新闻听力 | 我们为什么喜欢吃辣?

我们为什么喜欢吃辣?Why do we eat spicy food? 常速 | 七级(偏易) | 368词| 3min7s刘立军供稿Part I. QUESTIONSListen to the passage and choose the best answer to each question you hear.Q1. What chemical compound in chili peppers is responsible for the burning sensation?A. Capsaicin.B. Endorphin.C. Serotonin.D. Glucose.Q2. According to the passage, what happens when the body detects capsaicin?A. The body temperature rises significantly.B. The body releases endorphins to reduce the perceived pain.C. The taste buds become permanently less sensitive.D. The digestive system immediately breaks down the compound.Q3. Why does Dr. Tamara Rosenbaum say people consciously choose to eat spicy foods?A. They want to build tolerance to hotter flavors.B. They associate chili with traditional cooking methods.C. They understand the burning sensation does not actually harm them.D. They believe it improves their digestive health.Q4. What can be inferred about early human cultivation of chili peppers?A. People cultivated chilies mainly to increase their sweetness.B. Chili peppers naturally evolved without human influence.C. Humans preferred peppers that required minimal cooking.D. Human cultivation altered traits such as color, size, and capsaicin level.Q5. What is the main idea of the passage?A. Capsaicin is dangerous and should be avoided in a typical diet.B. Humans enjoy spicy food due to a combination of factors.C. Spicy food consumption has decreased significantly in modern times.D. Only certain cultures have historically eaten chili peppers.Part II. TRANSCRIPTWhy do we eat spicy food? You know the feeling – your ears start to warm up, your tongue goes numb, you start sweating and taking deep breaths. You’ve just eaten something spicy, knowing it would be painful, and yet, you chose to do it anyway. Are humans just masochistic, or is there something else going on? The answer lies in both science and history.masochistic adj. 有受虐倾向的Let’s start with the science. Spicy isn’t actually a taste like salty, sweet, sour, and bitter – it’s a sensation. (Q1) This sensation is triggered by a chemical compound found in chili peppers called ‘capsaicin’. When we eat foods containing capsaicin, our bodies are tricked into thinking the temperature is actually rising. (Q2) In trying to temper the burning sensation, our bodies release endorphins which control pain and, at the same time, give a feeling of pleasure – like painkillers.capsaicin n. 辣椒素endorphin n. 内啡肽This is what is happening chemically, but there is also a conscious side to choosing spicy food. Dr. Tamara Rosenbaum, Cognitive Neuroscientist at the National Autonomous University of Mexico, explains in an interview with the BBC that (Q3) this is because we are rational beings – we know that the burning sensation of chili does not physically harm us. Furthermore, we derive pleasure from the other ingredients chili is generally cooked and eaten with – including fat, sugar, and salt. So – like skydiving – eating chili is a form of thrill-seeking or ‘benign masochism’, where we get pleasure from a seemingly negative sensation.masochism n. 受虐倾向This masochistic relationship with capsaicin has been a long one, starting in the Andes of South America, where chili peppers originate. Humans were one of the few mammals on Earth that developed a taste for capsaicin. So, archaeological evidence suggests they started cultivating chili peppers about six thousand years ago. (Q4) Human intervention changed the chili pepper to suit human tastes and needs – including the pepper’s colour, size, and capsaicin content – helping to explain the many different types of chili peppers now available.Fast-forward to today, and our love affair with the chili pepper is going strong. We eat around 57.3 million tons of peppers globally each year, and chili is a key ingredient in traditional dishes from Mexico to Korea. (Q5) Maybe we are masochistic after all.Part III. KEYQ1.A.【解析】本题为细节题。题目出处为:“This sensation is triggered by a chemical compound found in chili peppers called ‘capsaicin’.” 意为:“这种灼烧感由辣椒中一种被称为‘辣椒素’的化合物引起。”根据这句话可以推理,导致灼烧感的成分是capsaicin,因此答案为A。Q2.B.【解析】本题为细节题。题目出处为:“In trying to temper the burning sensation, our bodies release endorphins which control pain and, at the same time, give a feeling of pleasure.”意为:“为了缓解灼烧感,身体会释放控制疼痛并带来愉悦感的内啡肽。”因此答案为B。Q3.C.【解析】本题为细节题。题目出处为:“… this is because we are rational beings – we know that the burning sensation of chili does not physically harm us.”意为:“这是因为我们是理性生物,我们知道辣椒带来的灼烧感并不会真正伤害身体。”由此推断,人们选择吃辣是因为他们明白灼烧感并不会造成实际伤害,因此答案为C。Q4.D.【解析】本题为推理题。题目出处为:Human intervention changed the chili pepper to suit human tastes and needs – including the pepper’s color, size, and capsaicin content. 意为:人类的干预改变了辣椒,使其更符合人类的口味和需求,包括其颜色、大小和辣椒素含量。根据这句话可以推理,人类早期的栽培活动确实改变了辣椒的特性,因此答案为D。Q5.B.【解析】本题为主旨题。文章解释了辣椒素触发的化学反应、人类明知无害仍追求刺激的心理机制、“良性受虐”的行为模式、辣椒的历史起源与栽培发展脉络等等。文章最后写道:“Maybe we are masochistic after all.(或许我们还是有受虐倾向。)”,展示人类对于辛辣的复杂喜好。由此可见,主旨是人类对辛辣食物的喜爱由多重因素共同决定,答案为B。 (本文图片来源于摄图网,版权归摄图网所有)

教学素材 | “slop”当选2025年度词汇,我们该何去何从?

