新闻听力 | 你愿意被机器人照顾吗?

你愿意被机器人照顾吗?Would You Want to Be Cared for by a Robot?常速 | 六级 | 758词 | 4min59s刘立军供稿Part I. QUESTIONSListen to the passage and choose the best answer to each question you hear.Q1. What does the author say about the world’s population of over-60s?A. It has doubled since 1980 and will double again by 2050.B. It has tripled since 1980 and will double by 2050.C. It has remained stable since 1980.D. It will decrease significantly by 2050.Q2. What function does the exoskeleton serve for the elderly according to the passage?A. It helps them walk faster than normal people.B. It gives them full control of their mobility.C. It completely replaces human carers.D. It automatically chooses walking routes.Q3. What can the robot Clara do according to the passage?A. Cook meals according to dietary needs.B. Tell jokes to improve your emotional well-being.C. Detect changes in your mood and physical state.D. Clean rooms and maintain the gardens.Q4. What can be inferred about using robots in care homes from the passage?A. Robots will completely replace human carers soon.B. Most elderly people will refuse robot care.C. It has been widely accepted by society.D. It raises complex ethical and legal issues.Q5. What is the main purpose of the passage?A. To describe features of various care robots.B. To argue for replacing humans with robots.C. To explore possibilities and concerns of robot care.D. To prove that robot care is better than human care.Part II. TRANSCRIPTWould You Want to Be Cared for by a Robot?It’s Saturday night in the year 2100, and you’re at the quiz night in a care home. The Saturday night quiz is serious business. While the residents battle it out, a team of carers quietly ensures the smooth running of the home. Luna announces the questions. Zach serves dinner and drinks, and Qi-Young administers evening medications. But Luna, Zach, and Qi-Young aren’t human. They’re robots. And one day, they could be your retirement companions.battle it out 拼搏一场One in three people born today will live until they’re 100. (Q1) The world’s population of over-60s has doubled since 1980 to around a billion, and it’s projected to double again by 2050. That’s a lot of people who may one day need additional support to live fulfilling and comfortable lives. Assistive intelligent robots could relieve pressure in understaffed care homes. So what would being looked after by robots actually feel like?Imagine – you’re woken up by your favorite song played by a music robot. Luna, a humanoid, is ready with your perfect brew, milk and sugar selected with precision. (Q2) Luna helps you choose your outfit for your morning walk and assists you into your exoskeleton, an aid that gives you full control of your mobility. humanoid n. 人形机器人exoskeleton n. 外骨骼(装置)You take a stroll around the gardens with your human carer, Dan. You choose your own route, and your exoskeleton responds to your subtle movements and commands, which it picks up via smart wearables, so you’re fully in control. Along the way, you see robots maintaining the beautifully manicured grounds, alerting carers to any potential hazards. You stop to chat to a friend, and if your conversation is cut short, a robot attendant will remember what you were talking about and set up another time for you to chat. manicured adj. 修剪整齐的When you return to your room, it’s been cleaned by a team of housekeeping robots. Unburdened by time-consuming routine tasks, your human carer, Dan, can take his time chatting to residents, giving everyone his full attention. You then enjoy a sumptuous communal breakfast with the other residents and staff. Bruno, the kitchen robot, serves up a feast customized to your personal dietary requirements, allergies, and he doesn’t forget that you hate mushrooms. (Q3) Clara, a humanoid robot with soft silicone skin and a calming voice, assists you with medication. Her senses can immediately detect changes in your mood, walking pattern, or skin temperature. Prakash, a robot designed for emotional well-being, tells you a joke. His AI adapts to each resident’s personality and allows him to keep up to date with their interests, likes, and dislikes. sumptuous adj. 豪华的;丰盛的communal adj. 公共的;共用的customize v. 定制While this scenario may sound idyllic, it’s not without serious considerations. Take, for example, logistics. This vision would mean extensive building redesigns to accommodate robot carers. Care homes of the future would need to take into consideration how robots navigate rough terrain, shared spaces, and moving around one another, all while ensuring that they don’t themselves become mobility hazards for residents. (Q4) And on an ethical and legal level, there’s a ton of complexities with no easy answers. idyllic adj. 田园诗般的;宁静美好的ethical adj. 伦理的;道德的Imagine a scenario where a robot makes a mistake, perhaps administering the wrong medication or failing to alert staff during an emergency. Who or what would be held responsible? And what are the privacy implications of sharing all your personal health data with a robot? And what will all of this mean in terms of maintaining the skills and jobs of human care workers? And then there’s, of course, the question at the heart of what it means to give and receive care. Empathy, emotional support, and human contact are essential for all of us, particularly when we’re at our most vulnerable.implication n. 可能的影响(或后果)While robots may be able to help out with physical caring, health monitoring, and even limited companionship, could they ever be a true substitute for the humans currently doing those jobs? This leads us to perhaps our most important question. Would we have the right to refuse robot care? And how might we be empowered to do so? These aren’t just questions for engineers or policymakers. They’re for all of us. What do we want our care to look like in the future?empower v. 赋予权力;使自主Today’s research looks at how robots can make their own decisions using data from their sensors, other robots, and tech worn by residents and carers. By 2100, robots will be far more capable than they are today. (Q5) If they can allow for more time and attention from human carers and empower our older selves to live safe, dignified, and fulfilled lives, perhaps it’s not a question of if they should be used, but how.dignified adj. 有尊严的Part III. KEYQ1. A.【解析】细节题。题目出处为:“The world’s population of over-60s has doubled since 1980 to around a billion, and it’s projected to double again by 2050.”。 意为:“自1980年以来,全球60岁以上人口数量翻了一番,达到约10亿,预计到2050年将再翻一番。”因此正确答案为A。Q2. B.【解析】细节题。题目出处为:“Luna helps you choose your outfit for your morning walk and assists you into your exoskeleton, an aid that gives you full control of your mobility.”。 意为:“Luna会帮你挑选晨间散步的穿搭,并帮你穿上外骨骼装置,这种装置能帮你完全掌控自己的行动能力。”因此正确答案为B。Q3. C.【解析】细节题。题目出处为:“Clara, a humanoid robot with soft silicone skin and a calming voice, assists you with medication. Her senses can immediately detect changes in your mood, walking pattern, or skin temperature.”。 意为:“克拉拉是一个拥有柔软硅胶皮肤和平静声音的人形机器人,能协助你服药。她的传感器能即时察觉你的情绪变化、步态异常或皮肤温度波动。”因此正确答案为C。Q4. D.【解析】推理题。题目出处为:“And on an ethical and legal level, there’s a ton of complexities with no easy answers.”。 意为:“在伦理和法律层面上,存在着大量错综复杂的问题,且没有简单的答案。”文章随后进一步讨论了如果机器人犯错谁该负责的问题、个人健康数据的隐私问题、对人类护工就业的影响等。由此可以推断,正确答案为D。Q5. C.【解析】主旨题。题目出处为全文,尤其是结尾段落:“If they can allow for more time and attention from human carers and empower our older selves to live safe, dignified and fulfilled lives, perhaps it’s not a question of if they should be used, but how.”。 意为:“如果机器人能让人类护工有更多时间和精力陪伴老人,并能让我们年老时能够安全、有尊严、充实地活着,那么问题或许不在于是否应该使用机器人,而在于如何使用。”文章从未来场景设想出发,既介绍了机器人辅助养老的可能性,也讨论了伦理、法律、隐私等担忧,因此正确答案为C。(本文图片来源于摄图网,版权归摄图网所有)

双语阅读 | 大学生能忍住一个多小时不碰手机吗?

