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 | 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)

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 | 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 | 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特等奖潘紫萌说课

说课点评:在30分钟的准备时间里,读完、理解一篇800多词的商务英语文章,记住文章的结构和要点,设计出一套有理论指导、教学理念清晰、目标合理、结构完整、方法得当,最好再带点创新的教学方案,然后在10分钟的时间里,用英语条理清晰地把它展示出来,这对任何商务英语教师来讲都是一项重大的挑战。潘紫萌老师首先分析了课文,根据内容将其解构成三大部分。选手将第二部分(第3-8段)归纳成 promotion, price and place 和将第三部分(第9段)归纳成对计划进入中国市场的外国企业的忠告,这都是正确的。但是,她把第一部分(第1-2段)归纳成product,进而把前两部分归纳成营销学中著名的4P战略,这种做法有待商榷。因为课文的第1段主要讲两个问题:1)营销战略如何在中国成功,2)这些战略如何根据中国人的喜好以及对产品或服务的认知进行调整,而不是具体的产品。也许是准备的时间非常紧迫,选手对课文的理解和归纳出现了偏差。然后,潘老师分析了学生的特点。在教学模式上,她采取以学生为中心、以产出为导向的教学模式。其教学目标包括商务英语知识、商务技能和伦理价值。在具体的教学方法上,她例举了基于任务的教学、基于讨论的教学、案例教学、学生参与的测评等,并强调要综合利用线上线下教学资源。在学习测评上,她采用师生共同参与的方式,以增强教学效果。至于具体的教学步骤,她采用BOPPPS模式,再加课后作业。以上教学方案应该说中规中矩,显示出潘老师对商务英语教学的理论、模式、方法和测评等各要素有比较全面的了解。潘老师最亮眼的表现是在10分钟的时间里,用流利的英语将其教学方案展现出来,而且条理清晰,相关的教学理论、教学方法、商务知识、商务案例均了然于胸,信手拈来,同时口到手到,同步将所讲内容写到白板上,手起笔落,一气呵成。在提问阶段,潘老师的表现依旧出色,理解到位,回答中肯,表现出较高的英语基本功和商务、人文素养。不过有的回答可以再精炼一些。比如在回答第一个问题时,把EGP,EOP,EAP,ESP 的定义都讲了一遍,有点啰嗦。总而言之,潘紫萌在说课中表现突出,是一位素质比较全面、经验比较丰富的优秀商务英语教师。点评专家:陈准民

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

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大语言模型赋能外语教学与研究系列课程

第一板块:科研赋能——5月16日、23日:大语言模型辅助外语研究本板块旨在帮助外语教师系统提升科研能力,从质性研究与量化研究两大研究范式入手,覆盖从选题到数据分析的研究全流程----聚焦选题凝练与文献述评,从教学实践中发现研究问题,借助大语言模型整合文献、重构学术理路;围绕质化与量化方法,系统讲解大语言模型在研究设计、编码框架构建、变量关系建模及数据分析中的辅助角色,并通过互动提问与专家评点巩固研习效果。第二板块:评价反馈赋能——5月30日:大语言模型辅助课堂教学反馈本板块聚焦外语课堂的精准评价与个性化反馈。课程精准聚焦视听理解、口语产出、阅读理解、写作表达四大技能,以“案例驱动—技术赋能—教研探索”为设计逻辑,演示如何利用大语言模型提供即时、精准、个性化的反馈解决方案,革新传统反馈模式,实现数据驱动的精准评价与规模化因材施教。第三板块:教学赋能——5月31日:大语言模型辅助外语教学设计本板块核心目标是帮助外语教师夯实LLM赋能外语教学设计的学理基础,掌握以能力培养为导向的AI+教学设计方法。通过四大课程模块的系统研修,引导教师明晰AI在合作学习、多模态素养、自我调控学习、个性化学习四大维度的应用逻辑与实践路径;助力教师将技术赋能转化为培育学习者核心素养的具体行动,推动外语教学设计从“知识传递”向“能力建构”转型,从“标准化教学”向“个性化培育”升级;以期推动外语教学研究与实践的深度融合,构建人机协同的课堂互动新模式,打造更具科学性与实效性的智慧课堂。本系列课程秉持“问题导向、实践驱动、学科适配”原则,特邀领域内领军学者与一线优秀教师联袂主讲,通过案例解析、技术演示与任务实操,助力外语教师构建教学-评价-科研的完整智能素养链。未来已来,智能技术将更加积极地重塑教师的专业边界。在这个向阳而行、暖风入怀的五月,期待与您一道,从大语言模型出发,迈向外语教学与科研的新高度!