新闻听力 | AI助力英语学习,教师不可替代

AI助力英语学习,教师不可替代AI Enhances English Learning While Teachers Remain Irreplaceable常速 | 五级 | 202词 | 1min32s刘立军供稿Part I. QUESTIONSListen to the news and choose the best answer to each question you hear.Q1. How does AI assist in creating immersive learning experiences according to the audio? A. By generating personalized quizzes for students. B. By simulating conversations and role-play scenarios. C. By translating texts into multiple languages. D. By analyzing students' academic performance. Q2. What specific role did Kazakh teacher Assira Sadykova attribute to AI in education? A. Building empathy and embracing diversity. B. Enhancing students' grammar and vocabulary. C. Simulating debates on global issues. D. Providing real-time feedback on pronunciation. Q3. What limitation of AI in education did Sadykova emphasize? A. AI cannot adapt to different teaching styles. B. AI struggles to provide accurate cultural references. C. AI can’t foster soft skills or support. D. AI is too expensive for most schools to implement. Q4. What is the main purpose of the audio? A. To argue that AI is replacing teachers in English education. B. To criticize the overreliance on AI in modern classrooms. C. To compare the use of AI in education between developed and developing countries. D. To explore the benefits and limitations of AI in English learning. Part II. TRANSCRIPTAI Enhances English Learning While Teachers Remain IrreplaceableEducators worldwide are integrating AI into English classrooms to improve cross-cultural communication, as discussed at the 2025 Global English Education China Assembly in Beijing.assembly n. 集会,会议 (Q1) Teachers from Kazakhstan, Vietnam, and China shared how AI tools simulate authentic conversations, provide instant cultural insights, and create immersive role-play scenarios. This helps students practice real-world language use and develop empathy for diverse cultures.simulate v. 模拟scenario n. 情景,场景 empathy n. 共情,同理心 (Q2) Kazakh teacher Assira Sadykova emphasized AI's role in exploring cultural diversity, building empathy, and helping students become respectful global citizens. Vietnamese educator Vu Thi Minh Trang highlighted AI's ability to introduce cultural content like videos and stories, while Chinese teacher Ge Bingfang praised AI's immersive, real-time cross-cultural experiences.Teachers also use AI for lesson planning, quizzes, and speaking exercises. For instance, Xiao Tingting from Beijing uses AI as a personal trainer for students, encouraging them to ask questions in English during class.Despite AI's benefits, educators stressed that teachers remain essential. They inspire students, provide emotional support, and foster critical thinking. (Q3) Sadykova noted AI cannot build soft skills or create a supportive environment, while Trang highlighted the need for human judgment and empathy in education.foster v. 培养,促进 (Q4) Teachers concluded that AI is a valuable tool but cannot replace the human connection central to effective learning.Part III. KEYQ1.【答案】B 【解析】细节题。题目出处:“Teachers from Kazakhstan, Vietnam, and China shared how AI tools simulate authentic conversations, provide instant cultural insights, and create immersive role-play scenarios.” 意为:“来自哈萨克斯坦、越南和中国的教师分享了AI工具如何模拟真实对话、提供即时文化洞见并创建沉浸式角色扮演场景。”因此正确答案为B。Q2. 【答案】A 【解析】细节题。题目出处:“Kazakh teacher Assira Sadykova emphasized AI's role in exploring cultural diversity, building empathy, and helping students become respectful global citizens.” 意为:“哈萨克斯坦教师Assira Sadykova强调了AI在探索文化多样性、培养同理心以及帮助学生成为尊重全球多样性的公民方面的作用。”因此正确答案为A。 Q3. 【答案】C【解析】细节题。题目出处:“Sadykova noted AI cannot build soft skills or create a supportive environment.” 意为:“Sadykova指出,AI无法培养软技能或营造一个支持性的环境。”因此正确答案为C。 Q4. 【答案】D【解析】主旨题。录音主要讨论了AI在促进跨文化交流中的优势和局限性。题目出处:“Educators worldwide are integrating AI into English classrooms to improve cross-cultural communication.”和“Teachers concluded that AI is a valuable tool but cannot replace the human connection central to effective learning.” 意为:“全球教育工作者正在将AI融入英语课堂以改善跨文化交流”以及“教师们总结道,人工智能是一项宝贵的工具,但无法取代有效学习所依赖的人与人之间的联结”。 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)

教学素材 | 人工智能会让你变笨吗?

