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基于EMU8086的微机系统的辅助学习方法 被引量:12
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作者 谷兆麟 《天津工程师范学院学报》 2006年第4期26-27,30,共3页
描述了EMU8086的机理和基本功能,介绍了通过EMU8086学习汇编语言和微机接口技术的方法,对典型的虚拟接口实验及其操作方法进行了说明,归纳讨论了EMU8086在使用过程中可能遇到的一些问题。
关键词 EMU8086 辅助学习方法 微机系统
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引导学生词汇习得研究 被引量:1
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作者 常燕 《和田师范专科学校学报》 2006年第3期156-157,共2页
作为外语习得的关键组成部分,词汇习得的效果直接影响到外语语言能力和交际能力的提高。然而,中国大学生词汇习得的现状暴露出许多问题。本文试图探寻有效的途径解决这些问题,从而正确引导学生进行词汇习得。
关键词 词汇习得 高频词汇 低频词汇 词汇学习辅助方法 外语教学
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自我暗示创优法 被引量:1
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作者 卢克谦 《河池师专学报》 1998年第3期93-96,共4页
关键词 自我暗示创优法 学习辅助方法 中学
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Remedial Learning: A CALL Approach
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作者 Karthika Premkumar 《Sino-US English Teaching》 2014年第9期672-681,共10页
Computer Assisted Language Learning (CALL) has been in use as a learner centered method since 1960. In this paper an attempt is made to evolve a Remedial Grammar (RG) which enables the teacher to develop a reperto... Computer Assisted Language Learning (CALL) has been in use as a learner centered method since 1960. In this paper an attempt is made to evolve a Remedial Grammar (RG) which enables the teacher to develop a repertoire of remedial activities based on the errors identified following Error Analysis (EA) for repeated presentation. The error types are considered as teaching/learning points. The present paper argues that CALL is the right model for effective remedial learning. Remedial Gmaster (RGm), an authoring package is introduced. This is an exclusive mode of error correction in which interlingual, intralingual, developmental, and global errors are dealt with. The syntactical problems due to the subtle difference between simple past and perfect tenses in English language use are discussed and CALL authoring package presented. 展开更多
关键词 authoring package Remedial Gmaster Remedial Grammar Remedial syllabus repeated presentation repertoire of learning activities
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Models for Teaching Culture in Computer-Assisted Language Learning
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作者 YUEJian-ying 《Sino-US English Teaching》 2014年第4期283-289,共7页
CALL (computer-assisted language learning) has tremendously transformed the teaching of language, with its wide application in many aspects of language teaching. However, how to integrate CALL into the teaching of c... CALL (computer-assisted language learning) has tremendously transformed the teaching of language, with its wide application in many aspects of language teaching. However, how to integrate CALL into the teaching of culture is still rarely discussed. The purpose of the paper is to explore feasible models for teaching culture in CALL and their effects on students' acquisition process. Based on two fundamental pedagogical approaches (participatory pedagogy and multiliteracies pedagogy) for teaching culture, this paper proposes three pedagogical models (problem-posing model, web-quest model, and computer-supported collaborative learning model) for teaching culture in CALL. In the end, this paper illustrates a combination of the three models in real CALL setting by a cultural teaching case. A questionnaire survey and interviews are conducted to reflect on students' feedback, which gives an insight into possible adjustments in teaching models and the paper also proposes future possibilities in applying these models into teaching culture 展开更多
关键词 CALL (computer-assisted language learning) teaching culture pedagogical models
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