教学素材 | 报告称:全球企业重AI轻招聘,Z世代求职环境正经历结构性调整

报告称:全球企业重AI轻招聘,Z世代求职环境正经历结构性调整Gen Z faces a shifting job landscape as global firms prioritize AI over new hires, report says文本难度:七级(考研)易刘立军供稿Young people entering the workforce are facing a shifting job landscape, as business leaders invest in artificial intelligence (AI) rather than new hires, according to a study of global business leaders. 一项针对全球商业领袖的研究显示,初入职场的年轻人正面临求职环境结构性调整,因为企业领导者更倾向于投资人工智能(AI),而非招聘新员工。Bosses are prioritizing automation through AI to plug skills gaps and allow them to reduce headcount, instead of training up junior members of staff, a report by the British Standards Institution (BSI) found.英国标准协会(BSI)的一份报告指出,企业领导者正优先通过AI实现自动化,以填补技能缺口并减少员工数量,而非培养初级员工。Four in 10 (41%) of bosses said AI was allowing them to cut the number of employees in a survey of more than 850 business leaders across seven countries: the UK, US, France, Germany, Australia, China, and Japan. 在对来自七个国家(英国、美国、法国、德国、澳大利亚、中国和日本)的850多位企业领导者进行的调查中,有四成(41%)的受访者表示,AI使得他们得以减少员工人数。Nearly a third (31%) of those surveyed said their organization was looking at AI solutions before considering hiring a person, with two-fifths expecting this to be the case within five years. 近三分之一(31%)的受访者表示,其所在机构在考虑招聘人员之前会先评估AI解决方案;另有五分之二的受访者预计五年内情况也将变成如此。In a sign of the challenges facing workers belonging to gen Z—born between 1997 and 2012—at a time when the labor market is cooling, a quarter of bosses said they believed that all or most tasks carried out by entry-level colleagues could be performed by AI. 随着劳动力市场持续降温,Z世代(1997至2012年生人)的劳动者正面临严峻挑战。四分之一的企业领导者表示,他们认为初级岗位员工所承担的大部分乃至全部任务均可由AI完成。Susan Taylor Martin, chief executive of BSI, said: “AI represents an enormous opportunity for businesses globally, but as they chase greater productivity and efficiency, we must not lose sight of the fact that it is ultimately people who power progress.” BSI首席执行官苏珊·泰勒·马丁表示:“AI为全球企业带来了巨大机遇,但在追求更高生产力和效率的同时,我们绝不能忽视一个事实——推动进步的终究是人。”“Our research makes clear that the tension between making the most of AI and enabling a flourishing workforce is the defining challenge of our time. There is an urgent need for long-term thinking and workforce investment, alongside investment in AI tools, to ensure sustainable and productive employment.” “我们的研究清楚表明,如何在充分利用AI的同时打造蓬勃发展的劳动力队伍,是当今时代的核心挑战。为了确保就业的可持续性和生产力,除了投资AI工具之外,还迫切需要进行长远规划并加大对人力资源的投入。”In addition, two-fifths (39%) of leaders said entry-level roles had already been reduced or cut as a result of efficiencies made by using AI tools to conduct research or carry out administrative and briefing tasks. 此外,五分之二(39%)的领导者表示,由于AI工具在进行调研、处理行政事务及撰写简报等方面带来了效率提升,初级岗位已被削减或取消。While more than half of respondents said they felt lucky to have started their career before the use of AI became widespread, just over half (53%) also said they believed that the benefits of AI implementation in companies would outweigh the disruption to the workforce. 超过半数受访者表示,自己实属幸运——在AI普及前就开启了职业生涯。不过,也有略超半数(53%)的人认为,AI在企业中投入使用所带来的益处,将超过其对劳动力造成的冲击。AI is being rapidly adopted by UK businesses, according to the business leaders surveyed, and three-quarters (76%) said they expect new tools to deliver tangible benefits to their organizations within the next 12 months. 据受访企业领导层表示,英国企业正在迅速采用AI技术,且有四分之三(76%)的人预计这些新工具将在未来12个月内为其公司带来切实效益。Businesses said they were mainly investing in AI to improve productivity and efficiency, as well as cutting costs and filling skills gaps. 企业纷纷表示,投资AI的主要目的,是提升生产力与效率,同时降低成本并弥补技能缺口。BSI analysis of company annual reports found that the word “automation” appeared almost seven times more frequently than “upskilling” or “retraining”. BSI对公司年报的分析发现,“自动化”一词出现的频率,是“技能提升”或“再培训”的近七倍。A separate survey revealed recently that half of UK adults are concerned about the impact of AI on their job, fearing it could take or alter their employment, according to a poll by the Trades Union Congress. 英国总工会(TUC)近期一项民调显示,半数英国成年人担忧AI会对自身工作带来影响,害怕它会取代或改变自己的就业岗位。Britain’s jobs market has been cooling in recent months, and wage growth has slowed, with the UK’s official jobless rate at a four-year high of 4.7%. However, most economists do not believe this is linked to an acceleration in investment in AI. 近几个月来,英国就业市场持续降温,薪资增长放缓,官方失业率已升至4.7%,达到四年来的最高水平。然而,多数经济学家认为,这一现象和加速对AI的投资并无直接关联。Meanwhile, concerns are being raised that a stock market bubble has been created by high valuations of AI companies, which could lead to a market crash. 与此同时,人们日益担忧:AI公司估值过高,已催生了股市泡沫,这可能引发市场崩盘。【词汇】 1. executive n. 高管;行政人员2. administrative adj. 行政的;管理的3. briefing n. 简要提示,情况简介4. outweigh v. 超过;比……更重要5. retrain v. 再培训;重新训练(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 | 人类是否应该尝试与外星人建立联系?

