in the education. The computer assistance appraisal in the education, the teaching and in the study appraisal process application, has initiated the appraisal content, the method and the form profound transformation. The development, the application can gather the education to evaluate after testing the theory, the method and the modern information technology method on-line evaluates after testing the system, provides for the student individuality study "nimble, convenient, scientific, is fair" "individually melts the study to evaluate after testing the service", has become the education front specially is a important task which the general distance learnings worker faces.Has developed distance learning 20 for many years, has obtained the rich experience in the distance learning aspect, receives the Ministry of Education and the education profession highly takes. Since in 1999, the development "the talented person raise pattern reform and the opening have educated the experiment site" the project, on the one hand positively explores teaching aspect the and so on management pattern, teaching method, teaching method reform, simultaneously also positively is developing the curriculum to evaluate after testing the way the reform, adapts the distance learning development as well as the talented person raise pattern reform and the opening educates the experiment site the need. Therefore, has developed "the on-line test system".The ETAS on-line test system has fully manifested the open design thought. The system not only can load bearing each kind of curriculum (or has custom-made inspection content, like each kind of non- school record education training) the question bank, the volume storehouse or the single wrap examination paper, the implementation curriculum (or has custom-made inspection content) test. Thequestion bank, the volume storehouse or the single wrap examination paper may carry on maintenance as necessary and so on increase, deletion, revision; The data transmission support many kinds of ways, in the network unobstructed situation may through the Internet direct transmission, also may the data which is going to transmit after the network not unobstructed situation pack the encryption to progress the good data transmission the copy to each kind of storage device; The teacher (or appraisal) and the study may register in the certain jurisdiction every time; The system support many kinds of registers for the way, including on-line registers for, the examination site registers for, the single registers for, the batch inducts, the test registration nimble is convenient.The test system evaluates after testing the system since, also is long-distance evaluates after testing the management system management system. Its design based on the graduation school, the level-to-level administration management mechanism, uses the multistage system constitution. The central administrative center is the overall system control center, the provincial level administrative center is this system data relay and the processing center, the examination site is the systematic most basic unit, is directly organizes the examinee to carry on the registration, the test, the collection information terminal. All levels of systems may increase the test content under the certain condition, carries on in the assignment jurisdiction the test organization, simultaneously, the collection formulation test plan, the examinee registration, the examination place arrangement, the examination place management, the examinee take a test, examines test papers with flow and so on result output issue is a body, has had the distance learning management function. These functions realizations enable this system to have the superiority which the campus on-line test system did not have.The system formulation test plan nimble is convenient, can assign the test the time, the test subject, the test use question bank or the volume storehouse, as well as inspection content and test question difficulty and so on; In order to achieve the test secure request, the data encryption uses the multistage encryption the way, defined the question bank and the volume storehouse only can open a time in the test process, strengthened the question bank secrecy. The system broke through the most computers test system topic to be unitary also only to have the objective test question the shortcoming, supported the many kinds of test questions type, the objective test question including the list selected topic, the multi- selected topics, the choice filledup the topic, the judgement topic, fills up the topic, the subjective test question included: The large-scale idea mathematics problem, the medium idea mathematics problem, the small idea mathematics problem, the elaboration topic, Jan answer, the case analysis topic, the solid service topic, the synthesis synthesis. Moreover, but also may hang meets like the IT kind of curriculum simulation experiment, greatly strengthened the system extension and the usability. The system use test question attribute expressed between the test question relations, the test question attribute has the incompatible topic, contains the topic, the smooth topic and so on, scientifically causes the group volume to be effective. The system use knowledge spot, the difficulty, the discrimination, the exposure time many kinds of parameters control test question, carries on the science the group volume, also guarantees the test fairness, also effectively prevented the student cheats the behavior occurrence. The system grades, the objective test question automatically comments reads, the subjective test question transmission comments reads