“slop”当选2025年度词汇,我们该何去何从?“Slop” Was the 2025 Word of the Year. What Comes Next?文本难度:考研 易刘立军供稿Merriam-Webster named “slop” its 2025 word of the year, defining it as “digital content of low quality that is produced usually in quantity by means of artificial intelligence.” In its announcement, Merriam-Webster noted that, like “slime, sludge, and muck, slop has the wet sound of something you don’t want to touch.” Similarly, The New York Times observed that slop, in graphic terms, “conjures images of heaps of unappetizing food being shoveled into troughs.” 韦氏词典将slop评为2025年度词汇,将其定义为“通常由人工智能生成的大量低质量数字内容”。在公告中,韦氏词典指出,slop与slime(黏液)、sludge(淤泥)和muck(污物)一样,带有某种令人不愿触碰之物的湿漉漉的声响。《纽约时报》也以形象的语言评论道:“slop”会让人联想到“一堆堆难以下咽的食物被铲进食槽”的画面。Slop is an umbrella term that encompasses a vast range of terrible AI-generated content, from videos to news stories to ads to books to work reports. It can look real enough, but often seems just a bit off (and sometimes jarringly so). And it tends to feel (or even be) cheap, derivative, or recycled. These qualities of slop can leave us feeling cold, disengaged, and anxious. As such, Merriam-Webster’s choice reflects a deeper psychological crisis about how AI-generated content is reshaping our emotional landscape.slop是一个统称,涵盖从视频、新闻报道、广告、书籍到工作报告等各类糟糕的人工智能生成内容。这类内容乍看之下可能足够逼真,却常常显得略微不对劲(有时甚至令人明显不适)。它往往给人廉价、缺乏原创性或反复套用模板的感觉。这些特质会使我们感到冷漠、疏离乃至焦虑。因此,韦氏词典的选择折射出一种更深层的心理危机——人工智能生成的内容正在重塑我们的情感世界。The Slop-Doom Feedback Loop “Slop”与末日感的恶性循环In her recent article, Laura Glitson, a humanities scholar, wrote about “the experience of slop and doom .... whereby experience is shaped by gothic undertones such as surreality, paranoia, suspicion, menace, and most of all, anxiety.” Glitson quotes from a Reddit post that captured this malaise: “The internet makes me miserable for 80% of the time I’m on it, but I just can’t get out …. Have I developed mild to moderate anxiety from constant exposure to news and social media that indicate we’re headed to unavoidable collapse? Sure have.” 人文学者劳拉·格利特森在近期一篇文章中写道:“‘slop’与末日感的体验……是由超现实、偏执、猜疑、威胁感,尤其是焦虑等哥特式基调所塑造的。”她引用了一则Reddit帖子来捕捉这种普遍的不安情绪:“我在网上80%的时间都感到痛苦,但就是无法抽身……我是不是因为持续接触那些预示我们正走向不可避免的崩溃结局的新闻和社交媒体,而产生了轻度至中度的焦虑?答案是肯定的。”Glitson outlined a circular process through which slop leads to doom by overwhelming our attention with “affective noise”; conversely, doom powers slop by coloring it with the threat of impending catastrophe. Her analysis parallels the emotional consequences of doomscrolling uncovered by psychology researchers and ties in with research on the effects of information overload. 格利特森勾勒出一个循环过程:slop通过充斥我们注意力的“情感噪音”引发末日感;反过来,末日感又为slop注入“灾难即将来临”的威胁色彩,从而助长其传播。她的分析与心理学研究者揭示的“末日刷屏行为”(doomscrolling)所带来的情绪后果相呼应,也与信息过载效应的研究密切相关。The Normalization Paradox “正常化”的悖论Yoshija Walter (2024) writes about the possible psychological processes by which AI, including slop, is becoming normalized, as well as the possible psychological outcomes of this normalization. Walter summarizes research that shows normalization is occurring and highlights two mechanisms that may be underway. Yoshija Walter(2024)探讨了人工智能(包括slop)如何通过某些心理机制逐渐被社会所“常态化”,以及这种“常态化”可能带来的各种心理后果。Walter就针对“常态化”现象的研究进行了综述,并重点指出两种潜在机制。First, he describes a classic psychological process, the “mere exposure effect,” whereby people develop more positive views of people or things over time just by being exposed to them. This can be a good thing, in that people may increasingly perceive the ways in which AI can be helpful. Unfortunately, it can also lead us to downplay the risks of AI, including the possibility that we will become over-reliant on it in harmful ways. 首先,他描述了一种经典的心理现象——“单纯曝光效应”,即人们仅因反复接触某人或某物,便会对其产生更积极的看法。这本可以是件好事,例如人们可能越来越意识到人工智能的实用价值。但不幸的是,这也可能导致我们低估人工智能的风险,包括过度依赖AI而造成伤害的可能性。Second, he describes the “black box effect,” whereby we develop negative emotions, such as unease and a sense of foreboding, when we don’t understand how something – such as AI – works. Walter notes evidence that these feelings are evoked even among some who work for tech companies that develop AI. We wonder how slop might affect these two processes. Will the positive aspects of normalization (driven by the mere exposure effect) be upended by growing cynicism, or will we become complacent in the face of a growing inability to separate truths from falsehoods? And will the unease and anxiety fueled by the black-box effect be compounded by the growing presence of slop? 其次,他提出“黑箱效应”:当我们无法理解某个事物(比如人工智能)的运作原理时,便容易产生不安、不祥的预感等负面情绪。Walter指出,即便是在开发AI的科技公司内部,也有员工表现出此类情绪。我们不禁要问:slop的泛滥将如何影响这两种机制?由单纯曝光效应带来的正面认知,是否会因日益增长的愤世嫉俗而瓦解?抑或我们将在真假难辨的信息洪流中变得自负?同时,黑箱效应所引发的不安与焦虑,是否会因slop的蔓延而进一步加剧? A Policy Role for Psychology 心理学在政策制定中的角色 Walter concludes that “as AI becomes more integrated into our daily lives, it is crucial to understand the associated psychosocial implications, especially concerning AI safety concerns.” These implications involve considerations of cognitive processes, emotional responses, and interpersonal interactions. Psychological science, which studies all of these areas, must be a part of any policymaking regarding AI in order for us to reclaim our agency. Walter总结道:“随着人工智能日益融入我们的日常生活,理解与其相关的社会心理影响至关重要,尤其是在人工智能安全问题方面。”这些影响涉及认知过程、情绪反应以及人际互动等多个层面。而心理学作为研究上述领域的科学,必须参与人工智能相关政策的制定,唯有如此,我们才能重新掌握自身的能动性。【词汇】1. slop n. 由人工智能生成的大量低质量数字内容2. slime n. 黏液3. sludge n. 淤泥4. muck n. 污物 5. conjure v. 唤起6. unappetizing adj. 难以下咽的;令人反感的7. trough n. 食槽 8. jarring adj. 明显不协调的;令人不适的9. disengaged adj. 疏离的;情感上抽离的10. reshape v. 重塑11. humanity n. 人文学科12. gothic adj. 哥特式的(带有神秘或恐怖特征的)13. undertone n. 潜在基调14. paranoia n. 偏执;多疑15. malaise n. 莫名的不适感(或不满)16. impending adj. 即将发生的17. overload n. 超载;信息过载18. foreboding n. 不祥的预感19. upend v. 颠覆20. psychosocial adj. 社会心理的(本文图片来源于摄图网,版权归摄图网所有)