课程内容及专家介绍第一期课程(5月16日、23日)大语言模型辅助外语研究课程简介外语研究正日益呈现数据复杂化与方法多元化趋势。外语课堂研究涉及学习者心理、教师行为与课堂互动等多维变量,这对科研选题凝练、研究设计与数据分析能力提出了更高要求。实践中,研究者与一线教师在研究问题聚焦、质化研究设计与量化模型构建方面仍面临诸多挑战。人工智能辅助工具的出现为研究过程提供了新的视角。大语言模型可在研究选题、质化及量化研究设计等环节发挥作用,但其有效性取决于研究者的方法论素养与研究能力。本课程旨在聚焦科研选题、质化与量化研究设计、质化与量化数据处理等核心环节,系统提升研究能力,并引导学员合理使用人工智能工具,从而提升外语研究的规范性和创新性。主讲专家(按授课先后排序)金檀:教授、博士生导师,华南师范大学国际文化学院院长、儿童青少年阅读与发展教育部哲学社会科学实验室专家,主要研究领域为语料库语言学、语言测试与评估、语言智能教学。在人才培养方面,主持开发“语言、数据与研究”数字课程、“学术前沿与文献导读”案例微课及“英语科研写作与学术交流”AI课程,主编或撰写《外语教学智慧科研方法入门》《语料库辅助英语教学入门》《英语测试与评价》等教材,获国家级教学成果奖两项;在科学研究方面,主持国家社科、教育部人文社科、广东省社科等项目,出版《第二语言口语表现评分研究》《英语口语例据使用特点及发展研究》《数智化国际中文教学入门》等著作,主持《外语界》、Computer Assisted Language Learning、Journal of English for Academic Purposes(JEAP)等期刊专栏,研究成果获邀Language Testing主编专访并入选TESOL Quarterly年度高下载论文及Modern Language Journal年度高被引论文;在社会服务方面,担任Language Testing in Asia副主编及Innovation in Language Learning and Teaching、JEAP等期刊编委,创建“一针三库智能教研平台”(LanguageData.net),自主研发的“文本分级指难针”已被国内外一万四千余所机构(含国内95%“双一流”建设高校)的同行广泛采用。徐建:四川外国语大学教授,博士生导师。主要研究领域为应用语言学及外语教育,擅长高阶量化数据统计。目前担任SSCI一区期刊Research Papers in Education副主编。于2018年获香港中文大学教育学院课程与教学系博士学位,攻读博士期间曾作为交换生赴加拿大女王大学进行联合培养。入选四川外国语大学“嘉陵青年学者计划”和“嘉陵优秀学者计划”。2023至2024年间,曾在英国雷丁大学教育学院进行访学。目前以第一作者或通讯作者,在SSCI期刊上发表了40余篇学术论文,同时在《现代外语》、《外国语文》等多家中文期刊发表研究成果。此外,徐建教授主持和参与了多项国家级和省部级科研项目,参与多项国内外学术会议,并担任多本SSCI和CSSCI期刊的审稿人。张聪:浙江大学外国语学院教授、博士生导师、美国普渡大学博士。入选浙江省之江青年社科学者计划、主持国家社科基金项目1项、省部级项目6项,其中省级教改项目2项,涵盖外语教师评价素养、人工智能赋能外语教学等方向。出版学术专著1部、编著1部,在语言学国际权威期刊发表SSCI一区、二区论文多篇。研究成果获省高校人文社科优秀成果奖二等奖1项,在国内外学界产生了较大影响。作为领域专家,担任国家社科基金通讯评审、国家一流课程评审等工作,积极参与学术共同体建设。现为中国英汉语比较研究会写作教学与研究专业委员会理事、中国英汉语比较研究会外语教师发展专业委员会理事、中国高等教育学会数字化课程资源研究分会理事。同时,担任20余家SSCI期刊审稿人,为推动学科前沿发展贡献力量。在教学方面,主持国家一流课程1门、省级课程思政示范课1门,获国家教学成果奖二等奖、省级教学成果奖一等奖、二等奖各1项,荣获首届高校教师教学创新大赛全国三等奖 、高校混合式教学设计创新大赛全国一等奖,展现了在教学改革与实践创新方面的持续贡献。近年来,受邀在清华大学等40余所高校作学术讲座,分享人工智能赋能教学与科研的前沿探索,推动教育数字化转型与教师科研效能提升。苏晓俐:四川外国语大学语言智能(通识教育)学院副教授,嘉陵青年学者。先后获得华中师范大学英语学士、北京师范大学外国语言学及应用语言学硕士,以及香港中文大学课程与教学系博士学位。曾公派赴德国慕尼黑大学访学一年。主要研究领域为外语教育与教师教育。主持完成重庆市社科基金一项,并参与了10余项国家级和省部级科研项目。在 The Modern Language Journal, System, Teaching and Teacher Education,《外语教育研究前沿》等国内外期刊发表论文20余篇,并担任10余份国际高水平期刊的审稿人。王亚冰:广东外语外贸大学英语教育学院副教授,云山青年学者,新西兰奥克兰大学博士后,香港中文大学教育心理学博士。