大学生能忍住一个多小时不碰手机吗?Can College Students Stand to Ditch Their Phones for an Hour or So? 文本难度:考研Nearly every student clutches a phone in one hand as they traverse the University of Central Florida campus, even while walking in groups. Laptops and tablets are lunchtime companions, and earbuds and headphones are routine accessories. While waiting for class to start, many students sit in silence, drawn into their devices. 在中佛罗里达大学的校园里,几乎每个学生手里都紧紧攥着一部手机,哪怕是一群人结伴而行也是如此。笔记本电脑和平板成了午餐时间的标配,耳机和耳塞更是日常必备。在课前等待的间隙,许多学生也是安静坐着,全身心沉浸在自己的电子设备中。It is a familiar and exasperating scene for Seán Killingsworth, 22, a former U. C. F. Student. “What is this life I’m signing up for?” he asked himself during his sophomore year. “It was just like, I’m talking to a bunch of zombies.” 对于22岁、曾在中佛罗里达大学上过学的肖恩·基林斯沃思(Seán Killingsworth)来说,这是一幕既熟悉又令人无奈的场景。“我来读大学就是为了过这种生活吗?”他在大二时曾这样问自己,“感觉我就像在跟一群行尸走肉说话。”Mr. Killingsworth craved a space where he could chat with his peers without feeling as though he was intruding. When he was in high school, he ran into similar conundrums, so he would organize phone-free hangouts with friends. Why not in college too? 基林斯沃思渴望能有这样一个空间,能让他可以和同龄人畅聊,而不会觉得自己在打扰别人。上高中时,他也遇到过类似的难题,所以他会组织朋友们一起进行“无手机聚会”。既然如此,为什么上了大学就不能这么做呢?In 2023, he helped bring the idea of no-phone social time to two different Florida campuses – U. C. F. And Rollins College. He called it the Reconnect Movement: During meetings, everyone was required to hand over their phone and socialize without devices, a concept that has become a big draw for like-minded students. 2023年,他将“无手机社交时间”的理念带到了佛罗里达州的两所高校——中佛罗里达大学和罗林斯学院。他称之为“重连运动(Reconnect Movement)”:在聚会期间,每个人都必须上交手机,在没有电子设备干扰的情况下进行交流。这一理念对许多志同道合的学生产生了巨大吸引力。Reconnect’s popularity dovetails with a cultural shift in how smartphones and social media are perceived by adults and adolescents alike. Experts have sounded the alarm about the potential mental health dangers of digital media, even though it’s hard to prove a causal connection between this technology and the rising rates of loneliness, anxiety and depression in young people. “重连运动”的流行,恰与成年人和青少年对智能手机及社交媒体的看法发生文化性转变的现象相呼应。尽管目前很难证明数字媒体与年轻人中日益加剧的孤独、焦虑和抑郁发生率之间存在直接的因果关系,专家们还是就其可能带来的心理健康隐患敲响了警钟。Campaigns to reduce or delay smartphone use like “Wait Until 8th” and books like Jonathan Haidt’s best-selling “The Anxious Generation” have struck a deep chord, particularly with parents. 诸如“等到八年级再用手机(Wait Until 8th)”这类旨在减少或推迟使用智能手机的倡议,以及乔纳森·海特(Jonathan Haidt)的畅销书《焦虑的一代》(The Anxious Generation)等书籍,都深深触动了公众,尤其是家长群体。Student-led movements have often encouraged phone abstinence, but Mr. Killingsworth’s Reconnect Movement doesn’t push students to change their relationship with technology. Instead, it aims to create what he called “human connection habitats” that eliminate the need for willpower. 以往由学生发起的运动往往鼓励大家戒掉手机,但基林斯沃思的“重连运动”并没有强迫学生去改变自身与科技的关系。相反,它的目标是打造他所说的“人类联结栖息地”,让人们不再需要依靠意志力来抵抗手机的诱惑。The idea isn’t particularly novel, Mr. Killingsworth said, but novel isn’t what his generation needs. “Gen Z needs a normal that we’ve never experienced,” he said. 基林斯沃思表示,这个想法其实并不新奇,但他这一代人需要的本就不是新奇,“Z世代需要的是一种我们从未体验过的‘正常生活’。”On a recent sticky afternoon nearly 40 students gathered at the U. C. F. Campus arboretum for the first Reconnect meeting of the fall semester. After surrendering their devices to a “phone valet,” they sat cross-legged on patchwork blankets and prepared to spend one hour without screens. 最近,在一个闷热潮湿的下午,近40名学生聚集在中佛罗里达大学校园的树木园,举行秋季学期的第一次“重连”聚会。在将设备交给“手机代管员”后,他们盘腿坐在拼布毯子上,准备共同度过一个小时没有电子屏幕的时光。As a CD player belted out reggae music from the band Stick Figure, many of the students began to make eye contact and small talk. You would be forgiven for thinking you had been transported back 20 years. 当CD机播放起 Stick Figure 乐队的雷鬼音乐,许多学生开始看向彼此并闲聊起来。这一幕,难免让人恍惚,以为自己穿越回了二十年前。【词汇】1. traverse v. 横穿;走过2. exasperating adj.使人沮丧的3. sophomore n. (高中或大学的)二年级学生4. zombie n. 僵尸;行尸走肉般的人5. conundrum n. 难题6. dovetail v. 完美契合7. causal adj.有因果关系的8. abstinence n.戒除9. Gen Z n. Z世代(通常指1997-2012年间出生的人)10. arboretum n. 植物园;树木园11. valet n. 男仆从,文中特指帮忙保管手机的人12. reggae n. 雷鬼音乐(本文图片来源于摄图网,版权归摄图网所有)

新闻听力 | 依赖汽车的代价

依赖汽车的代价The cost of car dependency慢速 | 六级(偏难) | 355词| 2min36s刘立军供稿Part I. QUESTIONSListen to the passage and choose the best answer to each question you hear.Q1. The passage opens by suggesting that increased car commuting might have a cost despite offering which of the following benefits?A. Reduced air pollution and safer roads.B. Greater mobility and freedom.C. Lower transportation expenses.D. More efficient public transit systems.Q2. According to the OECD’s International Transport Forum, how much more road space does the average person travelling in a car take up compared to someone on a bus?A. Twice as much.B. Three times as much.C. Four times as much.D. Five times as much.Q3. What does the word “gridlock” most closely mean as it is used in the passage?A. A severe traffic jam where vehicles cannot move.B. A system for managing traffic flow.C. A network of interconnected roads.D. A method of charging for road usage.Q4. Which of the following is NOT directly mentioned as a health impact of car dependency in the passage?A. Asthma and other respiratory illnesses.B. Injuries and fatalities from road traffic accidents.C. Poor fitness and obesity due to sedentary lifestyles.D. Hearing loss from traffic noise.Q5. According to some experts, what is the most likely long-term consequence of building new roads to reduce traffic congestion?A. It provides a permanent solution to traffic congestion.B. It reduces the number of vehicles on the road over time.C. It leads to more people driving, causing congestion to return to previous levels.D. It causes a significant shift towards public transportation.Part II. TRANSCRIPTThe cost of car dependency (Q1) Driving: do we love it because it’s quick and convenient, or is it just that we don’t have a choice? Either way, commuting by car is becoming more common across the world. While this could mean that people are getting more mobility and freedom, could it have a cost?As the number of cars on the road increases, so does congestion. As more people travel by car, more road space is used up. (Q2) According to the OECD’s International Transport Forum, the average person travelling in a car takes up five times as much road space as someone on a bus. This is made worse by the fact that, on average, today’s cars are larger than those of the past. Tailbacks and other traffic jams in the UK could be costing £7.5 billion each year in wasted time.congest v. 使拥挤;堵塞tailback n. (因交通堵塞形成的)车辆长队(Q3) It’s not just gridlock and wasted time that’s the problem. Car dependency has significant health impacts. (Q4) Air pollution from diesel and petrol cars can cause health problems such as asthma and other respiratory illnesses. Road traffic accidents lead to injuries and fatalities. Additional to this are the long-term problems caused by sedentary lifestyles, leading to poor fitness and obesity. Road-building developments can also split communities, leading people to feel cut off. Where road transport dominates an area, people without access to a car can feel isolated.gridlock n. 市区交通大堵塞dependency n. 依赖asthma n. 哮喘respirator n. 呼吸器sedentary adj. 久坐的Cities and countries are sometimes tempted to build new roads to reduce the potential for snarl-ups. (Q5) However, some experts say that this can cause induced demand, where increased road capacity leads to more people driving, and congestion is soon back to its previous level. The other side of this theory is that when road space allocation is taken away from private cars, often congestion won’t get any worse. Authorities in some cities, such as Seoul and Utrecht, have demolished motorways, leaving natural features such as streams and rivers in their place. Making drivers pay more is an approach used in cities like London or Singapore, where ten-year car ownership licenses can cost over £60,000. The increased costs can help reduce the number of cars on the road and make traffic flow faster.snarl-up n. 交通堵塞demolish v. 拆除(建筑物)Part III. KEYQ1. B.【解析】细节题。题目出处为:“Driving: do we love it because it’s quick and convenient, or is it just that we don’t have a choice? Either way, commuting by car is becoming more common across the world. While this could mean that people are getting more mobility and freedom, could it have a cost?” 意为:“开车:我们爱它是因为它快速便捷,还是只是因为别无选择?无论如何,全球驾车通勤变得越来越普遍。虽然这可能意味着人们获得了更多的行动自由与自主空间,但这是否会带来代价?”该句明确指出驾车带来的好处是“更多的行动自由与自主空间”,因此正确答案为B。Q2. D.【解析】细节题。题目出处为:“According to the OECD’s International Transport Forum, the average person travelling in a car takes up five times as much road space as someone on a bus.” 意为:“根据经合组织(OECD)的国际交通论坛,开车出行的话,每人平均占用公路的空间是乘公交车出行的五倍。”因此正确答案为D。Q3. A.【解析】推断题。题目出处为:“It’s not just gridlock and wasted time that’s the problem.” 意为:“问题不仅仅是交通堵塞和浪费时间。”在语境中,gridlock与wasted time并列,且前文提到congestion、tailbacks和other traffic jams,因此可以推断gridlock指交通堵塞非常严重,以至车辆无法移动的状态,故正确答案为A。Q4. D.【解析】细节题。题目出处为:“Air pollution from diesel and petrol cars can cause health problems such as asthma and other respiratory illnesses. Road traffic accidents lead to injuries and fatalities. Additional to this are the long-term problems caused by sedentary lifestyles, leading to poor fitness and obesity.” 意为:“柴油和汽油车造成的空气污染会导致哮喘和其他呼吸系统疾病等健康问题。道路交通事故导致受伤和死亡。除此之外,久坐不动的生活方式还会导致长期问题,例如体能不佳和肥胖。”文中直接提到了A、B、C选项,但未提及“Hearing loss from traffic noise”(交通噪音导致的听力损失),因此正确答案为D。Q5. C.【解析】推理题。题目出处为:“However, some experts say that this can cause induced demand where increased road capacity leads to more people driving, and congestion is soon back to its previous level.” 意为:“然而,一些专家表示,这可能导致诱发性交通需求,即增加的道路容量导致更多人开车,交通拥堵很快又恢复到了以前的状况。”因此正确答案为C。(本文图片来源于摄图网,版权归摄图网所有)