新闻听力 | 萎靡驼背的姿态真的对我们有害吗?

萎靡驼背的姿态真的对我们有害吗?Is slouching really that bad for us? 常速 | 五级(中等) | 340词 | 2min13s刘立军供稿Part I. QUESTIONSListen to the passage and choose the best answer to each question you hear.Q1. What does Meghan Markowski say poor posture can lead to?A. Weight gain and muscle loss.B. Neck pain and back problems.C. Poor eyesight and hearing loss.D. Difficulty concentrating on tasks.Q2. What did Diane Slater and her colleagues conclude about slouching?A. It is the main cause of chronic diseases.B. It has been proven to damage the spine.C. There is no strong evidence that it aggravates back pain.D. It should be completely avoided at all times.Q3. What did the 2014 study by Johannes Michalak find?A. Slouching improves memory for positive words.B. Upright sitting increases physical strength.C. Slumped posture affects emotional recall.D. Good posture eliminates negative emotions.Q4. What can be inferred from the discussion about static posture?A. Moving regularly helps reduce the risk of back pain.B. Sitting for long periods strengthens the spine.C. Slouching is more harmful than standing.D. People should avoid all types of sitting.Q5. What is the main idea of the passage?A. Slouching is the proven main cause of chronic back pain.B. People should always sit upright to stay healthy.C. Perfect posture is essential for emotional stability.D. Posture may matter less than movement in maintaining back health.Part II. TRANSCRIPTIs slouching really that bad for us? We hear family members and teachers telling us to “sit up straight” and “stand tall”, but do they say that because an erect posture is more aesthetically pleasing, or is it the key to a pain-free back? It’s commonly believed that ‘slump’ sitting or ‘slouch’ standing damages our spines. But is slouching really that bad?erect adj. 挺直的slump v. 瘫坐下slouch v. 无精打采地站(或坐、走);低头垂肩地站(或坐、走)spine n. 脊柱;脊椎(Q1) Meghan Markowski, physiotherapist at Harvard-affiliated Brigham and Women’s Hospital, says that poor posture can lead to neck pain and back problems. She also links it to other problems like poor balance, headaches, and breathing difficulties. Meghan says we should aim for an upright spine position and avoid flexing and arching our backs. But if you’re a sloucher, there may be some good news coming from the last two decades of research.physiotherapist n. 物理治疗师flex v. 弯曲(关节或肌肉)In an article called “Sit Up Straight: Time to Re-evaluate”, (Q2) physiotherapist Diane Slater and colleagues review the current research and conclude that there is no strong evidence that slouching aggravates back pain, or even that a perfect posture exists. Instead, they argue that differences in our spinal curvatures are a fact of life, and that our backs are stronger than we think.aggravate v. 使(病情、问题等)恶化;加剧curvature n. 弯曲,曲度So, we’re not sure that slouching causes back pain, but have you ever felt like slouching puts you in a worse mood? (Q3) A 2014 study by Johannes Michalak and colleagues found that depressed participants in a slumped seated position remembered more negative words than positive, but this improved once they sat upright. That means that the way we sit might make us feel more negative. Should we sit up straight and stand tall then?(Q4) Something both sides seem to agree on is that we should avoid staying in one static posture throughout the day – we should change positions and stretch. (Q5) The human spine is designed to be on the move, and a sedentary lifestyle can increase the risk of back pain. If you’re unable to do this, slouching in front of your computer all day may cause you discomfort, but the evidence tells us it’s not actually damaging your spine.static adj. 静止的;静态的sedentary adj. 久坐的;需要久坐的Part III. KEYQ1. B.【解析】细节题。题目出处为:“Meghan Markowski, physiotherapist at Harvard-affiliated Brigham and Women’s Hospital, says that poor posture can lead to neck pain and back problems.” 意为:“哈佛大学附属布莱根妇女医院的物理治疗师梅根·马尔科夫斯基表示,不良姿势可能导致颈部疼痛和背部问题。”该句明确指出不良姿势带来的健康后果,因此正确答案为B。Q2. C.【解析】细节题。题目出处为:“…physiotherapist Diane Slater and colleagues review the current research and conclude that there is no strong evidence that slouching aggravates back pain, or even that a perfect posture exists.” 意为:“物理治疗师黛安·斯莱特及其同事回顾当前研究并得出结论:没有有力证据表明萎靡驼背的姿态会加重背痛,甚至没有证据表明存在完美姿势。”该句直接给出研究结论,因此答案为C。Q3. C.【解析】细节题。题目出处为:“A 2014 study by Johannes Michalak and colleagues found that depressed participants in a slumped seated position remembered more negative words than positive, but this improved once they sat upright.” 意为:“约翰内斯·米哈拉克及同事在2014年的研究发现,抑郁参与者在萎靡驼背的坐姿下记住的负面词比正面词更多,但当他们坐直后情况有所改善。”这说明含不良姿势影响情绪记忆,因此正确答案为C。Q4. A.【解析】推理题。题目出处为:“Something both sides seem to agree on is that we should avoid staying in one static posture throughout the day – we should change positions and stretch. The human spine is designed to be on the move, and a sedentary lifestyle can increase the risk of back pain.” 意为:“双方似乎都同意,我们应避免整天一动不动——而是应改变姿势并伸展身体。人体脊柱本就是为了活动而设计,久坐的生活方式会增加背痛风险。” 由此可推断,规律性活动有助于减少背痛风险,因此答案为A。Q5. D.【解析】主旨题。题目出处为:“The human spine is designed to be on the move, and a sedentary lifestyle can increase the risk of back pain. If you’re unable to do this, slouching in front of your computer all day may cause you discomfort, but the evidence tells us it’s not actually damaging your spine.” 意为:“人体脊柱本就是为了活动而设计,久坐会增加背痛风险。如果你做不到在这一点,一整天在电脑前萎靡驼背的姿态就可能会让你不舒服,但证据显示,这并不会真正损害你的脊椎。”全文核心观点即:姿势不是唯一重要因素,规律活动比保持“完美姿势”更关键,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 | 2025论坛重点关注中国海外留学生回国就业的关键趋势