主要研究领域为二语习得、教育心理学。在SSCI及CSSCI期刊发表论文近50篇,代表作发表在《中国外语》、《外语界》、《外语教学》、System, Language Teaching Research, Assessing Writing, Education and Information Technologies, Journal of Multilingual and Multicultural Development, Studies in Second Language Learning and Teaching, Clinical Psychology Review(IF=12)等期刊,多篇入选ESI高被引论文。主持省部级项目多项,曾获广东省哲学社会科学优秀成果奖(排名第一)、外教社大学英语听说组教学比赛广东赛区特等奖。姚远:中南大学外国语学院副教授。研究方向包括外语教育心理(语言思维、学习情绪、学习投入等)和量化研究方法(单变量与多变量研究方法、潜在类别分析、混合模型等)。近五年以第一作者和通讯作者身份在SSCI刊物发表论文二十余篇,代表性作品发表在Computer Assisted Language Learning, Journal of Second Language Learning, TESOL Quarterly, Assessing Writing, Language Teaching Research等。目前是二十余本SSCI刊物的审稿人。沈彬:福州大学外国语学院副教授、硕士生导师、院长助理,福建省级高层次人才,福州大学海外旗山学者,外国语学院外语教育教学研究中心主任,福建省女科技工作者协会理事。香港中文大学英语教育博士,美国哥伦比亚大学对外英语教学硕士。主要学术兴趣:计算机辅助外语学习、二语写作、自我调控学习策略、写作动机、社交情感学习、学业情绪等。近五年来,以第一或通讯作者身份在语言学、教育学及心理学等研究领域发表30篇高水平SSCI/CSSCI期刊论文,ESI高被引论文3篇,代表期刊包括《现代外语》、Computer Assisted Language Learning, System, Language Teaching Research, International Journal of Multilingualism, Journal of Multilingual and Multicultural Development和Applied Linguistics Review等。主持省部级等社科项目9项,担任Frontiers in Education (ESCI)评审编辑。姜毅超:深圳技术大学外国语学院助理教授,外国语学院技术增强语言中心负责人,“外语教育与技术”微专业负责人。获工学学士(计算机科学与技术)、教育学硕士(课程与教学论)、哲学博士(教育学)学位,并在香港中文大学及香港教育研究所从事博士后研究。近年来聚焦生成式人工智能、自动语音识别与环景视频虚拟现实(SVVR)等技术在语言教学中的应用,成果见Computers & Education,Computer Assisted Language Learning,Journal of Computer Assisted Learning,Educational Technology & Society等权威期刊,并主持与参与多项国家、省市及香港特区科(教)研项目。曾获外研社“教学之星”全国复赛一等奖、深圳技术大学“优秀班主任”、“就业工作先进个人”等荣誉,入选深圳市“鹏城孔雀计划”特聘岗位C类人才。兼任国际会议AI3L执行委员会委员、GCCCE子会议执行主席等学术职务,并担任多本国际期刊审稿人。课程安排2026年5月16日模块1:选题凝练与问题提出08:40—10:10如何基于教学实践凝练研究选题?10:20—11:50 如何基于文献梳理聚焦研究问题?模块2:质化研究与数据处理14:00—15:30 如何使用大语言模型开展质化研究设计?15:40—17:10如何使用大语言模型进行质化数据处理?2026年5月23日模块3:量化研究与数据处理08:40—10:10 如何使用大语言模型开展量化研究设计?10:20—11:50 如何使用大语言模型进行量化数据处理?模块4:文献追踪与选题解析14:00–15:30 质化研究:前沿综述与选题点评15:40–17:10 量化研究:动态解读与选题分析第二期课程(5月30日)大语言模型辅助课堂教学反馈课程简介随着以生成式人工智能为代表的技术浪潮席卷全球,教育领域正经历着一场深刻的数字化转型。大语言模型作为其中的核心驱动力,不仅为教学工具与模式的创新提供了全新可能,也对教师的数字素养与教学理念提出了时代性挑战。在此背景下,如何将前沿人工智能技术深度、有效地融入高校外语教学,特别是变革耗时费力且对个体差异响应不足的传统课堂教学反馈模式,已成为推动二语习得效率提升、实现规模化因材施教的关键研究与实践课题。