新闻听力 | 世界睡眠日:青年人睡眠问题引发关注

世界睡眠日:青年人睡眠问题引发关注Sleep Challenges Among Youth Highlighted on World Sleep Day 常速 | 六级 偏易| 246词 | 1min48s刘立军供稿Part I. QUESTIONSListen to the news and choose the best answer to each question you hear.Q1. What does the survey by the Chinese Sleep Research Society reveal about the change in average bedtime for Chinese people compared to last year?A. It is delayed by 17 minutes.B. It is advanced by 17 minutes.C. It has remained unchanged.D. It is delayed by 33 minutes.Q2. Based on wearable device data, what is the primary behavioral factor contributing to delayed sleep among college students?A. Irregular meal schedules.B. Increased academic workload.C. Social media addiction.D. Prolonged smartphone use.Q3. How does ‘revenge bedtime procrastination’ affect young people’s sleep habits?A. It helps them establish a consistent sleep schedule.B. It leads to sacrificing sleep for personal time.C. It encourages them to engage in physical exercise.D. It reduces the likelihood of sleep disorders.Q4. What can be inferred about Olympic gold medalist Li Yuehong’s sleep routine before competitions?A. He relies on white noise to improve sleep quality.B. He avoids aerobic exercises to reduce stress.C. He incorporates jogging to enhance his sleep.D. He sacrifices sleep to focus on training.Q5. What is the central theme of the passage?A. The role of technology in improving sleep quality.B. The prevalence and causes of sleep challenges among Chinese youth.C. The benefits of exercise in reducing stress and improving sleep.D. The significance of maintaining a strict sleep schedule.Part II. TRANSCRIPTSleep Challenges Among Youth Highlighted on World Sleep DayStudents at Shuibian Town Central Primary School in Jiangxi province took naps on World Sleep Day, March 21.take naps 睡午觉,小睡一下(Q1) A survey by the Chinese Sleep Research Society revealed that as of February, the average bedtime for Chinese people is 00:18 am, 17 minutes later than last year.About 80% of college students sleep after midnight, with 25% falling asleep after 2 am and 33% waking up after 9 am.(Q2) Data from over 150,000 wearable devices showed that prolonged smartphone use delays sleep among college students.Huang Zhili, president of the Chinese Sleep Research Society, emphasized that sleep is the cornerstone of a healthy life but noted rising sleep disorders, especially among young people.(Q3) Many young people experience ‘revenge bedtime procrastination,’ sacrificing sleep to regain personal time after busy days.procrastinate v. 拖延regain v. 恢复,重新获得A Zhejiang netizen shared her habit of scrolling through videos and reading novels late at night, while a Guangxi netizen admitted staying up playing on her phone as a form of retaliation against work stress.The survey found that 65% of participants experienced sleep issues weekly, including insomnia, waking up early, nighttime bathroom visits, and snoring.participant n. 参与者insomnia n. 失眠snore v. 打鼾Neurology expert Wang Zan highlighted that healthy sleep involves duration, efficiency, timing, regularity, and satisfaction.neurology n. 神经学To improve sleep, experts recommend a cool, dark room, white noise, consistent sleep schedules, and moderate exercise.(Q4) Olympic gold medalist Li Yuehong shared that aerobic exercises like jogging help him relieve stress and sleep better before competitions.aerobic adj. 有氧的 Part III. KEYQ1. A. 细节题。题目出处为“A survey by the Chinese Sleep Research Society revealed that as of February, the average bedtime for Chinese people is 00:18 am, 17 minutes later than last year.” 意为:“中国睡眠研究会的一项调查显示,截至今年2月,中国人的平均入睡时间为凌晨00:18,比去年晚了17分钟。”因此,正确答案为A。Q2. D. 细节题。题目出处为“Data from over 150,000 wearable devices showed that prolonged smartphone use delays sleep among college students.”意为:“来自超过15万台可穿戴设备的数据表明,长时间使用手机会延迟大学生的睡眠时间。” 因此,正确答案为D。错误选项分析:A错误,文中未提到饮食习惯与睡眠延迟的关系。B错误,文中未提到学业压力导致睡眠延迟。C错误,社交媒体未被单独提及。Q3. B. 细节题。题目出处为“Many young people experience ‘revenge bedtime procrastination,’ sacrificing sleep to regain personal time after busy days.” 意为:“许多年轻人经历‘报复性熬夜’,在忙碌的一天后,通过牺牲睡眠来弥补个人时间。” 因此,正确答案为B。错误选项分析:A错误,熬夜与保持一致的睡眠时间表相矛盾。C错误,熬夜与运动无关。D错误,熬夜可能增加睡眠障碍的风险。Q4. C. 推理题。题目出处为“Olympic gold medalist Li Yuehong shared that aerobic exercises like jogging help him relieve stress and sleep better before competitions.” 意为:“奥运金牌得主李越宏表示,有氧运动如慢跑有助于他缓解压力,在比赛前睡得更好。” 因此,正确答案为C。错误选项分析:A错误,文中未提到他依赖白噪音改善睡眠。B错误,他强调了慢跑对减压和改善睡眠的帮助。D错误,文中未提到他为训练而牺牲睡眠。Q5. B. 主旨题。文章主要讨论了中国青年人人面临的睡眠挑战,包括睡眠时间推迟、报复性熬夜、睡眠障碍等问题,同时给出了改善睡眠的建议。因此,正确答案为B。(本文图片来源于摄图网,版权归摄图网所有)

新闻听力 | 蔬菜最健康的烹饪方法

蔬菜最健康的烹饪方法What is the healthiest way to prepare vegetables?常速 | 四级 偏易| 621词 | 5min47s刘立军供稿Part I. QUESTIONSListen to the news and choose the best answer to each question you hear.Q1. What does Carlene Thomas suggest about choosing the best vegetables to eat?A. Choose vegetables that are the most popular on social media.B. Select vegetables based on their nutritional content after cooking.C. Focus on vegetables that you are most likely to consume.D. Prioritize vegetables that can be stored for a longer time.Q2. What is the relationship between cooking methods and bioavailability, as mentioned in the recording?A. Cooking increases bioavailability by softening vegetable cell walls.B. Cooking decreases bioavailability by breaking down nutrients.C. Cooking does not affect bioavailability if vegetables are steamed.D. Cooking methods like boiling and roasting have no impact on bioavailability.Q3. According to the recording, what is a major downside of boiling vegetables?A. It destroys fat-soluble vitamins in vegetables.B. It causes water-soluble nutrients to leach into the water.C. It makes vegetables lose their natural flavor.D. It significantly increases cooking time compared to other methods.Q4. Why does Pankonin suggest using oil when roasting vegetables?A. To prevent the vegetables from burning in the oven.B. To add more calories for individuals needing energy.C. To reduce the cooking time and retain more nutrients.D. To enhance the absorption of certain vitamins in the body.Q5. What is the primary focus of the recording?A. How to store vegetables to maintain their nutritional value.B. The impact of cooking methods on vegetable nutrition and taste.C. The comparison between raw and cooked vegetables.D. The importance of eating vegetables regardless of preparation. Part II. TRANSCRIPTWhat Is the healthiest way to prepare vegetables?Carlene Thomas is a dietitian, a person who gives advice about healthy foods to eat. When it comes to eating healthy vegetables, Thomas says there are two kinds of people who ask her for advice.dietitian n. 营养学家The first kind wants to know how different cooking methods affect the nutrition in vegetables. The other kind of person wants to know how to eat more vegetables. (Q1) Thomas’ simple answer to both groups is this: The best vegetables are the ones you actually want to eat.Thomas told the Associated Press that many people buy vegetables that they think they will eat. Maybe the produce is popular or someone is bringing attention to it on social media. But then they end up not using it. That means the vegetable gets thrown away after it goes bad.In that case, Thomas said, “It doesn’t matter how you cook them, because if they’re going in the trash, they’re not in your body.”(Q5) However, Thomas said research shows cooking methods do affect nutrition. But it is not as simple as comparing raw, or uncooked, vegetables to cooked ones. Cooking methods can include steaming, roasting, boiling, or sauteing.saute v. 煎,炒So, are raw vegetables healthier than cooked? Not always.When vegetables are cooked with high heat for a long period of time many nutrients break down. However, cooking softens the cell walls in vegetables, making them easier for the body to digest. (Q2) Cooking changes the structure of vegetables which increases what dietitians call bioavailability. This is the body’s ability to use the nutrients in vegetables, Thomas said.bioavailability n. 生物利用度(指身体吸收和利用营养的能力)Cooked food is often more nutritious than raw food. For example, cooked tomatoes release more of the antioxidant lycopene than raw tomatoes, she said. Lycopene is believed to have qualities that prevent cancer.nutritious adj. 有营养的,营养丰富的 antioxidant n. 抗氧化剂lycopene n. 番茄红素Also, cooked carrots have more beta-carotene that can be absorbed by the body. Roasting pumpkins, carrots and sweet potatoes increases available carotenoids. These antioxidants are thought to prevent inflammation in the body.pumpkin n. 南瓜carotenoid n. 类胡萝卜素inflammation n. 炎症Which cooking methods are the healthiest?However, the shorter the cooking time, the more nutrients are kept in the food. That advice comes from Amber Pankonin, a dietitian in the U.S. state of Nebraska.Cooking over boiling water, or steaming, and in a microwave are considered the most nutritious methods. These two methods use little time and require no fat.Another healthy method is blanching. This is when you boil vegetables in water for a minute or two. But not too long. (Q3) Boiling vegetables runs the risk of losing water-soluble nutrients including vitamin C, B1 and folate. Thomas explained the reason boiling is not good for vegetables: The nutrients are “leaching into the water, and you’re tossing out the water.”blanch v. 焯水,焯烫folate n. 叶酸leach v. (液体)过滤,浸出However, you could save the water from boiled vegetables and use it for other purposes, such as soups, or just drink it.What about taste?Dietitians say there is no problem using a small amount of fat. (Q4) Besides making vegetables taste better, a little cooking oil helps the body to absorb fat-soluble vitamins, said Pankonin.That means more vitamin A from squash, carrots, and sweet potatoes; more vitamin D from mushrooms; more vitamin E from bell peppers, leafy greens and asparagus; and more vitamin K from greens, broccoli and onions.squash n. 西葫芦asparagus n. 芦笋broccoli n. 西兰花For pan frying or sauteing, Pankonin suggests cooking with enough oil so the vegetables do not stick to the pan. The amount of oil will depend on the quantity of vegetables and the size of the pan.For roasting, you will likely need more oil. Despite the longer cooking time, roasting will still keep some nutrients and will increase the flavor with the heating of natural sugars.“Flavor is king,” Pankonin said. “I would much rather see people roasting their vegetables and enjoying them.”Part III. KEYQ1. C. 细节题。题目出处:Thomas’ simple answer to both groups is this: The best vegetables are the ones you actually want to eat. 意为:Thomas对这两类人的简单回答是“最好的蔬菜就是你真正愿意吃的蔬菜”。因此C选项正确。Q2. A. 细节题。题目出处为:Cooking changes the structure of vegetables which increases what dietitians call bioavailability. This is the body’s ability to use the nutrients in vegetables. 意为:烹饪会改变蔬菜的结构,从而增加生物利用度,即身体利用蔬菜中营养成分的能力。因此A选项正确。Q3. B. 细节题。题目出处:Boiling vegetables runs the risk of losing water-soluble nutrients including vitamin C, B1 and folate; The nutrients are “leaching into the water, and you’re tossing out the water.” 意为:煮蔬菜可能会导致水溶性营养素流失,包括维生素C、B1和叶酸;营养成分会“渗入水中,而你又把水倒掉了”。因此B选项正确。Q4. D. 推理题。题目出处:Besides making vegetables taste better, a little cooking oil helps the body to absorb fat-soluble vitamins, said Pankonin. 意为:除了让蔬菜更美味外,一点点食用油还能帮助身体吸收脂溶性维生素。因此D选项正确。Q5. B. 主旨题。题目出处为整篇文章的核心内容,尤其是“Cooking methods do affect nutrition” 和“Cooking changes the structure of vegetables which increases what dietitians call bioavailability.”。 意为:烹饪方法确实会影响蔬菜的营养;烹饪会改变蔬菜的结构,从而增加生物利用度。因此B选项正确。(本文图片来源于摄图网,版权归摄图网所有)

