语言能力

To strengthen mathematical symbol language analogy and symbol's suggesting function, to cultivate students' ability to transfer the mathematical narrative language to mathematical symbol language, to lead students to understand the definition of mathematical symbol and to regulate the writing of symbols will all contribute to developing mathematical thinking.

加强数学符号语言类比和符号提示功能教学，培养学生将数学叙述语言转换成数学符号语言的能力，引导学生正确理解数学符号的含义并规范符号书写，促进学生数学思维的发展。

In order to improve the expression capability and the performance ofthe graph transformation in applying to software evolution, a softwareevolution operation description language SEOL (Software EvolutionOperation Language) is proposed, and the structured operational semantics on SEOL is studied, and then the semantic equivalence analysismethod about software evolution operation is described. To the SEOLexpression, the dissertation builds the corresponding processingmechanisms, which include the basic principles and the processing flow,and discusses the graph transformation description in SEOL.

为提高图变换在软件演化应用中的表达能力和处理性能，结合谓词逻辑，论文提出了软件演化操作描述语言SEOL(SoftwareEvolution Operation Language)，研究了SEOL语言的结构化操作语义，指出了软件演化操作语义等价的分析方法，针对SEOL语言表达式，构建了相应的处理机制，包括处理的基本原理和处理流程，讨论了图变换操作的SEOL描述。

Drawing on studies in intercultural communication, applied linguistics, pragmatics, sociolinguistics, discourse studies and other researches related to the studies of language, culture and communication, the author bases her ideology for interculturalizing ELT in China mainly on three lines of thinking: 1 the perception of language, communication and culture as triunity in language teaching and learning; 2 the understanding of the English teaching/learning process as dialogic interactions between the learner and the culture Other and between their pertaining linguacultures; 3 the rethinking of ELT in China as intercultural literacy education oriented towards intercultural speakership of the learner as a full-fledged member of the global community powered with intercultural communication competence in English.

本研究汲取了跨文化交际学、应用语言学、语用学、社会语言学、语篇分析及其他有关语言、文化和交际的研究成果，作者关于跨文化交际中国英语教学的思想主要建立在以下三个方面的认识：1语言、交际与文化在外语教学中应该被视为三位一体的统一体；2英语教学的过程是学习者与文化他者之间、以及他们各自相关的语言-文化之间对话性互动的过程；3中国英语教学应该是跨文化素质教育的重要组成部分和手段，其终极目标是把学生培养成为具有英语跨文化交际能力、在国际社会交往中运用自如、羽翼丰满的跨文化人。

Due to the efforts of McCarthy(1962), Landin(1964), Strachey(1996), Wegner(1968), and others who provided insight into operational models of computation. We can now evaluate programming languages in terms of an unifying view of computation structures. Semantics and the expressive power resulting from modularity can now be studied in terms of the data structures and the accessing paths to them established during the execution of the control statements of the language.

通过 McCarthy(1962)、 Landin(1964)、 Strachey(1996)、 Wegner(1968)和其他对计算的操作模型深入考查的人们的努力，现在我们正以统一的计算结构观点来评价程序设计语言，可以通过数据结构以及在执行语言语句时建立的访问路径，来研究语言和模块化导出的表达能力。

As one of the four language skills for communication, writing can help students master language effectively and reflect students'integrated language level.

作为语言交际重要基本技能之一的写作，可以有效地促进语言知识的内化，培养学生使用语言的能力，清楚反映学生的综合语言水平。

From biolinguistic perspectives,the author proposes that besides thematic information,categorial information plays a key role in determining the order of merge within VP and that structurally complex complements should be merged before simple ones.

本研究发现，除语义信息外，语类信息在决定VP内各成分合并顺序方面发挥关键作用。成分结构的复杂程度对合并顺序的影响说明，生物学因素，如人类语言机能的处理能力、活动记忆的容量等对语言生成发挥重要影响，是语言研究不可忽视的因素。

The paper bases on competency including personality, attitude, knowledge and skill of competency and so on. It adopts qualitative index and quantitative index and assesses the attitude, achievement, ability and potential across-the-aboard. The paper draws on fuzzy synthesis decision, analytic hierarchy process, fuzzy approximation and factors weight design and so on in fuzzy mathematic by dint of the research about management by objective, 360 degree feedback, key process indication and balance score card. We establish performance assessment index based on competency model and distribute different weigh. We can set the weight of different assessment index. At the same time, we must set assessment relation and corresponding weight considering different people. We also assign different weight to every assessment factors according to the require of corporation. Then we can go on assessing more particularly and compressively.