the center to comment reads, and can carries on passing an examination rate to the examinee and the test question, cheats the situation, lacks tests the situation, the result section distribution, test question responding rate and so on the many kinds of statistical analysis, forms to the teaching effective feedback. Considers the examination place partial software and hardware environment the non- unity, but the examination place are partial also is the test important link, the reliability is the system design priority target, in the system uses the data backup machine to preserve all examinees' test result, guaranteed student's test machine in the power cut, dying machine and so on in the situation, can restore to the normal test condition, guaranteed examinee's test data cannot lose.After the system development completes, first has carried on the experiment site in the Beijing TV University. January 15-18, 2003, the Beijing TV University has carried on the WTO knowledge course curriculum test using the test system, altogether had 1,081 people to participate in the test, has supposed three examination places (engine room), has carried on 45 tests. The test carries on very smoothly, does not have any exceptionally.After the Beijing TV University experiment site, starts in the TV University system promotion use, the selection curriculum to cover the region to be broad, but reference population relative less "accounting" and "business management" specialized degree English curriculum. In June 28 on 29th, "business management" and "accounting" specialized degree English on-line test official hold. 42 TVUniversity 180 examination site, 440 numbers of showings, 12,063 people participate in the test, because the entire day power cut, the subordinate branch school outside examination site except the Guangdong Zhongshan examination site because the examination place is unable to induct the examination site arrangement test not to complete, other examination site all quite smoothly have completed the test. On December 7 on 8th, saved the school, 135 examination site, 11,215 examinees in 44 has carried on the second degree test, did not have any exceptionally.After the test had ended, each measure unit to be used believed, ETAS on-line test system design thought advanced, system various modules function complete, movement safe reliable, the operation is simple. The on-line test overcame the traditional test malpractice, the examinee has stochastically obtained the test question on the computer, completed the test, substituted formerly took a test sets the topic of a composition, printing, delivered the topic, the test, receives the volume, grades, ascends classifies a series of operating process, caused the test process to change conveniently, is highly effective, quickly, simultaneously also reduced the test cost, was worth promoting the application.After the test the examinee responded that, Through on-line carries on the test using the computer, provides nimbly for the student, convenient, scientific, is fair individually melts the test service, causes the student namely to namely is the possibility, extremely adapts the characteristic which the adult studies, they welcome very much.The ETAS on-line test system is in under the modern science fast development new situation, for adapts a collection modern distance learning theory, the method and the modern information technology method test system well which the modern distance learning evaluates after testing needs to promote. The system not only has the function which the campus on-line test system has, moreover also had has tested the service management function, fully has manifested the distance learning open characteristic. Its development and use, not only will play in our country distance learning test appraisal the vital role, moreover will have the significant influence to our country distance learning test reform. First, the test system widely is promoted in the TV University opening education school record education the application, takes the traditional written examination the supplement. At present already has completed 50 curricula small question banks, these curricula tests soon complete through the on-line test system; Along with our country economy development and the computerpopularization, it possibly replaces examines by writing, becomes the test the mainstream; Satisfies individually melts the need which the student takes a test, the student may independently choose the curriculum to study, participates in the test every time. Regarding because works the student which or other reasons cannot participate in the curriculum written examination, may complete through the on-line test system; Moreover, this system also will use in the social non- school record education curriculum and the profession authentication project test service; Specially, the test system may use in the Austria huge mythical bird distance learning service platform public service system, serves for our country distance learning curriculum test makes the contribution.Any new software system, always some gradually consummates the process, the ETAS on-line test system also so, at present also has some problems, for example: The system has not solved the examinee identification authentication problem; The question bank construction also must further consummate, the subjective topic test realization also needs to seek a more effective way and so on, unceasingly will develop in the network technology and the test theory today, the test system also further consummates in various aspects.译文基于B/S的ETAS网上考试系统的研讨随着计算机及其网络技术的飞速发展和社会信息化水平的不断提高，计算机在教育测量和评价过程也得到了广泛的应用。

