初探研究(pilotstudy)之分享

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资产证券化及其会计问题初探张东明Pilot Study of Asset Securitization and Its Accounting ProblemsZhang, Dong ming摘要(选题动机与研究动态简要描述)资产证券化融资方式是……。

近年来,国内外学者围绕这一主题的研究成果甚丰……但与……有一定差距,特别是从会计角度分析更有许多问题值得研究。

(中心思想的概括性描述)本文集中阐述了资产证券化的相关概念及内涵,围绕资产证券化实施可能引起的会计问题做了相应的分析……,剖析了……,讨论了……,就……提出了个人的看法,并预测了……。

(研究方法与研究内容简要描述)本文系运用规范研究方法进行的专题研究。

全文分X个部分:首先(第一部分),是讨论了资产证券化的内涵、运作原理以及……其次(第二部分),是从会计核算角度对其业务拓展及投资效益进行了分析……最后,是对资产证券化……做了展望与分析。

(作者文中创新观点的简要归纳)本文主要创新体现在………关键词:资产证券化;会计核算;效益目录引论 (1)一、资产证券化的基本原理 (1)(一)资产证券化内涵与分类 (1)(二)资产证券化的交易特点 (X)(三)资产证券化的运作方式 (X)(四)………………二、资产证券化所涉及的会计问题分析 (X)(一)………………结语 (X)主要参考文献 (X)引论资产证券化是近三十年来国际金融领域最为重要的金融创新之一。

它最早出现在20世纪70年代的美国。

1977年,美国投资银行家莱维斯•S. 瑞尼尔(Lewis S. Rabieri)首次使用了“资产证券化(Asset Securitization)”一词……。

国内学者也已经开展了一些这方面的研究,其中有代表性的成果有……。

笔者认为现有研究中,迫切需要解决的问题是……,但相应成果并不多见。

本文试就资产证券化及其所引起的会计问题与考评方法作初步分析和探讨。

一、资产证券化的基本原理(一)资产证券化的内涵与分类1.资产证券化的内涵有关资产证券化的内涵问题,国内研究中引用最多的是格顿(Gardener)的定义和所谓的一级证券化、二级证券化的分类,以及融资证券化和资产证券化的分类,但学者们的分类并不一致,比较有影响的是何小锋的分类方法①。

pre-post study

pre-post study

预先研究预先研究是指在进行某项活动或实施某项计划前,对相关问题进行系统、深入的研究和考察,以便做出明智的决策和规划。

预先研究可以帮助我们更好地了解问题的本质、找到解决问题的最佳路径、规避可能出现的风险和错误,进而有效地提高工作效率和决策质量。

在各种学术研究、商业活动、社会管理和政策制定中,预先研究都占据着重要的地位。

1. 预先研究的重要性预先研究的重要性体现在以下几个方面:(1)节约时间和资源:通过预先研究,可以更好地了解问题和情况,找到最有效的解决方案,避免盲目尝试和无效投入,从而节约时间和资源。

(2)提高工作效率和决策质量:通过对相关问题的深入研究和分析,可以更好地把握问题的本质和发展规律,做出更为明智的决策和规划,提高工作效率和决策质量。

(3)规避风险和错误:预先研究可以帮助我们更好地了解问题可能出现的各种情况和风险,规避可能发生的错误和损失。

2. 预先研究的内容和方法预先研究的内容和方法主要包括以下几个方面:(1)问题定义和分析:明确待解决的问题或任务,并对问题背景、原因和影响进行系统分析,找出问题的本质和关键症结。

(2)相关指标和数据收集:收集与问题相关的各种指标和数据,包括历史数据、统计数据、案例分析等,以便对问题进行量化和分析。

(3)实证研究和调查:通过实地调查、问卷调查、访谈等方法,获取各种真实的信息和反馈,以便更好地了解问题和情况。

(4)文献综述和案例分析:对领域内相关文献和案例进行综述和分析,找出解决问题的最佳实践和经验教训。

(5)模型构建和预测分析:基于上述数据和信息,构建相应的模型和方法,对问题进行预测和分析,找出最佳的解决方案。

3. 预先研究的实践应用预先研究的实践应用广泛存在于各个领域和行业中:(1)学术研究和课题申报:在开展一项学术研究或申请科研课题前,需要进行相关领域和问题的预先研究和分析,以便确定研究方向和内容。

(2)商业活动和市场调研:在开展一项商业活动或产品推广前,需要进行市场调研和竞争分析,以便确定营销策略和目标群体。

2014,王小亭,10超声观测不同部位下腔静脉内径形变指数的研究初探 (2)

2014,王小亭,10超声观测不同部位下腔静脉内径形变指数的研究初探 (2)

超声观测不同部位下腔静脉内径形变指数的研究初探
作者:张青, 刘大为, 王小亭, 张宏民, 何怀武, 柴文昭, 晁彦公, 中国重症超声研究组(CCUSG)
作者单位:张青,刘大为,王小亭,张宏民,何怀武,柴文昭,中国重症超声研究组(CCUSG)(100730,中国医学科学院北京协和医学院北京协和医院重症医学科), 晁彦公(清华大学第一附属医院ICU/急诊科)
刊名:
中华内科杂志
英文刊名:Chinese Journal of Internal Medicine
年,卷(期):2015,54(6)
引用本文格式:张青.刘大为.王小亭.张宏民.何怀武.柴文昭.晁彦公.中国重症超声研究组(CCUSG)超声观测不同部位下腔静脉内径形变指数的研究初探[期刊论文]-中华内科杂志 2015(6)。

新课标下中学生参与教师评价初探

新课标下中学生参与教师评价初探

新课标下中学生参与教师评价初探课标下中学生参与教师评价初探提要:教师评价向来是学校的一项重要工作,上级评价、同行评价和自我评价都是学校常用的评价教师的重要方式。

近年来,有人提出,长期以来学生评价一直由教师评价为主、其他评价为辅的方法来调配,那么作为学校中的一员,学生也可以参与教师的评价,至少他们可以对教师的教学进行评价。

不过,这种观点随后就引发了诸多争议,其争议的核心在于:学生是否可以像教师的上级、同行以及教师本人一样,参与到教师评价中来呢?本文旨在对其进行初步探究。

关键词:评价方法探索学生参与教师评价一、资格的争议在学生是否具有评价教师的资格这一点上,应该从两方面进行思考:学生参与教师评价的益处在如下几个方面:第一,学生与教师接触的时间多,他们有许多机会来了解教师;而且学生在教学过程中处于主体地位,他们对教师的教学情况更是了如指掌;第二,与教育行政人员、教师同行和教师自己相比,学生所提供的信息更加全面,更加准确,也更加真实;更能反映真正的主体——学生的知识领会、掌握,技能拓展情况;第三,学生的评价作为一种反馈为教师后续的工作提供了一个新的起点,这也使评价成为“教学相长”的契机;使教师能给自己的教学工作准确定位,对教学效果准确反思;第四,学生参与评价可以增进学生对教师工作的了解,也有助于改善师生关系。

与此同时,作为一种新的人际关系,教师与学生之间还存在服务与被服务的关系,学生作为被服务者,有权利对服务者进行评价,因而任何一项教师评价,都离不开学生的参与。

当然,学生参与教师评价还有许多不完善的地方:第一,学生的参与最直接地受到学生年龄和知识水平的影响,特别是中学生的年龄、知识水平都处于基础、启蒙阶段,对于评价缺乏驾驭能力,很可能被主观片面性蒙蔽,最终可能导致评价失去其有效性;第二,在许多情况下,教师文化与学生文化是相对立,甚至是敌对的,学生可能会出于敌对心理来对待评价,使评价失去了真实性、可信性;学生更倾向于给予那些好好先生式的教师以很高的评价;而对于那些教学要求严格的教师评价偏低,从而导致对教师的以教学为主的评价被扭曲成一种师生人际关系评价;第三,评价会受到学生兴趣的影响,学生对某学科感兴趣,就容易给予该学科的教师较高的评价;第四,学生在评价过程中有一些心理上的障碍,导致评价失去其客观性和准确性,学生主要有两种顾虑:一是害怕评价会造成师生之间的冲突;二是害怕评价会影响教师对自己的看法,以至影响自己的学业成绩;第五,学生往往不能设身处地为教师着想,他们只会留意一些表面信息,而无法作出深层的评价。

先行性与可行性研究在医学研究领域中的价值与应用简介

先行性与可行性研究在医学研究领域中的价值与应用简介

中国循证医学杂志2021年5月第21卷第5期•617 .•方法学•先行性与可行性研究在医学研究领域中的价值与应用简介黎国威1#,吴大嵘2#,张颖'张静怡4,李子一、商洪才51. 广东省第二人民医院临床流行病与方法学中心(广州510317)2. 广东省中医院,广东省中医药科学院,广州中医药大学第二附属医院(广州510120)3. 北京中医药大学中医学院临床流行病与医学统计学教研室(北京100029)4. 兰州大学公共卫生学院(兰州730000)5. 北京中医药大学中医内科学,教育部和北京市重点实验室(北京100700)【摘要】在医学研究领域,先行性与可行性研究是为降低正式试验的不确定性、提高正式试验的总体质量及成功率而实施的先行性探索性试验;先行性与可行性研究是为了回答“未来的正式试验能否实行、是否应该实行(如果应该实行,如何实行)”这样的问题。

H I期临床试验耗时耗力、需大量的资源投人,所以在实施正式试验前往往需要开展先行性探索性的小规模试验、以确保正式试验的可行性与顺利开展。

目前先行性与可行性研究越来越受到关注,然而在国内此类研究才刚引起重视。

本文就先行性与可行性研究的相关概念、对正式试验的价值、实例分析与研究现状作简单介绍。

【关键词】先行性与可行性研究;随机对照试验;1D期临床试验Introduction to pilot and feasibility studies in medical researchLI Guowei1,WU Darong2,ZHANG Ying3,ZHANG Jingyi4,LI Ziyi1, SHANG Hongcai51. Center fo r Clinical Epidemiology and Methodology (CCEM), Guangdong Second Provincial General Hospital, Guangzhou 510317,P.R.China2. Guangdong Provincial Hospital o f Chinese Medicine, Guangdong Provincial Academy o f Chinese Medical Sciences &2nd AffiliatedHospital o f G uangzhou University o f C hinese Medicine, Guangzhou 510120, P.R.China3. Department o f C linical Epidemiology and Biostatistics, Beijing University o f C hinese Medicine, Beijing 100029, P.R.China4. School o f P ublic Health, Lanzhou University, Lanzhou 730000, P.R.China5. Key Laboratory of C hinese Internal Medicine of M inistry o f E ducation, Beijing University o f Chinese Medicine, Beijing 100700, P.R.China Correspondingauthor:LIGuowei,Email:************.cn【Abstract 】In medical research, pilot and feasibility studies are conducted to reduce the uncertainty of fliture maintrial and enhance its overall quality and probability of successful completion. The objective of a pilot and feasibility studyis to answer whether the main trial can be performed, should be performed, and if so, how. Due to the tremendous resources, time, and funding required for a phase IE clinical trial, conducting a pilot and feasibility study is generally apivotal step. While pilot and feasibility studies are gaining increasing attention in clinical research, efforts are largelyrequired to promote the dissemination in China. Therefore, in this article, we briefly introduce the concepts of a pilot and feasibility study, its importance to the main trial, and current practice. Examples are also provided to help illustrate the introduction.【Key words 】Pilot and feasibility study; Randomized controlled trial; Phase III clinical trial在医学研究领域,高质量的m期临床试验提供D O I:10.7507/1672-2531.202011065基金项目:国家重点研发计划项目(编号:2019Y F C1709800、2019Y F C1709802 )通信作者:黎国威,Email: *************.cn#共同第一作者的证据通常可作为金标准来衡量干预的有效性与安全性。