人类是否应该尝试与外星人建立联系?Should We Try to Communicate with Aliens?常速| 五级(中等)| 879词| 5min12s刘立军供稿Part I. QUESTIONSListen to the passage and choose the best answer to each question you hear.Q1. According to the passage, what is the main purpose of SETI?A. To stop the spread of radiation from Earth into outer space.B. To look for signs of intelligent life in the Universe.C. To train astronauts to communicate with aliens.D. To record natural radio waves from distant stars.Q2. What does Douglas Vakoch’s organization METI mainly propose?A. Listening to alien signals more carefully.B. Sending messages from Earth to outer space.C. Avoiding contact with civilizations that might be hostile.D. Developing stronger satellites for communication.Q3. What example did Stephen Hawking use to warn against contacting aliens?A. The extinction of many native species after foreign invasions.B. The wars caused by miscommunication between nations.C. The tragic experience of Native Americans when Columbus arrived.D. The failure of early attempts to decode radio signals.Q4. What does Douglas Vakoch mean by saying “We’re trying to be the galactic giraffes here.”?A. Humans want to show their intelligence to possible alien observers.B. Aliens may have already established secret contact with humans.C. The Universe is too vast for successful communication.D. Alien civilizations probably understand our attention-seeking behavior.Q5. What is the main idea of the passage?A. Space communication between planets may never be possible.B. Humans have already received signals from extraterrestrial civilizations.C. Alien contact would be extremely dangerous for human society.D. Scientists are debating whether humans should actively contact alien life.Part II. TRANSCRIPTShould We Try to Communicate with Aliens?Star 1: Hello? Star 2: Can you hear us?Star 1: I can hear you. Can you hear me?Star 2: Hello?Echoing: Is there anybody out there?Narrator: Well, that’s the question, isn’t it? Has been for as long as anyone can remember. Are we alone? It might sound like science fiction, but the Universe is so vast. Many scientists think it’s unrealistic to imagine we’re the only form of life in it. Alien life may also be what we would consider intelligent. But as the physicist Enrico Fermi asked in 1950, if we’re not alone, where is everybody?Mike Garrett: The Universe is full of natural radio waves generated by stars, and planets, and galaxies. But that emission is really very smooth.Narrator: (Q1) That’s Mike Garrett, an astrophysicist and active member of SETI—the Search for Extra Terrestrial Intelligence.astrophysics n. 天体物理学terrestrial adj. 地球的Mike Garrett: Artificial radio waves are very spiky because they convey information. So we’re looking for anomalies—the signature of potentially other intelligent civilizations out there, broadcasting to the Universe.spiky adj. 成锥形的anomaly n. 异常现象Douglas Vakoch: What SETI assumes is that the aliens are very motivated, that they’re going out of their way to send us intentional signals for our benefit.Narrator: (Q2) And that’s Douglas Vakoch, the founder of METI, which stands for Messaging Extra Terrestrial Intelligence. They think listening is not enough.Douglas Vakoch: Maybe we should do the heavy lifting by reaching out first. I mean, someone has to take the first move.Narrator: Making the first move in any relationship has its risks—opening oneself up to rejection, or worse. Stories of alien fleets visiting Earth with the sole intention of wiping us out are common ground for science fiction. But there is a theory that, if we’re not careful, this could become science fact.Mike Garrett: (Q3) I think one of the things that Stephen Hawking, famous cosmologist, said about this idea of transmitting signals is that it might not turn out very well for us here on this planet, just like it didn’t turn out very well for the Native Americans when Columbus first settled there.cosmologist n. 宇宙学家Narrator: But METI is amongst those who see this argument as a red herring.red herring 指转移注意力之物Douglas Vakoch: It’s too late to hide. We’re already known in the Universe.Narrator: Douglas and his colleagues believe that, through TV and radio broadcasts—not to mention mobile phone towers—Earth has been leaking radiation into space for decades. This “leakage” is exactly what SETI looks for as signs of life elsewhere, so it stands to reason that, if aliens are listening, they could probably already hear us. One theory, known as the Zoo Hypothesis, is that aliens already know we exist. But rather than making contact, they’re studying us from afar—as if we were animals in a zoo. (Q4) Douglas thinks that by sending out regular messages, we can demonstrate both our intelligence and desire to communicate.afar adv. 