2025论坛重点关注中国海外留学生回国就业的关键趋势Key Trends in Chinese Overseas Students Returning for Employment Highlighted in 2025 Forum常速 | 六级(偏难)| 300词 | 2min27s刘立军供稿Part I. QUESTIONSListen to the news and choose the best answer to each question you hear.Q1. What was officially unveiled during the 2025 China Study Abroad Forum? A. New policies for overseas graduates. B. The Blue Paper for returning students. C. A study on international employment trends. D. Guidelines for academic degree verification. Q2. How many individuals successfully completed academic degree verification in 2023? A. Around 336,000. B. Approximately 366,380. C. Over 400,000. D. Nearly 350,000. Q3. What broader trend does the gender dynamics among returning students align with? A. Increased male participation in higher education. B. A decline in female enrollment in international programs. C. Women pursuing advanced degrees and global experiences. D. Equal representation of genders in higher education. Q4. What can be inferred about the strategies discussed at the forum? A. They aim to attract more students to study abroad. B. They advocate for reducing economic growth reliance. C. They emphasize limiting the number of returnees. D. They focus on enhancing China’s global competitiveness. Q5. What is the main purpose of the Blue Paper according to the text? A. To reduce the number of students studying abroad. B. To explore strategies for integrating returnees into the workforce. C. To provide insights into international education and China’s development. D. To analyze gender differences in academic achievement. Part II. TRANSCRIPTKey Trends in Chinese Overseas Students Returning for Employment Highlighted in 2025 Forum(Q1) The Blue Paper for Chinese Overseas Students Returning to China for Employment was officially unveiled during the 2025 China Study Abroad Forum on Friday in Beijing, shedding light on significant developments in overseas education and the increasing number of returnees. The event, attended by experts, policymakers, and representatives from educational institutions, emphasized the pivotal role of returning students in China’s workforce and innovation landscape.pivotal n. 中心点,核心 Compiled by the Chinese Service Center for Scholarly Exchange under the Ministry of Education, the report provides an in-depth analysis of the academic degree verification process. (Q2) It revealed that in 2023, a total of 366,380 individuals successfully completed academic degree verification through the center, marking an increase of approximately 30,000 compared to 2022. This upward trend underscores the growing appeal of China’s domestic opportunities among overseas graduates.The report also highlighted gender dynamics among returning students. Women continued to dominate the demographic, accounting for around 57 percent of returnees in 2023. (Q3) This statistic aligns with broader trends in higher education, where female students increasingly pursue advanced degrees and international experiences.dynamics n. 动态demographic adj. 人口统计学的,人口结构的 Experts at the forum attributed the surge in returnees to several factors, including China’s robust economic growth, expanding career opportunities, and supportive policies tailored to overseas graduates. (Q4) Additionally, the forum explored strategies to further integrate returning students into China’s development initiatives, emphasizing their potential contributions to innovation, research, and global competitiveness.(Q5) The Blue Paper serves as a vital resource for policymakers, educators, and employers, offering insights into the evolving landscape of international education and its implications for China’s social and economic development. As the number of Chinese students studying abroad continues to rise, the report underscores the importance of creating a welcoming environment for returnees, ensuring their skills and expertise are effectively utilized.Part III. KEYQ1. B.【解析】细节题。根据“The Blue Paper for Chinese Overseas Students Returning to China for Employment was officially unveiled during the 2025 China Study Abroad Forum on Friday in Beijing.”,可知《中国留学生回国就业蓝皮书》在在2025年中国留学论坛上正式发布。正确答案为B。Q2. B.【解析】细节题。根据“It revealed that in 2023, a total of 366,380 individuals successfully completed academic degree verification through the center, marking an increase of approximately 30,000 compared to 2022.”,可知2023年共有366,380人通过中心完成学位认证。正确答案为B。Q3. C.【解析】细节题。根据“This statistic aligns with broader trends in higher education, where female students increasingly pursue advanced degrees and international experiences.”,可知这一统计数据与高等教育的更广泛趋势相一致,即女性学生越来越多地追求高学历和国际经历。正确答案为C。Q4. D.【解析】推理题。根据“Additionally, the forum explored strategies to further integrate returning students into China’s development initiatives, emphasizing their potential contributions to innovation, research, and global competitiveness.”,可知论坛探讨了进一步将回国留学生融入中国发展计划的策略,强调了他们在创新、研究和全球竞争力方面的潜在贡献。正确答案为D。Q5. C.【解析】主旨题。根据“The Blue Paper serves as a vital resource for policymakers, educators, and employers, offering insights into the evolving landscape of international education and its implications for China’s social and economic development.”,可知蓝皮书是一个重要资源,提供了有关国际教育发展及其对中国社会经济发展的影响的见解。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 | 萎靡驼背的姿态真的对我们有害吗?