什么是试点研究What is a Pilot Study 大学专业技巧

什么是试点研究What is a Pilot Study 大学专业技巧

什么是试点研究?What is a Pilot StudyA helpful Guide for youIn this article, I will be talking about Pilot Study. Yes, you read it right. Pilot study plays a crucial role. It is a mini pre-study which is conducted before a full-scale research project. It helps you out to answer various questions regarding a big scale project.I will be talking about following points in this article:What is a Pilot Study?Pilot Study in Clinical researchWhat is the purpose of a Pilot Study?Misuses of a Pilot StudySo, let’s get started with our article.What is a Pilot Study?A pilot study is a mini-scale, pre-study which aims to find out that whether important components of a main-study will be beneficial or not. It is basically an RCT, i.e., randomized controlled tria l. RCT’s need a lot of money and time to be carried out.Therefore, it is important that the researchers have confidence in the initial steps that they will take while managing this kind of study. It is done to avoid wastage of resources and money.Example: Pilot study or you can say, RCT (randomized controlled trial) is used in the attempt to foresee an accurate sample size for a full-size project. It is also used to improve upon different aspects of the study design.The work of the pilot study is also to answer a simple question, i.e., “Can the full-size study be managed in the way which has been planned or should some of the component(s) be altered?” Another important point which you should keep in mind is that the reporting of a pilot study must be of high quality. It allows the readers to understand the implications and results correctly.Pilot Study in Quantitative research and Qualitative Research- Clinical FieldA pilot study can be conducted in both qualitative and quantitative studies. The focus goes on quantitative pilot studies, specifically on those which are done before full-scale phase III trials. There are phases of the trials. I know it sounds a bit tough to understand, but don’t worry as I will explain these to you.Phase I trials include non-randomized studies which are designed to define the pharmacokinetics of a drug. It defines that how a drug is metabolized and distributed in the body.A perfect amount of dose is figured out which can be tolerated by the body with lesser toxicity.Phase II trials give preliminary evidence of the clinical strength of a drug. This trial may or may not be randomized. Here comes, Phase III trials which are randomized studies. In this phase, more than two or more drugs or intervention strategies are compared to monitor the safety and strength.Phase IV trials are done after marketing or registration of a drug. These are not randomized. These are survey-based studies which are documented experiences after the usage of the drugs. It includes any side effects of the drug, interactions of the drug with other drugs, etc.How Pilot Study helps in clinical practices?As we now know that a pilot study provides crucial practical data but, it also provides anexcellent opportunity for study teams to establish good clinical practices to grow the reproducibility and rigor of their research.It includes development of informed consent procedures and development of documentation, regulatory reporting procedures, data collection tools and monitoring procedures.The aim of a pilot study is not to test the hypothesis. So, it is not compulsory to give power analyses for the suggested sample size of the pilot study. Instead of this, the recommended pilot study sample size should be taken according to feasible considerations. It includes budgetary constraints, participant flow and the number of participants required to reasonably calculate feasibility goals.What is the purpose of a Pilot Study?Pilot studies are conducted to calculate the practicability of some vital part(s) of the full-scale study. Basically, these can be broken down into four main aspects. Below are those four aspects.Process- Here the practicability of key steps in the full-scale study is monitored. For example retention levels, recruitment rate, and eligibility criteria.Management- the problems are looked upon regarding data management and also with the team included in the study. For example: were there any issues while collecting the data required for future analysis; is the collected data highly changeable and whether the datacollected from various institutions can be evaluated together.Resources- It includes monitoring the issues with resources and time, that may arise during the main study. For example: how much time will the main study take to get completed; will the use of some equipment be practical or whether the form(s) of assessment chosen for the main study is good enough.Scientific- It deals with the monitoring of treatment safety; estimation of treatment effect, its variety and determination of dose levels, its response.Let me conclude this section with some points which will cover all the above mentioned four aspects.Reasons to conduct a Pilot StudyMonitoring the practicality of a full-scale survey/study.Testing and developing the effectiveness of research instruments.Checking whether the technique and the sampling frame are effective.Designing a research decorum.Monitoring whether the research decorum is workable and realistic.Monitoring the success of suggested recruitment approaches.Finding out logistical issues using the suggested methods.Calculating variability in outcomes to help finding out the sample size.Collecting initial data.Deciding what resources (staff, finance) are required for a planned study.Monitoring the proposed data analysis techniques to expose potential issues.Preparing a research plan and research questions.Guiding a researcher in various elements of the whole research process.Assuring funding bodies that the research team is knowledgeable and competent.Assuring funding bodies that the main large-scale study is practical and thus is worth funding.Misuses of a Pilot StudyWell, Pilot studies are very helpful, no doubt but, then there are some drawbacks. There are few misuses of pilot studies as well. Rather than focusing on practicality and acceptance, many times, pilot studies focus on unsuitable results like deciding “Initial efficacy.”Following are the common misuses of pilot studies:Attempting to monitor tolerability/safety of a treatment.Aspiring to provide an initial test of the research hypothesis.Evaluating effect sizes for power calculations of the bigger scale study.Below are some questions which usually comes on to one’s mind after reading above points.Why can’t we use a pilot study to monitor tolerability and safety?When it comes down to investigators, they often prefer to examine “initial safety” of involvement in a pilot study. But, due to small sample sizes, generally involved in a pilot work, they can’t give useful information related to safety, except in few extreme cases.In most of the involvements suggested by investigators, suspected safety concerns are rare and minimal, and thus, they are unlikely to be picked up in a small pilot study. If there are no safety concerns demonstrated in a pilot study, then the investigators can’t say that the involvement is safe.Why can’t a pilot study provide an “initial test” of the research hypothesis?We see specific goals for practical pilot studies which propose to estimate “initial test” o f involvement B for condition Y.Well, there are two basic reasons why a pilot study can’t be used for this purpose.When a pilot study is conducted, there is lesser knowledge about the methods which should be applied to the intervention within the patient population. So, there is no surety whether the intervention works as you don’t know if it has been applied correctly.Due to the small size of the samples used in a pilot study, they are not efficient to answer the questions related to efficacy. Thus, any evaluated effect size is uninterpretable.ConclusionSo, guys, I hope that now the concept of a Pilot study is clear to you. Pilot studies play a crucial role in health research, but it is also possible that they might be misused, misrepresented ormistreated. One needs to be very careful when it comes to a Pilot study.。

a preliminary study与a pilot study

a preliminary study与a pilot study

a preliminary study与a pilot study什么是“a preliminary study”和“a pilot study”的含义与区别,以及它们在研究设计和数据收集中的作用。

引言:在科学研究中,进行一项全面的研究需要耗费大量的资源和时间。

为了在研究过程中节省资源和时间,并更好地确定研究方法和可行性,研究人员通常会选择进行“a preliminary study”(初步研究)或“a pilot study”(试验性研究)。

本文将详细解释这两个概念的含义和区别,并阐述它们在研究设计和数据收集中的作用。

正文:1.什么是“a preliminary study”?Preliminary study,又被称为“feasibility study”(可行性研究),是指在进行一项全面的研究之前,进行的一项小规模研究。

它的主要目的是帮助研究人员更好地了解研究主题的背景和相关要素,确定研究方法的可行性和有效性,并获取初步的数据结果。

通过进行“a preliminary study”,研究人员可以在正式的研究中减少错误,并最大限度地提高研究设计的质量和可靠性。

进行“a preliminary study”的典型情况包括:(1)确定研究问题和研究目标:通过初步调查和文献综述,研究人员可以更好地了解研究主题,并确定研究问题和目标。

(2)测试和改进研究方法:在进行正式研究之前,研究人员可以通过“a preliminary study”来测试和改进研究方法,以确保研究工具和程序的有效性和可靠性。

(3)获取初步数据和分析:研究人员可以利用“a preliminary study”来收集初步的数据,并进行初步分析。

这有助于他们了解研究可能遇到的问题和挑战,并进行相应的调整和改进。

2.什么是“a pilot study”?Pilot study,又称为“feasibility study”(可行性研究)、“mock study”(模拟研究)或“dry run”(试运行),是指在正式进行一项研究之前进行的一项小规模试验研究。

英语Tough结构可习得性问题初探

英语Tough结构可习得性问题初探

Guangzhou, China Modern Foreign Languages (Quarterly) Vol.24 No.2 April 2001: 159-169A Tentative Study of the Learnability Problem on the Learning ofEnglish Tough Constructions by Chinese EFL LearnersCHEN Ji-dongThe present study tackles a learnability problem concerning the learning of English tough constructions, such as John is hard to fool, by Chinese EFL learners. Syntactically, tough construction crucially involves a tough predicate, and indicates an underlying subject-patient/theme relationship between the matrix subject and the infinitival verb. Empirical studies of L1 acquisition reveal that L1 learners even at the age of eight still tend to misinterpret tough constructions as the subject-raising structure. Previous L2 research discovers that EFL learners' interpretation of tough construction develops from subject-agent mapping interpretation to the correct subject-patient/theme mapping interpretation, and that the knowledge of EFL learners' L1 deeply affects their acquisition of tough construction. Concerning Chinese EFL learners, Yip (1995) notified a learnability problem of overpassivization and overgeneralization of subject raising to tough construction by Chinese Hong Kong EFL learners.Linguistic analysis of English tough constructions and relevant Chinese structures show that Chinese allows both subject raising and object raising with easy type of tough adjectives, which is argued to be a more general phenomena of Chinese topicalization and topic raising. For other types of tough adjectives, Chinese generally lacks exact counterparts but only has analogous sentential infinitival subject structures.To investigate the knowledge of Chinese EFL learners about tough constructions, an empirical study was conducted. The results reveal that the learnability problem of overpassivization and overgeneralization of subject raising structure remains even for the subjects of the upper level. Among tough constructions, the subjects have significantly better acceptance towards the tough constructions with similar Chinese counterparts. These findings suggest that the special difficulty can be traced to the cross-linguistic influence and the universal preference to subject raising than object raising. Animacy of the matrix subject of tough constructions significantly affects subject's judgment of the grammaticality of tough construction. This shows that an interaction of syntax and semantics may shed light on the resolution of the learnability problem.Keywords: Tough construction, Foreign language learning, Overgeneralization, LearnabilityCorrespondence: CHEN Ji-dongForeign Language Department,Jinan University, Guangzhou,P.R.China,510632< jdcheng@>现代外语(季刊)第24卷2001年第2期(总第92期):159-169 中国・广州英语Tough结构可习得性问题初探陈继东本文通过调查中国英语学习者的中介语(Inter-language)中Tough结构的知识情况,探讨了中国英语学习者出现过度概括(overgeneralization)的原因。