在远处Douglas Vakoch: If you imagine we go to the zoo and we’re walking around and we see a bunch of giraffes, what happens if one of them turns around, looks us in the eye, and starts pounding out a series of prime numbers with its hoof? We’re trying to be the galactic giraffes here.pound v. 连续重击prime number 质数,素数hoof n. 蹄galactic adj. 银河的,星系的Narrator: But for SETI and Mike, this remains problematic. Though not against communicating per se, Mike argues that we need to think much more carefully about what we want to say and how we want to say it.Mike Garrett: Who speaks for Earth? And who has the right? When I see a lot of these signals being sent, they don’t represent all of this planet. You know, just arbitrarily sending signals out into space is not very democratic.Narrator: If humans were to enter a dialogue with an alien species, how would we get them to understand us? This is more than a language barrier. It’s a fundamental difference barrier. Because of the enormous distances involved, we’re also dealing in difficult timescales. If we send a message to a life form 1,000 light years away, it will take 1,000 years to reach them. And assuming their technology is similar to ours, we’d wait another 1,000 years for the reply.Douglas Vakoch: It’s almost like you get an email from someone ten years ago and they say, “Yes, sounds great.” But you don’t even remember what it was about. This only works if it’s something embraced by generations to come. Narrator: The first message sent into space for the benefit of aliens was in 1974—more than 50 years ago. It became known as the Arecibo Message. And so far, we have received nothing in return, which returns us to Enrico Fermi’s question—“Where is everybody?” METI will continue reaching out to those planets that orbit within what’s known as the “Goldilocks Zone”—not too hot, not too cold—just right for potential life. Meanwhile, Mike and SETI will keep an ear to the sky, advancing techniques to pick up signals from other worlds. And maybe one day, just maybe...Mike Garrett: If we detect a signal and we know that we’re not alone in the Universe, I think that should make people happy. If we discover another civilization and they’re very different from us, we’ll realize actually how similar we are to our neighbors.Part III. KEYQ1.B.【解析】细节题。题目出处为:“That’s Mike Garrett, an astrophysicist and active member of SETI—the Search for Extra Terrestrial Intelligence.”意为:“这是迈克·加勒特,他是SETI(搜寻地外智能生命组织)的成员。”因此正确答案为B。Q2.B.【解析】细节题。题目出处为:“That’s Douglas Vakoch, the founder of METI, which stands for Messaging Extra Terrestrial Intelligence. They think listening is not enough.” 意为:“道格拉斯·瓦科赫是METI的创始人,METI意为‘向地外智能生命传递信息’。他们认为仅仅倾听是不够的。”因此正确答案为B。Q3.C.【解析】细节题。题目出处为:“... one of the things that Stephen Hawking, famous cosmologist, said about this idea of transmitting signals is that it might not turn out very well for us here on this planet—just like it didn’t turn out very well for the Native Americans when Columbus first settled there.” 意为:“……著名宇宙学家史蒂芬·霍金指出,主动发射信号的结果可能对人类而言并不好——就像哥伦布抵达美洲后印第安人的命运一样。”这一比喻警示人类主动联系外星生命或将带来不可控的风险,因此正确答案为C。Q4.A.【解析】推理题。在对话中,叙述者说:“Douglas thinks that by sending out regular messages, we can demonstrate both our intelligence and desire to communicate.(道格拉斯认为,通过定期向外发送信息,我们可以展示自己的智慧以及沟通的意愿。)” 接着,Douglas Vakoch进一步解释道:“If you imagine we go to the zoo and we’re walking around and we see a bunch of giraffes, what happens if one of them turns around, looks us in the eye and starts pounding out a series of prime numbers with its hoof? We’re trying to be the galactic giraffes here.” 大意是:如果我们在动物园看到一群长颈鹿,而其中一只转过身来,望向我们,并用蹄子敲出质数序列,这意味着什么?Douglas借此比喻说明,人类也在试图扮演银河系中“长颈鹿”的角色,主动发送规律性的信号,向可能存在的外星生命展示我们的智慧与沟通意愿。因此正确答案为A。Q5.D.【解析】主旨题。文章由旁白引出核心问题“Should we try to communicate with aliens?”并介绍了两个研究组织及其立场差异:SETI(Search for Extra Terrestrial Intelligence)专注寻找外太空智能生命信号;而METI(Messaging Extra Terrestrial Intelligence)主张人类主动向外太空发送信号。通过呈现Mike Garrett与Douglas Vakoch的不同观点,文章展示了科学界围绕“人类是否应主动与外星生命沟通”的持续争论。因此,本文的主旨是科学家正在探讨人类是否应主动尝试与外星生命建立联系,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 | 疾病消失