教学素材 | 学会这5招,告别马路杀手,晋升驾驶达人

学会这5招,告别马路杀手,晋升驾驶达人5 Signs You’re a Good Driver词汇:考研 | 句法:考研 | 文本:考研刘立军供稿Driving is a skill that requires not only technical ability but also awareness, patience, and adaptability. Whether you’re navigating busy streets or tackling unexpected challenges, being a good driver involves much more than simply controlling a vehicle. Here are five signs that indicate you’re on the road to becoming a skilled and responsible driver.驾驶不仅需要技术能力,还需要意识、耐心和适应能力。无论是在繁忙的街道上穿行,还是应对突如其来的挑战,成为一个好司机不仅仅是操控车辆这么简单。以下五点,表明你正在成为一位熟练且负责任的司机。1. Defensive Driving防御性驾驶One of the most important strategies for safe driving is defensive driving. This approach doesn’t mean being overly cautious or paranoid but rather making a conscious effort to anticipate potential errors or accidents. For instance, keeping a three-second distance from the car ahead allows you to react in time if traffic stops suddenly. This simple habit can significantly reduce the risk of collisions and is a hallmark of a good driver.安全驾驶最重要的策略之一是防御性驾驶。这种方法并不意味着过分谨慎或草木皆兵,而是要有意识地去预判潜在的错误或事故。例如,与前车保持三秒的安全距离,可以在交通突然停止时为你争取足够的反应时间。这个简单的习惯可以显著降低碰撞的风险,也是优秀司机的标志之一。2. Proper Merging Techniques 正确的并线技巧When faced with a lane closure, many drivers assume they should merge as early as possible. However, studies show that the “zipper merge” — continuing at a steady speed until the lane ends and then merging alternately — is both safer and more efficient. Research suggests that encouraging this method can reduce traffic jams by up to 40%. By following this technique, you not only improve safety but also contribute to smoother traffic flow.面对车道关闭时,很多司机认为应该尽早并线。然而,研究表明,“拉链式并线”——即保持稳定速度行驶直到车道尽头,然后交替并入——既更安全也更高效。研究指出,推广这种方法可以减少多达40%的交通堵塞。通过遵循这一方法,你不仅能提升安全性,还能为交通流畅做出贡献。3. Avoiding Distractions避免分心Distracted driving is one of the leading causes of accidents, yet many drivers underestimate its dangers. While multitasking might seem easy, research indicates that most people struggle to balance driving with other activities. Even hands-free phone conversations can impair reaction times and decision-making as much as driving under the influence. Surprisingly, drivers who believe they are skilled multitaskers often perform worst in tests requiring divided attention. Staying focused on the road is essential for safe driving.分心驾驶是导致事故的主要原因之一,然而许多司机低估了其危险性。尽管同时进行多项任务看似简单,但研究表明大多数人难以在驾驶的同时平衡其他活动。即使是免提电话交谈也会像酒后驾车一样影响反应时间和决策能力。令人惊讶的是,在需要分散注意力的测试中,那些自认为擅长多任务处理的司机往往表现最差。保持对道路的专注对于安全驾驶至关重要。4. Managing Road Rage 管理路怒Road rage is a common issue among drivers, often triggered by stress, impatience, or the perception that others are driving recklessly. Aggressive actions, such as honking or shouting, can escalate dangerous situations. Psychologists suggest that the isolation of being in a car can make drivers feel anonymous, leading to impulsive behavior. Recognizing this tendency and practicing relaxation techniques, such as deep breathing, can help drivers stay calm and avoid unnecessary conflicts on the road.路怒是司机中的常见问题,通常由压力、不耐烦或是认为他人驾驶鲁莽引发。诸如按喇叭或大喊等攻击性行为可能会使危险情况升级。心理学家指出,车内环境的隔离感可能让司机觉得不会暴露自己的身份,从而导致冲动行为。认识到这种倾向并练习深呼吸等放松技巧,可以帮助司机保持冷静,避免在道路上发生不必要的冲突。5. Learning from Mistakes 从错误中学习Even skilled drivers make mistakes, but what sets good drivers apart is their ability to learn from them. Research shows that new drivers who receive feedback on their errors, such as through driving simulators, tend to improve their skills over time. Mistakes, while frustrating, are valuable learning opportunities that help build experience and confidence.即使是“老”司机也会犯错,但是好司机与众不同的地方在于他们能够从错误中学习。研究表明,新手司机如果能通过驾驶模拟器等方式得到关于自身错误的反馈,随着时间推移,他们的技能会有所提高。尽管犯错令人沮丧,但它们是宝贵的学习机会,有助于积累经验,增强信心。 Becoming an expert driver takes time, practice, and a commitment to improvement. Most people learn to drive in their teens or early 20s, a period when the brain is particularly receptive to new experiences and challenges. Starting with short, familiar trips can help build confidence, while gradually tackling diverse driving conditions allows for skill development. 成为一名优秀的“老”司机需要时间、实践以及对自我提升的专注。大多数人会在青少年晚期或二十出头开始学习驾驶,这个时期的大脑特别容易接受新体验和挑战。从短途且熟悉的行程开始,可以帮助新手司机建立信心,而逐渐挑战各种不同的驾驶条件,则有助于技能的发展。Driving is a complex task that requires constant attention to surroundings and adherence to traffic rules. If you practice these habits and stay open to learning, you’re well on your way to becoming a great driver. And who knows? Your ability to parallel park might one day set you apart in a critical situation!驾驶是一项复杂的活动,需要持续关注周围环境并遵守交通规则。如果你养成以上这些习惯,保持开放的学习态度,那么你正朝着成为一名优秀司机的目标稳步前进。谁知道呢?你的侧方停车能力或许有一天会在关键时刻让你脱颖而出!【词汇】1. paranoid adj. 偏执的;多疑的2. hallmark n. 特点;标志3. zipper merge 拉链式并线(一种交替并线的交通方法)4. honk v. 按喇叭;鸣笛5. anonymous adj. 匿名的;无名的6. simulator n. 模拟器7. parallel park 侧方停车;平行停车 (本文图片来源于摄图网,版权归摄图网所有)