多变量分析名词解释

多变量分析名词解释

1.variable變項:依不同數值或類別出現或變動的一種屬性,如性別(類別變動代表不同的性別)年齡、收入(依數值的變動代表不同的年齡與收入)。

2.independent variable自變項:指研究者能加以系統化操弄或安排變項,此種變項常是研究者懷疑造成某種事件或現象的「因」。

3.dependent variable依變項:指隨著自變項之改變發生改變,而無法加以操弄的變項,也是研究者所要觀察或蒐集之受試者的行為數據。

4.intervening variable中介變項:指介於自變項和依變項之間一切對依變項會產生作用的內在心理歷程而言,例如受訪者的意願、態度、動機與興趣等。

tent variable(潛在變項):6.measurement scale測量尺度:nominal variable, ordinal variable, internal variable andratio variable。

7.nominal variable名義變項:指利用名稱或數值來分辨人、事、物之類別的變項。

8.ordinal variable次序變項:指可利用數值或名稱來加以排序或賦予等第的變項。

9.internal variable等距變項:指可以賦予名稱(類別)並加以排序,且可以計算出其間差異之大小量的變項。

10.ratio variable等比變項:指可以賦予名稱、排序,並計算出差異大小量,還可找出某比率(倍數)等於某比率的變項。

11.variance變異數:一組數值離均差平方和之平均數。

12.control group控制組:指不接受實驗處理的受試者。

13.experimental group實驗組:指接受實驗處理的受試者。

14.randomization隨機化:指受試者被選中的機率是均等的。

15.matching比對配合:要設法使某兩組在實驗之前相同或相等的方法。

16.systematic bias系統性偏差:研究工具無法依目的正確的測量。

陌生环境中基于熟悉策略的英语移动学习研究

陌生环境中基于熟悉策略的英语移动学习研究

本研究立足于熟悉的真实环境有利于外语学习这一背景,通过设计熟悉策略来帮助学生熟悉陌生的学习环境,进而促进其英语学习。

本研究收集整理了其他研究者提出的帮助学习者熟悉陌生环境的方法,将其按照一定的逻辑组织起来,并加以扩充。

初步开发的熟悉策略共有51条,以进入陌生环境为界,将其划分为三类,即“进入陌生环境之前”、“在陌生环境中时”以及“离开陌生环境之后”。

该策略由两位计算机辅助语言学习领域的专家和两位经验丰富的英语教师进行了验证。

不同的环境和不同的学习者对熟悉策略的要求不同,因此研究者提出了尽可能多的策略,为学习者提供丰富的选择。

此外,为辅助英语移动学习活动,研究团队还开发了一个在线学习平台来帮助参与者完成陌生环境中的学习任务,为学习者提供学习资源、发布学习任务、展示创作内容。

通过预研究(一个实验),熟悉策略的有效性被初步证实。

两组学生在陌生环境下执行相同的英语学习任务。

使用熟悉策略的学习者表现出了更高的英语写作水平。

之后,研究者招募了8位七年级的英语教师组建焦点小组,讨论熟悉策略的有效性,及其在七年级阶段得可行性。

焦点小组共收集到约4个小时的音频。

对访谈内容进行编码,得到以下研究结果。

一是焦点小组能够提高七年级学生对陌生环境的熟悉度;二是熟悉策略适合七年级学生的特点,但仍需要克服以下三个问题:信息检索能力差异较大、未成年人的安全问题以及激发学习兴趣的需要。

为解决以上三个问题,焦点小组提出,熟悉策略的使用者应该在实际操作中强调教师参与和小组合作。

根据以上结果,研究者在原熟悉策略的基础上进行调整,提出了适合七年级学生的新熟悉策略。

基于以上研究结果,本研究提出了几点建议。

一是学生需要使用熟悉策略了解陌生的学习环境;二是学生需要根据需要灵活选择适用场景的策略;三是教师需要积极参与并成立小组,帮助学生完成信息检索、排除安全隐患,设计有趣的学习活动。