疾病消失Disease be gone!常速 | 六级(中等)| 797词 | 4min59s刘立军供稿Part I. QUESTIONSListen to the news and choose the best answer to each question you hear.Q1. What question does the host ask at the beginning of the episode?A. How many diseases have been eradicated by WHO? B. Which disease can no one get anymore due to global efforts? C. What tools are needed to eliminate tropical diseases? D. How can individuals contribute to disease elimination? Q2. What is the main topic of the episode?A. The global efforts to eliminate diseases. B. The history of smallpox eradication. C. The role of vaccines in disease control. D. The challenges of eradicating polio. Q3. What has been achieved regarding malaria elimination?A. Thirty-two countries are close to eliminating malaria. B. Fifty countries have eradicated malaria through vaccination. C. Forty-five countries have eliminated malaria with available tools. D. Forty-four countries have eliminated malaria in the last five years. Q4. What is required at the local level to eliminate a disease?A. Support from village chiefs and communities. B. Financial aid from international organizations. C. Advanced medical technologies and vaccines. D. Collaboration with local agriculture departments. Q5. Why does Dr. Jérôme emphasize the global commitment to disease elimination?A. Because vaccination campaigns require international funding. B. Because rich countries have more resources to fight diseases. C. Because governments need to prioritize tropical diseases. D. Because diseases in distant regions can eventually affect everyone. Part II. TRANSCRIPTDisease be gone!VGS: Countries are eliminating diseases all over the world. In fact, in the last five years alone, forty-four eliminations have been confirmed by WHO. (Q1) There’s one disease that because of the global effort, no one can get anymore. Do you know which one it is? If yes, please write it down in the comments and we’ll talk about it in this episode. (Q2) We’re talking about disease elimination today. What does it take to eliminate a disease on the ground? And what needs to happen before WHO can confirm a disease that a disease has been eliminated? We’re talking to Dr Jérôme Salomon. Welcome, Jérôme. Jérôme, what are these diseases that have been eliminated in the past five years?JS: So, many diseases, like tropical diseases have already been eliminated. Fifty countries, for example, have already eliminated at least one Neglected Tropical Disease. So that’s a huge success because it’s a very heavy burden for the populations. (Q3) Malaria, forty-five countries have already eliminated malaria, thanks to all the tools that are available. Vector controls, insecticides, bed nets, chemical prophylaxis treatment, and now we have two vaccines to protect children. Important point, we want to protect, for example, pregnant women who can transmit infections to their babies, of HIV, hepatitis B, syphilis. We are working with many countries to eliminate this vertical transmission of very important diseases. And something that, maybe, a lot of women don’t know, we can prevent cervical cancer thanks to vaccination. You know, we have a lot of examples and we are very, very hopeful that we will eliminate thirty two diseases in the next decade.malaria n. 疟疾 vector n. 媒介(指传播疾病的生物或物体) insecticide n. 杀虫剂 prophylaxis n. 预防措施;预防治疗 hepatitis n. 肝炎 syphilis n. 