新闻听力 | 英国新首相:斯塔默

英国新首相:斯塔默Meet Keir Starmer, Britain’s Next Prime Minister常速 | 考研 易 | 543词 | 3min30s刘立军供稿Part I. QUESTIONSListen to the interview and choose the best answer to each question you hear.Q1. What is the main focus of this text?A. The personal life and hobbies of Keir Starmer.B. The political career and evolving ideology of Keir Starmer.C. The internal conflicts within the Labour Party.D. The future policies of the UK government.Q2. What background does Keir Starmer often highlight about his early life?A. His parents were politicians.B. He grew up in a wealthy family.C. His father was a toolmaker and his mother was a nurse.D. He was named after a famous scientist.Q3. What major role did Starmer take on in 2008?A. Leader of the Labour Party.B. Editor of “Socialist Alternatives” magazine.C. Shadow Brexit Secretary.D. Director of Public Prosecutions.Q4. Which policy stance did Starmer change after becoming the leader of the Labour Party in 2020?A. Left-wing radical policies of Jeremy Corbyn.B. Opposition to the death penalty.C. Support for Brexit.D. Advocacy for human rights.Q5. Based on the text, what seems to be Keir Starmer’s main goal for the Labour Party?A. To maintain its status as a protest movement.B. To transform it into a party capable of governing.C. To align it closely with left-wing ideologies.D. To keep its policies unchanged from previous leadership.Part II. TRANSCRIPTMeet Keir Starmer, Britain’s Next Prime MinisterNarrator: Who is Sir Keir Starmer, Britain’s next prime minister? He has taken the Labour Party from the wilderness and back into government in less than five years. But his own politics remain curiously undefined. To his opponents, he’s an empty suit who has ditched every political principle he’s ever held. Voters remain unsure what he stands for, and there’s the general sense that, well, he’s just a bit boring. But Starmer’s life before politics suggests that beneath the surface may lie a more radical man. If there’s one thing Starmer wants you to know about his early life, it’s this:Keir Starmer: (Q2) My dad was a toolmaker. He was a toolmaker, yeah. My mum was a nurse in the NHS.Narrator: (Q2)Starmer has made much of his working-class upbringing. He was named by his Labour-supporting parents after Keir Hardie, the man who founded the Labour Party. In 1982, he became the first in his family to go to university and later studied at Oxford, where he helped edit the Trotskyite Socialist Alternatives magazine.upbringing n. 抚育;养育;教养;培养Keir Starmer: We didn’t actually sell many copies of it.Narrator: He went on to a high-flying career as a human-rights lawyer, taking on a landmark case against McDonald’s and defending prisoners facing the death penalty. It was long rumoured that Mark Darcy, the taciturn barrister in the Bridget Jones novels, was based on him, although the series author has since denied it. “Crikey.”taciturn adj. 沉默寡言的;不苟言笑的barrister n. 出庭律师;辩护律师crikey int.(澳大利亚英语)(惊讶或恼怒时说)哎呀Narrator: (Q3) In 2008, he became Director of Public Prosecutions, where he oversaw the conviction of terrorists and reformed the way the legal system treated rape victims. Starmer’s rise to the top of politics has been swift. He became an MP in 2015 and less than a year later, he was appointed shadow Brexit secretary by the then Labour leader, Jeremy Corbyn. In that role, Starmer spearheaded the push for a second Brexit referendum.Keir Starmer: The only way truly to settle this is to ask people, “do you want to leave on these terms, or would you rather remain?”Narrator: And then, in 2020, he was elected leader on a promise to continue his predecessor’s left-wing vision. (Q4) But since then, Starmer has changed tack. He has ditched many of Corbyn’s most radical policies. Left-wingers say they have been purged, including Corbyn himself, who was suspended for downplaying the extent of antisemitism and then kicked out.antisemitism n. 反犹太主义Jeremy Corbyn: Thank you very much. Goodbye. Keir Starmer: I don’t want the words “the Labour Party” and “antisemitism” in the same sentence again as we go forward.Narrator: His cabinet-in-waiting is now mostly drawn from Labour’s right. So, what does this socialist-turned-centrist really stand for? It isn’t easy to summarise ‘Starmerism’ in a pithy slogan, (Q5) but Starmer has been single-minded in his mission to turn Labour from a protest movement into a party of government. That has meant scrapping anything that could turn off voters. And while he may not be an ideologue, he is an institutionalist. After years of political turmoil and constitutional chaos, he believes the key to getting Britain up and running again lies in moderate reform, political stability and competent government. If the theme tune of Tony Blair’s 1997 landslide was “things can only get better”, then Starmer’s is more “things can stop getting worse”.pithy adj. 简练的,简洁扼要的ideologue n. 理论家;思想家Part III. KEYQ1. B. 主旨题。文章主要讲述了Keir Starmer的政治生涯,包括他从人权律师到工党领袖的历程,以及他在不同阶段的政治立场和理念的变化,所以主要聚焦于他的政治生涯和不断演变的意识形态。因此答案为B。Q2. C. 细节题。根据“Starmer has made much of his working-class upbringing.” Keir Starmer 经常强调自己工人阶级家庭出身,也就是他爸爸是个工具制造工,妈妈是国民健康服务体系的一名护士的家庭背景。因此答案为C。Q3. D. 细节题。根据“In 2008, he became Director of Public Prosecutions...” 可知2008年,他成为了检察长。因此答案为D。Q4. A. 细节题。根据“But since then, Starmer has changed tack. He has ditched many of Corbyn’s most radical policies.” 可知成为工党领袖后,Keir Starmer改变了策略,抛弃了Jeremy Corbyn的许多左翼激进政策。因此答案为A。Q5. B. 推理题。根据“...Starmer has been single-minded in his mission to turn Labour from a protest movement into a party of government.” 可知他一心要把工党从一个抗议运动转变成一个执政党。因此答案为B。(本文图片来源于摄图网,版权归摄图网所有)

新闻听力 | 古特雷斯:巴黎奥运会开幕式致辞

古特雷斯:巴黎奥运会开幕式致辞Video Message by António Guterres for the Opening Ceremony of the 2024 Summer Olympic Games常速 | 四级 中等 | 高考 | 105词 | 42秒刘立军供稿Part I. QUESTIONSListen to the speech and choose the best answer to each question you hear.Q1. Where are the 2024 Summer Olympic Games being held?A. London.B. Tokyo.C. Paris.D. Rio de Janeiro.Q2. What ideals do the United Nations and the Olympics both promote according to Guterres?A. Economic development and prosperity.B. Mutual respect and fair play.C. Scientific advancement and innovation.D. Political stability and governance.Q3. What does António Guterres urge people to do in the spirit of the Olympic Truce?A. Compete fiercely.B. Conserve resources.C. Focus on winning medals.D. Lay down their arms.Q4. What is the main idea of Guterres’ speech at the opening ceremony of the 2024 Summer Olympics?A. Encouraging economic cooperation among nations.B. Celebrating the achievements of past Olympians.C. Promoting peace and unity through sports.D. Highlighting the technological advancements in sports.Q5. What can be inferred about the role of sports in international relations based on Guterres’ speech?A. Sports have the potential to bring people together and promote peace.B. Sports competitions are primarily about winning.C. Sports create significant economic benefits for host countries.D. Sports can replace traditional diplomatic efforts.Part II. TRANSCRIPTVideo Message by António Guterres for the Opening Ceremony of the 2024 Summer Olympic GamesBonjour and welcome to the 2024 Summer Olympic Games. Bonjour (法语)早上好;你好(Q1) The world gathers in Paris to celebrate the power of sport. To bring hope. (Q5-1) To transcend cultures. To unite people. transcend v. 超出,超越(通常的界限)(Q2) To promote mutual respect and fair play. These are also the ideals of the United Nations. (Q3) In the spirit of the Olympic Truce, I call on everyone to lay down their arms. (Q4) Build bridges. Foster solidarity. (Q5-2) foster solidarity促进团结And strive for the ultimate goal: peace for all. I wish every success to the Olympians and Paralympians. You inspire us to dream bigger. May the Olympic flame light the path to a world of peace and harmony. (Q5-3) Merci beaucoup.Merci beaucoup(法语)非常感谢Part III. KEYQ1. C. 细节题。根据“The world gathers in Paris to celebrate the power of sport.” 可知2024 年夏季奥运会在巴黎举办。因此答案为C。Q2. B. 细节题。根据“To promote mutual respect and fair play. These are also the ideals of the United Nations.” 可知联合国和奥运会都倡导促进相互尊重和公平竞争。此答案为B。Q3. D. 细节题。根据“In the spirit of the Olympic Truce, I call on everyone to lay down their arms.” 可知本着奥林匹克休战的精神,António Guterres呼吁大家放下武器。因此答案为D。Q4. C. 主旨题。根据整个演讲内容,尤其是“Build bridges. Foster solidarity... May the Olympic flame light the path to a world of peace and harmony.” 可知Guterres的演讲是围绕着通过体育促进和平与团结展开。因此答案为C。Q5. A. 推理题。根据“To transcend cultures. To unite people... Build bridges. Foster solidarity… May the Olympic flame light the path to a world of peace and harmony.”可知体育有超越文化、团结人民的力量,能为世界和平与和谐照亮道路,因此可以推断出体育有团结人们和促进和平的潜力。因此答案为A。(本文图片来源于摄图网,版权归摄图网所有)