关键词:真实环境,陌生环境,熟悉策略,移动学习,英语Based on the background that the familiar authentic environment is conducive to foreign language (FL) learning, this study designed familiarization strategies to help students get familiar with the unfamiliar learning environment, to help English as a foreign language (EFL) learners improve their English learning performance.In this study, the ways proposed by other researchers to help learners get familiar with unfamiliar environments are collected and organized logically, and then expanded. There is a total of 51 familiarization strategies, which are divided into three categories: "before entering the unfamiliar environment", "during in the unfamiliar environment", and "after leaving the unfamiliar environment". The familiarization strategies were validated by two experts in the area of computer assisted language learning (CALL) and two experienced English teachers. Different environments and learners have different requirements for the familiarization strategies. Therefore, this study put forward as many strategies as possible to provide learners with rich choices. To support mobile English learning activities in unfamiliar environments, the research team developed an online learning platform to help participants complete learning tasks in unfamiliar environments, provide learners learning resources, publish learning tasks, and display what they created during tasks.Through a pilot study (an experiment), effectiveness of the familiarization strategies was preliminarily verified. Both groups of students performed the same English learning tasks in unfamiliar environments. Learners who used familiarization strategies showed higher levels of English writing. The researchers then recruited eight seventh-grade English teachers to form focus groups to discuss the effectiveness of familiarization strategies and their feasibility at the seventh-grade level. The focus group collected about four hours of audio as research data. The following results were obtained by encoding the interview content of focus group. First, focus groups can improve students' familiarity with unfamiliar environments. Second, the familiarization strategies are suitable for the characteristics of seventh grade students. But the following three problems still need to be overcome: the large difference in information retrieval ability, the safety of minors and the need to stimulate learning interest. To address these three issues, focus groups suggested that teachers and students of seventh grade should emphasize teacher participation and group cooperation in practice.According to the results, this study adjusted the original familiarization strategies and put forward new one which is suitable for students of seventh grade.Based on the above, this study puts forward several suggestions. First, students need to use familiarization strategies to understand unfamiliar learning environment in advance; Second, students need to flexibly choose applicable strategies according to their needs; Third, teachers should actively participate in and set up groups to help students complete information retrieval, eliminate security risks and design interesting learning activities.Key words: authentic environment, unfamiliar environment, familiarization strategies, mobile learning, EFLContents摘要 (I)Abstract ................................................................................................................................ I I ChapterI Introduction (1)1.1Background (1)1.2Definition of Key Concepts (3)1.2.1Authentic Learning Environment (3)1.2.2Familiar Environment and Unfamiliar Environment (4)1.2.3Familiarization Strategies (4)1.3The Aim of the Study (5)1.4Significance of the Study (6)1.4.1Theoretical Significance of the Study (6)1.4.2Practical Significance of the Study (6)1.5Research Method (7)1.5.1Pilot Study (An Experiment) (7)1.5.2Focus Group (7)ChapterII Literature Review (9)2.1Study of MALL in K-12 Stage (9)2.2MALL in Authentic Environment (9)2.3MALL in Familiar and Unfamiliar Environments (11)2.4Familiarization Strategies (14)ChapterIII Methods (17)3.1Research Material (17)3.1.1Familiarization Strategies (17)3.1.2Online Learning Platform (23)3.2Pilot Study: To Verify Effectiveness of Familiarization Strategies (26)3.2.1Procedure (27)3.2.2Data Collection and Data Analysis (28)3.3Focus Group (29)3.3.1Outlines of Focus Group (29)3.3.2Set up Focus Groups (31)3.3.3Data Collection (33)ChapterIV Results (34)4.1Effectiveness of Familiarization Strategies for Seventh Grade Students (34)4.2Applicability of Familiarization Strategies to Seventh Grade Students (35)4.3Familiarization Strategies for Seventh Grade Students (39)ChapterV Discussion (42)5.1The Development and Usage of Familiarization Strategies (42)5.2The Effectiveness of Familiarization Strategies (43)5.3Using Familiarization Strategies in Grade Seven Middle School Level (45)ChapterVI Conclusion (46)6.1Conclusion and Contribution of this Study (46)6.2Limitation of this Study (47)6.3Future Study (47)Reference (48)Appendix (55)Appendix A Familiarization Strategies (55)Appendix B Pre-test Materials (65)Appendix C Post-test Materials (66)Appendix D Results of Pre-test and Post-test in Pilot Study (67)Appendix E Rating Criteria of Tasks (68)Appendix F Results of Writing Quality in Tasks (69)Appendix G Frequency of Using Familiarization Strategies (72)Appendix H Outline of Focus Group (76)Appendix I Familiarization Strategies for Students of Seventh Grade (77)Academic Papers and Research Results Published During the Study (87)Acknowledgement (88)ChapterI Introduction1.1BackgroundEnglish is considered one of the most influential languages in the world (Chen, 2018), while in China, English as a foreign language (EFL) is a compulsory course for K-12 students. Some believe that being proficient in English can bring material prosperity by ensuring more education, international business, science, and technology (Li & Pan, 2009). Traditional English teaching always takes place in a fixed classroom, where teacher gives a lecture and the students sitting around to listen and take notes (Zhonggen, 2018; O’Malley & McCraw, 1999). In this relatively passive classroom context, the topics used in English teaching are often considered uninteresting because they are formatted out of authentic environment. It has a negative impact on both students' level of interest and academic performance (Cheng, Hwang, Wu, Shadiev, & Xie, 2010). As a result, a concern facing the traditional EFL learning is the discrepancy between students’ daily activities and literacy practices in classroom (Lee, 2019). Because the fixed learning environment cannot satisfy the correlation between environment and learning content, thus EFL learning in classrooms is commonly decontextualized and disconnected from real-life scenarios (Hwang, Chen, Shadiev, Huang, & Chen, 2014).Language is used in interaction and communication and should also be practiced in related contexts. Therefore, a specific related context should be emphasized (Lave & Wenger, 1991). Situational learning avoids providing learners with isolated or fragmented knowledge (Huang, Yang, Chiang, & Su, 2016). Because students who learn EFL in a situational learning environment can not only increase opportunities for more interaction and communication with others, but also connect their knowledge with the actual environment to form a more complete learning experience (Hwang & Chen, 2013). Extramural English (Chen, 2018; Sauro, 2017; Sauro & Sundmark, 2016) in an authentic environment (Huang, Shadiev, Sun, Hwang, & Liu, 2017; Hwang, Shih, Ma, Shadiev, & Chen, 2016; Ibáñez, Rueda, Galán, Maroto, Morillo, & Kloos, 2011; Lai & Gu, 2011) was found that significantly contributed to effective learning. An authentic learning environment provides a context that reflects the way knowledge and skills will be used in real life (Gulikers, Bastiaens, & Martens, 2005; Whittlesea, 1993). It emphasizes meaningful learning in contexts thatinvolve real-world problems (Reynolds, 2013; Shadiev, Hwang, & Huang, 2017).However, when choosing the learning environment which related to the learning content, it is found that some environments are familiar to learners, while others are unfamiliar. Because the number of environments that learners are familiar with is limited, so the learning materials provided by these learning environments are also limited, and it is impossible to meet all learning needs. At this point, the learner may choose to go to a place that is unfamiliar to him but related to the learning content, which full of learning materials. For example, while learning vocabulary about animals, teachers take students to zoos (Chang, Warden, Liang & Chou, 2018). When learning about history, teachers take students to museums (Wang, Liu & Hwang, 2017). In order to immerse themselves in the social circle of native speakers, many foreign language (FL) learners even go aboard to learn the target language. For example, Comas-Quin, Mardomingo and Valentine (2009) required students to complete a one week residential in Spain (a foreign country for students) with the aim of improving their speaking and listening skills. It's good to immerse oneself in an authentic environment that is related to the learning content, but it is found that a familiar learning environment is better for language learning than an unfamiliar environment (Hwang & Chen, 2013; Hwang et al, 2014; Shadiev, Hwang, Huang, & Liu, 2018a; Cheng et al.,2010). Because foreign language (FL) is already unfamiliar to learners, it is not good if the learning environment is also unfamiliar to them. Just as sheep are unwilling to accept new food in an unfamiliar environment (Burritt & Provenza, 1997). It's better to be exposed to new things in a familiar environment. A familiar environment could create advantages in comprehension and application of new knowledge (Shadiev et al., 2017; Shadiev, Hwang, Huang & Liu, 2016), in which learners could make use of available resources flexibly without much burden. Because when leaners enter familiar environments, background knowledge will guide their behavior and help predict what is to be expected (Shadiev et al., 2017) without information-processing load related to contextual knowledge. In such an environment, students are more inclined to learn, because they can apply new knowledge to solve problems, which are often encountered in their daily life (Golonka, Bowles, Frank, Richardson, & Freynik, 2014).Based on the above descriptions, it is found that when choosing a learning environment, two factors should be considered, that is, the relevance of the learning environment and learning content, and the familiarity of the learner with the learning environment. At its best, the chosen learning environment is both related to the content and familiar to the learner. At worst, students are put into an unfamiliar environment that irrelevant to what they are learning. In traditional English class, teachers usually show learning content unrelated to theenvironment in a classroom that is very familiar to students, such as discussing how to give directions to foreigners in the classroom. Now, let's think about what would happen if we satisfied the “related” factor preferentially and then solved the problem of students' unfamiliarity with the environment. Therefore, this study is inclined to explore strategies that can improve learners' familiarity with unfamiliar environments to reduce or even avoid the negative impact of unfamiliar environments on students' EFL learning, so as to provide some practical suggestions for English teachers.1.2Definition of Key ConceptsThis study is mainly concerned with four key concepts of authentic learning environment, familiar environment, unfamiliar environment, and familiarization strategies. Therefore, this section gives definition of these four concepts.1.2.1Authentic Learning EnvironmentAuthentic learning is a pedagogical approach that allows students to explore, discuss, and meaningfully construct concepts and relationships in the context which involve real-world problems and projects that are relevant to the learner (Donovan, Bransford, & Pellegrino, 1999). It focuses on connecting what students learn in school to real-world problems, problems, and applications. Because of the practicality or authenticity, students are more likely to be interested and motivated to what they are learning.The authentic learning environment is the real-life physical context that that facilitates student’s artifact creation (Wong, 2013). It provides a context that reflects the way knowledge and skills will be used in real life (Gulikers et al., 2005; Whittlesea, 1993). It emphasizes meaningful learning in contexts that involve real-world problems (Reynolds, 2013; Shadiev et al., 2017) which provides the following critical characteristics. First, it provides authentic contexts that reflect the way the knowledge will be used in real life. Second, it provides authentic activities that have real-world relevance, ideally ones which present complex activities to be completed over a sustained period. Third, it creates an opportunity for sharing learning experiences and accessing the experiences of learners regardless of their level of expertise. Finally, it promotes reflection and enables authentic learning assessment within the activities (Herrington & Oliver, 2000; Newmann & Wehlage, 1993; Nilson 2010; Wong, 2013).In this study, the processes, and products of the EFL artifact creation in an out-of-school settings, authentic environment supported by mobile technology are focused. Rather thanlearning out of authentic environment, all these learning experiences are considered as forms of personal or social meaning formation (Wong, 2013).1.2.2Familiar Environment and Unfamiliar EnvironmentMerriarn-Webster Dictionary defined familiar (2016) as frequently seen or experienced, easily recognized while unfamiliar (2016) was defined as not well-known or strange. Environment (2016) was defined as the circumstances, objects, or conditions by which one is surrounded. In this study, familiar environment is authentic circumstances, objects, or conditions by which one is surrounded that one frequently seen or experienced while unfamiliar environment is authentic environment that one not well-known or strange. It should be noted that in this study, both familiar and unfamiliar environments refer to real-life physical environments rather than fictional environments. According to Shadiev et al. (2015), the familiar authentic environment refers to the environment associated with learners' background and previous experience in which situation is predictable. Wong (2013) regards school and home as two familiar environments for students because they have frequent access to. Other authentic environments that are difficult for them to access in daily lives, such as shopping malls or other places they have visited during family outings, are considered unfamiliar because students usually do not go there often or stay there for a long time.In this study, students' familiarity with the authentic environment was realized through self-assessment. We recommend that students rank their familiarity with the environment on a scale of 10. They use 0 for the level that most unfamiliar with the authentic environment, and 10 for the level that most familiar.1.2.3Familiarization StrategiesIn this paper, the familiarization strategies refer to some strategies proposed by the author. In the papers involving familiar learning environment and unfamiliar learning environment, many scholars have mentioned the tips to help students get familiar with the environment (Baskaya, Wilson, & Özcan, 2004; Chang, Tseng, & Tseng, 2011; Chu, 2014;). The author sorted out and improved these scattered strategies according to certain logic to form a set of strategies specially designed to improve students' familiarity with the unfamiliar environment. The author's expectation is that by using these strategies, students can improve their familiarity with unfamiliar environments and reduce the negative impact of unfamiliar environments on their FL learning.The author first proposes these strategies that may improve students' familiarity with unfamiliar environments, and then have discussions with the research team and professional English teachers to make further modifications. Later, these strategies will be verified in a pilot study and discussed in a focus group to show their effectiveness. In addition, there is a guess that some strategies may be generic for all kinds of environments, while others need to work in specific environments.1.3The Aim of the StudyAccording to the research, there are many advantages to learning a FL in the familiar environment (Chang, Chang, & Shih, 2016; Cheng et al., 2010; Hwang & Chen, 2013; Lai & Gu, 2011; Shadiev et al., 2018a; Skehan, 1998), but there are also disadvantages. For example, the number of familiar environments to learners is limited, and these environments may not provide all the materials for learning FL. Similarly, unfamiliar environments do not have only negative effects on FL learners. There are unlimited materials and possibilities for language learning in unfamiliar environments. At present, however, few studies focus on English learning in unfamiliar environments and how to eliminate the negative effects of unfamiliar environments on foreign language learners. If there are ways to improve learners' familiarity with unfamiliar environments, then, learners can finally enjoy the dual benefits of familiar and unfamiliar environments. Therefore, the most important aim of this study is to develop familiarization strategies to help students get familiar with unfamiliar environments and ultimately help EFL learners improve their English learning performance. However, the current recruitment of K-12 school students for intensive off-campus learning activities have practical obstacles. Therefore, this study intends to conduct a pilot study to verify the effectiveness of the familiarization strategies, and then organize English teachers in K-12 schools to form focus groups to improve the strategies, so, as to ensure the feasibility of the familiarization strategies in K-12 schools. To this end, this study aims to accomplish the following four specific objectives.Firstly, develop familiarization strategies. The study will propose as many strategies as possible and organize them logically to provide learners with a variety of choices.Secondly, the effectiveness of familiarization strategies was preliminarily verified through the pilot study (an experiment). In the pilot study, whether using familiarization strategies was taken as the research variable to investigate whether there was a significant difference in English performance of the participants with or without familiarizationstrategies intervention.Thirdly, to discuss whether the familiarization strategies are applicable to K-12 school students and to collect suggestions for improving familiarization strategies. To achieve these, the study will recruit English teachers of seventh grade in middle school to form focus group.Fourthly, adjust the familiarization strategies according to the recommendations of focus groups to make it more suitable for the characteristics of the seventh-grade students.1.4Significance of the StudyThis study has great significance both in the theoretical and practical aspect of EFL learning and teaching. Therefore, this section discusses it from the theoretical and practical perspectives.1.4.1Theoretical Significance of the StudyAlthough some studies have explored the impact that learners' familiarity with the authentic environment may have on learners (Cheng et al., 2010; Shadiev et al., 2017; Wong, 2013), few studies focus on EFL learning in an unfamiliar environment and figure out how it affects students’ learning performance.Researches on students' familiarity with the learning environment mostly focuses on the influence of the familiar environment on students (Shadiev et al., 2017). It is found that familiar authentic environment could create advantages related to comprehension and application of new knowledge (Shadiev et al, 2017). However, when students come into an unfamiliar environment, these advantages disappear. They need to make some efforts to familiarize themselves with the environment instead of focusing on language acquisition firstly.From the theoretical perspective, based on the authentic learning theory that language acquisition is related to context, this study extends the exploration of Mobile assisted language learning(MALL) to unfamiliar authentic environments, creatively proposes strategies to improve students' familiarity with the environment, thus expanding the research scope of current EFL acquisition.1.4.2Practical Significance of the StudyBecause of the benefits of familiar environments, researchers suggested that FL learning should better take place in a familiar authentic environment (Cheng et al., 2010; Hwang & Chen, 2013; Hwang et al, 2014; Shadiev et al., 2018a). However, students arefamiliar with a limited number of environments in which there may be no much material related to the FL learning content. Therefore, students cannot always learn EFL in a familiar authentic environment. Sometimes, they need to go to unfamiliar authentic environment to find enough learning materials in the environment. Although teachers or parents sometimes take students to study in zoos or museums, little attention has been paid to how to avoid the impact of unfamiliar environments such as "zoos" and "museums" on learning.Compared with familiar environments, there are some problems and deficiencies of FL learning in unfamiliar environments. From the perspective of practice, this study tries to design a series of strategies to help students get familiar with the real environment and reduce the negative impact of unfamiliar environment on students' foreign language acquisition. On this basis, it further clarifies the questions to be paid attention to when students of seventh grade use familiarization strategies.1.5Research Method1.5.1Pilot Study (An Experiment)The pilot study takes the form of an experiment. Whether or not using the familiarization strategies is taken as the research variable. According to their will, participants chose an unfamiliar environment related to the learning content to complete the task published by the online learning platform.1.5.2Focus GroupIn the past few years, some books have appeared on the use and benefits of focus groups (Krueger, 1988; Morgan, 1988).It is generally used by social science researchers to obtain qualitative data (Madriz, 2000) through engaging a small number of people in an informal group discussion on a specific topic or set of issues (O'hEocha, Wang, & Conboy, 2012; Parent, Gallupe, Salisbury, & Handelman, 2000; Wilkinson, 2004). In contrast to individual interviews, the interactivity and synchronization of focus group discussions allow participants to discuss, agree or disagree with each other's ideas of view and elaborate on the points they have already mentioned (Nili, Tate, & Johnstone, 2017). Therefore, this method not only helps people obtain deeper shared meaning to improve the credibility of research results (Kitzinger, 1994; Stahl, Tremblay, & LeRouge, 2011), but also enables researchers to observe rich group interaction data and conversations on research topics in a short period of time (Greenbaum, 1998).This study is to obtain the opinions and suggestions of seventh grade English teachers on the issue of "whether the familiarization strategies are suitable for students of grade seven middle school level". Due to the features of intuitive, easy to operate, low cost and strong interactivity of the focus group, the researcher believe that a rich set of data can be obtained at a lower cost.ChapterII Literature ReviewChapter II summarizes the related literature on authentic learning, familiar and unfamiliar environments, familiarization strategies and mobile learning in middle school level. Then, the research hypotheses of this study are put forward.2.1Study of MALL in K-12 StageMobile technology plays an important role in our daily life (Liu & Chen, 2015). Many researchers are committed to using mobile technology to overcome the limitations of traditional FL classroom (Ahn & Lee, 2016) and realize seamless learning (Liu, 2009) and authentic learning (Hsu, 2017; Tai, 2012, Wong, 2013).The potential of FL learning supported by mobile technology is huge (Shadiev et al., 2016). Kukulska-hulme and Shield (2008) pointed out that language learning enabled by mobile technology possibly makes new ways of FL learning. Learners can use mobile devices to record learning, communicate, collaborate, and combine online and offline learning, classroom and after-school learning, collaborative learning, and individual learning. Shadiev, Hwang and Huang reviewed the literature on mobile language learning in authentic environment from 2007 to 2016 (Shadiev et al., 2017). The most common mobile technologies found were smartphones, mobile phones and personal digital assistants. The most common target language was English. From the perspective of learning, the most common participants are college students and primary school students. The author has reviewed 10 journals published on SSCI from 2014 to 2019 (Shadiev & Yang, 2020). And counted the techniques used in the field over the past five years. The study found that most of these technologies were mobile technology or technologies that allowed to run on mobile devices. In addition, and the most common participants were also students of college or primary school. Students of junior and senior high school were less to appear in the related study. That is possibly because of the greater academic pressure in junior and senior high school and the less time available for free scheduling. Nevertheless, there is still a need for junior and senior high school students to use mobile technology to assist their FL learning.2.2MALL in Authentic EnvironmentResearchers who support the socio-cultural perspectives of language learningemphasize the need to situate FL learners in authentic environments where take place social interaction easily so that language learning and language use could occur simultaneously (Swain & Lapkin, 2000; Wong, King, Chai & Liu, 2016). Because in authentic environments, students learn from real materials and realistic environment, so they can solve real problems they meet in daily life (Hwang, Nguyen, & Pham, 2019). The theory of authentic learning suggests that learning is context-related (Lave & Wenger, 1991). Context and learning should not be separated (Herrington & Herrington, 2008). Because students could use contextual cues in authentic learning environment to define the meaning of new words and sentences, thus, they could learn more effectively (Huang, Huang, Huang, & Lin, 2012). However, classroom learning lacks a rich realistic environment that separates language learning from language use, which is abstract and disconnected from real-life contexts. Therefore, many studies support the idea of extending language learning in the classroom to authentic environments outside of school (Alioon & Delialioğlu, 2019; Kiernan & Aizawa, 2004).According to the research, when students study in topic-related authentic environment rather than a traditional classroom, they benefit from activities that promote their interest and motivation in the subject of study (Chu, 2014). Students learn more easily when the learning content related to their real-life environment (Rusman, Ternier, & Specht, 2018). Besides, Wong and Looi (2010) presented two novel case studies of MALL that emphasize learner-produced content. In learning English prepositions and Chinese idioms, respectively, the primary school students used the personal mobile devices provided to them to take photos in real-life contexts to construct sentences with the newly acquired prepositions or idioms. This work shows the potential of transforming language learning into an authentic seamless learning experience. According to the research of Lan and Lin (2016), the Chinese as a second language (CSL) learners in the authentic group made significantly fewer errors when executing language tasks than did those in the traditional classroom group. Furthermore, they did not depend on their first language to communicate with the people they visited in the real world and they had more peer cooperation with the support provided by the mobile seamless learning platform (MOSE) compared with those in the classroom group. Wong et al. (2016) conducted a corpus-based analysis of 1043 social media items to determine the patterns of the students’ vocabulary usage. The results show that the quality of artifacts was higher in informal (versus formal) contexts, and in ‘other locations’ (versus classroom). Students were also more inclined to use less frequent。

