Application of Traditional Chinese Culture in Cross-Cultural English Education:A Case Study of the Maritime Silk Road in Guangdong Province

The phenomenon of aphasia in Chinese culture is serious.The existing English teaching materials emphasize too much Western culture education and lack traditional Chinese cultural elements.Therefore,this paper takes the Guangdong Maritime Silk Road as an example to study the specific application of traditional Chinese culture in cross-cultural English education.This paper first summarizes the significance of cross-cultural integration into college English education and then points out the serious phenomenon of Chinese cultural aphasia.Next,the paper focuses on English education,using English textbooks as a starting point to explore and integrate strategies related to excellent traditional Chinese culture from the Guangdong Maritime Silk Road.By integrating traditional Chinese culture into business English classes(with the Guangdong Maritime Silk Road as an example),the study explores the influence of such cultural integration on students’cross-cultural communication skills,cultural identity,and learning effects.The results showed that the P value of the experimental group and the control group was<0.05,that is,cultural integration had a positive effect on improving the effect of cross-cultural English education.The overall scores and cultural confidence of the experimental group are higher than those of the control group,which proves that cross-cultural teaching has a positive effect on the improvement of students’scores.

Influencing Factors of Organizational Learning Capability : From the Perspective of Knowledge Embeddedness

Organizational learning capability is an important embodiment of the competitive advantage of enterprises in the era of knowledge economy. Based on the embeddedness theory,six factors are discussed that influence organizational learning capability from the perspective of knowledge embeddedness: employees embeddedness, tools embeddedness, tasks embeddedness,interpersonal relationship embeddedness, organizational culture embeddedness and network environment embeddedness. Combined with the survey data of textile and apparel manufacturing industry,the research proves the important function of knowledge embeddedness in the construction of organizational learning capability, and proposes three research countermeasures for industrial upgrading.

Determine the Level of Organizational Learning Capability in Teaching Hospitals in Bandar Abbas City—Iran

Background: The hospital is a scientific organization that despite much progress, today, is also dependent on manpower. One of the main requirements for the proper functioning of manpower is that through learning, they be updated in terms of knowledge. Thus, the aim of this study was to determine the level of Organizational Learning Capability in hospitals in Bandar Abbas City—Iran. Methods: In 2014, this descriptive-analytic study was conducted in hospitals in Bandar Abbas City. The data was collected through the Gomez questionnaire for organizational learning from 290 employees of hospitals. Data analysis was done using software SPSS V.20 and by the Mann-Whitney U test and the Kruskal-Wallis test. Results: Organizational Learning Capability in governmental, private and social security hospitals were 0.31 ± 53.06, 9.38 ± 47.38 and 0.27 ± 50.74, respectively. The results of the Kruskal-Wallis test showed that the relationship between the variables of employment status (p = 0.034), occupational categories (p = 0.043), and type of ownership (p = 0.02), was significant with the organizational learning capability but such a significant relationship was not observed in terms of age, educational level and employment status. The results of the Mann- Whitney U-test indicated a significant association between marital status (p = 0.029) and type of hospital (p = 0.049) with the organizational learning capability. Conclusion: Need to up-to-dating of staff’s knowledge has made undeniable the role of organizational learning. According to the results, managers have to provide conditions for improving the status quo through promoting or-ganizational learning and extend the ability of the organization for growth and progress.

形塑学习(Solid Learning)教学环境下大学生创新能力影响机制研究

随着3D技术与科学教育的不断融合,形塑学习模式(Solid Learning Model)不断得到国内外教育学者的关注。国内外相关研究提出,基于3D技术形塑学习模式有利于激发学习者的创新意识,培养学习者的创新能力。然而,鲜有研究从实证角度去分析形塑学习(Solid Learning)有哪些维度影响了学习者创新能力?这些维度与创新能力之间的内在作用机理是什么?经过为期12周的3D景观设计形塑实践课程,58名景观专业大学生提交了形塑学习模式创新问卷。通过结构方程软件SMART PLS对假设模型的拟合发现:Solid Learning的感知沉浸性是一个二阶因子,由个性化、交互性、情境性三个一阶变量构成。学习者的创新思维只有在体验式学习情境下才能转化为创新行为,创新能力培养要突破传统学习空间和交互方式,提倡做中创(Creation by Doing)的理念;跨学科能力在感知沉浸性与创新能力之间存在部分中介效应。跨学科能力影响创新能力有两条路径:一是知识结构本身有机的整合,二是学习者对个体多元智能特征的认识和优选。针对形塑学习的这些研究,在理论上丰富了学习技术的内涵,同时实践上对高校采用3D技术实施创新教育培养模式提供了参考。