新闻听力 | 社交媒体为何让人欲罢不能?

社交媒体为何让人欲罢不能?What Science Can Teach Us About the Pull of Social Media常速 | 六级偏难 | 505词 | 3min18s刘立军供稿Part I. QUESTIONSListen to the passage and choose the best answer to each question you hear.Q1. What does the author say about the DSM-5 and social media addiction?A. It has classified SMA as a distinct mental disorder.B. It does not recognize SMA as a distinct mental disorder.C. It suggests that SMA should be treated with medication.D. It proves that SMA is a form of behavioral addiction.Q2. According to the passage, which personality trait may be a risk factor for compulsive social media behavior? A. Extroversion.B. Agreeableness.C. Neuroticism.D. Conscientiousness.Q3. What can be inferred from the passage about the future of social media addiction research?A. It may lead to legal regulations similar to those for gambling.B. It has already provided clear answers to all related questions.C. It proves that personality is the only cause of social media addiction.D. It shows that social media addiction is less serious than drug addiction.Q4. What question does the author raise regarding children and social media?A. Whether children should be banned from using social media.B. Whether social media should be legislated like tobacco and alcohol.C. Whether children should be guided on what to view on social media.D. Whether social media platforms should be redesigned for children.Q5. What is the main purpose of the passage?A. To argue that social media should be banned for users.B. To describe a court case about social media addiction.C. To prove that social media addiction is a mental disorder.D. To explore the pull of social media and related concerns.Part II. TRANSCRIPTWhat Science Can Teach Us About the Pull of Social MediaYou have probably heard of the social-media addiction trial that recently took place in Los Angeles. A young woman took Meta and YouTube to court, accusing them of making her addicted to social media — and she won.This was an interesting court case, and one that raises many questions — questions that there are currently no clear answers to, but that people ought to think about, especially as they are likely to pop up in many upcoming debates.Social media is extensively used.As many as one in every three people use social media, and in the USA, people are reportedly spending around 6 hours a day on it. In 2025, Facebook was the most popular social media platform with over 3 billion users, closely followed by WhatsApp and Instagram, which both had about 3 billion users. Approximately 60% of the global population use some kind of social media, if not multiple platforms. With such extensive use, it is not strange that social media addiction (SMA) has become a focal point for many researchers.focal adj. 中心的;重要的Is social media addictive? (Q1) It is worth noting that the DSM-5 (the diagnostic tool for psychologists) does not recognize SMA as a distinct mental disorder; it is often discussed as a condition that requires more research. Thus, the conversations around SMA are not necessarily straightforward.DSM-5 《精神障碍诊断与统计手册》第五版diagnostic adj. 诊断的;用于判断的Within the research literature, SMA has been described as a specific form of digital technology addiction. It refers to the excessive and compulsive use of social media platforms, which can lead to detrimental life consequences. SMA shares components with behavioral disorders like gambling, including salience, mood modification, tolerance, withdrawal, conflict, and relapse.compulsive adj. 强迫性的;难以自控的salience n. 显著性relapse n. 复发;重新陷入(不良状态)(Q2) In a study reviewing over 30,000 participants’ scores on media addiction and personality, it was found that neuroticism can be a risk factor for compulsive social media behavior. Even though the relationship was not very strong, it perhaps indicates that some people may be more likely to become addicted. There are other personality characteristics associated with increased likelihood of compulsion, such as narcissism, Machiavellianism, and psychopathy. But it needs to be mentioned that there may be external factors that contribute to the link between excessive social media use and personality. It is even possible that SMA may vary depending on the platform that individuals use.compulsion n. 强迫(行为);难以抗拒的冲动narcissism n. 自恋;自我中心Machiavellianism n. 权谋主义psychopathy n. 精神病态Should social media be legislated?To what extent social media ought to be controlled by law is a difficult question to address. Just as with debates around tobacco, alcohol, and gambling, there are bound to be varied opinions. (Q3) As more researchers appear to agree that SMA may be a genuine addictive disorder, then presumably, as with other substances, it should be managed to reduce potential risks. (Q4) The cognitive complexity involved in deciding what to view online is also one that should be carefully debated when it comes to children. In most societies, children are guided as to what they can watch in the cinema or on television. It is difficult to see why social media ought to be any different.Part III. KEYQ1. B.【解析】细节题。题目出处为:“It is worth noting that the DSM-5 (the diagnostic tool for psychologists) does not recognize SMA as a distinct mental disorder; it is often discussed as a condition that requires more research.”。意为:“值得注意的是,《精神障碍诊断与统计手册》第五版(心理学家使用的诊断工具)并不未将社交媒体成瘾视为一种独立的精神障碍;它通常被视为一种需要进一步研究的状况来讨论。”因此,正确答案为B。Q2. C.【解析】细节题。题目出处为:“In a study reviewing over 30,000 participants’ scores on media addiction and personality, it was found that neuroticism can be a risk factor for compulsive social media behavior.” 意为:“一项针对3万余名参与者在媒体成瘾和人格特质方面评分的研究发现,神经质可能是强迫性社交媒体使用行为的一个风险因素。” 该句明确指出神经质是风险因素之一,因此,正确答案为C。Q3. A.【解析】推理题。题目出处为:“As more researchers appear to agree that SMA may be a genuine addictive disorder, then presumably, as with other substances, it should be managed to reduce potential risks.”。意为:“随着越来越多的研究者似乎认同社交媒体成瘾可能是一种真实存在的成瘾性障碍,那么可以推断,就像对待其他成瘾物质一样,也应对其进行管控,以减少潜在风险。”由此可以推断,正确答案为A。Q4. C.【解析】细节题。题目出处为:“The cognitive complexity involved in deciding what to view online is also one that should be carefully debated when it comes to children. In most societies, children are guided as to what they can watch in the cinema or on television. It is difficult to see why social media ought to be any different.” 意为:“在涉及儿童时,对于在线内容选择所涉及的认知复杂性,也应进行审慎的讨论。在大多数社会中,儿童观看影院或电视节目的内容都会受到引导和限制,而社交媒体在这方面显然不应例外。” 该段表明作者认为儿童在社交媒体上的浏览内容也应受到引导,因此正确答案为C。Q5. D.【解析】主旨题。全文围绕社交媒体的吸引力、是否成瘾、以及应如何应对展开探讨,因此主要探讨社交媒体的吸引力及其引发的担忧,正确答案为D。 (本文图片来源于摄图网,版权归摄图网所有)

新闻听力 | 教育网红猝然离世,他曾为千万学子规划“成功路径”