本论文基于能力素质模型，包括能力的人格、态度、知识和技能等要素，采用定性指标和定量指标，对员工的工作态度、业绩、能力和潜力进行全面考核，通过对目标管理、360度反馈评价法、关键绩效指标和平衡记分卡等考核方法的研究，独创引入模糊数学中的综合评定法、层次分析法、模糊贴近度以及要素权重设计等方法，以能力素质特征模型为基础确立绩效考核指标，利用主观经验法、层次分析法等确定各考核指标的权重，同时考虑到企业中不同人员的考核，还需要定出考核关系及其权重，同时还可以根据企业要求为各考核要素分配权重，这样更详细、更全面的进行考核，并借助软件工程，利用UML建模语言把整个软件系统化、模型化，采用。

In the whole process of Chinese netclasses, the students have enhanced their ability of fast reading and conjecturing the content of a passage through several known sentences. They have learned to use brief sentences to write an article on-site in a short time and to comment on others' opinions in their articles (argumentative writing or counter argumentative writing).

在语文网络教学的全过程中，在阅读方面，学生的快速阅读能力和通过已知的少量语句推测文章内容的能力得到了锻炼；在写作方面，培养了学生利用简短的语言，在有限时间内现场作文的能力以及通过文章评价别人观点的能力。

Since the 1990s, he has proposed that the fundamental task of Chinese teaching is language learning, that its purpose is to improve students' ability to comprehend and apply Chinese, the essence is to direct students acquire the language while practicing on the basis of their development and the major method language-sense teaching. He has asserted that the language-sense teaching method must follow the steps of feeling, apprehending, accumulating and using of language. The practice and analysis of language-sense method must be of equal importance, and closely combined to moral education, thought training, aesthetic edifying, and Chinese language impartment. He has also claimed that teaching material should be compiled with more contents, more refinement and higher starting point in terms of students' actual development of language skills. His analysis of the long-term misplays in Chinese language education is profound and the repositioning and re-interpretation to the facts as purpose, task, essence, subject, method and materials of Chinese language teaching are full-scaled. In terms of teaching, Hong has stressed on the cultivation of the ability of language acquisition and intuition.

上世纪90年代以来，他先后提出语文教学的根本任务是学习语言；语文教学的目的是提高学生正确理解和运用祖国语言文字的能力；语文教学要以学生发展为本，&变讲堂为学堂&，指导学生在实践中学习语言；语文教学的主要方法是语感教学；语感教学要遵循&感受、领悟、积累、运用&的途径，坚持语感实践与语感分析并重，并与思想教育、思维训练、审美陶冶、语文知识教学紧密结合，与生活密切联系；根据学生语言发展的实际，大容量、高起点、选精品编写教材等一系列主张，从理论上对语文教学的长期性失误作了深刻剖析，对语文教学的目的、任务、本体、主体、方法、教材等问题进行重新定位和诠释。

The aptitude and career interest were considered as the two dimension of the entrance guide system, and was proof-tested by the structural equation model, which results supported this two-dimension hypothesis. Accordingly, there were two parts in the guide system. One part was about the aptitude test, consisted of seven subtests: verbal reasoning, spatial imagining, mathematic reasoning, computer capacity, abstract reasoning, physical knowledge, and sentence recomposing. The other part was about the career interest test, including eight aspects: career longing, curriculum desire, entertainment after school, activity preference, job preference, work environment preference, self-estimate of one\'s abilities, and discuss future with someone else. After three times modification and testing, the psychometric indices of the guide system were become well and stable. Furthermore, the guide system was primarily launched into applying, with four typical case studies, the practicability and serviceability of the guide system was showed swiftly.The entrance guide system for junior high school students that was developed in this research was one-upping in the entrance guide field in China.

第二阶段是初中生升学指导系统的研制阶段，以能力倾向与生涯兴趣这二元因素作为初中生升学指导系统的基本架构，经验证性因素分析表明该二元架构是合理并可接受的；其中能力倾向部分共包含语言推理、空间想象、数学推理、电脑能力、抽象推理、物理知识、语句重组等七个分测验，生涯兴趣部分则包含生涯梦想、课程兴趣、课余爱好、活动偏好、工作内容喜好、工作场所喜好、能力自评、与他人讨论未来等八个方面；通过三次修改与测试，结果显示所研制的初中生升学指导系统有着良好的测量学指标；此外，通过对初中生升学指导系统的初步应用研究，并结合典型个案的深入剖析，进一步表明所研制的初中生升学指导系统具有实用性、操作性强的特点，所得结果也可靠可信。

The split between the two groups can hardly be papered over.

这两个团体间的分歧难以掩饰。

This approach not only encourages a greater number of responses, but minimizes the likelihood of stale groupthink.

这种做法不仅鼓励了更多的反应，而且减少跟风的可能性。