新闻听力 | 世界睡眠日:青年人睡眠问题引发关注

世界睡眠日:青年人睡眠问题引发关注Sleep Challenges Among Youth Highlighted on World Sleep Day 常速 | 六级 偏易| 246词 | 1min48s刘立军供稿Part I. QUESTIONSListen to the news and choose the best answer to each question you hear.Q1. What does the survey by the Chinese Sleep Research Society reveal about the change in average bedtime for Chinese people compared to last year?A. It is delayed by 17 minutes.B. It is advanced by 17 minutes.C. It has remained unchanged.D. It is delayed by 33 minutes.Q2. Based on wearable device data, what is the primary behavioral factor contributing to delayed sleep among college students?A. Irregular meal schedules.B. Increased academic workload.C. Social media addiction.D. Prolonged smartphone use.Q3. How does ‘revenge bedtime procrastination’ affect young people’s sleep habits?A. It helps them establish a consistent sleep schedule.B. It leads to sacrificing sleep for personal time.C. It encourages them to engage in physical exercise.D. It reduces the likelihood of sleep disorders.Q4. What can be inferred about Olympic gold medalist Li Yuehong’s sleep routine before competitions?A. He relies on white noise to improve sleep quality.B. He avoids aerobic exercises to reduce stress.C. He incorporates jogging to enhance his sleep.D. He sacrifices sleep to focus on training.Q5. What is the central theme of the passage?A. The role of technology in improving sleep quality.B. The prevalence and causes of sleep challenges among Chinese youth.C. The benefits of exercise in reducing stress and improving sleep.D. The significance of maintaining a strict sleep schedule.Part II. TRANSCRIPTSleep Challenges Among Youth Highlighted on World Sleep DayStudents at Shuibian Town Central Primary School in Jiangxi province took naps on World Sleep Day, March 21.take naps 睡午觉,小睡一下(Q1) A survey by the Chinese Sleep Research Society revealed that as of February, the average bedtime for Chinese people is 00:18 am, 17 minutes later than last year.About 80% of college students sleep after midnight, with 25% falling asleep after 2 am and 33% waking up after 9 am.(Q2) Data from over 150,000 wearable devices showed that prolonged smartphone use delays sleep among college students.Huang Zhili, president of the Chinese Sleep Research Society, emphasized that sleep is the cornerstone of a healthy life but noted rising sleep disorders, especially among young people.(Q3) Many young people experience ‘revenge bedtime procrastination,’ sacrificing sleep to regain personal time after busy days.procrastinate v. 拖延regain v. 恢复,重新获得A Zhejiang netizen shared her habit of scrolling through videos and reading novels late at night, while a Guangxi netizen admitted staying up playing on her phone as a form of retaliation against work stress.The survey found that 65% of participants experienced sleep issues weekly, including insomnia, waking up early, nighttime bathroom visits, and snoring.participant n. 参与者insomnia n. 失眠snore v. 打鼾Neurology expert Wang Zan highlighted that healthy sleep involves duration, efficiency, timing, regularity, and satisfaction.neurology n. 神经学To improve sleep, experts recommend a cool, dark room, white noise, consistent sleep schedules, and moderate exercise.(Q4) Olympic gold medalist Li Yuehong shared that aerobic exercises like jogging help him relieve stress and sleep better before competitions.aerobic adj. 有氧的 Part III. KEYQ1. A. 细节题。题目出处为“A survey by the Chinese Sleep Research Society revealed that as of February, the average bedtime for Chinese people is 00:18 am, 17 minutes later than last year.” 意为:“中国睡眠研究会的一项调查显示,截至今年2月,中国人的平均入睡时间为凌晨00:18,比去年晚了17分钟。”因此,正确答案为A。Q2. D. 细节题。题目出处为“Data from over 150,000 wearable devices showed that prolonged smartphone use delays sleep among college students.”意为:“来自超过15万台可穿戴设备的数据表明,长时间使用手机会延迟大学生的睡眠时间。” 因此,正确答案为D。错误选项分析:A错误,文中未提到饮食习惯与睡眠延迟的关系。B错误,文中未提到学业压力导致睡眠延迟。C错误,社交媒体未被单独提及。Q3. B. 细节题。题目出处为“Many young people experience ‘revenge bedtime procrastination,’ sacrificing sleep to regain personal time after busy days.” 意为:“许多年轻人经历‘报复性熬夜’,在忙碌的一天后,通过牺牲睡眠来弥补个人时间。” 因此,正确答案为B。错误选项分析:A错误,熬夜与保持一致的睡眠时间表相矛盾。C错误,熬夜与运动无关。D错误,熬夜可能增加睡眠障碍的风险。Q4. C. 推理题。题目出处为“Olympic gold medalist Li Yuehong shared that aerobic exercises like jogging help him relieve stress and sleep better before competitions.” 意为:“奥运金牌得主李越宏表示,有氧运动如慢跑有助于他缓解压力,在比赛前睡得更好。” 因此,正确答案为C。错误选项分析:A错误,文中未提到他依赖白噪音改善睡眠。B错误,他强调了慢跑对减压和改善睡眠的帮助。D错误,文中未提到他为训练而牺牲睡眠。Q5. B. 主旨题。文章主要讨论了中国青年人人面临的睡眠挑战,包括睡眠时间推迟、报复性熬夜、睡眠障碍等问题,同时给出了改善睡眠的建议。因此,正确答案为B。(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特等奖潘紫萌授课

授课点评:潘紫萌老师在本次大赛中与来自全国各地的商务英语优秀教师展开激烈角逐,在教学理念、教学方法、课堂设计、英语素质、商务知识、教姿教态、师生互动等方面的表现都较突出,最后以总分第一荣获特等奖。潘老师以准确的英语发音先声夺人,丰富的表达方式、适中的语调语速和端庄的教姿教态也令人印象深刻。在课程设计环节,为实现其教学目标,她选择business ethics作为主题,介绍了教学目标、学生特征、以学生为中心和以产出为导向的教学理念,以及线上线下结合、传统和高科技媒体结合等丰富多彩的教学方式。这份介绍全面立体但简明扼要,为后面的演示(demo)课提供了一个很好的支撑。由于大赛的授课时间有限,潘老师突出重点,在演示课上只展示教学方案的第三步,即participatory learning 1 和 post assessment 1。她采用BOPPPS(bridge in, objectives, pre-assessment, participatory learning, post assessment, summary)模型,通过德国大众汽车减排作假、中国支付宝公益植树项目等案例,教学目标涵盖商务英语知识、技能、以及相关的伦理和价值观等。在短短的十几分钟里要达到这么多项教学目标绝非易事。潘老师通过一系列的短视频、多种教学方法(如听力填空、案例讨论、汉译英、样本对话补正等)以及活泼的师生互动,较好地实现了教学目标,显示出选手突出的课堂组织能力。商务英语教学起源于英美等国,因此基本使用本国素材、讲本国故事。传入中国后,主要使用外国素材、讲外国故事。令人欣喜的是,潘老师注意突出中国特色,多次引用中国案例,讲授中国故事,传播中国价值观。加上她出色的英语基本功和良好的师生互动,使得教学过程十分流畅,也没有不同文化同场展示的违和感。总而言之,潘紫萌老师在授课环节的各方面表现都很优秀。不足之处当然也有。首先, 8’13’’开始的讨论过于仓促,只有18秒, 8’31’’就结束了。由于讨论不充分,在随后的问答环节中,更多的回答似乎来自老师而不是学生。第二个是要增加教学过程的自然自发 (spontaneity)。不知是因为课前多次排练还是老师特意要求,学生的产出只有一次对话(17’40’’)相对自然,其他的多次回答虽准确无误,但都像中国小学生朗读课文或回答问题,语音、语调、语速都过于整齐合一,这不利于培养学生的英语实际表达能力。点评专家:陈准民