教育网红猝然离世,他曾为千万学子规划“成功路径”The Sudden Death of a Man Who Told Chinese Kids How to Succeed常速 | 六级 偏难 | 596词 | 3min27s刘立军供稿Part I. QUESTIONSListen to the passage and choose the best answer to each question you hear.Q1. What was Zhang Xuefeng known for as China’s most famous education influencer?A. Teaching students how to improve their physical health.B. Giving direct and harsh advice on how to achieve success.C. Encouraging students to pursue their idealistic dreams.D. Writing best-selling books about liberal arts education.Q2. According to the passage, how did Zhang Xuefeng view the liberal arts and finance?A. Liberal arts are good for high-paying jobs, and finance requires luck.B. Liberal arts only suit rich students, and finance is a safe choice.C. Liberal arts mainly lead to service jobs, and finance needs connections.D. Liberal arts offer many opportunities, and finance is easy to enter.Q3. What questions did people on social media ask after Zhang Xuefeng’s sudden death?A. Whether his advice helped young people or discouraged their idealism.B. Whether he regretted being too harsh in his public comments.C. Whether his family would continue his consulting company.D. Whether the government would regulate education influencers.Q4. What can be inferred about Zhang Xuefeng’s attitude towards career choices for students from ordinary families?A. He believed they should pursue their dreams regardless of money.B. He thought they should choose practical majors to support living.C. He suggested they should avoid going to any university at all.D. He argued that only wealthy families have the right to choose.Q5. What is the main idea of the passage?A. Zhang believed students should study journalism despite poor job prospects.B. Zhang was the most popular influencer who helped wealthy students.C. Zhang’s videos and livestreams were banned by the government.D. Zhang’s sudden death made people rethink his advice and work culture.Part II. TRANSCRIPTThe Sudden Death of a Man Who Told Chinese Kids How to SucceedAny Chinese parent or student fixated on education — so, basically, most Chinese parents and students — knew the name Zhang Xuefeng. (Q1) As China’s most famous education influencer, Mr. Zhang was known for dispensing ruthlessly blunt advice about how to maximize a student’s chances at success.fixate v. 专注于;对……过分执著(Q2) The liberal arts? Only good for service jobs, he declared. Finance? Don’t bother unless your family has connections. Fast-talking and sharp-tongued, to his detractors, he was cynical and utilitarian. But to his tens of millions of fans, he embodied a rare willingness to acknowledge the harsh realities facing less privileged students, especially in the face of steep inequality and a slowing economy.detractor n. 贬低者;诋毁者utilitarian adj. 功利的;实用主义的So when Mr. Zhang suddenly died on Tuesday at age 41, of cardiac arrest, it prompted an outpouring — not only of shock, but also of reflection.cardiac adj. 心脏的;心脏病的outpouring n. (情感的)涌出,迸发(Q3) On social media, people asked: Had he steered young Chinese to better lives or discouraged their idealism? (5) What did his abrupt death, after he had long complained of being exhausted and overworked, say about China’s hypercompetitive work culture? And if life was so unpredictable, did planning so carefully for success that seemed increasingly out of reach even matter?hypercompetitive adj. 高度竞争的;竞争异常激烈的“Zhang Xuefeng’s lesson to lost young people: Enjoy your life,” was one of the top hashtags on Chinese social media on Wednesday, where news of Mr. Zhang’s death dominated discussion. “Excessive self-discipline” was another, a response to state media reports that Mr. Zhang had collapsed after going for a run in Suzhou, the city in eastern China where he lived.Another popular education influencer, Zhu Wei, posted a long tribute online, praising Mr. Zhang’s vigor and sincerity. Mr. Zhu urged his own students to slow down in their pursuit of test scores and jobs.“But I also know, what’s the cruelest thing about the age of internet traffic? It’s that nothing lasts even a month before it’s forgotten,” Mr. Zhu wrote. “Everyone will soon go back to their usual state, endlessly striving and slogging, never able to stop.”slog v. 埋头苦干;坚持不懈地努力Mr. Zhang was born in a small town in northern China. His real name was Zhang Zibiao, though he later adopted the name Xuefeng. He tested into a middling university, where he studied water supply and drainage, for which he had little enthusiasm, according to interviews he gave. After graduation, he turned to tutoring and college counseling.He shot to fame in 2016, for a video in which he — in what would become his signature rapid-fire, snark-infused patter — summarized China’s top 34 universities in seven minutes. He started a consulting company where he helped students choose majors, internships, and careers based on cold-eyed considerations of their test scores, family backgrounds, and whether they prioritized money or stability. His livestreams attracted hundreds of thousands of views, and his courses could cost thousands of dollars.patter n. 顺口溜;(饶舌的)念叨internship n. 实习;实习期His celebrity came as much from his advice as his willingness to provoke. A comment in 2023 that parents should knock their children unconscious rather than let them study journalism, because of the weak job prospects, set off days of online debate. Critics said he misunderstood the point of education or was suggesting that poorer students shouldn’t follow their dreams.“I come from an ordinary family,” Mr. Zhang wrote in response. (Q4) “If you come from a wealthy family, you have more choices, you can’t choose wrongly. But most families aren’t that well-off, and when choosing a major, you have to choose one that’s suitable and will put food on the table.”Part III. KEYQ1. B.【解析】细节题。题目出处为:“As China’s most famous education influencer, Mr. Zhang was known for dispensing ruthlessly blunt advice about how to maximize a student’s chances at success.”。意为:“作为中国最著名的教育类网红,张雪峰以提供直截了当的建议而闻名,这些建议聚焦于如何最大限度地提升学生未来成功的几率。”因此正确答案为B。Q2. C.【解析】细节题。题目出处为:“The liberal arts? Only good for service jobs, he declared. Finance? Don’t bother unless your family has connections.”。意为:“人文学科?他宣称只适合服务业。金融?除非家里有关系,否则别费劲了。”该句明确指出张雪峰认为人文学科主要通向服务类工作,而金融行业需要家庭人脉,因此正确答案为C。Q3. A.【解析】细节题。题目出处为:“On social media, people asked: Had he steered young Chinese to better lives or discouraged their idealism?”。 意为:“在社交媒体上,人们纷纷发问:他究竟是引导了中国年轻人走向更好的生活,还是打击了他们的理想主义?”因此正确答案为A。Q4. B.【解析】推理题。题目出处为:“If you come from a wealthy family, you have more choices, you can’t choose wrongly. But most families aren’t that well-off, and when choosing a major, you have to choose one that’s suitable and will put food on the table.”。意为:“如果你来自富裕家庭,你有更多选择,你不会选错。但大多数家庭并不那么富裕,在选择专业时,你必须选择一个合适的、能养家糊口的专业。”该句明确指出张雪峰认为普通家庭的学生应该选择实际且能维持生计的专业,因此正确答案为B。Q5. D.【解析】主旨题。文章的核心内容是张雪峰的突然离世引发了人们对其各种教育建议以及中国高度竞争性的工作文化的反思,因此正确答案为D。(本文图片来源于摄图网,版权归摄图网所有)

新闻听力 | 你愿意被机器人照顾吗?