An Analysis of Cultural Obstacles on English Learning

Language and culture can not be separated. It is impossible to learn language well if people do not master cultural background. With the frequent communication between China and other nations throughout the world, cross-cultural communicative competence is put forward to be the ultimate goal of foreign language learning in China. However, in present situation, cultural factor has not gained its due place in students' English learning. Based on this circumstance, this paper analyzes the cultural obstacles on English learning from the aspects of listening, reading and communicating, and puts forward that while instructing English language, teachers of English should pay attention to and spread cultural background knowledge of English speaking nations to improve students' language comprehension ability and cross-cultural communicative competence.

A Study of Pragmatic Failures in Cross-Cultural Communication

This paper focuses on pragmatic failures in cross-cultural communication and explores the difficult meanings in cross-cultural pragmatics. Through exploring the differences in address, greeting, politeness and other cross-cultural aspects, the author explains the cross-cultural basis for pragmatics. The author first explains certain concepts, including culture, pragmatics, pragmatic failures and cross-cultural communication, and then illustrates some pragmatic failures in cross-cultural communication and discusses the causes of these failures. Finally, she gives some suggestions on improving competence in cross-cultural communication. This thesis is intended to remind English learners of the importance of learning cultures of English-speaking countries and facilitate cross-cultural communication.

AI-Based Culture Independent Pervasive M-Learning Prototype Using UI Plasticity Design

This paper explains the development of a culturally inclusive ubiquitous M-Learning platform(“Mobile Academy”)with an AI-based adaptive user interface.The rationale and need for this research and development are justified by the continuing widespread adoption of the Internet and Internet enabled devices,especially smartphones.The M-learning platform was designed from the onset for the global traveller.The characteristics and limitations of the application are also discussed.The Mobile Academy,proof of concept prototype,was created to facilitate teaching and learning on the move or in environments where the use of a desktop computer is inconvenient or simply impossible.The platform’s primary objective was cross-cultural usability through the use of a combination of AI and plasticity of user interface design techniques.The usability evaluation plan was comprehensive and the results obtained were studied in detail.This also included consideration of the results of the SVM(Support Vector Machine)classifiers’performance and cross-device evaluation.The AI-based adaptive interface prototype has been tested and evaluated to show its merits and capabilities in terms of its usability,inclusivity and effectiveness of the interface.From the results,it was concluded that such a culture independent application was also affordable.

Organizational Learning as Moderating Variable Between Human Resource Information System and Public Universities＇ Performance

This study was conducted to see if organizational performance is affected by human resource information system （HRIS） and organizational learning capability. HRIS examined in this study consists of performance appraisal and career management. Data were collected at the public universities located in West Sumatra using questionnaires as the main data collection tool in quantitative approach. Data were analysed using the Statistical Program for Social Science （SPSS）. HRIS was measured by using the concept of behavior and found that independent variables significantly related to organizational performance. These results supported that the organizational learning capability as moderating variable influenced the relationship between HRIS and organizational performance. The model stresses the importance of HRIS which supports the organizational performance at public universities. The results of this study indicate that at public universities in West Sumatra, the improvement of HRIS will lead to higher levels of organizational performance. Results of this study are expected to provide benefits to all stakeholders who have an interest in higher education, especially in information technology and performance.

Cross-Cultural Composition： Seeing Ourselves and Seeing Others

This paper is a description of a writing course that was designed and implemented to provide first year composition students from two cultures and two countries the opportunity to partner together on writing assignments. The purpose is to explore home culture and target culture issues. This qualitative study is based on the premise that assignments which encourage critical thinking and metacognitive analysis about culture enhance cross-cultural understanding, breakdown ethnic stereotypes, and provide opportunities for students to understand the benefits of cultural diversity first hand. Success of breaking down cultural barriers was limited, but promising for future endeavors.