梅毒 VGS: So what needs to happen on the ground for a disease to be eliminated and for WHO to confirm that it has indeed been eliminated?JS: When we say ‘elimination’ it’s eliminating a disease as a public health problem, as a public health concern in a region or in a country. It’s a huge work because we need a strong political commitment, coming from the head of state and ministries of course. WHO is helping a lot in terms of technical assistance and guidance. We are working together with education department, with agriculture department, with environment, because it’s global health, it’s a one health approach. (Q4) And then the local level is the most important one because we need to have the villages, the chiefs of the villages, the communities, involved and engaged. We also need NGO’s, we need the strong voices of people with lived experience. We need the young people to also be very committed to explain, to share their experiences, to adapt the tools to all the populations because we need to work without any stigma, without any discriminations and we need all the populations to be fully engaged. We have a very important report to WHO and then WHO can certify. Take a very concrete example, the polio eradication campaign. We need all the populations to be vaccinated. So it’s very important because we are very close to eradication of polio. We have to keep in mind, that the efforts should be strong and we never stop surveillance and having in mind that the virus could be back.polio n. 小儿麻痹症 vaccinate v. 给……接种疫苗 VGS: So when we eliminate polio, does that mean it will be like smallpox, gone forever?smallpox n. 天花 JS: So it’s important to remember that smallpox is the only human disease that has been eradicated? It was in 1980, so it was forty-five years ago and we are still trying to eradicate a second disease, maybe Guinea worm or polio.Guinea n. 几内亚(地名) VGS: Jérôme, what can individuals and communities do to support disease elimination?JS: They can do a lot. Sometimes we could say, well, neglected tropical diseases or some of these diseases are not concerning because I am very far away. I’m a thousand kilometers away. I’m living in a rich country, that is not affected. (Q5) Which is the wrong idea, because it’s like a fire. You could say, well the fire is far away from my house, I don’t need to call the fireman. But, in fact, you could wait and then the fire will affect your house. So having this global behaviour, meaning we are all committed, we are all affected. I think, even individuals in rich countries could really convince their governments that we need global health architecture, that we need a global health surveillance and we need a global commitment to fight communicable disease and tropical disease. You can be strong ambassadors of public health, sharing messages, teaching people, reaching the unreachable, of your communities. We are living on a very small planet, it’s a small village, we all have a role to play.communicable adj. 可传染的;可传播的 VS: Thank you, Jérôme. That was Science in 5 today. Until next time then, stay safe, stay healthy and stick with science.Part III. KEYQ1. B.【解析】细节题。根据“There’s one disease that because of the global effort, no one can get anymore. Do you know which one it is?”,可知主持人在节目开头提出的问题是“有一种疾病由于全球的努力,没有人再会患上了。你知道是哪种疾病吗?”,因此,正确答案为B。Q2. A.【解析】主旨题。根据“We’re talking about disease elimination today. What does it take to eliminate a disease on the ground? And what needs to happen before WHO can confirm a disease that a disease has been eliminated?”,可知主持人开篇即点出核心是谈论疾病消除。要在公众中消除一种疾病需要什么?在世卫组织确认一种疾病已被消除之前需要做些什么?因此,正确答案为A。Q3.C.【解析】细节题。根据“Malaria, forty-five countries have already eliminated malaria, thanks to all the tools that are available.”,可知已有45个国家消除了疟疾,这得益于现有的各类工具。因此,正确答案为C。Q4. A.【解析】细节题。根据“And then the local level is the most important one because we need to have the villages, the chiefs of the villages, the communities, involved and engaged.”,可知地方层面是最重要的,因为我们需要村庄、村长和社区的参与和投入。因此,正确答案为A。Q5. D.【解析】推理题。根据“Which is the wrong idea, because it’s like a fire. You could say, well the fire is far away from my house, I don’t need to call the fireman. But, in fact, you could wait and then the fire will affect your house.”,可知Jérôme博士用“火灾”作比喻,说明看似遥远地区的疾病,最终会像火灾一样波及所有人,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 | 将结核病列为全球卫生资助的优先事项