你愿意被机器人照顾吗?Would You Want to Be Cared for by a Robot?常速 | 六级 | 758词 | 4min59s刘立军供稿Part I. QUESTIONSListen to the passage and choose the best answer to each question you hear.Q1. What does the author say about the world’s population of over-60s?A. It has doubled since 1980 and will double again by 2050.B. It has tripled since 1980 and will double by 2050.C. It has remained stable since 1980.D. It will decrease significantly by 2050.Q2. What function does the exoskeleton serve for the elderly according to the passage?A. It helps them walk faster than normal people.B. It gives them full control of their mobility.C. It completely replaces human carers.D. It automatically chooses walking routes.Q3. What can the robot Clara do according to the passage?A. Cook meals according to dietary needs.B. Tell jokes to improve your emotional well-being.C. Detect changes in your mood and physical state.D. Clean rooms and maintain the gardens.Q4. What can be inferred about using robots in care homes from the passage?A. Robots will completely replace human carers soon.B. Most elderly people will refuse robot care.C. It has been widely accepted by society.D. It raises complex ethical and legal issues.Q5. What is the main purpose of the passage?A. To describe features of various care robots.B. To argue for replacing humans with robots.C. To explore possibilities and concerns of robot care.D. To prove that robot care is better than human care.Part II. TRANSCRIPTWould You Want to Be Cared for by a Robot?It’s Saturday night in the year 2100, and you’re at the quiz night in a care home. The Saturday night quiz is serious business. While the residents battle it out, a team of carers quietly ensures the smooth running of the home. Luna announces the questions. Zach serves dinner and drinks, and Qi-Young administers evening medications. But Luna, Zach, and Qi-Young aren’t human. They’re robots. And one day, they could be your retirement companions.battle it out 拼搏一场One in three people born today will live until they’re 100. (Q1) The world’s population of over-60s has doubled since 1980 to around a billion, and it’s projected to double again by 2050. That’s a lot of people who may one day need additional support to live fulfilling and comfortable lives. Assistive intelligent robots could relieve pressure in understaffed care homes. So what would being looked after by robots actually feel like?Imagine – you’re woken up by your favorite song played by a music robot. Luna, a humanoid, is ready with your perfect brew, milk and sugar selected with precision. (Q2) Luna helps you choose your outfit for your morning walk and assists you into your exoskeleton, an aid that gives you full control of your mobility. humanoid n. 人形机器人exoskeleton n. 外骨骼(装置)You take a stroll around the gardens with your human carer, Dan. You choose your own route, and your exoskeleton responds to your subtle movements and commands, which it picks up via smart wearables, so you’re fully in control. Along the way, you see robots maintaining the beautifully manicured grounds, alerting carers to any potential hazards. You stop to chat to a friend, and if your conversation is cut short, a robot attendant will remember what you were talking about and set up another time for you to chat. manicured adj. 修剪整齐的When you return to your room, it’s been cleaned by a team of housekeeping robots. Unburdened by time-consuming routine tasks, your human carer, Dan, can take his time chatting to residents, giving everyone his full attention. You then enjoy a sumptuous communal breakfast with the other residents and staff. Bruno, the kitchen robot, serves up a feast customized to your personal dietary requirements, allergies, and he doesn’t forget that you hate mushrooms. (Q3) Clara, a humanoid robot with soft silicone skin and a calming voice, assists you with medication. Her senses can immediately detect changes in your mood, walking pattern, or skin temperature. Prakash, a robot designed for emotional well-being, tells you a joke. His AI adapts to each resident’s personality and allows him to keep up to date with their interests, likes, and dislikes. sumptuous adj. 豪华的;丰盛的communal adj. 公共的;共用的customize v. 定制While this scenario may sound idyllic, it’s not without serious considerations. Take, for example, logistics. This vision would mean extensive building redesigns to accommodate robot carers. Care homes of the future would need to take into consideration how robots navigate rough terrain, shared spaces, and moving around one another, all while ensuring that they don’t themselves become mobility hazards for residents. (Q4) And on an ethical and legal level, there’s a ton of complexities with no easy answers. idyllic adj. 田园诗般的;宁静美好的ethical adj. 伦理的;道德的Imagine a scenario where a robot makes a mistake, perhaps administering the wrong medication or failing to alert staff during an emergency. Who or what would be held responsible? And what are the privacy implications of sharing all your personal health data with a robot? And what will all of this mean in terms of maintaining the skills and jobs of human care workers? And then there’s, of course, the question at the heart of what it means to give and receive care. Empathy, emotional support, and human contact are essential for all of us, particularly when we’re at our most vulnerable.implication n. 可能的影响(或后果)While robots may be able to help out with physical caring, health monitoring, and even limited companionship, could they ever be a true substitute for the humans currently doing those jobs? This leads us to perhaps our most important question. Would we have the right to refuse robot care? And how might we be empowered to do so? These aren’t just questions for engineers or policymakers. They’re for all of us. What do we want our care to look like in the future?empower v. 赋予权力;使自主Today’s research looks at how robots can make their own decisions using data from their sensors, other robots, and tech worn by residents and carers. By 2100, robots will be far more capable than they are today. (Q5) If they can allow for more time and attention from human carers and empower our older selves to live safe, dignified, and fulfilled lives, perhaps it’s not a question of if they should be used, but how.dignified adj. 有尊严的Part III. KEYQ1. A.【解析】细节题。题目出处为:“The world’s population of over-60s has doubled since 1980 to around a billion, and it’s projected to double again by 2050.”。 意为:“自1980年以来,全球60岁以上人口数量翻了一番,达到约10亿,预计到2050年将再翻一番。”因此正确答案为A。Q2. B.【解析】细节题。题目出处为:“Luna helps you choose your outfit for your morning walk and assists you into your exoskeleton, an aid that gives you full control of your mobility.”。 意为:“Luna会帮你挑选晨间散步的穿搭,并帮你穿上外骨骼装置,这种装置能帮你完全掌控自己的行动能力。”因此正确答案为B。Q3. C.【解析】细节题。题目出处为:“Clara, a humanoid robot with soft silicone skin and a calming voice, assists you with medication. Her senses can immediately detect changes in your mood, walking pattern, or skin temperature.”。 意为:“克拉拉是一个拥有柔软硅胶皮肤和平静声音的人形机器人,能协助你服药。她的传感器能即时察觉你的情绪变化、步态异常或皮肤温度波动。”因此正确答案为C。Q4. D.【解析】推理题。题目出处为:“And on an ethical and legal level, there’s a ton of complexities with no easy answers.”。 意为:“在伦理和法律层面上,存在着大量错综复杂的问题,且没有简单的答案。”文章随后进一步讨论了如果机器人犯错谁该负责的问题、个人健康数据的隐私问题、对人类护工就业的影响等。由此可以推断,正确答案为D。Q5. C.【解析】主旨题。题目出处为全文,尤其是结尾段落:“If they can allow for more time and attention from human carers and empower our older selves to live safe, dignified and fulfilled lives, perhaps it’s not a question of if they should be used, but how.”。 意为:“如果机器人能让人类护工有更多时间和精力陪伴老人,并能让我们年老时能够安全、有尊严、充实地活着,那么问题或许不在于是否应该使用机器人,而在于如何使用。”文章从未来场景设想出发,既介绍了机器人辅助养老的可能性,也讨论了伦理、法律、隐私等担忧,因此正确答案为C。(本文图片来源于摄图网,版权归摄图网所有)

第12届教学大赛英语专业组二等奖赵雪宇授课

授课点评:赵雪宇老师展示了“3A设计”,整合了准备、习得与应用这三个不同的教学阶段。对教学阶段和教学过程的表述比较清晰,教学过程在“3A设计”的基础上展开,强调学生参与的多元形式,例如学生提问、学生评价、学生总结等。设计框架层次清晰。教学展示与教学设计紧密地融合在了一起。展示伊始,教师提醒学生回忆“3A设计”,并且多次使用“I want you to be/do…”的句式,运用丰富的肢体语言、重读、停顿等方式明确提出了自己的期待,帮助学生更加直观地获得课堂学习的方向感。此外,教师对学生的分享做出了真诚的回应,而不只是用简短的评价话语敷衍了事,这对学习共同体的建构大有助益。这同时体现出教师对英语有着较好的掌握程度,能够从容、准确地重述学生观点,帮助学生修正语言表述上的错误,并提供更加规范、高效的表达方式。整体而言,赵老师在教学展示过程中教态得体,状态自然、松弛,说课清晰,且能够脱离讲稿等材料的辅助完成授课。课堂教学紧密围绕教学目标,环环相扣,逐步深入。她有效运用了多媒体课件,运用多样的视图突出核心教学内容,起到了辅助作用。可以看出赵老师的整体状态(尤其体现为笑容、身势,对重读、停顿的运用,以及真诚的回应)有效吸引了学生的注意力,激发了学生的学习兴趣,为学生创设了安全的发言空间,让学生有分享欲,愿意主动参与课堂互动。最后,建议赵老师未来可以在分析课文内容的同时,进一步在词汇层面对近义词加以辨析。点评专家:杨延宁

第12届教学大赛商务英语组二等奖贺静授课

授课点评:贺静老师授课效果较好,教学目标清楚、教学方法得当、教学程序井井有条。此外,贺静老师口齿清晰,语音语调比较纯正、流利;教态端庄自然,有亲和力,教学过程中与学生互动良好,体现了以学生为主体,教师为主导的教学原则。授课分两部分。第一部分介绍该单元(Empire of Wealth)的总教学安排,用了3分30秒,时间把握得比较好。另外,设计的PPT形式多样,各种图表清楚展现了教学安排。授课开始的第三分钟,PPT显示的该单元总教学目标及三篇课文的教学目标一览无遗,加上贺静老师的阐释,清晰地传递了教学目标和学习目标,这能帮助学生在课堂内外围绕主题有效学习。紧接着,贺静老师借助PPT上的流程图比较详细地介绍了授课课文In Praise of Competitive Urges的教学安排,其中的Problem-centred教学方法对学生发现、分析和解决问题有很大帮助。之后进入第二部分:比赛授课阶段。第二部分具体授课含四个阶段。进入第一阶段Warm-up时,贺静老师显得有点紧张,但很快就调整好了状态。该阶段有教师对课文理解的提问,请学生从课文中找到相关的依据回答问题,这种做法本来值得称道,因为授课不能离开课文。但是,Warm-up阶段是课前准备阶段,因此,贺静老师在Warm-up阶段讲解课文不妥,建议把重点放在教材中的Warm-up Activities上,适当设计一些附加的活动,才符合教学逻辑。此外,在总时间为20分钟且第一阶段用了3分30秒的情况下,Warm-up阶段用了5分1秒显得有点过长。之后是第二阶段Questionnaire Results,贺静老师分析解释了调查表中的信息,谈了自己对问题的看法,期间激励学生思考、回答问题,这对培养学生的独立思考能力及理解课文非常有益。Questionnaire之后进入授课第三阶段:Wealth-flaunting Motivations / Summarizing。炫富动机是课文包含的核心内容之一。因此,讨论炫富动机有助于学生理解课文。教师要求学生从PPT上(视频13')显示的课文段落寻找答案,并要求学生做pair work找到有关的词汇。另外,通过分析课文的修辞寓意,贺静老师阐释了文章作者的真实目的。这一点做得很好。另一方面,根据该单元内容,所授的是“综合商务英语”课程。因此,贺静老师应更多围绕语言难点、篇章结构、写作风格、文法修辞等方面进行解释,让学生对课文有更深层次的理解。第四阶段Assignment在视频18'15"开始。课后作业包括questionnaire设计、调研报告写作、相关阅读作业。这样较好兼顾了综合商务英语课程语言学习和商务实践的教学特点。建议更多以教材内容教学为主,重视语言、篇章教学,在帮助学生充分理解课文的前提下掌握一些商务知识和技能;需要结合课文融入更多的思政教育内容。点评专家:翁凤翔