Stereotypes in a Foreign Language Classroom --Modifying Negative Attitudes to Enhance Foreign Language Learning

The aim of the paper is to present various aspects of the phenomenon of stereotyping in the context of FL （foreign language） learning and teaching and to discuss practical solutions to be used in a FL classroom to teach the worm about the worm by questioning the stereotypes learners have of other nations and languages. This paper is an attempt to present some ideas of FL teachers＇ role in developing students＇ socio-cultural competence with the aim of raising their cross-cultural awareness and questioning the stereotypes students bring into a FL classroom. The methodology used was an analysis of fragment of tape scripts from listening comprehension activities from a course book preparing Polish secondary students for the school leaving exam. The topics discussed concern opinions about attitudes towards and judgments of various cultural aspects, be it drinking tea or discussing the weather, impressions people have about other nations, or languages people speak.

Intercultural Education in a Technology-Enhanced Foreign Language Learning Environment Implementing the TPACK Approach:Challenges and Possibilities

In the plurilingual and multicultural contemporary international setting,the educational systems opt for successfully meeting as well as adapting to the rapid social,economic,and technological changes.Based on the premise that intercultural communicative competence holds a significant potential for foreign language instruction,focus should throw into combining teachers’intercultural knowledge with pedagogy and technology.The prospect of introducing intercultural material within the context of teaching scenarios in the curricula of a technology-enhanced foreign language learning environment where the Technological Pedagogical Content Knowledge(TPACK)approach is implemented,can positively contribute to the teaching process.Under this perspective,cultural and digitally competent teachers can create a framework which will enable learners to fully develop their interactive and linguistic skills and to effectively communicate in a foreign language promoting its social and multicultural dimension whatever the intercultural context.

Effects of After-class Thesis Reading on English Major Post-graduates' Reading Ability and Autonomous Learning

Original thesis-reading capability is of great importance to English major post-graduates' research ability. This paper focuses on the influence of after-class thesis reading on postgraduates' reading and writing ability. By means of both doing an interview and making field-notes, data analysis provides convincing evidences to illustrate research questions. The interview covers the selection of reading materials, strategies of coping with new expressions and reading habits, which are key factors in influence of postgraduates' reading efficiency and in turn will influence their reading and writing capability. The result is helpful for English major postgraduates to cultivate their autonomous learning capability and improve their thesis- reading efficiency,thus developing their research ability.

Multi-perspective Approaches of Vocabulary Teaching and Learning

It is universally acknowledged that vocabulary is an essential component in language system. Nevertheless, in English teaching practice, imparting grammatical knowledge is highly emphasized but the vocabulary teaching is given little attention.In second language acquisition, proper application of vocabulary in communication is one of the important and difficult points for students. The paper aims to discuss the current problems in vocabulary teaching and learning, advocate a multi-perspective approach in teaching vocabulary so as to enhance the accuracy and fluency of language output, promote students' pragmatic and cross-cultural communicative competence and lay a solid foundation for their life-long learning.

Design and Implementation of Project-Based Collaborative Learning in a Micro-lesson

Combined with the features and strategies of project-based collaborative learning, micro-lesson—as one of modern teaching means, can display the teaching design and implementation of PBL, thus students can improve their awareness and ability of cross-cultural communication in the process of experience PBL.

基于情感和认知协同的道德判断方法

随着大语言模型的迅速发展,大语言模型的安全性逐渐引起了研究者和公众的密切关注.为了防止大语言模型在与人类协作中对人类产生伤害,如何确保大语言模型在日常场景中的判断能与人类道德观念相符成为了一个重要问题.其中一个关键的挑战是,如何确保大语言模型在道德判断方面,能够像人类那样,针对不同的情境,灵活地调整或重新考虑预定的规则,从而使其判断与人类的道德观念保持一致.受心理学和认知科学中关于人类道德判断的情感和认知影响因素研究的启发,结合大语言模型在认知推理和情感分析能力上的优势,设计了一种模仿人类道德判断过程中情感判断和认知判断能力交互的方法,从而提升了大语言模型的道德判断表现.实验结果证明了所提方法在该任务上的有效性.总的来说,不仅为大语言模型的道德判断提供了一种创新的方法,也强调了心理学与认知科学理论在此领域的重要性,为未来的进一步研究奠定基础.