博思考试

发展历程
法语联盟歌德学院
萨拉曼卡大学考试委员会
法语联盟成立于1883年，是一家非营利性的组织。主要致力于法语语言及文化的教育和传播，在全球133个国家建立了1300多个中心。为各行各业不同年龄段的380，000多名学生提供多种多样的文化活动和课程，同时颁发七个专业的文凭，包括语言、文化、文学、商业法语和商务翻译等。
含金量比较
BEC成绩以等级计，在外企有较高的认可度，BEC商务英语证书在职业英语方面最早进入中国，占有很大的市场份额。它是1993年教育部考试中心和英国剑桥大学考试委员会合作举办的考试，所以在英联邦国家及其公司, 较流行.BEC证书得到全球认可，是出国留学和进入外企的“通行证”。BEC初、中、高级可替代雅思3、5、7级，是全球160多所大学入学语言能力的证明；国外众多大学认可其高级C以上考试成绩，可免修该校MBA相应课程；由于颁证机构的权威性，在英国、英联邦各国及欧洲大多数国家的商业企业部门获得认可，并得到国内数百家外资企业认可，有“外企绿卡”之美誉；此外，取得BEC初级证书可免修高教自考中英合作商务管理金融管理专科段商务英语课程。
与雅思区别
对象不同内容不同
形式不同相同之处
雅思是为准备进入以英语为主导教学语言国家的高等教育机构就读进修而设的语言测试制度，也用于测试准备到以英语为母语的国家（主要指英联邦国家）定居人士的英语水平；博思主要是为公司和机构而设计，供公司和机构评估雇员、受训员工和应聘者的商务外语水平和实际语言运用能力。
机构简介
博思考试logo流行的职场英语水平考试有三种：BEC、托业与博思。博思考试，BULATS，全称Business Language Testing Service，汉语意译为剑桥职业外语考试，音译为博思。它是一种与职业工作相关的、快速及实用可信的外语考试。

翻译

• 同時通訳 • 同時通訳は、話者の話を聞くとほぼ同時に訳出（やくしゅつ）を行う形態であり、通訳の中でもいわゆる花形的（はながたてき）な形式である。 • 通例通訳者は、ブースと呼ばれる会場の一角に設置された小部屋に入り、その中で作業を行う事になる。 • 通訳者の音声はブース内のマイクを通して聴衆のイヤフォンに届けられる。同時通訳作業は非常に重い負荷（ふか）を通訳者に要求するため、2 人ないしは3人が同時にブース（包厢）に入り15 分程度の間隔（かんかく）で交代する。
• 二、报名时间：（一）参加上海、苏州、无锡、常州、扬州考点笔试的考生全部在上海外语口译证书考试网报名，请于每年的6月中旬和12 月中旬在新闻公告栏查询网上报名的时间。 • （二）参加南京、宁波、杭州、青岛、深圳、烟台、南昌、武汉、南通、徐州考点笔试的考生，必须到相关报名点报名，每年报名日期为6月20 日－26日、12月20日－26日。
波节；节点；结点
• 構文木（こうぶんき）は • 次のようになる:
しかしまだ語順が正しくないし、助詞もない。ここで構文木に対して以下のような規則を適用して変換をおこなう: "S → NP VP" というノードがあれば、それを "S → NP は VP" に変換せよ。 "VP → verb NP" というノードがあれば、それを "VP → NP を verb" に変換せよ。すると変換された木はこのようになっている:
• 周作人（しゅうさくじん）は現代中国の散文作家、翻訳家。魯迅先生の弟。 • 日本人の作家では佐藤春夫（さとうはるお）を愛し、夏目漱石・島崎藤村（しまざきとうそん）などを中国に紹介している。 • 『古事記』『狂言（きょうげん）十番』『浮世風呂（うきよぶろ』『枕草子』（まくらのそうし）などの翻訳もある

翻译辅助工具考核试卷

10.文件导出
四、判断题
1. ×
2. ×
3. ×
4. √
5. ×
6. ×
7. ×
8. ×
9. √
10. ×
五、主观题（参考）
1.翻译辅助工具通过提供翻译记忆、术语管理和自动化功能，显著提高翻译效率。例如，翻译重复句子时，工具可以自动提供之前的翻译，节省时间。
2.翻译记忆帮助保持翻译一致性，术语管理确保专业词汇准确无误，两者共同提升翻译质量。
3.以下哪个翻译辅助工具支持多人协作？（）
A. SDL Trados
B. Google Translate
C. MemoQ
D. Microsoft PowerPoint
4.在翻译辅助工具中，术语管理功能的作用是？（）
A.提高翻译质量
B.加快翻译速度
C.降低翻译成本
D. A和B
5.以下哪个翻译辅助工具支持与在线翻译记忆库的同步？（）
15.以下哪个翻译辅助工具适用于Mac操作系统？（）
A. SDL Trados
B. MemoQ
C. OmegaT
D. Apple Pages
16.在翻译辅助工具中，以下哪个功能可以帮助翻译者快速统计字数？（）
A.机器翻译
B.翻译记忆
C.术语管理
D.字数统计
17.以下哪个翻译辅助工具支持自定义翻译记忆库？（）
3.在翻译辅助工具中，______功能可以确保翻译的一致性和准确性。（）
4.使用翻译记忆功能时，翻译者可以通过______来提高翻译效率。（）
5.术语管理在翻译辅助工具中非常重要，它可以减少______并提高翻译质量。（）
6. ______是一种开源的计算机辅助翻译工具，适合个人和小型团队使用。（）