第12届教学大赛英语专业组特等奖胡笑然授课

授课点评:胡笑然老师以充分的课前准备、认真的育人态度、专业的学科素养、科学的教学方法,在限定的20分钟时间内出色地完成了所指定的授课任务,为全国高校英语专业师生呈现了一堂值得学习和反思的短课。在整个授课过程中,胡老师精神饱满,着装端庄,形象甜美,教态自然,认真专注,热情友好,充满活力,展现了良好的个人魅力,体现了青年教师的时代风貌。胡老师具有扎实的英语基本功、娴熟的课堂掌控能力和应变能力、流畅的语言表达能力;综述简洁明了,呈现单元设计、教学目标、相关活动和拟用时间;授课有明确的目标,以学生为中心,围绕单元主题和语篇意义,突出重点,聚焦难点,讲解和引导规范适切。胡老师有自己的教学理念,能运用一定的教学理论,遵循“题材—功能—活动”的教学原则,重视语言感知和信息获取,围绕单元主题展开教学,各教学步骤衔接自然。能注重培养学生的观察力、想象力和分析能力,积极帮助学生通过语篇学习,了解重要概念以及语篇作者的观念和意图,努力激发学生对语篇主题的学习兴趣,师生之间有积极的互动和良好的交流。能充分利用和发挥电子课件的辅助教学功能, PPT和嵌入视频有良好的功能性和实用性,形式与内容相吻合,体现了课件形式与课文内容、教学手段与教学目的有机关联和主从关系,发挥了现代化教学资源及手段的教学辅助作用,增强了学生对单元主题和语言表述的理解。从整体上看,胡老师的授课比较成功。授课目的明确,授课重点突出,内容讲解清晰,活动安排合理,起承转合自然,师生互动自然,课件使用得当,教学效果较好。当然,她所展示的这堂英语短课仍存在以下待改进之处:授课停留在主题词语的概念解读层面,对主题意义的挖掘不够深入;教师个人主导成分太强,讲解和提问过多,学生活动不足,活动形式比较单一;时间把握不够合理,没有时间结尾,匆忙收课,无法安排课后作业和课外活动;授课时间用于教学,缺乏对教学成效的必要评价活动,难以确定单元教学目标的达成。建议胡老师在今后的教学研究和实践中,更加重视单元设计的完整性和课堂教学的有效性,关注输入与输出、课内与课外、语篇意义与语言形式的协调,注重教学手段、过程、效果的统一,促进学生在语言知识、语用技能、心智、情感、态度等方面的综合发展和提高。点评专家:梅德明

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外语学科优秀教学成果奖的培育、提炼与申报

2研修内容1. 教学成果奖的内涵与价值导向2. 教学成果奖的评审标准与要求3. 教学成果奖的选题设计、培育孵化与提炼升华4. 教学成果奖的申报流程与注意事项5. 教学成果奖申报书填写方法与案例分析6. 教学成果奖评审答辩的方法与技巧7. 教学成果奖创新点及工作思路的推广应用8. 教学成果奖重点成果转化经验分享孙会军上海外国语大学教授、博士生导师、英语学院院长,完成中国翻译研究院重点课题和国家社科基金资助课题,目前是两项教育部重大攻关项目子课题负责人。主要学术兼职包括中国翻译协会理事,中国比较文学学会翻译研究分会副理事长、秘书长;获得国家级教学成果奖二等奖,国家级一流本科课程主讲教师,两次获得上海外国语大学教育奖励基金一等奖;在国内外著名学术期刊发表论文60余篇。李庚靖原上海市教育科学研究院普教所培训中心主任,中学数学特级教师(2001年),教育科研特级教师(2014年)。先后在两所重点中学任教研组长、教导处副主任、教务处主任、主管教学的副校长(14年)。曾任教师进修学校书记、副校长(5年)、上海市普陀区科研室主任(10年)等职务,卢仲衡研究员主持的“中学数学自学辅导教学实验”团队重要成员,积累了丰富的教学研究实战经验,先后主持三届名师工作室。张俊翔南京大学教授、博士生导师、外国语学院副院长,兼任中国俄罗斯东欧中亚学会俄语教学研究分会常务理事、中国高等教育学会外语教学研究分会理事。研究领域为俄罗斯文学与文化、外语教育。主持和参与国家级和省部级社科项目7项,出版专著2部、译著14部,主编教材和文集4部,发表论文50余篇。获国家级教学成果奖一等奖、二等奖,江苏省教学成果奖一等奖,江苏省第十六届哲学社会科学优秀成果三等奖,首届俄罗斯当代文学作品中文翻译奖,入选南京大学“我最喜爱的老师”和“魅力导师”。胡美馨博士,浙江师范大学杰出教授、博导、博士后合作导师、外国语学院院长,主要从事外语教育与教师发展研究、儒学经典外译与传播话语研究。浙江省教学名师,浙江省高校创新领军人才,浙江省翻译协会副会长,浙江省外文学会副会长,中外语言文化比较学会常务理事。主持国家社科基金、教育部人文社科项目、浙江省哲社重点项目等多项。在《中国翻译》《外国语》等发表论文近30篇,出版著作4部。主持获得国家级教学成果二等奖、国家一流课程、国家一流专业。俞洪亮扬州大学二级教授、博士生导师。兼任江苏省人民政府督学、江苏省外国语言文学重点学科(A类)负责人、扬州大学外国语言文学一级学科博士点带头人,教育部高等学校大学外语教学指导委员会副主任委员(2014-2018、2018-2022),全国翻译专业学位研究生教育指导委员会委员(2016-2021、2021-2026),江苏省翻译协会常务副会长、江苏省外国语言学会副会长等职。主要研究方向包括二语习得、应用语言学、系统功能语言学、话语分析、课程教学论等。主持国家社会科学基金项目、江苏省社会科学基金及省高校人文社会科学基金重点项目等科研项目;主持江苏省教改课题重中之重项目、重点项目、研究生培养重大委托项目、教育部首批新文科研究与实践项目、教育部首批虚拟教研室试点等教改课题;主持建设国家级精品课程、国家级精品资源共享课、国家级一流专业和国家级一流课程、国家级规划教材等本科教学建设项目;发表论文出版著作60多篇(部)。曾获省部级教学科研成果奖励7项以及“江苏省先进工作者”“江苏省教育工作先进个人(教学名师)”等荣誉。祝庆东原上海市教育科学研究院普教所培训中心主任,中学数学特级教师(2001年),教育科研特级教师(2014年)。先后在两所重点中学任教研组长、教导处副主任、教务处主任、主管教学的副校长(14年)。曾任教师进修学校书记、副校长(5年)、上海市普陀区科研室主任(10年)等职务,卢仲衡研究员主持的“中学数学自学辅导教学实验”团队重要成员,积累了丰富的教学研究实战经验,先后主持三届名师工作室。4会务说明研修时间与活动地点线上研修:2025年5月10-11日,腾讯会议*报到须知等相关文件将于教师报名后一周内发至邮箱,请注意查收。研修对象与报名方式大、中、小学从事外语学科教学与研究的骨干教师及骨干管理人员,同时欢迎感兴趣的硕博士研究生参加,可点击右侧“我要报名”按钮,研修邀请函请在本页末尾下载。研修证书研修证书为电子证书。凡参加研修全部课程的学员均可获得由主办单位联合签章的研修合格证明。资费说明(1)收费标准线上研修:1480元/人,含学费、电子版资料费。(2)优惠政策同一单位5-9人报名本项目,享受研修费9折优惠,10人以上团报请联系会务组;非在职研究生享受研修费8.5折优惠。*以上优惠均不与其他优惠政策同享。(3)缴费方式推荐个人手机银行转账缴费或财务对公汇款缴费,银行账户信息如下:账户名称:上海外教社教育培训中心学杂费存取专户银行账号:1001 2744 2920 0087 510开户银行:中国工商银行上海市上外支行* 特别提醒:请至少在开班前3天完成汇款,以实际到款为准。汇款时请务必备注:“姓名+学校+教学成果申报”,请在汇款后,将您的缴费凭证照片发送至yanxiu@shisu.edu.cn,以便及时确认您的缴费信息。(若您无法通过上述方式缴费,也请通过邮件联系会务组:yanxiu@shisu.edu.cn。)发票事宜研修发票为电子发票,将在研修结束后统一开具,并发送至您报名时所填邮箱,请仔细填写邮箱地址。研修费发票由上海外教社教育培训中心开具,发票内容默认为“研修费”,如需开具“培训费”、“会务费”、“会议费”等内容,请您在报名时备注相关要求,并准确填写发票抬头、纳税人识别号。联系我们:地址:上海市大连西路558号901室电话:021-6542 7770 021-5538 6122 021-5539 3386电邮:yanxiu@shisu.edu.cn微信公众号:外教社教培发布