将结核病列为全球卫生资助的优先事项Prioritizing Tuberculosis in Global Health Funding常速 | 五级(偏难)| 239词 | 2min01s刘立军供稿Part I. QUESTIONSListen to the news and choose the best answer to each question you hear.Q1. What challenge does the US President’s foreign aid freeze pose? A. It limits the Global Fund’s ability to combat infectious diseases. B. It increases the prevalence of tuberculosis in impoverished nations. C. It reduces funding for malaria and HIV prevention programs. D. It affects global development, especially in fighting diseases. Q2. How has the Global Fund contributed to malaria prevention?A. By developing vaccines for malaria eradication. B. By providing bed nets and rapid diagnostic tests. C. By allocating $6.48 billion to malaria research. D. By focusing on improving healthcare accessibility. Q3. Why does tuberculosis receive less funding compared to malaria and HIV?A. It affects fewer people globally. B. It is considered less preventable than other diseases. C. It is largely ignored despite its high death toll. D. It thrives in wealthy nations with better healthcare systems. Q4. Why does the author argue that eradicating tuberculosis is achievable?A. Because tuberculosis affects fewer people than malaria and HIV. B. Because research shows that increased investment can save millions of lives. C. Because tuberculosis is less complex and easier to treat than other diseases. D. Because wealthy nations are committed to eradicating tuberculosis globally. Q5. What is the main topic of the passage?A. The need for increased funding to combat tuberculosis. B. The challenges of eradicating malaria and HIV globally. C. The role of foreign aid in global health development. D. The achievements of the Global Fund in disease prevention. Part II. TRANSCRIPTPrioritizing Tuberculosis in Global Health Funding(Q1) US President Donald Trump’s foreign aid freeze presents challenges for global development, especially in combating diseases. Amid these uncertainties, the Geneva-based Global Fund remains a vital force in fighting infectious diseases like malaria, HIV, and tuberculosis.malaria n. 疟疾 tuberculosis n. 结核病 The Global Fund has achieved significant progress in malaria and HIV treatment. (Q2) From 2023-25, it allocated $4.17 billion to malaria prevention, which has reduced cases and deaths in countries like Rwanda and Zambia through bed nets and rapid diagnostic tests. For HIV, $6.48 billion has been spent on antiretroviral therapy and prevention education, transforming HIV into a manageable condition.allocate v. 分配,拨款 diagnostic adj. 诊断的,鉴别的 However, tuberculosis receives only $2.4 billion - just 18% of the budget - despite killing more people than malaria and HIV combined. Tuberculosis disproportionately affects impoverished communities, thriving where living conditions are poor and healthcare is inaccessible.disproportion n. 不成比例,失衡 impoverish v. 使贫困 (Q3) Historically devastating in wealthier nations, it is now largely ignored, even though it claims 1.3 million lives annually, surpassing HIV/AIDS and malaria combined.devastate v. 毁灭,极度震惊 surpass v. 超越,超过 (Q4) Eradicating tuberculosis is achievable with increased investment. Research shows that $6.2 billion annually could save 1 million lives each year, reducing deaths by 90% by 2030. This investment offers a remarkable return, with benefits outweighing costs by 46 to 1.eradicate v. 根除,消灭 outweigh v. 超过,胜过 (Q5) The Global Fund must reassess its priorities to allocate more resources to tuberculosis, a preventable and curable disease that continues to kill millions. Greater global generosity and focus on tuberculosis could transform lives and deliver unparalleled health outcomes.Part III. KEYQ1. D.【解析】细节题。根据“US President Donald Trump’s foreign aid freeze presents challenges for global development, especially in combating diseases.”,可知美国总统冻结外国援助给全球发展带来了挑战,尤其是在抗击疾病方面。因此,正确答案为D。Q2. B.【解析】细节题。根据“From 2023-25, it allocated $4.17 billion to malaria prevention, which has reduced cases and deaths in countries like Rwanda and Zambia through bed nets and rapid diagnostic tests.”,可知从2023到2025年,全球基金拨款41.7亿美元用于疟疾预防,通过提供蚊帐和快速诊断测试减少了卢旺达和赞比亚等国家的病例和死亡人数。因此,正确答案为B。Q3. C.【解析】细节题。根据“Historically devastating in wealthier nations, it is now largely ignored, even though it claims 1.3 million lives annually, surpassing HIV/AIDS and malaria combined.”,尽管结核病每年夺去130万人的生命,超过艾滋病和疟疾的总和,但现在却被大幅忽视。 因此,正确答案为C。Q4.B.【解析】推理题。根据“Eradicating tuberculosis is achievable with increased investment. Research shows that $6.2 billion annually could save 1 million lives each year, reducing deaths by 90% by 2030.”,可知通过增加投资,消除结核病是可以实现的。研究表明,每年投入62亿美元可以挽救100万人的生命,到2030年将死亡人数减少90%。因此,正确答案为B。Q5. A.【解析】主旨题。根据“The Global Fund must reassess its priorities to allocate more resources to tuberculosis, a preventable and curable disease that continues to kill millions.”,最后一段呼吁全球基金必须重新评估其优先事项,将更多资源分配给结核病。因此,正确答案为A。(本文图片来源于摄图网,版权归摄图网所有)