队列研究

队列研究

年龄校正死亡率(‰) 0.07
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分类:
1.前瞻性队列研究
(prospective cohort study)
以因素分组,开始观察时病例未出现,需追 踪观察一段时期,方可得到分析结果,性质是前 瞻性的,从现在追踪到将来,是队列研究的一般 形式。
2.回顾性队列研究(历史性队列研究)
(retrospective cohort study)
均衡性检验考核两组的可比性
对照常用形式 1.内对照
将选定的某人群中暴露于所研究因素的对象分出,成为暴 露组,其余作为非暴露组
2.外对照 (1)特设对照 选择一个与暴露组在年龄、性别、种族等方面相似的 非暴露组为对照组
(2)总人口对照 不另设对照,用总人口作为对照
3.多重对照
(三)样本大小估计
N (uα
(四)资料的收集与随访
1.人口学资料: 收集年龄、性别、婚姻、文化程度、经
济收入等。
2.查阅现有记录、档案 特殊暴露人群的职业史或医疗记录,了
解暴露的性质和剂量,客观性好。
3.调查询问 询问暴露史,如烟、酒、生活习惯,常
采用调查员直接询问或通信调查。
4.医学检查或检验 调查对象的生理特征或生化指标。
1966.7.19 1961.11.11 1970.2. 1
1977.9.14(迁居外地) 1973.12.1(死亡) 1981.1. 1(随访结束)
年龄 对象1
对象2
对象3 暴露人年
25~
61.11.11~65.4.8\3年 70.2.1~72.11.11/2年 6.19
4月27天,3.41人年 9月10天,2.78人年
(4)明确规定了结局变量,并可准确获得结局资料; (5)有足够的观察人群可划分为暴露组和非暴露组; (6)观察人群相对稳定,大部分可长期随访; (7)有足够的人力、物力和时间支持长期工作。

初中英语语音教学初探

初中英语语音教学初探

初中英语语音教学初探摘要:英语不同于汉语,它是拼音文字,在读音和拼写之间有直接的联系。

掌握英语语音的基本知识是学好英语的基础。

作为英语教学的重要组成部分,语音教学具有现实的意义,但教学中却存在教师语音教学的困惑、学生语音学习的困难等情形,因此探讨语音教学的有效方法和途径是英语教学的内在要求。

关键词:初中英语;语音教学;方法途径中图分类号:g632.0 文献标识码:a 文章编号:1992-7711(2013)23-0042一、初中语音教学的重要性语音是语言学习的基础,要学好英语,必须从最基础的语音开始,单词和语法的教学离不开语音,掌握了语音,便有助于记单词和它的拼写法,也有助于学习语法。

而音标是掌握英语发音的基础,通过有效的语音教学,应使学生具备听音、辨音和模仿的能力,从而培养学生的交际应用能力。

新版教材的编排充分体现了语音教学的重要性。

人民教育出版社2012年5月第一版七年级英语上册教材中结合每个单元的内容,设计了“音素学习——由字母或字母组合到读音——由读音到拼写”三轮的拼读规则训练来帮助学生掌握单词的拼读规则。

教材从67页至76页均为语音知识,还含有“分单元语音练习”。

我们教师可以充分利用教材资源,实施语音及音标教学。

二、初中语音教学困难的成因1. 起始阶段,语音基础学习不扎实。

现在我县大部分学校,小学三年级已开设英语,小学阶段是学生对语音最敏感的时期,这个阶段抓住时机解决语音问题非常关键。

这时学生汉语拼音基础比较牢固,对英语语音学习会发生正迁移,但也存在着不可回避的问题。

一是师资问题;二是表现在学生学习英语基础参差不齐。

在城镇或乡镇中心小学的学生,由于教师和家长都很重视,所以这些学生英语基础比较扎实;而少数农村小学生,他们的英语基础相对较差,对英语的认知几乎是零或仅从电视广告中学的几个单词或句子。

2. 依赖心理强,自我实践能力受到阻碍。

由于平时跟读惯了,导致部分学生音标不认识或者认不全不会独自拼读单词,又由于缺乏集中的强化练习,造成语音教学的“夹生饭”。

investigational study 研究 -回复

investigational study 研究 -回复

investigational study 研究-回复investigational study(研究)Investigational studies play a crucial role in advancing scientific knowledge and improving various aspects of our lives. These studies are designed to address specific research questions and are usually conducted by researchers and scientists in various fields. In this article, we will explore the different steps involved in conducting an investigational study, from the research question formulation to the data analysis and interpretation.Step 1: Research Question FormulationEvery investigational study starts with the formulation of a research question. This question should be specific, measurable, attainable, relevant, and time-bound (SMART) to ensure that the study is focused and meaningful. Researchers often review existing literature, consult with experts, and identify gaps in knowledge to pinpoint an area of study that requires further investigation.Step 2: Study DesignOnce the research question is formulated, researchers determine the most appropriate study design for their investigation. Somecommon types of study design include experimental, observational, cross-sectional, cohort, case-control, and longitudinal studies. Each design has its own strengths and limitations, and researchers select the one that aligns with the specific research question and available resources.Step 3: Ethical ConsiderationsEthics play a vital role in any investigational study. Researchers must ensure that the study respects the rights, autonomy, and well-being of all participants. They must obtain informed consent from all participants, maintain confidentiality, and comply with relevant ethical guidelines and regulations. Ethical considerations also include minimizing potential risks and maximizing potential benefits for the participants.Step 4: Data CollectionAfter addressing ethical considerations, researchers start collecting data to answer their research question. The data collection process can involve various methods such as surveys, interviews, observations, medical tests, or experimental interventions. Researchers carefully design data collection tools and protocols to ensure reliability and validity. They may also pilot test theirinstruments before implementing them on a larger scale.Step 5: Data AnalysisOnce the data is collected, researchers begin analyzing the information. This often involves organizing and categorizing the data, performing statistical analyses, and interpreting the findings. Advanced statistical software programs are often used to analyze large datasets accurately. The goal of data analysis is to uncover patterns, relationships, and trends in the data and draw valid conclusions from the findings.Step 6: Interpretation and ConclusionBased on the results of the data analysis, researchers interpret the findings and draw meaningful conclusions. They compare their results with existing literature, discuss the implications of their findings, and propose recommendations for future research or practical applications. It is important for researchers to present their conclusions objectively, considering the limitations and potential biases that may have influenced the study's outcomes.Step 7: Publication and DisseminationTo contribute to the scientific community and ensure transparency,researchers often publish their findings in peer-reviewed journals. This process involves submitting the study manuscript for review by experts in the field, addressing their comments and revisions, and finally, publishing the article. Additionally, researchers may present their findings at conferences, seminars, or other scientific meetings to disseminate their work to a wider audience.Investigational studies are essential for advancing knowledge and improving various aspects of our society. By following a systematic and rigorous approach, researchers can design, conduct, and interpret investigational studies to address important research questions and contribute to the overall scientific understanding of the world.。