在线考试系统需求分析

在线考试系统需求分析在线考试系统的功能要求在线考试系统的总目标是：在当前网络环境下，数据库和先进的开发平台上，利用现有的软件，配置一定的硬件，开发一个具有开放体系结构的、易扩充的、易维护的、具有良好人机交互界面的在线考试系统，实现企业或者是学校考试的无纸化，为企业或者学校选拔人才提高更方便，更有效的途径。

根据可行性研究的结果和用户的要求，分析现有情况及问题，采用brower/Server结构，将在线考试系统分成了一下功能模块。

本系统的用户可分为管理员和普通用户（考生）两类。

本系统共分成两个界面：一个界面用于管理员登录，主要负责进行基本资料、题库、试卷、成绩的管理以及查询等；另外一个界面用于普通用户（考生）登录、注册。

主要负责在线考试、查询以往考试成绩留言和在线交流等。

从总体上考虑，系统应该实现下列功能：对管理员来说，包括试卷管理、题库管理、阅卷管理、成绩管理。

1、试卷管理：管理员可以从课程，各种题型的数量等方面对某份试卷提出一定的要求生成试卷规则。

同时，管理员还可以对库中已有的试卷进行修改和删除，添加新试卷等。

2、题库管理：管理员可以对题库中的试题进行三种基本操作：添加新的考题、删除旧有考题、修改原有考题，其中试题类型包括客观题（32。

，填空、选择、判断、简答）和主观题；对于每种类型的试题，教师可以设置题干、答案等属性。

3、阅卷管理：对于客观题，系统应该可以自动阅卷评分，对于主观题，应该进行人工打分，进而让系统自动统计总成绩。

4、成绩管理：管理员可以查看考生的考试成绩，并针对不同的课程进行成绩统计，包括考试人数、最高分、最低分、平均分以及各分数段得分人数等。

4、学生管理：管理员可以对用户的资料进行查询、删除。

对普通用户来说，包括在线考试（包括模拟考试和正式考试）、查询以往考试成绩、留言和在线交流等。

. . . .系统流程图系统流程图如图所示。

教师考生身份验证失败教师身考生身信信生学学生息表息表份验证份验证试卷恢复生成试卷学生答题试卷备份做试卷卷交学生成评卷:模块分布图在线考试系看题卷题卷卷成成成成绩绩绩绩试题管理删添修除加改试试试题题题 . . . .1、在线考试：学生可以任选时间进行在线测试，考生可以选择手动抽题和随机抽题。