第12届教学大赛英语专业组特等奖胡笑然说课

说课点评:胡笑然老师在说课环节清晰地表达了对所给文章的文本理解和基于语篇主题意义探究而开展教学的基本认识。在拿到文章后的短暂时间内,该选手对语篇进行了审读,并在此基础上快速构思了90分钟的教学设计,形成了基本的教学步骤。根据教学设计,胡老师计划选择与语篇主题相关的短视频为导入,激发学生的学习兴趣;然后以解读语篇为抓手,对语篇的主题、结构、语言、文体等方面进行分析。胡老师按照学生“学后能做”为目的,确定本课的教学目标并介绍了具体的教学步骤。她在教学设计中体现了自己的教学理念和对课文的独到见解,将课文分为三个部分,对每一部分的内容和结构进行了必要的讲解。通过解析语篇的主题,确定了语篇的中心思想,之后列举了语篇的核心概念、关键名词以及相关修饰词及其功能。胡老师将教学目标设定为学生“能做”,即能够理解语篇的主题意义,能够发现篇章结构的特征,能够与话题相同但来源不同的同类文章进行对比从而激发学生的批判性思维,能够从文章的体裁、结构、修辞等方面学习、理解和掌握语篇的关键词语,以及作者对关键概念的词语修饰和语言表达。教学设计安排了学生的小组讨论,要求学生形成有具体步骤的思维导图和概念关联,并在课堂上融入思政元素,并进行必要的陈述。最后一个环节为开放性的讨论,引导学生对不同的观点进行评论。胡老师基于丰富的教学经验和对学情的分析判断,对教学目的、教学重点、教学环节以及设计缘由作了清晰的陈述,显示了其对教学语篇的基本认识和语篇教学娴熟的驾驭能力。说课目的明确,条理清晰,设计突出主题,有一定的感染力,突出学生主体,采用活动途径,倡导体验参与,重视培养学生批判性思维和论说能力,所设计的教学环节有较好的可操作性。从整体上看,胡笑然老师有较高的人文素养和自己的教学风格,语言流畅,表述准确,知识面较广,该说课达到了较高的水准。不过胡笑然老师的时间把控不佳,说课缺乏完整性,强调篇章结构和概念理解,但忽略了教学评的一致性和一体化设计。建议她在今后的教学设计中更加重视学生在语言知识、语言技能、文化内涵、思维心智、情感态度等方面的综合发展和有效评价,积极采用探究式、任务型、交互性的教学方法,加强课外作业的安排和指导,促进学生在语言能力、人文素养、科学思维等方面的同步发展。点评专家:梅德明

第12届教学大赛商务英语组二等奖贺静授课

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

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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

2026年暑期全国高校外语骨干教师赴香港大学研修项目

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

@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。

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