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2026年暑期全国高校外语骨干教师赴香港大学研修项目

项目简介Evidence-based approach to teaching English as a foreign language in higher education in the AI Era is a three-day intensive summer course designed for university teachers specialising in English language teaching as a common core course.This course explores the transformative impact of generative AI and emerging technologies on language education in higher education. Through a series of workshops, interactive sessions, and collaborative activities, participants will gain practical insights into the issues and challenges for language education, integrating AI tools into teaching practices, advancing scholarship of teaching and learning, and fostering student engagement and motivation in the context of rapidly evolving technological landscapes.This course will provide an opportunity for participants to engage with innovative practices, meet with HKU colleagues from similar fields, and collaborate with peers to design pedagogical studies to support their evidence-based approach to language education.项目目标Upon completing the course, the participants will be able to:1.Evaluate the challenges and needs for language education to meet the evolving needs of higher education.2.Utilise AI and digital tools to enhance teaching practices in language education and critically evaluate their ethical and practical implications.3.Implement scholarship of teaching and learning (SoTL) projects to improve teaching effectiveness and student learning outcomes in language education.4.Develop a teaching-research nexus for better career development.5.Implement evidence-based strategies to cultivate student interest and engagement in language learning in the AI era.项目日程JULY 14• Arriving in Hong Kong• Hotel check-inJULY 15 AM• Welcome by the Vice President of HKU• Campus tour• Issues and challenges in language teaching in the era of generative AIJULY 15 PM• Advancing scholarship of teaching and learning in higher educationJULY 16 AM• Advancing scholarship of teaching and learning in higher educationJULY 16 PM• A visit to CUHK• Fostering student engagement and motivation in the context of rapidly evolving technological landscapesJULY 17 AM• Designing a communication-intensive language course• Multimodality in technology-supported L2 educationJULY 17 PM• Collaborative research-teaching nexus project presentations (in groups)• Award ceremony & closing remarksJULY 18• Returning home*We are committed to delivering the sessions in in-person delivery mode as detailed in the programme rundown; however, please be aware that adjustments (e.g. shifting to online mode, changes in the speakers / topics) may occur due to unexpected circumstances.教学团队Dr. Jannie RoedDr. Jannie Roed is the Director of the Teaching and Learning Innovation Centre (TALIC) at the University of Hong Kong (HKU). With a distinguished career spanning the UK and Hong Kong, Jannie brings extensive expertise in university teachers’ professional development, leadership, teaching development, and mentorship.She is the coordinator of the HKU AdvanceHE Fellowship Scheme (formerly the Higher Education Academy). She currently also directs the Postgraduate Certificate in Academic Practice, driving excellence in academic practice and educator development. She oversees the professional development of university teachers at the university level.Prof. Lily Min ZengProf. Lily Zeng is an Assistant Professor at the Teaching and Learning Innovation Centre (TALIC) and Faculty of Education at the University of Hong Kong (HKU). She had taken on leadership roles in coordinating and delivering key professional development programmes at HKU and created a widely acclaimed MOOC on university teaching, which has been translated into 22 languages.At TALIC, her current roles mainly include teaching in the Postgraduate Certificate programme for HKU teachers and overseeing the Senior Fellowship category within HKU AHE Fellowship Scheme. Her recent research interests and publications focus on the professional development of university teachers, the learning experiences of students in higher education, and adaptive learning.Prof. Lianjiang JiangProf. Lianjiang Jiang (George) is an Assistant Professor of language and literacy education at the Faculty of Education, The University of Hong Kong.He is Deputy Director of the Consortium for Research on Language Policy and Practice (CRLPP) at HKU.His expertise is in multimodality and multiliteracies, with a focus on digital multimodal composing, multimodal assessment / feedback, and digital pedagogies. He works extensively on digital multimodal composing as a valid literacy activity in second language classrooms.He is also the creator of the genre-based model to evaluate digital multimodal composing.He is the Principal Investigator and Co-Principal Investigator of research grants funded by the Research Grants Council and Education Bureau in Hong Kong. He is an awardee of the Macao Humanities and Social Sciences Research Outstanding Achievement Award. He was listed in the World's Top 2% Most-cited Scientists by Stanford University Ranking. He was also listed as an HKU Scholar in the Top 1% by Clarivate Analytics.Dr. Carson Ka Shun HungDr. Carson Ka Shun Hung is a Lecturer and E-learning Technologist at the Teaching and Learning Innovation Centre (TALIC), The University of Hong Kong. He specialises in educational technology and generative AI integration in higher education.He has delivered AI workshops on GenAI toolkit applications, AI agent development with n8n, custom chatbot building, GenAI-enhanced pedagogy design, and discipline-specific GenAI implementation in teaching, learning and assessment. He has led TDG introduction sessions and walk-in clinics for Generative AI innovation projects. He supports technology-enhanced learning initiatives and provides pedagogical guidance for academics across faculties.Prof. Ronnel B. KingProf. Ronnel B. King is an Associate Professor in the Faculty of Education, The Chinese University of Hong Kong, where he leads the Positive Psychology and Education Lab. His research focuses on the factors that underpin motivation, socio-emotional learning, and well-being. He is also keen on leveraging positive psychology / education interventions to enhance these optimal states.He has published more than 250 journal articles on these topics in the top-ranked journals in educational psychology. He is recognised as one of the most prolific educational psychology researchers in Asia and globally, and his citations are at the top 0.05% in the field. He is currently Associate Editor of the British Journal of Educational Psychology, Psychology in the Schools, and The Asia-Pacific Education Researcher. He will lead his team to contribute to this programme.Dr. Michelle RaquelDr. Michelle Raquel is a Senior Lecturer at HKU's Centre for Applied English Studies, holding a PhD in Education and bringing over 20 years of higher education experience. Her pedagogical expertise centres on curriculum design, communication skills integration, and English for specific purposes. As Project Leader of HKU's Communication-intensive Courses initiative since 2018, she leads a university-wide effort to embed communication competencies across the curriculum, building faculty capacity and communities of practice.She has designed multiple English disciplinary courses, chaired the CAES Teaching and Learning Quality Committee, and was part of the team that launched the Writing Across the Curriculum programme at HK Polytechnic University. She also has over 15 years of project management experience across large-scale inter-institutional initiatives and has secured over HKD 20 million in competitive grants. Her scholarship explores innovative pedagogies, diagnostic and classroom-based assessment, and ESP testing. She co-edited Routledge's Quantitative Data Analysis for Language Assessment Volumes I and II.*Additional experts who will be involved will be announced once their time slots are confirmed.合作院校介绍在中国香港您可感受:l 世界先进高等教育环境的熏陶l 多元文化的社会交流l 真实英语环境的浸泡l 宜居宽容的城市氛围l 美丽清洁的自然环境l 高效有序的社会运行机制香港大学l 2026年QS排名全球第11位,较上年提升6位l 多学科跻身全球前列,科研水平卓越,教育学长期稳居世界前5l 教学体系接轨全球,学术环境包容多样l 校园环境雅致,地理位置优越,毗邻香港岛核心区TALICThe Teaching and Learning Innovation Centre (TALIC) is a central teaching and learning centre at the University of Hong Kong.It serves as a distinguished resource hub dedicated to advancing best practices in higher education on local, regional, and global scales. With a vision to set the benchmark for teaching excellence, the centre works collaboratively with educators across disciplines and universities, fosters a community of practice among teachers, and encourages evidence-based approaches.Aligned with the University's strategic objectives, it is committed to enhancing the quality of the student learning experience through holistic and innovative solutions, showcasing innovative teaching methodologies and the scholarship of teaching and learning worldwide, providing professional development tailored for university teachers at early and mid-career stages, and offering consultations for teachers to address diverse educational needs.The centre proudly hosts the first accredited AdvanceHE Fellowship scheme in Hong Kong and a highly-rated MOOC on university teaching available on Coursera.