文献译文-新型的基于web的在线考试系统

A NOVEL WEB-BASED ONLINE EXAMINATIONSYSTEM FORCOMPUTER SCIENCE EDUCATIONYuan Zhenming1, Zhang Liang2, Zhan Guohua3AbstractWeb-based Examination System is an effective solution for mass education evaluation. We have developed a novel online examination system based on a Browser/Server framework which carries out the examination and auto-grading for objective questions and operating questions, such as programming, operating Microsoft Windows, editing Microsoft Word, Excel and PowerPoint, etc. It has been successfully applied to the distance evaluation of basic operating skills of computer science, such as the course of computer skills in Universities and the nationwide examination for the high school graduates in Zhejiang Province, China.1. WEB-BASED ONLINE EXAMINATION SYSTEM1.1The aim of the examination systemAs a universal examination system for the education of basic computer operation, it must meet the following requirements:1. A reasonable question storage, which must conform to the general outline of the exam.2. A practical interface. There are two types of exam interfaces. One is the simulation, the other is the actual environment. The second scheme will give the student computer skills.3. A range of question types, such as objective questions, operating questions, design questions, information retrieval, group testing, etc.4. A safety and reliable examination system.1.2 The components of WOESThe Web based Online Examination System (WOES) is a multi-layer system which is composed of the Web Server, Database Server, and WOES middleware Server, WOES client module and Browser, such as Internet Explorer. In this system, we use the Internet Information Server 4.0(IIS) as the Web Server, the Database Server is Microsoft SQL Server 7.0.The kernel of WOES is the WOES middleware Serve and the WOES client module, which is designed according to Microsoft DCOM standards. DCOM is the binary COM object’s extension jointing LAN, WAN and Internet, which can instance and bind objects over different network. It is an advanced network protocol used to cooperate with COM based components of two processes in different locations. The WOES middleware Server is a server-side component The WOES middleware Server is a server-side component providing communication interfaces between WOES clients and the Web Server or Database Server. The WOES client is a client-side component, which is called by the Browser to control the client computer and submit or receive information from the WOES Server. This technology guarantees the flexibility and the potential for extension of the test system. In addition, it allows access to local files, whereas in conventional systems, the IE security prevents such access.1.3 The key technologies of WOES1. A user-friendly interfaceWe use br owser as our user’s interface. The Browser interface has a uniform and consistent user interface. Almost everyone is able to use it skillfully. Therefore it can eliminate the differences of various exam systems and guarantee a fair test.2. Simplified system maintenanceSince the system is based on Browser/Server architecture, the teacher can update the system or the question database o examine the student’s database only in Server. It is not necessary to update the client system as the Client/Server must do.3. Central examination managementProfiting from the central controlled system, the teacher can easily control the examination process, such as the beginning and end of the exam, collecting the answers and monitoring the students’ conditions on the te acher’s screen.4. SecurityThe most severe difficulty which the B/S based system faces is security, because in principle the web-based examination system can be accessed on the Internet or WAN in a city.All the questions, materials and answers are transmitted in bits stream format after encoding, not in file format. It can ensure not only security in the transmission process, but also protect from invasion.When one student starts his test, the system will distribute him a password produced according to his client’s hardware and operation system environment. It can prevent cribbers to login from other clients imitating this student.The newest method to prevent the distant student from leaving the client or is making use of face detection and recognition technology. Before the start of the exam, the student is asked to sit in front of thecomputer camera, which can monitor the whole scene. Then the system will automatically recognize the student’s face and his identification. As soon as the validation is performed, the student must stay in front of the camera until the exam is finished.2. AUTO-GRADING SYSTEMThe auto-grading system can automatically grade the answers, which are collected from the examination system. It helps teachers to achieve the score with ease.There are two types of the grading: objective questions and operating questions. Objective questions, such as choice questions, yes/no questions, and fill-in questions, can be graded effectively by accurate matching or fuzzy matching. But it is difficult to grade operating questions by simple matching technologies.A possible solution could be: Reading the answer file directly and comparing it to the key file. But this is not practical because the format of Microsoft Office files is complicated.Another solution is: (2) grading by using the Office OLE object. This method is convenient and efficient, but it has a big disadvantage: the source code of the grading system is closely related to the concrete question, which results in a large amount of work when the questions are changed.We propose a universalized grading system, which is carried out on the basis of a database of key knowledge.First, we extract all possible knowledge points and store them in a triple form: (key, value, location). Then we produce the question file by labeling the question point directly on it; the system will add the corresponding question key to the standard key library. So, the last process of auto-grading system is to compare the answer file with the standard key library. The auto-grading system also allows the teacher to add his /her own questions to our examination system.3. CONCLUSIONWe have developed an overall solution to the examination system for practical computer skills. It provides a user- friendly platform of various questions for the basic computer education in Universities. Hundreds of thousands of students and teachers have used this system and agree that it has effectively raised the learning and testing efficiency.一种新型的基于web的在线考试系统Yuan Zhenming1, Zhang Liang2, Zhan Guohua3摘要基于web的在线考试系统是大众教育评估的一种有效解决方法。