外语教师数字素养提升专项研修计划

第一期课程(5月24日)教师数字素养的理论依据、意识维度与实践路径课程简介:教师的数字素养是教师适当利用数字技术获取、加工、使用、管理和评价数字信息和资源,发现、分析和解决教育教学问题,优化、创新和变革教育教学活动而具有的意识、能力和责任。提升教师数字素养与技能,已经成为促进教师全面发展、以信息化赋能教育高质量发展的重要举措。为全面贯彻落实国家教育数字化战略行动部署要求,切实提升《教师数字素养》标准的理解深度与实践效能,上海外国语大学中国外语教材与教法研究中心联合上海外教社教育培训中心共同策划“教师数字素养的理论依据、意识维度与实践路径”高级研修班。本期研修将从教师数字素养构成的理论依据和意识维度出发,剖析国家标准对教师数字素养的具体要求,通过对《教师数字素养》等文件的全方位、多维度解读,帮助外语教师更新教育理念,提升数字教育的意识和水平,丰富教师数字化时代教书育人能力的学理内涵,助力外语教师将数字素养融入外语教学与研究全过程,实现数字化对教师专业发展的常态化赋能。本期研修课程内容包括但不限于:(1)《教师数字素养》标准的制定与解读(2)教师数字素养:内涵、外延与评价(3)中国外语教师的数字素养信念与实践路径(4)外语教学实践中的教师数字素养框架(5)数字素养与外语教师专业发展主讲专家:陈敏华中师范大学人工智能教育学部副教授,博士生导师,华中师范大学桂子青年学者,全国信息技术标准化技术委员会教育技术分技术委员会委员,《教师数字素养》标准主要起草人。主要研究方向为教师信息素养监测与评价、教育信息化评估、数字化学习资源设计与评价等。主持国家自然科学基金项目、教育部人文社科基金项目、湖北省教育科学规划重点课题等各类研究项目20余项;发表SSCI/ESI/EI/CSSCI论文50余篇,出版著作5部,获授权发明专利9项,软件著作权8项,作为主要起草人参与起草国家标准1项、教育部行业标准1项,获第十三届湖北省社科优秀成果奖、2022、2023年标准化工作优秀奖和优秀团队奖。胡杰辉电子科技大学教授,博士生导师,外国语学院院长,教育部高等学校大学外语教学指导委员会委员,兼任中国高等教育学会数字化课程资源分会副理事长等学术职务,入选国家高层次人才计划青年英才。主要从事认知神经语言学和应用语言学研究,主持国家社科、教育部人文社科、新文科建设等系列项目,主持大学外语课程群教育部虚拟教研室,主持“通用英语”国家级一流课程,主编大学英语系列教材,发表SSCI/CSSCI论文60余篇,获国家级教学成果二等奖。黄芳澳门大学教育学博士,上海外国语大学教授、博士生导师、致远卓越学者、教育学院副院长。荣获爱思唯尔(Elsevier)2023、2024年中国高被引学者,2024年全球前2%顶尖科学家。长期致力外语教学理论与实践、外语教师专业发展、技术赋能外语教学和跨文化外语教育等领域。主持并参与多项国家级、省部级项目,在SSCI期刊发表近40篇原创性学术论文,论文常见于 Computers & Education, Computers in Human Behavior, Computer Assisted Language Learning, System, Interactive Learning Environments, British Journal of Educational Technology, Educational Technology Research & Development等期刊。担任多个SSCI期刊审稿人及特刊编辑。任中国英汉语比较研究会语言智能教学专业委员会理事、中国高等教育学会智慧教育研究分会理事、教育部中外人文交流教育试验区专家指导委员会成员。赖春美国密歇根州立大学博士,香港大学教育学院副教授、博士生导师,语文研究与教育学部主任,Computer Assisted Language Learning、System和Language Learning &Technology 期刊副主编。研究方向为计算机辅助语言学习、课外自主语言学习及二语教学法。主持中国香港研究资助局研究基金项目课题多项,在国际期刊发表80多篇研究论文,并出版专著Autonomous Language Learning with Technology beyond the Classroom和Insights into Autonomy and Technology in Language Teaching。第二期课程(5月25日)人工智能背景下的外语类知识图谱课程建设课程简介:随着智能信息服务应用的不断发展,学科知识图谱已被广泛应用于教育领域。《教育部等六部门关于推进教育新型基础设施建设构建高质量教育支撑体系的指导意见》中明确提出:“系统梳理各学科知识脉络,明确各知识点间的关系,分步构建国家统一的学科知识图谱。对现有资源进行分类标识,匹配学科知识图谱。”作为一种语义网络,知识图谱在增强人工智能可解释性的同时,也为智慧教育体系框架的构建提供了有力支撑。知识图谱驱动教学提质效果显著,既有助于教师科学地制定教学策略,精准掌握学习者画像;也有助于学生智能规划学习路径,开展个性化自主学习。 在人工智能技术快速发展的背景下,建设专业化、智能化的知识图谱对推动外语教育高质量发展具有重要意义。为进一步贯彻落实《指导意见》,帮助外语教师充分理解、掌握、应用知识图谱技术,推进AI时代高校教学模式改革创新,上海外国语大学中国外语教材与教法研究中心联合上海外教社教育培训中心共同策划“人工智能背景下的外语类知识图谱课程建设”高级研修班。本期研修将通过主题讲座、案例展示与解析、互动交流等多种形式,帮助教师深入了解和掌握知识图谱的核心概念、构建方法和应用技巧,探索基于知识图谱的外语教学改革创新路径,打造高素质专业化创新型教师团队,提升外语教师数字素养,全力助推外语教育的数字化转型。本期研修课程内容包括但不限于:(1)大模型驱动的知识图谱范式重构与演进路径(2)外语学科知识图谱的特征、建构与应用(3)基于知识图谱的外语课程建设与教学创新设计(4)面向课程体系建设的外语学科知识图谱构建技术与方法(5)知识图谱赋能高校课程“教-学-评”一体化改革(6)知识图谱+AI智能工具赋能外语教育数字化转型主讲专家:李佐文教授,博士生导师,北京外国语大学人工智能与人类语言重点实验室主任、多语自然语言处理研究中心主任。教育部外语教学指导委员会英语分委会委员,全国话语语言学研究会会长,中国广播电视联合会影视译制与传播委员会会长,中国高等教育学会外语研究分会常务理事等。主要研究领域为话语语言学、计算语言学、语言教学等。在《外国语》《中国外语》《现代传播》《外语研究》等刊物发表论文70余篇,出版专著教材10余部。承担并完成国家社科项目,教育部重点项目,北京社科重大项目等多项研究课题。刘永厚北京师范大学教授,博士生导师,北京市优秀人才,曾获评北京市青年教学名师。北京师范大学优质本科课程“普通语言学”课程负责人,近期带领普通语言学教学团队完成课程的慕课和知识图谱课建设。主要研究方向为社会语言学、应用语言学、外语教育规划,曾在SSCI、CSSCI等国内外权威及专业期刊发表70余篇学术论文,出版3部学术专著,主持2项国家社科基金一般项目、1项国家社科基金重大项目子项目、2项教育部项目。目前担任中国语言学会社会语言学分会常务理事、中国英汉语比较研究会语言服务研究专委会理事、中国英汉语比较研究会生态语言学专委会理事,担任国家社科基金通讯评审专家、国家语委科研项目评审专家、教育部学位中心论文评审专家等。谢幼如博士,华南师范大学二级教授,博士生导师。国家级领军人才(特支名师),国务院政府特殊津贴专家。研究领域包括教育数字化、教育技术学、课程与教学论等。五度获得国家级高等教育教学成果奖,荣获首届全国教材建设奖。教育部普通高等学校本科教育教学评估专家、全国教师教育课程资源专家委员会委员、广东省本科高校在线开放课程指导委员会主任委员。严志军南京师范大学国际合作与交流处处长,南京师范大学法语联盟中方主任,外国语学院教授。比较文学与世界文学博士。曾获中加学者交流项目资助赴加拿大约克大学进行学术访问,并曾赴美国北卡州立大学从事教学访问。在南京师范大学国际合作与交流处负责中外合作办学、全球高校伙伴项目、学生海外学习、来华留学生培养、国际中文教育等事务,同时在外国语学院担任同声传译、翻译项目管理、写作等课程的教学任务。兼任江苏省翻译协会常务副会长和中国加拿大研究会会员。赵衍计算机学士、管理学硕士(知识管理研究)、法学博士(国家信息安全政策研究)、副教授、上海外国语大学信息技术中心主任、电子政务国际化研究中心主任。美国印第安纳大学、丹佛大学访问学者,担任MBA、金融科技、技术经济学等方向硕士生导师。主持上海市哲学社会科学课题、教育部产学合作协同育人课题、教育部新一代技术创新课题等省部级课题近10项,主持横向课题20余项,其他各类课题近20项。发表学术论文50余篇,出版《互联网时代的信息安全威胁》《网络虚假信息识别》《大数据时代的智慧教学——技术对教育的赋能与重塑》等专著。获得国家发明专利2项,主持国标、团标制定3项,担任中国教育技术协会外语专业委员会常务副会长、上海市教育技术协会外语专业委员会副会长、中国教育技术协会标准化委员会副主任、腾讯云行业大使/最具价值专家、上海市经信委专家等社会职务。第三期课程(6月2日)AI时代的混合式外语教学:理论与实践课程简介:随着教育数字化进程的不断推进与深入,智能技术、数字技术与外语课堂的深度融合有力促进了外语教学模式的推陈出新。混合式外语教学将传统的课堂教学与线上教学相结合,具有灵活性、个性化等特点。混合式外语教学模式不单是教育技术的更新迭代,更是AI时代外语教育发展的必然趋势。在此背景下,上海外国语大学中国外语教材与教法研究中心联合上海外教社教育培训中心共同策划“AI时代混合式外语教学:理论与实践”高级研修班。