萎靡驼背的姿态真的对我们有害吗?Is slouching really that bad for us? 常速 | 五级(中等) | 340词 | 2min13s刘立军供稿Part I. QUESTIONSListen to the passage and choose the best answer to each question you hear.Q1. What does Meghan Markowski say poor posture can lead to?A. Weight gain and muscle loss.B. Neck pain and back problems.C. Poor eyesight and hearing loss.D. Difficulty concentrating on tasks.Q2. What did Diane Slater and her colleagues conclude about slouching?A. It is the main cause of chronic diseases.B. It has been proven to damage the spine.C. There is no strong evidence that it aggravates back pain.D. It should be completely avoided at all times.Q3. What did the 2014 study by Johannes Michalak find?A. Slouching improves memory for positive words.B. Upright sitting increases physical strength.C. Slumped posture affects emotional recall.D. Good posture eliminates negative emotions.Q4. What can be inferred from the discussion about static posture?A. Moving regularly helps reduce the risk of back pain.B. Sitting for long periods strengthens the spine.C. Slouching is more harmful than standing.D. People should avoid all types of sitting.Q5. What is the main idea of the passage?A. Slouching is the proven main cause of chronic back pain.B. People should always sit upright to stay healthy.C. Perfect posture is essential for emotional stability.D. Posture may matter less than movement in maintaining back health.Part II. TRANSCRIPTIs slouching really that bad for us? We hear family members and teachers telling us to “sit up straight” and “stand tall”, but do they say that because an erect posture is more aesthetically pleasing, or is it the key to a pain-free back? It’s commonly believed that ‘slump’ sitting or ‘slouch’ standing damages our spines. But is slouching really that bad?erect adj. 挺直的slump v. 瘫坐下slouch v. 无精打采地站(或坐、走);低头垂肩地站(或坐、走)spine n. 脊柱;脊椎(Q1) Meghan Markowski, physiotherapist at Harvard-affiliated Brigham and Women’s Hospital, says that poor posture can lead to neck pain and back problems. She also links it to other problems like poor balance, headaches, and breathing difficulties. Meghan says we should aim for an upright spine position and avoid flexing and arching our backs. But if you’re a sloucher, there may be some good news coming from the last two decades of research.physiotherapist n. 物理治疗师flex v. 弯曲(关节或肌肉)In an article called “Sit Up Straight: Time to Re-evaluate”, (Q2) physiotherapist Diane Slater and colleagues review the current research and conclude that there is no strong evidence that slouching aggravates back pain, or even that a perfect posture exists. Instead, they argue that differences in our spinal curvatures are a fact of life, and that our backs are stronger than we think.aggravate v. 使(病情、问题等)恶化;加剧curvature n. 弯曲,曲度So, we’re not sure that slouching causes back pain, but have you ever felt like slouching puts you in a worse mood? (Q3) A 2014 study by Johannes Michalak and colleagues found that depressed participants in a slumped seated position remembered more negative words than positive, but this improved once they sat upright. That means that the way we sit might make us feel more negative. Should we sit up straight and stand tall then?(Q4) Something both sides seem to agree on is that we should avoid staying in one static posture throughout the day – we should change positions and stretch. (Q5) The human spine is designed to be on the move, and a sedentary lifestyle can increase the risk of back pain. If you’re unable to do this, slouching in front of your computer all day may cause you discomfort, but the evidence tells us it’s not actually damaging your spine.static adj. 静止的;静态的sedentary adj. 久坐的;需要久坐的Part III. KEYQ1. B.【解析】细节题。题目出处为:“Meghan Markowski, physiotherapist at Harvard-affiliated Brigham and Women’s Hospital, says that poor posture can lead to neck pain and back problems.” 意为:“哈佛大学附属布莱根妇女医院的物理治疗师梅根·马尔科夫斯基表示,不良姿势可能导致颈部疼痛和背部问题。”该句明确指出不良姿势带来的健康后果,因此正确答案为B。Q2. C.【解析】细节题。题目出处为:“…physiotherapist Diane Slater and colleagues review the current research and conclude that there is no strong evidence that slouching aggravates back pain, or even that a perfect posture exists.” 意为:“物理治疗师黛安·斯莱特及其同事回顾当前研究并得出结论:没有有力证据表明萎靡驼背的姿态会加重背痛,甚至没有证据表明存在完美姿势。”该句直接给出研究结论,因此答案为C。Q3. C.【解析】细节题。题目出处为:“A 2014 study by Johannes Michalak and colleagues found that depressed participants in a slumped seated position remembered more negative words than positive, but this improved once they sat upright.” 意为:“约翰内斯·米哈拉克及同事在2014年的研究发现,抑郁参与者在萎靡驼背的坐姿下记住的负面词比正面词更多,但当他们坐直后情况有所改善。”这说明含不良姿势影响情绪记忆,因此正确答案为C。Q4. A.【解析】推理题。题目出处为:“Something both sides seem to agree on is that we should avoid staying in one static posture throughout the day – we should change positions and stretch. The human spine is designed to be on the move, and a sedentary lifestyle can increase the risk of back pain.” 意为:“双方似乎都同意,我们应避免整天一动不动——而是应改变姿势并伸展身体。人体脊柱本就是为了活动而设计,久坐的生活方式会增加背痛风险。” 由此可推断,规律性活动有助于减少背痛风险,因此答案为A。Q5. D.【解析】主旨题。题目出处为:“The human spine is designed to be on the move, and a sedentary lifestyle can increase the risk of back pain. If you’re unable to do this, slouching in front of your computer all day may cause you discomfort, but the evidence tells us it’s not actually damaging your spine.” 意为:“人体脊柱本就是为了活动而设计,久坐会增加背痛风险。如果你做不到在这一点,一整天在电脑前萎靡驼背的姿态就可能会让你不舒服,但证据显示,这并不会真正损害你的脊椎。”全文核心观点即:姿势不是唯一重要因素,规律活动比保持“完美姿势”更关键,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 | 为什么我们的大脑喜欢清单?