2026年中国社会语言学夏日书院

二、研修内容1、数据赋能与数字语境下的当代社会语言学创新数字社会全面重塑语言使用场景与研究范式,为语言研究带来新理论和新方法。本届夏日书院聚焦数据驱动语言学、语料库话语研究、语言经济学、数字交际研究四大核心模块,立足实证研究方法,融合语言学、经济学、传播学跨学科视野。聚焦语料库实操、数据量化分析、语言价值建构、线上交际语言生态等前沿议题,解析当下语言生活新形态。助力研修学员更新研究工具、拓宽学术边界,夯实实证研究能力,把握社会语言学数字化、综合化发展新趋势。每个授课模块均包含理论与方法讲解、具体研究案例的展示与分析,帮助学员建立相关领域的基本分析思维、了解选题和研究方法。2、从日常观察到研究:研究建构原则与方法不少人善于发现有趣的语言现象,但欠缺研究设计与问题建构能力。本课程立足学员真实困惑,聚焦核心痛点,指导学员如何将日常关注、个人感兴趣的社会语言现象,转化为规范可行、具备学术价值的研究问题,并做出切实可行的研究方案。授课专家将系统拆解研究建构完整流程与底层原理,围绕现象提炼、概念界定、问题聚焦、路径规划、方法匹配等关键环节展开讲授。结合真实案例剖析、实操引导与互动答疑,帮助学员建立规范研究思维,掌握研究设计能力。三、研修日程DAY 1(7月15日)14:00~20:00 学员报到DAY 2(7月16日)08:30~08:45 开班式08:45~11:45 数据驱动语言学(复旦大学 刘海涛教授)14:30~17:30 语言经济学研究(山东大学 张卫国教授)19:00~21:00 从日常观察到研究:研究构建原则与方法(上海外国语大学 赵蓉晖教授)DAY 3(7月17日)08:30~11:30 基于语料库的话语研究(上海外国语大学 胡开宝教授)14:30~17:30 数字交际研究(四川外国语大学 赵永峰教授)19:00~21:00 学术期刊主编论坛DAY 4(7月18日)学员返程或参加第十六届中国社会语言学国际学术研讨会*研修日程最终以主办提供的会务手册为准。四、授课专家及课程(按授课先后排序)1、刘海涛《数据驱动语言学》主讲专家简介:刘海涛,复旦大学文科资深教授,外文学院博导。教育部“长江学者”特聘教授,国务院政府特殊津贴专家,国家社科基金重大项目首席专家。主要研究方向:数据驱动语言学、计算认知科学、数字人文、语言规划。《中国社会科学》等多种学术出版物编委会成员。在《中国社会科学》《科学通报》《中国语文》《外语教学与研究》等国内外近百种文、理、工出版物用多种语言发表过涉及数十种人类语言的文章450余篇。连续12年入选爱思唯尔“中国高被引学者”榜单。10多项研究成果获得教育部或省级优秀社科奖。课程简介:课程将系统阐释如何从真实语言数据中发现语言系统的概率性规律。课程将围绕索绪尔提出的“线条性”和“系统性”两大基点展开,向研修学员介绍一种不同于传统思辨式研究的数理实证方法。刘海涛教授将为研修学员深入剖析从大规模真实语料(依存树库为主)中挖掘数据,再到运用数据建构模型和研究变量(如词频、依存句法关系等),并最终揭示语言结构、认知机理与演化规律的完整研究路径。2、张卫国《语言经济学研究》主讲专家简介:张卫国,山东大学经济研究院教授、博士生导师,山东大学语言经济研究中心主任,是国内语言经济学领域的核心学者和领军人物之一。兼任美国哥伦比亚大学国际外语教师教育中心与上海外国语大学中国外语战略研究中心客座研究员。已在《经济研究》《世界汉语教学》《语言教学与研究》、《语言战略研究》、Technology in Society、Language Problems and Language Planning、Language Policy 等国内外经济学、语言学权威和重要期刊,以及《人民日报》《光明日报》《中国社会科学报》等重要报纸上发表论文70余篇,多篇论文被《新华文摘》《中国社会科学文摘》、《高等学校文科学术文摘》及人大复印资料等全文转载,国际语言政策与规划权威工具书The Routledge Handbook of Language Policy and Planning唯一的中国学者贡献者;主持国家社科基金、国家语委重大科研项目、教育部国际中文教育研究课题重大项目、教育部人文社科研究基金、山东省自然科学基金等项目课题十余项;科研成果获得全国优秀博士学位论文提名论文(2010) 、山东省优秀博士学位论文(2009)、山东省社会科学优秀成果二等奖等荣誉和奖励。《语言的经济学分析:一个基本框架》等著作在学界产生了重要影响,其博士论文是国内首篇系统建构语言经济学理论体系的博士论文。课程简介:语言与经济的关联在日常语言生活中屡见不鲜,但如何将这种现象转变为系统的学术研究,构建具有解释力的分析框架?本模块将系统介绍语言经济学的理论源流与核心命题,帮助研修学员从经济学的眼光重新认识语言的功能与价值。课程围绕三个基本命题展开:语言能力是一种人力资本,官方语言是一种公共产品,社会语言是一种制度。张卫国教授将带领研修学员探讨语言技能与劳动收入的关系、语言政策和规划的经济学分析、国际中文教育的经贸效果、语言与制度经济学的互动等前沿话题。3、赵蓉晖《从日常观察到研究:研究建构原则与方法》主讲专家简介:赵蓉晖,上海外国语大学教授、博士生导师,教育部“新世纪优秀人才”,上海领军人才,教育部哲学社会科学重大攻关项目首席专家。长期致力于社会语言学、语言政策与语言教育、语言及语言学史研究,主张“立足世界看语言,透过语言看世界”。现任国家语委科研基地暨国家语言文字智库中国外语战略研究中心执行主任、中国语言学会社会语言学分会会长、中国语言学会语言政策与语言规划专业委员会副会长等。主持国家社科基金项目等近29项。在《中国社会科学》等国内外期刊、报纸发表论文140余篇,出版著作28部,获上海市哲学社会科学优秀成果奖、上海市优秀教学成果奖等。正在主编《世界语言生活状况报告》《中国社会语言学》和“语言政策与语言教育”等多个学术丛书。课程简介:很多研究者会感觉到,日常生活中的语言现象看似有趣,却常常不知如何将其转化为可操作、有深度的研究课题。本模块立足学员的真实困惑,聚焦这一普遍而关键的学术“痛点”。赵蓉晖教授将系统拆解从“日常观察”到“规范研究”的整体建构过程,从现象提炼与问题意识的萌发,到概念界定与文献对话,再到研究焦点的逐步聚焦、研究路径的规划以及具体方法的选择与匹配,逐一讲解背后的原理与操作要点。课程将结合大量真实案例进行剖析,涵盖社会语言学多个经典和新兴话题,通过对比“原始困惑”与“成型设计”,让学员直观感受到研究问题逐步精准化的过程。同时设置实操引导与互动答疑环节,帮助学员破解选题宽泛、问题模糊、逻辑链断裂等常见难题。本模块旨在帮助学员建立规范的研究思维,掌握一套可直接落地、经得起学术检验的研究设计能力,提升中青年学者的核心竞争力。4、胡开宝《基于语料库的话语研究》主讲专家简介:胡开宝,上海外国语大学教授、博士生导师,教育部“长江学者”特聘教授,国家社科基金重大项目首席专家,教育部黄大年式教师团队负责人。现任上海外国语大学校长助理、语言科学研究院院长,兼任中国翻译协会常务理事、中国英汉语比较研究会常务理事暨外语学科发展研究专业委员会主任、上海市科技翻译学会会长等职。深耕语料库翻译学、话语研究领域,累计承担各类课题30余项。在Babel、Perspective、Meta及《外语教学与研究》《外国语》《中国翻译》等中外权威期刊发表论文百余篇,出版《语料库翻译学概论》《语料库翻译学》《语料库批评翻译学概论》等学术著作十余部。曾获教育部高等学校科学研究优秀成果奖、上海市哲学社会科学优秀成果奖等。同时担任国际期刊Corpus-based Studies across Humanities主编,以及 Routledge、Springer等多家国际出版社学术系列丛书主编。课程简介:本课程聚焦基于语料库的话语研究方法论,从基础概念入手,系统介绍语料库建设的基本原理和语料分析的操作方法。胡开宝教授将梳理基于语料库的话语研究的主要议题,涵盖语体特征研究、话语比较研究、批评话语分析视域下的话语研究等核心领域,并结合丰富的研究案例,特别是二十余个中国外交核心术语在海外主流媒体中的传播分析,展示如何运用语料库技术实现话语特征的量化分析与趋势发现。课程将围绕以下实操环节展开:如何提出基于语料库的研究设计、如何实现语料的标注与检索、如何在具体研究案例中开展数据分析和归因分析。通过原理讲授与案例剖析相结合的方式,帮助研修学员系统掌握语料库话语研究的基本路径,学习运用语料库技术开展话语研究的实际操作方法。5、赵永峰《数字交际研究》主讲专家简介:赵永峰,四川外国语大学副校长,外国语言学及应用语言学专业、英语语言文学(英语语言理论与应用方向)教授、博士生导师、博士后合作导师,国家级重大人才工程青年学者、重庆市“巴渝学者计划”特聘教授(2024),四川外国语大学嘉陵优秀人才,中国语言学会社会语言学分会副会长,重庆市外文学会副会长,中国英汉语比较研究会中西语言哲学专业委员会副会长,华夏文化促进会体认语言学专委会副会长。主要研究领域为认知语言学、认知社会语言学、语用学、政治话语分析和语言哲学。主持完成国家社科基金项目1项和多项省级教学科研项目,在《外语教学与研究》《现代外语》、Pragmatics and Society等刊物发表论文40余篇;获各类教学科研奖项10余项,其中2022年获重庆市教学成果奖三等奖,2023年获国家级教学成果二等奖(第一完成人)。课程简介:数字技术已全面嵌入当代人际交往,线上聊天、社交媒体、虚拟社群等场景不断催生新的语言变体与交际模式,也对传统社会语言学的分析框架提出了挑战。本课程立足赵永峰教授在认知社会语言学领域长期积累的研究经验,将认知语言学与社会语言学的基本方法融合,系统阐释如何在数字语境中开展交际研究。课程将首先辨析数字交际的基本特征及其与传统面对面交际的本质差异,进而介绍数字话语的收集、标注与分析路径。在此基础上,赵教授将结合具体研究案例,探讨线上身份建构、网络语言的认知机制以及数字文本中的立场表达等前沿问题,帮助学员建立一套适合数字时代的社会语言学研究视角。课程注重理论与实操结合,旨在为研修学员在数字语境中发现研究选题、选择研究方法提供可直接借鉴的分析工具和思路。

