教学课程资源库 更多>>

关键词： 中国传统语言学   “课内外一体化”教学新模式   三全育人  

摘要： 文章介绍了中国传统语言学的学科地位、课程地位和课程性质,认为,中国传统语言学是人文学科的根底之学,是跨学科的基础课程,其课程性质具有应用性、工具性和实践性特征。阐述了中国传统语言学"课内外一体化"教学新模式的提出背景及意义,并从课内教学环节和课外实践环节提出了具有可操作性的教学实施建议。

关键词： 学术论文   研究亮点   亮点价值   语言学特征   分布特征  

摘要： [目的/意义]论文出版过程中,若能够合理有效地呈现出一篇学术论文的核心观点,不仅可以大大减少科研人员在查找和筛选文献上花费的时间,而且有助于阅读与理解。[方法/过程]通过标注385篇XML格式期刊论文,构建了研究语料库,再利用关键词分析法对亮点的语言学特征进行分析,借助自然语言处理算法探索亮点的分布特征。[结果/结论]亮点是一组规范的、语义明确的短句的集合,是一篇学术论文与其他论文相比较的新观点、新视角、新方法、新思路、新结果、新结论等内容的体现。亮点具有新颖性、简明性、易读性、“宣传”性等特点。亮点分为研究创新型亮点、研究方法型亮点、研究过程型亮点与研究结论型亮点,本文发现了亮点在正文和各章节的分布情况。

关键词： 法律   语言学   研究状况  

摘要： 法律语言作为法律载体,不论是立法还是执法,其所有环节均是语言建构与交流互动的过程。而法律语言学作为新兴学科,其研究工作现已体现出蓬勃发展的态势,具体呈现在交叉学科持续融入、相关研究著作持续增加与研究方法逐渐丰富等层面。本文以法律语言学的历史沿革作为出发点,分析法律语言学研究方法以及中国法律语言学特征,最后针对中国法律语言学研究状况展开探讨,以期为法律语言学领域的研究贡献一份力量。

关键词： Centered OWA operator   EDAS method   Heronian mean operator   Power average operator   Probabilistic linguistic term sets  

摘要： In this paper, a multi-attribute group decision-making method based on aggregation operators is presented to solve the decision-making problems which the evaluation values take the form of probabilistic linguistic terms sets (PLTSs). Firstly, some properties of the PLTS are defined, such as the concept and the linguistic terms transformation function, the existing comparison methods and the proposed score function and distance. Secondly, some novel operators are proposed by combining the Heronian mean operator with the centered OWA operator and the power average operator under probabilistic linguistic environment, such as the probabilistic linguistic weighted centered order weighted generalized Heronian mean operator and the probabilistic linguistic weighted power generalized Heronian mean operator. Thirdly, the model of deriving the criteria weight is put forward based on the ideology of deviation maximizing and customized individual attitudinal. Furthermore, based on the proposed aggregation operators and EDAS method, a scientific group decision-making procedure is put forward under probabilistic linguistic environment. Finally, an illustrative example is also given to demonstrate the feasibility and practicality of the proposed method. [ABSTRACT FROM AUTHOR]

ISBN: (纸本)9787030602350

关键词： comparative judgement   L1 grammar teaching   linguistic metaconcepts   linguistic reasoning   secondary education  

摘要： In L1 grammar teaching, teachers often struggle with the students' conceptual understanding of the subject matter. Frequently, students do not acquire an in-depth understanding of grammar, and they seem generally incapable of reasoning about grammatical problems. Some scholars have argued that an in-depth understanding of grammar requires making connections between concepts from traditional grammar and underlying metaconcepts from linguistic theory. In the current study, we evaluate an intervention aiming to do this, following up on a previous study that found a significant effect for such an approach in university students of Dutch Language and Literature (d = 0.62). In the current study, 119 Dutch secondary school students' grammatical reasonings (N = 684) were evaluated by language teachers, teacher educators and linguists pre and post intervention using comparative judgement. Results indicate that the intervention significantly boosted the students' ability to reason grammatically (d = 0.46), and that many students can reason based on linguistic metaconcepts. The study also shows that reasoning based on explicit underlying linguistic metaconcepts and on explicit concepts from traditional grammar is more favored by teachers and (educational) linguists than reasoning without explicit (meta)concepts. However, some students show signs of incomplete acquisition of the metaconcepts. The paper discusses explanations for this incomplete acquisition. [ABSTRACT FROM AUTHOR]