为什么我们的大脑喜欢清单?Why our brains love lists常速 | 四级(偏难) | 314词| 2min12s刘立军供稿Part I. QUESTIONSListen to the passage and choose the best answer to each question you hear.Q1. Why does writing tasks down on a list help reduce anxiety?A. It reduces anxiety by preventing the need to rely on memory.B. It shortens the amount of time needed to complete tasks.C. It helps people avoid doing tasks they dislike.D. It encourages people to work in groups.Q2. Why are lists said to help the brain retain information better?A. Because they increase the number of tasks a person can complete.B. Because they present information in an organized form.C. Because they encourage people to think more creatively.D. Because they allow people to read information repeatedly.Q3. In the Wake Forest University experiment, what happened to the group who were not allowed to make plans?A. They struggled because the task remained in their memory.B. They performed better because they had less pressure.C. They completed the second task more efficiently.D. They forgot about the unfinished warm-up task quickly.Q4. What can be inferred about the Zeigarnik Effect from the passage?A. It makes people complete tasks faster than usual.B. It causes people to ignore tasks once they begin them.C. It increases stress because the brain prefers finished tasks.D. It keeps unfinished tasks in memory until they are resolved.Q5. What is the main idea of the passage?A. Modern technology has made to-do lists unnecessary.B. People should avoid writing down tasks and rely on memory instead.C. To-do lists are an effective way to manage tasks and reduce stress.D. Only people with high productivity benefit from writing lists.Part II. TRANSCRIPTWhy our brains love listsProductivity can be a struggle for many of us. Overflowing email inboxes, housework, social obligations – it can be easy to feel overwhelmed. However, one simple tool that can help us stay on top of everything is the to-do list. Write it down, do the tasks, and cross them off – simple!There are three key reasons why lists are beneficial, according to psychologist and author David Cohen. (Q1) Firstly, they help to drown out the chaos and anxiety that comes with having never-ending tasks. By writing everything down, we don’t have to rely on our memory and can instead focus on the task at hand. Secondly, lists provide structure and guidance, giving us a plan to follow. (Q2) As well as this, our brains are more likely to retain information that is presented in a structured and organized manner. And finally, lists serve as proof of what we have achieved, which can help boost our sense of accomplishment and motivation.beneficial adj. 有益的Another possible reason our brains love lists is because of something called the ‘Zeigarnik Effect’. This is the name psychologists use for when we remember things we need to do, our unfinished tasks, better than things we have already completed. Researchers from Wake Forest University tested the interference of the Zeigarnik effect on a group of people. The experiment began with a warm-up task, though it was stopped halfway through, and only some people were allowed to make plans to finish it. (Q3) The researchers found that the group permitted to plan had reduced anxiety and performed better in the second task. (Q4) The problem was the others still had the warm-up task stuck in their active memory – an unticked list of tasks. So, once we tick something off our list, our brain forgets about it, and we can relax.(Q5) All in all, it seems lists are a valuable tool for staying on top of life!Part III. KEYQ1. A.【解析】本题为细节题。题目出处为:“Firstly, they help to drown out the chaos and anxiety that comes with having never-ending tasks. By writing everything down, we do not have to rely on our memory and can instead focus on the task at hand.” 意为:“首先,清单能够帮助屏蔽因任务无穷无尽而带来的混乱和焦虑。将所有事情写下来之后,我们就无需依赖记忆,而可以专注于手头的任务。”因此答案为 A。Q2. B.【解析】本题为细节题。题目出处为:“As well as this, our brains are more likely to retain information that is presented in a structured and organized manner.” 意为:“此外,大脑更容易记住以结构化和有条理的方式呈现的信息。”因此答案为 B。Q3. A.【解析】本题为细节题。题目出处为:“The researchers found that the group permitted to plan had reduced anxiety and performed better in the second task. The problem was, the others still had the warm-up task stuck in their active memory – an unticked list of tasks.” 意为:“研究人员发现,被允许制定计划的小组焦虑减少,并在第二个任务中表现更好;而另一些人的脑子里仍惦记着热身任务——那个尚未完成仍被列在清单上的任务。”因此答案为 A。Q4. D.【解析】本题为推理题。题目出处为:“The problem was, the others still had the warm-up task stuck in their active memory – an unticked list of tasks.” 意为:“问题在于,另一些人的脑子里仍惦记着热身任务——那个尚未完成仍被列在清单上的任务。”根据这句话可以推理,蔡加尼克效应使未完成的任务在我们的记忆中保持活跃状态,直到它们得到解决,因此答案为 D。Q5. C.【解析】本题为主旨题。题目出处为:“All in all, it seems lists are a valuable tool for staying on top of life.” 意为:“总而言之,清单似乎是帮助我们掌控生活的宝贵工具。”结合全文内容,清单能够减少焦虑,提供结构化的信息,提高记忆效果,减轻蔡加尼克效应带来的负担,因此答案为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