语言研究方法论考试答案

语言研究方法论考试答案

1.Define the following terms briefly.With example if you need.2.action researchAction research is a mode of inquiry undertaken by teachers and is more oriented to instructor and learner development than it is to theory building, although it can be used for the latter.‘Action research’is a generic term for a family of related methods that share some important common principles.Action research is conducted by or in cooperation with teachers for the purpose of gaining a better understanding of their educational environment and improving the effectiveness of their teaching.2.construct validityThis is perhaps the most complex of the validity types discussed so far.In research, construct validity refers to the degree to which the research adequately captures the construct of interest.Construct validity can be enhanced when multiple estimates of a construct are used.3.criterion-referenced test标准参照测验(Criterion-Referenced Test)又称准则参照测验。

分组讨论列表 - 外国语言学及应用语言学研究中心

分组讨论列表 - 外国语言学及应用语言学研究中心

分组发言第1组(七教113):外语教师知识基础与建构过程研究(1)主持人:陈晓茹、许悦婷序号题目作者单位1 Understanding the current state ofuniversity EFL teachers’ classroom-basedassessment literacy许悦婷广东外语外贸大学英语教育学院2 如何运用PCK策略建构外语教师的专业知识——在广东都市、城镇和农村地区开展的实证研究报告朱晓燕华南师范大学外文学院3 In-service College English teacher’scognition of listening instruction andclassroom practices李方秀广东海洋大学4 A Washback Study on MetacognitiveJournal Assessment in an EducationalPsychology Course for Pre-ServiceTeachers of English as a ForeignLanguage徐蔚上海外国语大学教育学院5 浅析民族地区中学英语教师的素质发展宗谨马娜娜陕西师范大学外国语学院6 高校英语教师多元识读教学能力现状研究张艺琼广东外语外贸大学英语教育学院7 高中英语教师专业知识结构分析——基于相关教育要素的视角陈柏华吴月文宁波大学教师教育学院英语教育系8 Tensions in Teachers’Conceptions ofResearch: Insights from College EnglishTeaching in China刘熠东北大学9 关于四位新手外语教师学习过程的叙事探究崔琳琳首都师范大学10 地方院校外语教师跨文化能力调查研究徐继宁济宁学院大学外语部11 从社会文化视角探讨职前教师信念变化轨迹李庆新西兰奥克兰大学应用语言研究系12 从实然走向应然——新手外语教师学科教学知识建构南华广西科技大学外国语学院13 教育实习场域中的学生教师实践性知识发展——一项多例个案研究胡新建北京师范大学外文学院14 Saying as a Bridge between Knowing andDoing: Towards a linguistic approach toteacher education武和平西北师范大学15 不同成长阶段的英语教师实践性知识差异研究段冰宁波大学教师教育学院16 Reflective Teaching in Upenn:Developing English Language Teacher’sExpertise in Teacher Training Program陈偲东莞理工学院外语系17 理工院校大学英语教师知识结构研究陈晓茹广东工业大学外国语学院第2组(七教114):外语教师知识基础与建构过程研究(2)主持人:吕剑涛、刘蕴秋序号题目作者单位1 An Ethnographic Study of EFL Teacher’sKnowledge Transformation from aSociocultural Perspective刘蕴秋华东师范大学2 大学英语教师自主学习观念探析——基于厦门大学教师的调查陈春梅厦门大学教育学院3 From Theoretical knowledge to teacher’spersonal Practical knowledge: The role ofinternationalization in the in-serviceEnglish teachers’ developmentXiaomeiGuoSchool of Education,Shanghai InternationalStudies University4 外语教师发展学习者自主性的教学知识研究韩立刚华北电力大学外国语学院5 对职前教师知识和在职有效教师知识的比较研究——以中学英语教师为例何皎娇云南师范大学外国语学院6 英语教师知识结构对其外语教育观的影响研究徐泉华中师范大学外语学院7 中学新手外语教师认知研究康艳首都师范大学外国语学院英语教育系8 Teacher Learning Across Boundaries: AChallenge to the Legitimacy of LanguageTeachers’ Disciplinary Knowledge吴宗杰韩春燕浙江大学外国语言文化与国际交流学院跨文化交际研究所9 职前职后英语教师对语法教学的认知对比研究孙兵杨丹吴华南师范大学外文学院10 中国大学外语教师实践性知识元表征探究裴光钢山东师范大学外国语学院,北京大学访问学者11 课堂形成性互动中外语教师的缄默知识研究杨华北京第二外国语学院应用英语学院12 A Yin-Yang Analysis of EFL Teachers’Beliefs about the Subject Matter: A CaseStudy in the Chinese ContextTIAN JuanPhD Student, Department of AppliedLanguage Studies and Linguistics,University of Auckland13 外语教师自主发展研究方法述评徐俊仪广州大学外国语学院14 Exploration of Language Teaches’Complex Belief system–A study oflanguage teachers’beliefs about EFLteaching and learning in the context ofsecondary schools in ChinaZhengHongying四川外语学院15 外语教师知识结构与教学自主的相关性研究李四清上海师范大学16 大学英语教师教学观念与教学行为对比研究郑曼怀韩山师范学院外语系17 提高英语教师语言测试知识运用能力—一个英语教师试题命制和质量分析培训的报告刘建达吕剑涛广东外语外贸大学外国语言学及应用语言学研究中心第3组(七教211):外语教师专业认同与教师发展研究(1)主持人:李晓博、钱亚敏序号题目作者单位1 Recurring issues in studies of Chinese latearrivals in North America: Identities,language use and social networks钱亚敏广东外语外贸大学英语教育学院2 非师范英语教师初期身份构建的探索性研究胡凌宝小莹湖南大学外国语学院3 自我认同:超越优秀外语教师专业素质框架——优秀外语教师个案研究孔彩芳电子科技大学中山学院4 Exploring Professional Identity of EthnicEnglish Teachers in the MulticulturalContext奎国萍、蒋宇红、关崇霖、周丽楚雄师范学院、西南大学、广西桂林高等师范专科学校、西藏民族学院5 Teaching, research, and identityconstruction: The impact of overseasprofessional development experiences onChinese university EFL teachersFengjuanZhang,Ju Zhan(战菊)Jilin University6 社会文化视角下外语教师学习与专业认同的叙事研究孟春国陈莉萍南京师范大学外国语学院7 关于外语教师的反传统另类定义宁春岩天津师范大学8 高校英语专业教师职业认同构建的叙事分析—基于实践共同体的个案研究闵惠子广东省深圳市南头中学9 访学经历对外语教师专业身份发展的影响研究吴君安徽大学10 理工院校青年英语教师职业认同特点与专业发展策略研究——以中国地质大学(北京)为例谢晴晴中国地质大学(北京)11 三代中学英语教师身份认同状况及影响因素分析寻阳曲阜师范大学外国语学院12 On The identity work of Chinese EFLpre-service teachersBin Ai 迪肯大学13 叙事角度下职前外语教师的职业认同建构方碧月集美大学14 Teaching as Farming: A Narrative Inquiryinto a College English Teacher’s IdentityYangLidong景德镇学院15 教师自主发展何以可能?——对一位中国英语教师的人生故事研究李晓博深圳大学外国语学院日语系第4组(七教212):外语教师专业认同与教师发展研究(2)主持人:钟彩顺、王永序号题目作者单位1 A Comparison of Chinese and CanadianUniversity Teachers’Motivation forTeaching ESL: A pilot studyWang Yong(王永)Dongguan University ofScience and Technology2 英语专业师范生教师职业认同感的调查杨燕华玉林师范学院3 大学公共英语教师职业认同的叙事探究杨敏北京理工大学4 Professional Development: Opportunityand Constraint: A Case Study onProfessional Development of LanguageEducators in China郭莹莹迪肯大学5 中国大学英语青年教师持续专业发展个案研究李春梅北京外国语大学中国外语教育研究中心/河北经贸大学外语部6 中学英语教师教育专业化案例研究崔淑丽信阳师院外国语学院7 大学英语“3+1”课程体系建设对教师专业发展的影响——基于青岛农业大学大学英语课程体系改革的校本研究杜敏任秋兰青岛农业大学外国语学院8学科多元化转型中的教师发展话语韩春燕浙江大学9 职前英语教师职业认识与职业意志调查陈丽虹广州大学外国语学院10 英语师范生教师信念与职业认同之动态研究张庆宗吴喜艳湖北大学外国语学院11 “I need to be strong and competent”:Understanding student teachers’emotional identity during the teachingpracticum袁睿香港中文大学教育学院12 农村小学转岗英语教师专业认同建构的叙事研究杨娇张莲北京外国语大学13 超学科性:我国高师院校“英语教育”专业学科定位的再定义钟维云南师范大学外国语学院14 英语师范生专业认同的调查研究钟彩顺江西师范大学外国语学院第5组(七教216):外语教师专业发展模式与机制研究(1)主持人:陈玉玲、王斐序号题目作者单位1 教学反思和反思性教学与大学青年英语教师的成长王斐广东外语外贸大学英语教育学院2 中小学英语教师自主性发展的影响因素及其实现途径研究—以云南省300名中小学教师为样本符芬云南师范大学3 小学英语教师教育者与中学英语教师教育者——对专业发展培训的需求分析耿印芳宝鸡文理学院4 国际化外语师资队伍建设模式与评估体系研究张奕西北工业大学外国语学院5 基于实践取向的外语教师专业发展模式探究——KARDS模式理论下一项高校与基教研合作行动研究的进展评估报告胡亚琳北京师范大学外国语言文学学院博士生6 高校外语教师教学、科研发展的知与行——教师自主职业发展能力的反思调研刘芳苏州科技学院7 高校英语教师访学/进修动机的实证研究刘宏刚东北师范大学外国语学院8 Language Teacher ProfessionalDevelopment: An Investigation intoChinese Tertiary EFL Teachers' ResearchExpertiseQinmeiSUN上海外国语大学9 我国中小学英语教师专业发展模式与机制研究:政策、实施与效果吴欣课程教材研究所研究员10 荷兰莱顿大学教师发展体制建设初探——以英语教师发展为例熊晶晶厦门大学教育研究院11 Integrating internationalization intocollege English teachers’professionaldevelopment: concepts, practice andreflectionZhan Ju &ZhangFengjuanJilin University12 理工科高校外语教师专业发展状况与模式研究李立中国地质大学13 普通高校英语专业教师自主性调查与分析陈筱姁浙江海洋学院外国语学院14 课程改革中以教科书为中介的高中英语教师专业学习的案例研究——社会文化的视角国红延北京师范大学外文学院外语教育与教师教育研究所博士研究生15 外语教师短期国外培训项目与教师发展研究——以广州大学选派外语教师赴英语国家短期培训为例金荣广州大学外国语学院16 高职院校外语教师科研能力培养研究李聪莉上海思博职业技术学院17 自主学习模式下教师角色的优化构建陈玉玲广州体育学院外语部第6组(七教217):外语教师专业发展模式与机制研究(2)主持人:马凤鸣、张学进序号题目作者单位1 后方法视角下外语教师专业发展机制研究张学进广东外语外贸大学2 反思性教学——大学英语教师专业发展的有效途径师曼北京师范大学外国语言文学学院3 Improving Digital Literacy ThroughSelf-study and Promoting ContinuingProfessional Development苏芳Inner Mongolia Universityof Technology4 论英语教师与教研员互动发展的行动学习模式王栋江苏科技大学外国语学院5 独立学院ESP教师的角色定位及专业发展模式研究杨博宁夏大学新华学院6 大学英语写作教学科研小组的发展纪实刘晓齐太原理工大学外国语学院7 从一元到多元:实现教师改变的多样化余颖云南师范大学外国语学院8 教学行动研究在网络自主学习模式中的应用——以My ET 英语口语自主学习平台为例张玮昆明理工大学外国语言文化学院9 论教学学术视域中的大学英语教师专业发展娄欣生黄河科技学院外国语学院10 Clinical Supervision: an Effective Wayfor EFL Teacher ProfessionalDevelopment吴志春广东外语外贸大学英语教育学院11 “卓越计划”下的中外籍教师深度合作机制研究李川东莞理工学院12 系统工程的非系统性运作——一项小学英语教师“国培”的始末张文华深圳市宝安区滨海小学13 ESP教师专业自主发展路径研究曾勇南昌工程学院外语系14 Figured Worlds and Teacher Discoursesof Student Autonomy: PromotingAutonomous Learning in CollaborativeAction Research张宁北京师范大学外文学院15 地方师院“英语教师专业技能发展”的实践调查与研究谢春苗韩山师范学院外语系16 从新课标的理解视角探索教师文化柴立敏云南师范大学外国语学院17 西部地方高校英语教学改革创新与教师专业发展团队培育相结合的探索马凤鸣尹曼芬大理学院外语学院第7组(七教301):外语教师专业学习共同体研究主持人:王雪梅、郭遂红序号题目作者单位1 区域性教师网络学习共同体促进大学英语教师专业发展的实践模式郭遂红广东海洋大学外国语学院2 基于虚拟学习社区的大学英语教师专业素质发展研究武书敬孟丽华山东滨州学院外语系3 基于新媒体技术的外语教师网络学习实践社群——China Language EducatorsNetwork胡志雯湖南大学外国语与国际教育学院4 作为教师共同体活动的集体备课与新教师专业发展——一项中小学英语教师的个案跟踪研究徐浩北京外国语大学5 高校外语教师团队建设与互动发展:大学英语教师个案研究曲鑫、张凤娟、初彤、杨迪吉林大学公共外语教育学院6 现象学研究视角下某高中英语备课组内教师合作与教师专业发展研究孙晓慧北京师范大学7 备课组变革与教师成长王巧云南昌外国语学校8 高中英语研究课中的集体协作杨鲁新北京外国语大学中国外语教育研究中心9 以系列学术沙龙为依托的大学英语教师学习共同体的构建与实践王雪松河北经贸大学10 高中英语教师校本教研的实践共同体——族志学个案研究陈芳中国石油大学11 基于学习共同体的外语教师专业成长实证研究钟玲德州学院大学外语教学部12 高校英语教师专业学习共同体模式探讨罗晶东华理工大学13 网络学习共同体的构建与应用周捷西南大学外国语学院外国语言学及应用语言学14 专业学习共同体视阈下高校外语教师专业发展研究王荣媛昆明理工大学外国语言文化学院15 《职前英语教师合作学习小组的“团队凝聚力”探析》摘要王蓉海南师范大学外语学院16 外语教师学术共同体的内涵、特征与建构——以上海外国语大学青年教师创新团队为案例王雪梅上海外国语大学第8组(七教302):外语教师文化与发展环境研究主持人:柯晓玲、李斑斑序号题目作者单位1 高校英语教师职业环境对教师职业幸福感的影响研究——以湖北省武汉市高校为例李斑斑高等教育出版社2 中学英语教师英语磨蚀现象成因分析——以贵州农村地区为例胡启琴中南大学外国语学院3 网络环境下大学英语教师培训评价体系研究陈元骊郭遂红广东海洋大学外国语学院4 云南省中小学英语教师专业发展现状研究李瑞楚雄师范学院5 新疆高校英语专业教师职业倦怠现状研究刘蓉崔琳北京师范大学外文学院,2013博士研究生6 EFL Teacher Development in Chinese andBritish Sociocultural Contexts: A CaseStudy龙艳广东外语外贸大学英语教育学院7 中荷研究型大学外语教师跨文化教学之比较——基于莱顿大学与厦门大学的访谈分析吴薇杨莹莹厦门大学教育研究院8 中-美-日高校教师发展之比较——以教师教学发展中心为例宋亚南上海外国语大学国际教育学院9 促进大学英语教师专业发展——西部某高校外籍英语教师和中国大学英语教师的对比研究王裕森昆明理工大学外国语言文化学院10 高中英语教师文化的多维透视张虹西南大学外国语学院11 叙事视野下的大学公共英语青年女性教师职业成长障碍及对策孙兆玲武汉科技大学外国语学院12 行动研究过程中高中英语教师情感体验的生态审视但巍北京师范大学外文学院博士研究生13 On the Road to Becoming TeacherResearcher: Characteristics andContextual Factors for EFL SchoolTeacher Development throughCollaborative Action Research钱小芳、敖娜仁图雅、古明北京师范大学外文学院14 美国西点军校外语教员队伍建设及启示张锦涛吴苓解放军理工大学15 独立学院外语教师科研能力弱势成因与策略分析的实证研究——以宁夏大学新华学院为例胡瑾宁夏大学新华学院16 信息化背景下的外语教师在线专业发展研究杨春红南京信息工程大学语言文化学院17 In Search of a Third Space for UniversityTeachers’ Professional Development柯晓玲广东外语外贸大学英语教育学院第9组(七教311):职前外语教师教育研究主持人:吕琳琼、林海序号题目作者单位1 外语师范生职前能力培养实证研究林海广东省韩山师范学院外语系2 探索职前教师教育英语阅读课程的革新路径蒋敏红金华教育学院英语系3 教育见习对职前英语教师专业发展的影响李敏海南师范大学外国语学院4 Novice teacher educator developmentthrough collaborative action research敖娜仁图雅北京师范大学博士生5 服务学习在职前教师教育中的实践——以新加坡为例张丽冰广东外语外贸大学英语教育学院6 英语师范生实习期间教师实践性知识发展的个案研究刘忠喜海南师范大学外国语学院7 教育实习与职前教师的专业技能培养——基于教育硕士的个案研究李严星四川师范大学8 高师学校职前小学英语教师教育课堂创新模式的实证研究乔少敏南昌师范高等专科学校外语系9 职前英语教师模块化知能教育模式研究屈社明陕西宝鸡文理学院外语系10 职前英语教师教育实习期问题及对策研究苏翠英菏泽学院外国语系11 教育实习对未来的外语教师专业发展的作用研究吴素萍萍乡学院外语系12 实习生教育实习阶段的同伴互助观课对其专业发展的积极影响徐贤佳韩山师范学院13 Understanding Reflective Thinking onClassroom Discourse of Pre-serviceEnglish Teachers朱红梅西南大学14 职前教育英语教师技术接受行为调查蒋娟闽南师范大学外语系15 形成性评价在职前英语教师专业发展中的应用研究郑丽萍南昌师范高等专科学校16 促进英语基础教育城乡一体化均衡发展路径研究——基于一项职前英语教师顶岗支教活动的跟踪调查张志江方碧月集美大学外国语学院17 基于教学技能培养方向的职前外语教师教育研究——以哈尔滨学院外语学院英语教育专业为例陈海涓哈尔滨学院外语学院18 Dynamics of Becoming Chinese EFLTeachers: Stories from the Novice吕琳琼广东外语外贸大学英语教育学院第10组(七教313):英语教学研究主持人:王加林、张倩序号题目作者单位1 科尔伯格道德认知发展理论与中国大学生道德教育张倩广东外语外贸大学英语教育学院2 从一节市公开课浅谈如何在高中英语语法教学中运用三维语法教学模式邓静燕广州市第六中学3 CALL-based college English Teaching:An analysis of Papers in Journals of1998-2012江丽琴华南师范大学4 教师发展与写作教学有效性探讨——基于学习者对教师写作评阅反馈的案例分析鲁艳辉湖南师范大学5 便携式电子辞典辅助英语教学对中学生学习方式和教师教学方式的影响苏晓俐四川外国语大学6 教师的课堂信息加工能力对有效教学的影响李凤霞山东工艺美术学院公共课教学部7 一项对英语教师自我效能感的研究——以部分中学英语教师的教学行为和教学效果为例邵思源上海外国语大学国际教育学院8 关于英语词汇教学中单词多释义及固定搭配的教学探讨陈坚广州英乐腾教育咨询有限公司9 从任务的有效性和可调性探讨外语课堂教学任务完成策略胡玉莲菏泽学院外国语系10 中国大学生关于美国人刻板印象的调查研究梁改萍广东外语外贸大学英语教育学院11 视觉化下英语教师课堂教学地位的缺失魏清华华南农业大学外国语学院12 大学英语课堂有效呈现、讲授和操练语言知识的行动研究陈香广东海洋大学13 多模态话语理论视角下的独立学院大学英语视-听说教学模式探析管乐中山大学南方学院14 “中国英语”词汇语义探究及其对英语教学的启示——以传媒报道中的中国特色指称英语表达式为例李胜云广东外语外贸大学15 基于胜任力的师范院校英语教师专业发展研究习青侠陕西师范大学16 英语教师教学决策提升的研究王宇董辉东北林业大学17 学生认识在课程跑道中的转变——对“文化遗产”课的民族志研究陈洁坊浙江师范大学18 大学教师称呼语的研究——基于华南师范大学的问卷调查王加林华南师范大学。

