For digitalization of traditional Chinese medicine(TCM),research is being conducted on objectivization of diagnosis and treatment,mathematical models of TCM theories,and application of modern information technology to...For digitalization of traditional Chinese medicine(TCM),research is being conducted on objectivization of diagnosis and treatment,mathematical models of TCM theories,and application of modern information technology to digitize the vast amounts of existing information.However,the author believes that TCM practitioners should first conduct a systematic and comprehensive refined analysis on the knowledge of TCM and unify data elements used in computer intelligence to avoid ambiguity.Thus,we must overcome the epistemological constraints and carefully analyze the relationship among data elements to achieve systematic results and administer TCM appropriately.展开更多
This paper describes how a group of Chinese tertiary-level EFL readers utilized metacognitive knowledge in their academic reading process by contrasting the possible metacognitive differences between two less successf...This paper describes how a group of Chinese tertiary-level EFL readers utilized metacognitive knowledge in their academic reading process by contrasting the possible metacognitive differences between two less successful and two successful Chinese EFL readers. Data were collected through think-alouds, interviews and observations. It was found that although vocabulary posed difficulties for both successful and less successful readers, the deployment of strategic knowledge of tackling the unknown words made a difference between successful and less successful readers. The participants＇ person knowledge about motivation such as reader interest, goal of reading and reader role could exert influences on their reading. Implications of the findings for tertiary EFL reading pedagogy in China are discussed.展开更多
The present study, using quantitative and qualitative analyses, aimed at delineating the interrelationship between the knowledge of metacognition and the regulation of metacognition, along with the role of learners＇ ...The present study, using quantitative and qualitative analyses, aimed at delineating the interrelationship between the knowledge of metacognition and the regulation of metacognition, along with the role of learners＇ regulatory ability in mediating the effects of task-induced involvement load on word learning. A total of 60 university EFL students were recruited to the study. They first completed a checklist on metacognition and were then assigned to complete three tasks with varying degrees of involvement load followed by a vocabulary test. Of them, 12 students also participated in an interview. The results showed that the two main components of metacognition, i.e., the knowledge and regulation of metacognition, are closely and significantly correlated. The learners, assigned to four different ability groups （LK/LR, LK/HR, HK/LR, HK/HR）, were found to benefit most by engaging in a task with the highest involvement load. Despite the benefits, their regulatory ability mediated the effects of task-induced involvement load on word learning, which was corroborated by the interview results. The relevant implications for teaching and learning words through tasks are further discussed.展开更多
基金the funding support from the National Natural Science Foundation of China(No.81373702)
文摘For digitalization of traditional Chinese medicine(TCM),research is being conducted on objectivization of diagnosis and treatment,mathematical models of TCM theories,and application of modern information technology to digitize the vast amounts of existing information.However,the author believes that TCM practitioners should first conduct a systematic and comprehensive refined analysis on the knowledge of TCM and unify data elements used in computer intelligence to avoid ambiguity.Thus,we must overcome the epistemological constraints and carefully analyze the relationship among data elements to achieve systematic results and administer TCM appropriately.
基金supported by China Ministry of Education Humanities and Social Science Research Grant 14YJA740018Hubei Provincial Department of Education Humanities and Social Science Research Grant 14Z031Zhongnan University of Economics and Law Teaching Reform Grant 21122910205~~
文摘This paper describes how a group of Chinese tertiary-level EFL readers utilized metacognitive knowledge in their academic reading process by contrasting the possible metacognitive differences between two less successful and two successful Chinese EFL readers. Data were collected through think-alouds, interviews and observations. It was found that although vocabulary posed difficulties for both successful and less successful readers, the deployment of strategic knowledge of tackling the unknown words made a difference between successful and less successful readers. The participants＇ person knowledge about motivation such as reader interest, goal of reading and reader role could exert influences on their reading. Implications of the findings for tertiary EFL reading pedagogy in China are discussed.
基金supported by the Fund Program of Education Sciences Planning in Hainan Province(Grant No.QJY13516004)Key research program of higher education in Hainan province(Grant number:HNJG2014-04)
文摘The present study, using quantitative and qualitative analyses, aimed at delineating the interrelationship between the knowledge of metacognition and the regulation of metacognition, along with the role of learners＇ regulatory ability in mediating the effects of task-induced involvement load on word learning. A total of 60 university EFL students were recruited to the study. They first completed a checklist on metacognition and were then assigned to complete three tasks with varying degrees of involvement load followed by a vocabulary test. Of them, 12 students also participated in an interview. The results showed that the two main components of metacognition, i.e., the knowledge and regulation of metacognition, are closely and significantly correlated. The learners, assigned to four different ability groups （LK/LR, LK/HR, HK/LR, HK/HR）, were found to benefit most by engaging in a task with the highest involvement load. Despite the benefits, their regulatory ability mediated the effects of task-induced involvement load on word learning, which was corroborated by the interview results. The relevant implications for teaching and learning words through tasks are further discussed.