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

教育培训更多

大语言模型赋能外语教学与研究系列课程

@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 14:00-21:00 SISU HongkouArrival & Register7/17 08:30-08:40 SISU HongkouOpening Ceremony7/17 08:40-11:40 SISU HongkouApproaches to English Language Teaching: A Historical PerspectiveLanguage Competence vs. Content Competence:Redefining Academic English ProficiencyToward a Renewed Pedagogy for English Literature,Business English, and Translation Studies Course Design7/17 14:00-17:00 SISU HongkouReading, Writing, Thinking, and Communicating: A Pedagogical Framework and Practical Strategies7/18 08:40-11:40 NYU ShanghaiReimagining the English Classroom: A Humanities-Centered Approach to Literature Education7/18 14:00-17:00 NYU ShanghaiReimagining the English Classroom: A Context-Driven Approach to Business English7/19 08:40-11:40 SISU HongkouReview and ReflectionPreparation for the Course Design Project Case Analysis by Judges of the 15th SFLEP National Foreign Language Teaching Contest7/19 14:00-17:00 SISU HongkouCourse Design Project PresentationsClosing Remarks and Certificate Ceremony7/20Departure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 Steinhardt Joint MA TESOL 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。

AI智能体赋能外语科研全过程工作坊

一、研修目标:本期工作坊面向高校外语教师科研实际需求,聚焦科研选题、文献综述、数据分析与科研绘图、论文撰写与修改等核心流程,帮助教师系统理解人工智能尤其是智能体技术在科研中的应用逻辑与实践路径。1. 理解智能体等技术的基本概念及其在科研中的应用机制,建立“AI不是单一工具,而是科研流程协作者和任务组织者”的认知框架。2. 掌握AI赋能科研论文全流程的核心方法,包括选题聚焦、文献检索、文献阅读、综述构建、论文写作、语言润色、投稿准备等关键环节。3. 掌握适用于外语学科的基础科研数据分析与科研绘图思路,能够在问卷、文本、语料、小规模实验等研究场景中合理借助AI开展数据整理、分析解释与结果可视化。4. 具备设计个人科研智能体或技能工作流的能力,能够围绕自身研究方向搭建可复用、可迭代的AI辅助科研流程。二、研修内容:1. 智能体、技能工作流与高校教师科研新范式介绍生成式人工智能向智能体发展的基本趋势,阐释智能体与技能工作流的概念、特点及其在科研任务组织、流程协同和能力复用中的作用,帮助教师建立AI赋能科研的新认知。2. 基于LLM与AI Agent开展研究:热点话题识别与文献脉络梳理围绕外语科研选题与文献研究需求,讲解大语言模型与多智能体协同如何支持研究前期工作,涵盖热点识别、文献检索与问题生成等关键环节,帮助研究者从“信息获取”走向“问题建构”,实现文献阅读的结构化、系统化与前瞻化。