@上外@上纽大@2026年暑期教学设计工作坊

一、课程描述Grounded in the principles of ExperientialLearning Theory, this three-day workshop guides college English instructorsfrom essential theoretical perspectives to hands-on approaches for designingeffective EAP courses in colleges and universities. Beginning with a review ofkey learner-based learning theories, attendees explore student-centeredprinciples for integrated listening/speaking and reading/writing course design,with particular attention to active learning and communicative engagement.Attendees then consider how experiential learning can inform inquiry-driven EAP course design, especially theuse of English as a medium for disciplinary exploration. Following a structuredreview and guided preparation, attendees collaborate in groups to presentcourse design projects that demonstrate their reconceptualized student-centeredpedagogy. Together, these sessions offer a coherent, practice‑oriented pathwayfor instructors seeking to integrate student‑centered and experiential learningframeworks into EAP curriculum development. Handouts are provided, and active participationis anticipated.二、课程目标1. Attendees will explore key learner‑basedlearning theories, including Experiential Learning Theory, to establish atheoretical foundation for student‑centered EAP course design.2. Attendees will apply student‑centeredprinciples to the design of integrated listening/speaking and reading/writingcourses, with an emphasis on active learning and communicative engagement, aswell as EAP courses in which English serves as a medium for disciplinaryexploration.3. Attendees will reflect on and refinetheir instructional practices to better integrate experiential and student‑centeredlearning frameworks into EAP curriculum development.三、活动流程7/16 13:30-19:30 SISU HongkouArrival & Registration7/17 08:30-08:40 SISU HongkouOpening Ceremony7/17 08:40-11:40 SISU HongkouOverviewReview of Learner-Based Second Language Learning Theories: Multiple Intelligences, Cognitive Styles, Learner Strategies, Learner Motivation and Engagement, and Experiential Learning Theory7/17 14:00-17:00 SISU HongkouLearning to Use English: Student-Centered Pedagogy for Listening and Speaking Course Design7/18 08:40-11:40 NYU ShanghaiLearning to Use English: Student-Centered Pedagogy for Reading and Writing Course Design7/18 14:00-17:00 NYU ShanghaiUsing English to Learn: An Experiential Learning Approach to EAP Course DesignNYUShanghai Student Panel: Engaging Experiential Learning Projects in EAP Courses7/19 08:40-11:40NYU ShanghaiReviewPreparation for Course Design Project7/19 14:00-17:00NYU ShanghaiPresentation of Course Design Project Closing Remarks and Certificate Ceremony四、专家介绍1. John LiangDr. John Liang is a Clinical Professor ofTESOL and Director of the MA TESOL program at NYU Shanghai. He is deeplycommitted to advancing the theory and practice of language education and topreparing future teachers to become reflective, principled, and professionallyengaged language educators. Prior to joining NYU Shanghai, Dr. Liang served for26 years in the United States as an ESL program coordinator and second languageteacher educator. He has received CATESOL’s Pearson Longman Spirit of TeachingAward, an award in recognition of excellence in English language teaching, andthe Sadae Iwataki Award, a lifetime achievement honor for outstanding serviceto CATESOL.An active practitioner‑researcher, Dr.Liang has published in journals such asINTESOL JournalandCATESOLJournaland contributed chapters to edited volumes published by PeterLang, Routledge, and Cambridge Scholars. His academic and professional workspans grammar pedagogy, ESL materials development, second language reading andwriting, and language assessment. Across these areas, he brings a sustainedcommitment to bridging research and practice and to supporting teachers’lifelong professional growth.2. Zhang MengDr. Zhang Meng is a Clinical AssociateProfessor of English for Academic Purposes (EAP) at NYU Shanghai, an AdjunctProfessor of Education at Shanghai Jiaotong University, and Associate Editor ofthe International Journal of EAP. Dr. Zhang has extensive experience designingand teaching EAP and ESL courses in both China and the U.S., working withstudents from diverse linguistic and cultural backgrounds. Her researchinterests include second language speaking and writing, academic socialization,and design-based research methodology. Her work has been published inprestigious journals such asTESOL QuarterlyandtheInternational Journal of Educational Research.Beyond academia, Dr.Zhang is a public speaker and creative writer. She has delivered talks at TEDx2022 and various library events in Shanghai. Her books,I Confess(poetryand prose) andRains in the Sixteen(poetry and prose), werepublished by the China Federation of Literary and Art Circles Publishing Housein 2023 and 2007, respectively.五、学术支持1.About NYU Shanghai上海纽约大学成立于2012年,是经教育部批准,在上海市及浦东新区政府大力支持下,由华东师范大学和纽约大学合作创办的中国第一所中美合办研究型大学,也是纽约大学全球体系中具有学位授予资格的三大校园之一。上海纽约大学立足中国面向世界,依托纽约大学的先进教育理念和优质教育资源,致力于奉献卓越的教学、科研和社会服务,成为中国高等教育改革中具有变革意义的“试验田”,培养学生成为具有国际视野、跨文化沟通能力及创新能力的世界公民。2.About NYU Shanghai - NYU Steinhardt Joint MATESOL Program上海纽约大学的英语教育硕士项目(MA TESOL)由上海纽约大学与全美教育学院排名前十的纽约大学斯坦哈特文化教育和人类发展学院合作开设,为在职英语教师及专业人士提供与斯坦哈特学院常规英语教育硕士项目不同的培养模式,全英文授课,为时两年。秋季和春季学期期间,学员以非全日制方式在上海纽约大学校园及线上平台进行学习,第二学年暑期则于纽约进行沉浸式课程学习。该硕士项目立足于现今国外前沿的教学方法,结合当前中国英语教学的需求,注重培养学员们的英语教学与研究技能,提高他们课堂内外的组织管理能力。该项目师资力量强大,由纽约大学斯坦哈特学院及上海纽约大学教授授课,他们精于第二语言的教学与研究,深谙中国学生的学习特点,因人施教。学员毕业后,将获得由中国教育部认可的纽约大学硕士学位。

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