前瞻性研究(prospective study)、发生率研究

前瞻性研究(prospective study)、发生率研究
要。 考虑暴露方式:间歇暴露或连续暴露、直 接暴露或间接暴露、一次暴露或长期暴露等。
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还应确定需同时收集的其他资料, 如各种可疑的混杂因素及研究对 象的人口学特征
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二、确定研究结局 结局变量(outcome variable)、结果变 量,简称结局:指随访观察中将出现的预 期结果事件。是队列研究观察的自然终 点,与观察期的终止不是一个概念。
6. 大部分观察人群应能被长期随访下去,并 取得完整可靠的资料。应有足够的人、财、 物力支持该工作。
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(二)历史性(historical)队列研究
非即时性(non-concurrent)队列研究 研究对象的分组是根据研究开始时研究者已 经掌握的有关研究对象在过去某个时点暴露 状况的历史材料做出的;研究开始时研究的 结局已经出现,其资料可从历史资料中获得, 不需要前瞻性观察,这种设计模式称为~。
4. 能确证暴露与结局的因果联系。
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三、研究目的
1、检验病因假设 2、评价预防效果: “人群的自然
实验”:大量的蔬菜摄入可预 防肠癌的发生。 3、研究疾病自然史
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四、研究类型
1. 前瞻性(prospective) 即时性(concurrent)
队列研究
2. 历史性(historical) 非即时性(non-
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第三节 队列研究的设计与实施
一、确定研究因素 二、确定研究结局 三、确定研究现场与研究人群 四、确定队列大小 五、资料收集与随访 六、质量控制
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一、确定研究因素
队列研究费时、费力、费钱、一次只能研究 一个因素,因此,队列研究中研究因素的确 定是至关重要的。
暴露因素是在描述性研究和病例对照研究的 基础上确定的。应当对暴露因素进行定量, 包括暴露水平和暴露时间,以估计累积暴露 剂量。

pilot pre-post study

pilot pre-post study

我们先来了解一下什么是“pilot pre-post study”。

一、“pilot pre-post study”是指在正式研究开始之前进行的一种小规模试点研究,旨在检验研究设计的可行性和有效性。

在进行大规模研究之前,研究人员会先进行试点研究,以便更好地了解研究设计的问题和可能存在的挑战,为正式研究进行准备。

二、试点研究通常包括两个阶段,即“pre”阶段和“post”阶段。

在“pre”阶段,研究人员会在小范围内进行初步调查和实验,以收集相关数据和信息;在“post”阶段,研究人员会对试点研究的结果进行评估和分析,以确定是否可以进行正式的大规模研究。