(1)从“热点感知”到“研究问题生成”:识别趋势与热点、构建研究问题链(2)LLM+智能体辅助高效文献检索:关键词扩展、多源数据库协同与自动筛选(3)AI辅助文献网络构建:通过知识图谱与语义聚类梳理学术脉络(4)AI辅助精读与比较阅读:多文献对比分析与文献矩阵构建(5)AI辅助研究选题生成:基于证据聚合识别研究缺口与创新空间3.LLM与AI Agent驱动科研成果产出:课题申请与论文写作围绕课题申请与论文写作需求,讲解大语言模型与科研智能体在论证构建、研究设计与学术表达中的协同作用,强调“生成—验证—优化”的人机共创机制,提升科研写作的逻辑性、规范性与创新性,实现从“写作辅助”到“科研智能体支持”的转变。(1)AI辅助课题选题与命题优化:多版本生成与可行性评估(2)AI驱动论证体系构建:研究背景、问题与价值的结构化生成与优化(3)AI辅助学术史梳理与研究进展分析:纵横结合识别研究缺口(4)AI辅助研究设计与方法匹配:方法推荐与技术路径优化(5)AI辅助写作中的多轮迭代优化:生成—批判—再生成的闭环机制4. AI辅助科研数据分析与科研绘图结合外语学科常见研究场景,介绍AI在问卷数据、文本材料、语料数据及小规模实验数据处理中的应用,讲解基础量化分析、文本分析、结果解释与科研图表、流程图、概念框架图绘制方法。(1)外语教师常见科研数据类型及其研究特征(2)AI辅助量化数据分析(3)AI辅助文本与语料分析(4)AI辅助研究结果可视化5. 个人科研智能体与技能工作流设计围绕高校外语教师科研实际需求,讲解如何将文献检索、综述写作、论文修改、数据分析与科研绘图等任务整合为个人科研智能体或技能工作流,提升科研工作的系统性、规范性与可持续性。(1)从“会用工具”到“会设计流程”(2)个人科研智能体构建思路(3)个人科研技能设计(4)构建外语教师个人AI科研工具箱6. 一对一个性化诊断课程环节针对教师发展的个性化需求,主讲专家将在研修期间晚间针对部分学员提供一对一诊断课程,需提前准备论文大纲或课题方案以供筛选。初步安排如下:4月17/18日18:00-20:00个性化辅导、问题答疑、实操指导1:AI工具实操演练与问题解决(1)规划常用AI科研工具(如文献检索、写作辅助、数据分析等)使用路径(2)解答教师在使用AI工具过程中遇到的具体问题(3)指导如何利用AI工具辅助论文写作,包括文献综述、数据分析与语言润色等组别一个性化辅导、问题答疑、实操指导2:课题、论文选题规划与思路论证(1)针对教师个人研究方向,提供课题选题建议(2)结合国家社科基金等申报要求,分析申报书结构与撰写要点(3)帮助教师梳理论文思路,提升选题创新性与可行性组别二三、研修特色1.坚持问题导向,紧扣高校外语教师科研论文写作与研究实践需要。2.突出智能体主线,注重从单一工具使用向科研工作流设计转变。3.强调学科适配,兼顾外语教学研究、语言研究、文本研究和语料研究等场景。4.注重实操应用,突出方法指导与科研任务转化。四、预期研修成效通过本期工作坊,参训教师预期能够形成以下成果:1.建立对智能体、技能及AI赋能科研的整体认识;2.掌握AI辅助文献检索、综述构建与论文写作的基本方法;3.能够借助AI开展基础科研数据分析与科研绘图;4.形成适合自身研究方向的个人科研智能体或技能工作流;5.提升科研效率、论文表达质量与科研数字素养。五、研修专家简介王萍博士、教授,上海外国语大学多语种智慧教育重点实验室主任。主要研究领域为技术赋能的语言学习、智能教育系统与学习分析。著有《教育人工智能与学习分析:理论与实践》等著作4部,主持和参与全国教育科学规划、教育部人文社会科学、上海市教育科学规划等科研项目十余项,在SSCI、CSSCI等期刊上发表论文40余篇,中国知网高被引学者TOP1%。主持上海市一流本科课程建设、上海市高校重点课程建设、上海外国语大学教材研究等教学项目。杨港博士、博士后,山东大学外国语学院副教授、硕士生导师。研究方向为外语教学理论与实践,学术兴趣包括AI 赋能的外语教学设计与评价、外语学习者认知与心理、外语教师发展等;主持国家社科基金一般项目、教育部人文社科研究青年基金项目、中国博士后科学基金面上资助项目、山东省本科教学改革研究项目等课题各1项、山东省社科规划研究项目2项;出版专著2部;主编教材5套14部,其中国家级规划教材6部;发表论文20余篇,其中 16篇收录于CSSCI来源期刊(如《外语界》《外语与外语教学》《外语电化教学》)、SSCI一区期刊(如System, Education and Information Technologies, International Journal of Multilingualism);获评山东省高等教育教学成果二等奖、山东省社会科学优秀成果三等奖和山东省普通高等教育一流教材以及“宝钢教育奖励基金”和“邵一兵教育奖励基金”。主要学术兼职包括:国家社科基金项目成果鉴定专家(获全国哲学社会科学工作办公室颁发的“认真负责的鉴定专家”荣誉称号)、多家CSSCI来源期刊以及SSCI期刊审稿专家等。

特色工具

系统产品

重点教材