本期研修将涵盖混合式外语教学理论内涵与研究、混合式外语教学设计与实施策略,混合式外语教学评价设计与实践等内容,通过主题讲座、案例分析、互动交流等多种课程形式,帮助外语教师深化新技术与教学科研的有机融合,提升混合式教学绩效,推动有效混合式教学改革发展,实现外语教学的提质创新。本期研修课程内容包括但不限于:(1) 人工智能背景下混合式外语教学理论内涵与课程设计(2) 基于混合式教材的混合式教学设计与实施(3) 线上线下混合式外语教学的有效实践模式(4) 外语教师混合式教学形成性评价素养与发展路径(5) 混合式教学中的AI工具应用主讲专家:陈真真北京邮电大学教授,北京大学博士。北京市高教学会大学英语研究分会常务理事,中国科学技术史学会语言、文学与科学研究专业委员会理事,现任北京邮电大学国际处副处长,曾任人文学院副院长。研究方向为智能技术辅助语言学习、移动语言学习、二语写作、翻译与国际传播等,在《外语界》、Language Learning & Technology等发表论文20余篇,主持全国教育科学规划项目、教育部人文社科项目等课题多项,主编教材4部。曾获教育部课程思政教学名师、北京市青年教学名师、北京市高等教育教学成果奖二等奖、北京市优质本科课程主讲教师、北京邮电大学教学成果奖一等奖等奖项。多次指导学生在英语学科竞赛中荣获国家级、省部级一等奖等。胡杰辉电子科技大学教授,博士生导师,外国语学院院长,教育部高等学校大学外语教学指导委员会委员,兼任中国高等教育学会数字化课程资源分会副理事长等学术职务,入选国家高层次人才计划青年英才。主要从事认知神经语言学和应用语言学研究,主持国家社科、教育部人文社科、新文科建设等系列项目,主持大学外语课程群教育部虚拟教研室,主持“通用英语”国家级一流课程,主编大学英语系列教材,发表SSCI/CSSCI论文60余篇,获国家级教学成果二等奖。蒋晓鸣上海外国语大学语言科学研究院教授、博士生导师,爱斯唯尔“外国语言文学”高被引学者。主要从事心理与神经语言学的科学研究与人才培养工作。所主持课程入选上海市一流本科课程与重点课程建设。曾主持上海外国语大学外语教材研究院外语教材研究项目“面向线上与线下相结合的混合式教学的《神经语言学》教材设计与开发实践研究“。同时主持国家自然科学基金面上项目、曙光计划等项目,在Trends in Cognitive Sciences、《外国语》等SSCI/SCI与CSSCI期刊上发表近80篇学术论文,主编5本语言学跨学科著作。指导学生多次获得国家级大学生创新创业项目,指导语科院本科生发表SSCI论文。马晓雷国防科技大学军政基础教育学院军事外语系主任、教授、博士生导师。北京外国语大学外国语言学及应用语言学博士。军队院校外语协作联席会委员、中国语文现代化学会-语言治理研究会常务理事、湖南省教学指导委员会委员、湖南省学位委员会学科评议组委员、湖南省翻译协会常务理事、国防科技大学学科领军人才培养对象。主要从事国防语言、军事语言技术、军事外语教育等领域研究。曾获湖南省社会科学成果一等奖、湖南省教学成果二等奖、三等奖。2010年获评北京市优秀博士学位论文、2011年获评全国优秀博士学位论文提名。立三等功1次。孟亚茹西安交通大学外国语学院教授、博导,教育部本科教育质量评估专家、语言测试与评价专业委员会常务理事。研究方向为语言测试(认知诊断)、动态评估、外语教育技术和教师评价和反馈素养等。主持国家社科基金等项目多项,发表论文五十余篇,获奖三十左右。受邀担任System、 Language Assessment Quaterly、Applied Linguistics Review、《现代外语》、《外语与外语教学》、《外语教学理论与实践》、《现代外语》等期刊评审专家。第四期课程(6月15日)人工智能背景下多模态外语教学设计与实施课程简介:教育部《教育信息化2.0》行动计划明确要求实施智慧教育创新发展行动。多模态外语教学基于多模态话语分析理论,将语言、图像、声音、动作等多模态要素整合为最有效的意义表达和交流方式,并指导学生借助多模态手段建构意义。当下,人工智能技术与外语学科的深度融合,教师可更便捷地借助多种信息化手段,通过网络获取或AI生成大量图像、音频、文本、视频等符号资源,从而广泛地开展多模态外语教学和研究。为助力高校外语教师加快适应AI技术赋能的教育教学新变革,上海外国语大学中国外语教材与教法研究中心联合上海外教社教育培训中心共同策划“人工智能背景下多模态外语教学设计与实施”高级研修班,本期研修以理论与实践并重为原则,通过主题讲座、案例展示与解析,互动问答等多种形式,系统探讨人工智能时代多模态外语教学与研究中的若干重点议题,旨在帮助外语教师更加深入、系统地了解多模态教学理论与实践路径,提升教师多模态教学设计能力与数字素养。本期研修课程内容包括但不限于:(1)人工智能时代多模态外语教学设计与实施(2)外语教材的多模态分析与教学研究启示(3)多模态教学资源库的建设与应用(4)人工智能时代外语教师的多模态数字素养主讲专家:冯德正新加坡国立大学博士,现为香港理工大学英文与传意学系副教授,博士生导师,专业英语交际研究中心副主任,主要研究方向为多模态语篇分析,传播与交际研究,语言教学等,近期研究主要关注多模态中国话语及其国际传播。近年来在Studies in Higher Education, System, Journal of Pragmatics, Teacher and Teaching Education, Discourse and Communication, Pragmatics, Visual Communication等国际(SSCI/A&HCI)期刊与《外国语》《当代语言学》《现代外语》《外语界》《中国外语》《外语教学》等国内期刊发表论文80余篇,主持或参与10余项国家、教育部、香港政府及香港理工大学项目。担任SSCI一区期刊Journal of English for Academic Purposes书评主编、编委, Multimodality and Society等国际期刊编委。Christoph A. HafnerChristoph A. Hafner is Professor in the Department of English, City University of Hong Kong. He is the President of the Asia-Pacific LSP and Professional Communication Association and a past President of the Hong Kong Association for Applied Linguistics. He has published widely in the areas of English for specific purposes, digital literacies, and language learning and technology. His books include: The Handbook of English for Specific Purposes (2nd edition) (Wiley, 2025, co-edited with Sue Starfield), Understanding Digital Literacies: A Practical Introduction (2nd edition) (Routledge, 2021, co-authored with Rodney Jones); and English in the Disciplines: A multidimensional model for ESP course design (Routledge, 2019, co-authored with Lindsay Miller). He co-edits two book series: Routledge Research in English for Specific Purposes and Routledge Introductions to English for Specific Purposes (both with Sue Starfield).黄立鹤同济大学长聘教授,现任同济大学文科建设处副处长、同济大学语言学与多模态符号学研究所副所长、中国逻辑学会符号学专业委员会副会长等;主要从事老龄化与老年语言学、多模态、外语教育等研究,核心领域是基于多模态数据的语言认知健康与外语教育研究;主持国家社科基金一般项目、青年项目、重大项目子课题四项,教育部人文社科项目、上海市哲社规划课题、国家语委科研项目等其他各类纵向或横向项目二十余项;迄今在国内外发表论文、媒体文章、出版专著文集、获批咨政报告百余篇(部),科技转化与科创育人成果获评国家级奖项五项,入选国家高层次青年人才、上海市曙光人才、上海市东方英才青年项目、德国洪堡学者。蒋联江香港大学教育学院语文研究与教育学部助理教授,香港大学语言政策与实践研究联盟(CRLPP)副主任。研究多模态与多语素养,重点关注数码素养,数字化多模态写作,多模态评估与反馈。主持多项香港特别行政区研资局和教育局项目,研究经费逾300万港元。担任TESOL Quarterly研究传播编辑,TESOL Quarterly, Journal of Second Language Writing, Assessing Writing, Linguistics and Education等期刊编委会成员。入选科睿唯安全球前1%高被引研究者以及美国斯坦福大学和爱思唯尔全球前2%顶尖科学家榜单。