三、试点研究的意义在于,通过小规模试点研究可以降低正式研究的风险和不确定性,提高研究的成功率。

试点研究也可以帮助研究人员确定合适的研究方法和工具,以及最佳的数据收集和分析方式。

接下来,我们将以从简到繁的方式,逐步深入探讨“pilot pre-post stud y”这一主题。

---在实际研究过程中,进行试点研究是非常必要且重要的。

而在试点研究中,“pre”阶段和“post”阶段的设计和执行则显得尤为关键。

在试点研究的“pre”阶段,研究人员需要仔细规划和设计研究方案,确定研究的目标和内容,选择合适的实验对象和样本,以及制定合理的调查方法和数据收集工具。

这些工作将为后续的正式研究奠定坚实的基础。

而在试点研究的“post”阶段,研究人员需要对试点研究的结果进行全面的评估和分析。

他们需要从收集到的数据中提炼出有用的信息,并对研究设计和执行过程中出现的问题进行总结和反思。

这些工作将帮助研究人员更好地准备和规划后续的正式研究,以达到更好的研究效果。

“pilot pre-post study”还需要注意以下几个方面:1. 在试点研究的“pre”阶段,研究人员需要尽可能地全面和深入地了解研究对象和研究环境,以确保研究设计的科学性和有效性。

2. 在试点研究的“post”阶段,研究人员需要对研究结果和数据进行客观的评价和分析,避免主观偏见的影响。

白塞病炎症因子谱与疾病活动度的关系初探

白塞病炎症因子谱与疾病活动度的关系初探

白塞病炎症因子谱与疾病活动度的关系初探陈莺;黄珊;梁迪;魏博;薛原【摘要】目的探讨白塞病(BD)患者炎症因子谱的异常表达与疾病活动度、炎症指标等的相关性.方法应用RayBio tech细胞因子抗体芯片半定量检测40种血清炎症因子的水平,采用BD疾病活动度评分表评估患者的疾病活动度,采用t检验比较BD患者与健康对照者血清炎症因子水平的差异,采用Pearson相关性分析比较BD 患者40种炎症因子与血沉(ESR)、C反应蛋白(CRP)、体液免疫(IgG,IgM,IgA)及活动度评分的相关性.结果(1)t检验显示,BD患者与健康对照者40种血清炎症因子水平的差别无统计学意义(P>0.05);(2)Pearson相关性分析显示,患者血清中的IL-18,OPN,Resistin,PF4,CD163与BD的疾病活动度、ESR及CRP具有相关性.结论IL-18,Resistin,OPN,PF4及CD163等炎症因子可能与BD的疾病活动度有关.【期刊名称】《福建医科大学学报》【年(卷),期】2018(052)006【总页数】4页(P404-407)【关键词】溃疡;炎症;C反应蛋白质;血沉;免疫;血管炎【作者】陈莺;黄珊;梁迪;魏博;薛原【作者单位】福建医科大学临床医学部 ,福州 350122;厦门中山医院风湿免疫科 ,厦门 361004;厦门中山医院风湿免疫科 ,厦门 361004;厦门中山医院风湿免疫科 ,厦门 361004;厦门中山医院风湿免疫科 ,厦门 361004;厦门中山医院风湿免疫科 ,厦门 361004【正文语种】中文【中图分类】R751;R773.9;R781.9;R977.6白塞病(Behcet’s disease,BD)是一种病因不明的系统性血管炎,以复发性口腔溃疡、生殖器溃疡、眼部疾病及皮肤损害为主要临床表现,严重者可累及胃肠道、神经及心血管等系统,具有自限性及反复发作的特点,主要与环境、遗传及免疫相关。

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初探研究 (pilot study) 之 分享
與嘉諾撒小學協作計劃 探究式專題研習的協作教學模式
香港大學教育學院 朱啟華博士
透過常識科老師、圖書館老師、中文科老師及資訊 科技科老師的合作,在小學進行之探究式學習研究
研究四科老師們於四年級學生進行探究式學習 時之角色及合作
研究員旨在提倡四科〈常識科、圖書館老師、 中文科及資訊科技科〉老師之緊密合作關係, 從以為學生的學習提供最大程度的幫助
朱啟華博士 周志堅校長 謝錫金博士
學生於八方面的發展 -1
1)閱讀興趣 (例:看更多書籍/文章) 2)寫作能力 (例:生字)
學生於八方面的發展 -2
3)搜尋資料的能力 (例:更容易找到有關書籍/文章)
4)電腦應用技術 (例:簡報、中文輸入法)
學生於八方面的發展 -3
5)對研究題目的認識 6)與同學溝通的技巧
家長協助
家長:「只會於孩子主動要求的情況下才 給予 幫助,例如:當小朋友找不到某些 資料時,家長會教他們於網上搜尋,例如 搜尋雅虎或一些由老師推薦的網頁。」
家長及學生認為學生於七項能力方面均 有進步
搜尋資料的能力
家長: 3.7/5 學生: 3.6/5 (“5” 表示 “最大進步”)
搜尋資料的能力
閱讀興趣
學生:「於假期及閒暇時,我們會相約於做 完功課後,一同到圖書館借書閱讀。」
學生:「 其實我以前真的不享受閱讀,但自 從開始做這個專題研習後,我就覺得那些書 很有趣,因為它們與我們正在研究的題目有 關,所以我想繼續看下去。」
問題:
你覺得閱讀興趣與閱讀能力兩者有沒有關 係呢?
閱讀及寫作能力
做專題研習的樂趣
一位父親為了與兒子一同探究有關研究 主題,與兒子一同到山上找甲蟲。回家 後,兒子十分開心,更與父親一同摺甲 蟲及繪畫甲蟲。
做專題研習的樂趣
一位父親為了與兒子一同探究有關研究 主題,與兒子一同到山上找甲蟲。回家 後,兒子十分開心,更與父親一同摺甲 蟲及繪畫甲蟲。
做專題研習的樂趣
學生:3.5/5,”5” 代表”有最大進步”
學生:「為了做專題研習而看的書有很多 新生字,我們在作文時學到如何運用這些 生字,而我們也不需要依賴父母幫我們查 看功課。」
問題:
你覺得閱讀能力與寫作能力兩者有沒有關 係呢?
閱讀及寫作能力
學生:「隨著時間過去,週記變得一次比 一次易寫,而我也可以用愈來愈少的時間 把它完成。初時我要用一個小時才寫好幾 句句子,但自從老師教曉我們寫週記的方 法後,我現在能夠在一個小時內完成整篇 週記。」
「(最後),我們會將資料分類,並於選 擇前小心閱讀搜尋結果,及刪除重覆的資 料。」
家長協助
家長(2.4/5, ”5”表示”很多”)及學生(2.7/5) 均表示家長只給予了學生最低限度的協助
家長協助
家長(2.4/5, ”5”表示”很多”)及學生(2.7/5) 均表示家長只給予了學生最低限度的協助
<都市日報>
Green Apple:氣候極速反常港人怎麼辦?<蘋果日報>
全世界禁煙不可以全世界都錯了嗎 ?<明報>
向二手煙Say No 世界不吸煙日
<香港經濟日報>
地鐵空氣比汽車尾氣更有害 <新民晚報>
車內污染不能掉以輕心 <江南都市報>
亞洲空氣污染導致每年60萬人早亡 <科技日報>
空氣污染增加 兒童哮喘患者入院人數 <都市日報>
學生:「有時我不喜歡上電腦課,而且我 覺得找資料的過程十分麻煩,因為要輸入 關鍵字和列印搜尋結果。但現在有『慧科 搜尋』,我可以輕鬆簡單地查到做專題研 習時需要的資料。」
學生於「慧科搜尋」找到的資料:
Dirty air linked to high rate of asthma among children
保護林木我們這一代的義務 <星島日報>
學生對「慧科搜尋 」(Wisenews) 的看法:
學生:3.5/5, “5” 表示 “幫助最大” 學生覺得搜索「慧科搜尋 」(Wisenews)
對他們進行「探究式學習」有幫助
學生:3.9/5, “5” 表示 “十分容易” 學生普遍覺得「慧科搜尋 」(Wisenews)
學生於八方面的發展 -4
7)匯報技巧 (例:說話能力) 8)研究技巧 (例:問問題的能力)
做專題研習的樂趣
整體上學生反映他們享受做專題研習 (3.8/5, ”5” 表示”十分享受”)
做專題研習的樂趣
一位父親為了與兒子一同探究有關研究 主題,與兒子一同到山上找甲蟲。回家 後,兒子十分開心,更與父親一同摺甲 蟲及繪畫甲蟲。
家長協助
家長(2.4/5, ”5”表示”很多”)及學生(2.7/5) 均表示家長只給予了學生最低限度的協助
家長協助
家長(2.4/5, ”5”表示”很多”)及學生(2.7/5) 均表示家長只給予了學生最低限度的協助
家長協助
家長(2.4/5, ”5”表示”很多”)及學生(2.7/5) 均表示家長只給予了學生最低限度的協助
家長:3.1/5,學生:3.5/5
( ”5” 代表”閱讀興趣大大提高” )
閱讀興趣
學生對閱讀的興趣有所提高
家長:3.1/5,學生:3.5/5
( ”5” 代表”閱讀興趣大大提高” )
閱讀興趣
學生對閱讀的興趣有所提高
家長:3.1/5,學生:3.5/5
( ”5” 代表”閱讀興趣大大提高” )
一位父親為了與兒子一同探究有關研究 主題,與兒子一同到山上找甲蟲。回家 後,兒子十分開心,更與父親一同摺甲 蟲及繪畫甲蟲。
一位母親表示兒子十分熱衷於製作簡報, 有一次他甚至弄簡報至早上五時。
困難程度
整體上學生覺得是次專題研習的難度恰當 (3.3/5, ”5”代表”十分容易”).
困難但不 知道應該如何分析或評估它們。有時更會 找到一些重覆、沒用的資料。」
容易使用
閱讀興趣
學生對閱讀的興趣有所提高
閱讀興趣
學生對閱讀的興趣有所提高
家長:3.1/5,學生:3.5/5
( ”5” 代表”閱讀興趣大大提高” )
閱讀興趣
學生對閱讀的興趣有所提高
家長:3.1/5,學生:3.5/5
( ”5” 代表”閱讀興趣大大提高” )
閱讀興趣
學生對閱讀的興趣有所提高
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