双元学习、组织韧性对企业技术创新的影响

技术创新是突破关键“卡脖子”技术的主要途径,然而目前鲜有探究双元学习和组织韧性对企业技术创新的影响。为厘清双元学习对制造企业技术创新的作用机制,拓展组织韧性和技术创新相关研究,运用组织学习理论和动态能力理论,将双元学习划分为利用性学习和探索性学习、将组织韧性划分为前瞻韧性和即兴韧性,构建理论模型探讨二者对制造企业技术创新的影响,并分析组织韧性的中介作用和大数据分析能力的调节作用。以中国制造企业为研究对象,采用来自制造企业的工商管理硕士(MBA)和工程管理硕士(MEM)学员线下发放问卷、通过社会网络向制造企业有关人员线上发放问卷和实地调研部分制造企业等3种方式收集相关数据,运用回归分析和中介效应检验等方法进行实证检验。结果发现:利用性学习和探索性学习不仅对技术创新具有显著正向影响,而且对前瞻韧性和即兴韧性也具有显著正向影响;前瞻韧性和即兴韧性对技术创新具有显著正向影响,且分别在利用性学习、探索性学习与技术创新之间起部分中介作用;此外,大数据分析能力正向调节利用性学习、探索性学习与技术创新之间的关系。从而得出对企业的相关管理启示:加强双元学习,提升自身组织韧性,以及提升大数据分析能力。

效果优异的“生物医学电子学”教学方法

新工科教育的核心不仅是“学以致用”,还要使学生具有“家国情怀”等人文素养,具有自主学习能力和终身学习的意识。而实践教学是有效的载体,与理论教学完全融为一体时可大幅度提高教学效益和效果,经过20多年在“生物医学电子学”课程教学过程中凝练的“上课提问→作业=实验→实验讨论→上课点评→课程教学”的迭代、循环过程教学方法,在教学实践中取得了很好的效果。

基于新搜索策略的改进法医调查算法

为解决法医搜索算法的搜索方程存在振荡等问题,构建一种改进的法医调查算法。引入均值机制和莱维飞行策略对分析调查结果进行改进,提高算法的勘探能力;调查方向充分使用当前个体的有效信息,引入自适应动态调整缩放因子及最优个体引导机制,增强算法的探索活力;利用趋优避劣方法对算法的追捕行动进行改进,改善种群个体质量;追捕行动扩展采用单优学习策略解决振荡问题。求解11个标准函数和无线传感网络覆盖问题的结果显示,与对比算法比较,改进算法的优化能力具有显著优势。

脑认知科学和人工智能驱动的未来教育变革

脑认知科学与人工智能快速发展,推动人类社会加速向智能时代演进,对人类生存发展能力提出了全新要求,也推动教育目标和方式发生根本性变革。未来教育体系的设计需要突破知识传递的限制,以推动人类持续繁衍与进化为目标、以学习力培养为核心、以个性化按需学习为导向、以人脑学习规律为指导、以技术创新为依托,帮助个体培养有机的知识体系、强大的认知能力和持久的学习动力。实现未来教育目标,需要社会各界从教育政策、科学研究、教师教育、考试评价、课程设置和技术创新等方面协同行动,推动未来教育变革从理论走向实践。

语文课程的核心词“阅读理解”

自21世纪初到现在的语文课程标准文本,都刻意遮蔽了语文课程的核心词“阅读理解”以及与它紧密相连的“阅读能力”“学习阅读”,这种遮蔽有较大弊端。“阅读理解”是阅读的核心。“阅读理解能力”有三重含义:一是统括解码能力、所必需的背景知识、阅读理解过程的心智活动这三个方面,二是专指解码能力,三是特指阅读理解过程的心智活动。“阅读理解过程的心智活动”的实质就是运用阅读方法和阅读策略。在解码能力和背景知识基本具备的前提下,阅读理解能力即阅读方法与阅读策略的运用能力。中小学生“学习阅读”的核心内容,一是在认字基础上的识词,达到流利阅读水平。二是阅读理解,学习并运用阅读理解的方法和策略,抓住关键词、关键语句,在上下文的联系中理解作者所表达的意思。