AI赋能外语实证类学术论文写作、修改与发表

AI赋能外语实证研究的选题、设计和方法创新主讲人:滕琳浙江大学外国语学院教授,博士生导师。研究主要围绕二语写作、自我调节学习、学习者心理情感特征、教师教育及教育信息技术等方面。获得浙江省哲学社会科学优秀成果一等奖等多项科研奖励。担任System客座主编,Journal of Second Language Writing国际期刊编委。成果见诸于Modern Language Journal、Journal of Second Language Writing、System、Applied Linguistics、Language Teaching Research、TESOL Quarterly等国际核心期刊。2021、2022、2023连续三年入选爱思唯尔外国语言文学领域“中国高被引学者”,2023年入选斯坦福发布全球前2%顶尖科学家榜单。课程目标:1.了解AI赋能外语实证研究热点2.掌握外语实证研究选题的前沿范式转换3.熟悉外语实证研究设计及方法创新4.通过案例了解不同类型实证研究的创新策略 第一部分:AI赋能外语实证研究选题及范式突破1.AI赋能外语实证研究热点与选题创新l外语实证研究内涵l外语实证研究热点话题l外语实证研究选题创新策略l案例分析2.AI赋能外语实证研究范式突破l外语实证研究前沿范式转换lSLA/SLT/ISA研究新思考l案例分析第二部分:AI赋能外语实证研究设计及方法创新1.外语实证研究设计及创新路径l外语实证研究设计典型范式l高质量研究设计的四要素l“点睛研究设计”的创新路径l案例分析2.AI赋能外语实证研究方法创新l外语实证研究创新方法l选题、设计与方法的“完美”融合lAI赋能外语实证研究的伦理思考l案例分析如何使用大语言模型进行文献综述与语言润色主讲人:王峰山东大学翻译学院教授、博士生导师、博士后合作导师,同济大学文学博士、布鲁塞尔自由大学应用语言学博士,国际韩礼德语言学研究会秘书长,山东省泰山学者青年专家。研究方向:功能语篇分析、语料库翻译学。主持国家社科后期资助项目1项、国家文旅部重点课题1项、省级课题4项。在Perspectives, Critical Arts, Humanities and Social Sciences Communications,SAGE Open, Psychology in the Schools, Australian Journal of Linguistics, Style, Target, Functions of Language, Chinese Semiotic Studies,《外国语》《中国外语》《中国翻译》《外语教学》《外语研究》《外语教学理论与实践》《外语电化教学》《外语导刊》《外语学刊》《上海翻译》等国内外核心期刊上发表论文40余篇。课程目标:1.掌握提升大语言模型输出质量的三大核心方法2.熟悉通用型与专用型AI工具在学术写作中的应用场景3.学会利用AI工具高效完成文献综述与语言润色4.通过实际案例了解学术写作全流程的AI辅助方法第一部分:提升大语言模型输出质量的“三板斧”1.小样本输入l什么是小样本输入(Few-shot Learning)?l如何通过提供少量示例优化模型输出质量l实操演示:在文献综述中应用小样本输入2.思维链展示l思维链(Chain-of-Thought)的概念与作用l如何引导大语言模型分步骤思考,提升逻辑性与准确性l案例解析:使用思维链优化复杂问题的分析与回答3.增强式检索l增强式检索(Retrieval-Augmented Generation, RAG)的原理l如何结合外部知识库提升模型输出的准确性与权威性l实操演示:在文献综述中应用增强式检索第二部分:大语言模型特色功能的学术写作应用1.通用型AI工具的特色功能与科研应用lDeepSeek、Kimi、豆包、通义千问等大模型的核心功能及特色l如何利用通用型AI工具进行文献检索、内容生成与语言修改、润色l案例展示:使用通用型AI工具完成学术写作的某一步骤2.专用型学术AI工具的特色功能及应用lConsensus、SciSpace、ScopusAI等工具的功能详解l如何利用专用工具进行文献分析、论文写作与查重l案例展示:使用专用工具快速定位高质量文献并生成综述3.学术写作全过程案例展示l文献检索:如何利用AI工具高效检索相关文献l泛读与精读:AI辅助快速提取文献核心内容l写作与润色:使用AI工具优化语言表达与逻辑结构l查重:AI工具在查重与降重中的应用大语言模型辅助质性研究的思路和策略主讲人:徐浩北京外国语大学教授、博士生导师。主要研究领域:二语习得、外语教育与教师发展。任中国教育学会外语教学专业委员会常务理事、中国语文现代化学会语言治理研究分会常务理事、全国基础外语教育研究培训中心副秘书长;《英语》(新标准)小学、初中修订版教材分册主编,高中英语修订教材编委;《英语学习》主编、《外语教育研究前沿》副主编、International Journal of Applied Linguistics副主编。课程目标:1.掌握大语言模型在质性研究设计中的深度辅助策略2.提升大语言模型在质性数据处理与分析中的协作能力3.培养质性研究者的人机协作能力与批判性思维第一部分:研究设计的全流程互动1.选题与研究范式选择l选题设想讨论l研究问题聚焦l研究范式选择l案例分析I2.数据收集工具的设计与开发l三类访谈的设计l预访谈的人机模拟l开放式问卷的开发l实战练习I第二部分:数据处理的全方位辅助1.概念框架的协作构建l为数据尝试不同的理论“滤镜”l操作性定义的论证与完善l案例分析II2.数据分析的三级辅助l数据分析过程的互动讨论l数据分析结果的综合与可视化l数据分析效度的人机协作检验l实战练习II如何用AI打破统计迷思,助力量化研究主讲人:杨艳超(澳门)中西创新学院国际语言服务研究院副院长,副教授,澳门大学哲学博士;香港大学教育学硕士。2022年负责的“英语听说数字化教学团队”获得省级普通本科院校优秀教学团队。此外担任省级线上线下混合式一流本科课程立项建设课程《英语语音》主持人;省级高校本科(全日制)精品在线开放课程《英语听力》主持人。两门课程均入选“国家高等教育智慧教育平台”首批推荐课程。先后于2017年、2019年获省级教育教学成果奖三等奖两项;曾获得中国外语微课大赛二等奖两项、三等奖两项;河北省高校外语微课大赛一等奖五项; 2021年度香港教育大学基于语料库教学设计大赛一等奖。主持省级教改两项,参与国家社科基金项目及教育部人文社会科学研究规划基金项目各一项、省级教改项目14项。先后于《上海翻译》、Turkish Online Journal of Educational Technology、European Journal of Education、PLOS One、Psychology in the Schools、Frontiers in Psychology、Language Teaching Research、Current Psychology、 Learning and Instruction、Asia Pacific Journal of Education、Early Years、SAGE Open、Psychology research and behavior management等期刊发表CSSCI、SSCI论文18篇。课程目标:1.熟悉统计方法选择2.掌握研究假设检验3.提升数据分析效率4.熟悉数据解读与结果分析5.掌握高效图表制作6.提升科研写作效率1.“统计方法有类别”: AI助力厘清统计应用场景通过AI技术,快速判断研究场景,精准选择统计方法(如单样本T检验、独立样本T检验、配对样本T检验、方差分析、协方差分析、卡方分析、相关分析),告别方法选择困惑,确保研究设计科学严谨。2.“统计方法有前提”: AI帮你明确研究假设通过AI技术,自动识别和明确每个研究方法所需的假设前提,如方差齐性、正态分布等,确保研究假设的合理性与准确性。3.“统计方法会操作”:AI助力掌握SPSS软件操作流程通过AI指导SPSS操作,即使是初学者也能轻松完成复杂的数据分析任务,减少操作失误,提升分析效率。4.统计结果会解读:AI辅助统计结果数据解读利用AI快速解读SPSS输出结果,自动识别P值、显著性水平、效应量等关键指标,避免误读和遗漏,确保分析结果准确可靠。5.统计结果会展示:AI赋能量化论文撰写利用AI自动生成数据分析报告和论文段落,优化逻辑与结构,帮助您快速完成论文撰写,节省大量时间与精力。大语言模型赋能审稿意见回复与论文修改主讲人:雷蕾博士,上海外国语大学教授、博士生导师。研究兴趣涉及语料库语言学、计量语言学、语言数字人文等领域。在剑桥大学出版社等出版专著5部,在Applied Linguistics、Journal of Second Language Writing、Language Teaching、Journal of English for Academic Purposes、International Journal of Corpus Linguistics、Corpus Linguistics and Linguistic Theory等SSCI期刊发表研究性论文近50篇、书评10余篇,其中两篇论文入选ESI高被引论文;在CSSCI期刊发表论文或书评10余篇。主持完成国家社科基金等项目多项。兼任Journal of English for Academic Purposes (SSCI) 等国内外期刊编委、Corpus-based Studies across Humanities(De Gruyter)副主编。入选爱思唯尔中国高被引学者、全球前2%顶尖科学家。课程目标:本讲座旨在帮助外语教师、中青年学者以及希望提高论文写作质量的外语研究者了解并掌握如何利用大语言模型有效地回复审稿意见和修改论文。1.了解大语言模型在学术写作中的应用场景,特别是针对审稿意见回复和论文修改方面的优势与局限2.掌握利用大语言模型进行语言润色、逻辑梳理、论证加强、以及回应审稿意见的技巧3.学习如何批判性地评估大语言模型的输出,了解大语言模型在学术伦理方面的潜在风险和应对策略课程提要:1.学术发表的挑战与大语言模型赋能的机遇2.大语言模型在论文修改中的应用:从语言润色到逻辑梳理3.大语言模型赋能审稿意见回复:高效精准地回应审稿人4.大语言模型在学术伦理方面的考量与实践建议

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