本次专题研修课程旨在通过系统化的研训,赋能外语教师理解、评估并应用大语言模型技术工具,从而革新反馈范式,积极应对智能时代对语言人才培养提出的新要求。课程特色课程内容设计秉持系统性与前沿性相结合的原则,精准聚焦外语教学中“视听理解”“口语产出”“阅读整合”“写作表达”四大核心技能板块,并特邀四位在相关领域兼具深厚学术造诣与丰富实践经验的学者担纲主讲。课程的突出特色在于构建了“案例驱动—技术赋能—教研探索”三位一体的逻辑架构。每一课程模块均从一线教学中真实存在的反馈困境出发,以案例引发深度反思;进而聚焦于赋能路径,系统阐释并演示如何利用大语言模型设计并提供即时、精准、个性化的反馈解决方案,强调策略的可操作性与迁移性;最后升华至研究视野,综述该技能领域国内外关于智能反馈的最新研究动态与理论进展,引导教师实现从教学实践者向反思性实践者乃至教育研究者的角色迈进。主讲专家(按授课先后排序)张铁夫:博士,现任香港科技大学(广州)语言教育与实践学科助理教授、语言测评负责人,2019年获悉尼大学博士学位,具备语言教育与数据科学的专业背景,被评四川外籍高层次A类人才。主要研究方向为二语习得、二语写作及语言教师教育。主持教育部人文社会科学研究项目、教育部教育考试院科研项目等多项课题,在国内外高水平期刊发表论文20余篇,现为国际期刊System编委。吕伯宁:香港大学博士,厦门大学国际中文教育学院/海外教育学院副教授,硕士研究生导师,Educational Technology & Society编委。研究领域为智能技术辅助语言教学。主持及参与多项国家社科、教育部人文社科、教育部中外语言交流合作中心国际中文教育研究与省社科项目,研究成果发表于Computer Assisted Language Learning、Language Learning & Technology等多个SSCI及CSSCI期刊。金檀:教授、博士生导师,华南师范大学国际文化学院院长、儿童青少年阅读与发展教育部哲学社会科学实验室专家,主要研究领域为语料库语言学、语言测试与评估、语言智能教学。在人才培养方面,主持开发“语言、数据与研究”数字课程、“学术前沿与文献导读”案例微课及“英语科研写作与学术交流”AI课程,主编或撰写《外语教学智慧科研方法入门》《语料库辅助英语教学入门》《英语测试与评价》等教材,获国家级教学成果奖两项;在科学研究方面,主持国家社科、教育部人文社科、广东省社科等项目,出版《第二语言口语表现评分研究》《英语口语例据使用特点及发展研究》《数智化国际中文教学入门》等著作,主持《外语界》、Computer Assisted Language Learning、Journal of English for Academic Purposes(JEAP)等期刊专栏,研究成果获邀Language Testing主编专访并入选TESOL Quarterly年度高下载论文及Modern Language Journal年度高被引论文;在社会服务方面,担任Language Testing in Asia副主编及Innovation in Language Learning and Teaching、JEAP等期刊编委,创建“一针三库智能教研平台”(LanguageData.net),自主研发的“文本分级指难针”已被国内外一万四千余所机构(含国内95%“双一流”建设高校)的同行广泛采用。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。研究领域包括数字化多模态写作,数字素养,多模态评估与反馈。主持多项中国香港特别行政区研究资助和当地教育局项目,担任TESOL Quarterly研究传播编辑,The JALT CALL Journal (Scopus-Q1)副主编,Computer Assisted Language Learning、TESOL Quarterly、Journal of Second Language Writing、Assessing Writing、Linguistics and Education 等期刊编委。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。课程安排2026年5月30日08:40—10:10模块一:LLM辅助视听教学反馈10:20—11:50 模块二:LLM辅助口语教学反馈14:00—15:30 模块三:LLM辅助阅读教学反馈15:40—17:10模块四:LLM辅助写作教学反馈第三期课程(5月31日)大语言模型辅助外语教学设计课程简介在教育数字化转型纵深推进与《教育强国建设规划纲要(2024—2035年)》明确推动科技与教育深度融合的时代背景下,大语言模型(LLM)凭借其强大的语言生成、情境模拟与个性化交互能力,正深刻重塑外语教学的范式与路径,为外语教育的提质增效注入全新动能。外语教学理论的核心,始终围绕“以学习者为中心”的价值导向——从维果茨基社会文化理论强调的“社会互动促进行为发展”,到建构主义学习理论主张的“学习者主动建构知识意义”,再到自我调节学习理论提出的“学习者自主调控学习过程以实现目标”,均凸显了“能力培养”在语言习得中的核心地位,这与当前外语教学从“技能训练”向“素养培育”转型的核心需求高度契合。如何依托LLM技术,突破传统教学设计的瓶颈,将技术赋能与学理支撑深度融合,聚焦学习者核心能力的培育,成为当前外语教学改革与教师专业发展的重要课题。本系列研修课程第四期“LLM辅助外语教学设计”,以“能力培养为核心”,立足外语教学核心理论,整合四大核心课程模块,彰显鲜明的学理价值与实践意义。AI赋能合作学习模块,探索LLM如何搭建高效互动平台,促进学习者在协作探究中提升语言运用能力与合作素养;AI赋能多模态素养培养模块,阐释LLM如何整合文字、音频、视频等多模态资源,培育学习者解读、生成多模态文本的能力,契合当前多符号、多模态时代的语言教育需求;AI赋能自我调控学习模块,以自我调节学习理论为支撑,探究LLM如何为学习者提供个性化学习反馈、学习策略指导,助力学习者形成“计划—执行—监控—反思”的闭环学习能力,破解传统教学中自我调控培养缺失的难题;AI赋能个性化学习模块,基于差异教学理论与建构主义学习理论,挖掘LLM在学情分析、资源适配、任务定制中的优势,关注学习者多元需求,实现“因材施教”的教育理念。主讲专家(按授课先后排序)苏友:博士,北京邮电大学人文学院教授,国际期刊Journal of Computers in Education副主编。研究兴趣包括语言智能教学、二语同伴互动、外语教师教育等。主持国家社科基金一般项目、教育部人文社科青年项目等课题。以第一作者/通讯作者在Computer Assisted Language Learning、Journal of Second Language Writing、System、Journal of English for Academic Purposes、Teaching and Teacher Education、Higher Education、《中国外语教育(现外语教育研究前沿)》《现代教育技术》等SSCI/CSSCI刊物发表多篇论文。获北京市高等教育教学成果一等奖、北邮青年教师教学观摩比赛一等奖等荣誉。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。研究领域包括数字化多模态写作,数字素养,多模态评估与反馈。主持多项中国香港特别行政区研究资助和当地教育局项目,担任TESOL Quarterly研究传播编辑,The JALT CALL Journal (Scopus-Q1)副主编,Computer Assisted Language Learning、TESOL Quarterly、Journal of Second Language Writing、Assessing Writing、Linguistics and Education 等期刊编委。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。滕琳:浙江大学外国语学院教授,博士生导师。研究主要围绕语言智能教育、自我调节学习、学习者心理情感特征、教师教育等方面。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。连续四年入选爱思唯尔外国语言文学领域“中国高被引学者”,连续两年入选斯坦福发布全球前2%顶尖科学家榜单。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。担任System期刊联席主编,Computer Assisted Language Learning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。主持香港研究资助局研究基金项目课题多项,在国际期刊发表100多篇研究论文,并出版专著Autonomous Language Learning with Technology beyond the Classroom,Insights into Autonomy and Technology in Language Teaching及Technology-enhanced Connected Language Learning across Time and Space。课程安排2026年5月31日08:40—10:10模块一:AI赋能合作学习:案例与实践10:20—11:50 模块二:AI赋能多模态素养培养:案例与实践14:00—15:30 模块三:AI赋能自我调控学习:案例与实践15:40—17:10模块四:AI赋能个性化学习:案例与实践

@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。

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