Will AI Make You Stupid? 人工智能会让你变笨吗?难度:CET-6 偏难刘立军供稿Artificial intelligence (AI) promises greater efficiency and convenience—but is it silently weakening our ability to think? 人工智能(AI)会带来更高的效率和便利——但它是否也在悄悄削弱我们的思考能力?Early Warning Signs from Research 研究中的早期预警信号A recent MIT study raises serious concerns. Students using ChatGPT during essay-writing sessions displayed significantly reduced brain activity in regions tied to creativity and attention, as measured by EEG scans. They also struggled to recall specific parts of the content they had just written. This suggests that while AI may speed up tasks, it may also impair memory and critical engagement. 麻省理工学院最近的一项研究引发了严重担忧。研究发现,在撰写文章的过程中使用 ChatGPT 的学生,通过脑电图扫描测量的其与创造力和注意力相关的脑区活动显著减少。他们还难以回忆起自己刚刚写过的内容的具体部分。这表明,尽管人工智能可能加快任务的完成速度,但也可能损害记忆力和深度思考能力。This isn’t an isolated finding. Microsoft Research surveyed 319 professionals regularly using generative AI for over 900 tasks. Only around 60% of those tasks required deep thinking—most were routine and described as “mindless.” The majority of respondents admitted they exerted significantly less mental effort when using AI tools like ChatGPT, Gemini, or Copilot. 这并非孤立现象。微软研究院对319名经常使用生成式人工智能完成900多项任务的专业人士进行了调查。结果显示,只有大约60%的任务需要深入思考——大多数任务都是例行公事,被描述为“不动脑筋”的工作。大多数受访者承认,使用 ChatGPT、Gemini 或 Copilot 等 AI 工具时,他们的脑力投入明显减少。Similarly, a study by Michael Gerlich at SBS Swiss Business School found that heavy AI users scored lower on critical-thinking assessments. Hundreds of educators reached out to him afterward, confirming they’ve seen the same trend in classrooms: students increasingly dependent on AI struggle with independent reasoning. 同样,SBS 瑞士商学院Michael Gerlich博士的研究也发现,频繁使用人工智能的人在批判性思维评估中的得分较低。研究发表后,数百名教育工作者联系了他,证实他们在课堂上也观察到了类似趋势:越来越依赖 AI 的学生在独立思考方面遇到了困难。Is AI the Cause—or Just a Symptom? 是 AI 导致的,还是只是表象?Researchers caution that these studies don’t yet prove a direct causal link. The MIT study had only 54 participants, and Gerlich’s findings may reflect a different issue: perhaps those who already lack strong critical thinking skills are more likely to rely on AI. Still, the consistent pattern across different studies makes this an issue worth urgent attention. 研究人员警告说,这些研究尚未证明人工智能使用与思维能力下降之间存在直接的因果关系。麻省理工的研究仅涉及54名参与者,而 Gerlich博士的发现可能反映了另一个问题:也许那些原本缺乏批判性思维能力的人更倾向于依赖 AI。尽管如此,不同研究中一致的结果表明,这个问题值得高度关注。The Bigger Risk: Outsourcing Thought 更大的风险:外包思考Throughout history, technological tools have helped reduce mental workload—writing, calculators, GPS. But as psychologist Evan Risko notes, generative AI introduces a new level of cognitive offloading. While it’s harmless to delegate arithmetic, offloading complex thinking—like writing, decision-making, or problem-solving—could weaken our cognitive endurance over time. 纵观历史,技术工具一直在帮助人们减轻脑力负担——从文字书写、计算器到 GPS。但正如心理学家 Evan Risko 所指出的,生成式 AI 引入了一种新的“认知外包”层次。虽然将算术任务交给机器无伤大雅,但将写作、决策或解决问题等涉及复杂思考的任务外包,可能会逐渐削弱我们的认知耐力。This could lead to a self-reinforcing loop of “cognitive miserliness,” where users consistently choose the path of least effort. As AI becomes the default, our brains grow accustomed to underperforming. One participant in Gerlich’s study admitted: “I rely so much on AI that I don’t think I’d know how to solve certain problems without it.” 这可能导致一种“认知懒惰”的循环,即用户总是选择最省力的方式,且这一循环会自我强化。当 AI 成为默认选项,我们的大脑也会逐渐习惯低效运作。Gerlich博士的研究中有一位参与者坦言:“我对 AI 如此依赖,甚至我觉得没有它我都不知道怎么解决一些问题。”The Economic and Creative Cost 经济与创造力的代价Businesses are betting heavily on AI for productivity gains. But there’s a catch. Barbara Larson of Northeastern University warns that a long-term decline in critical thinking could reduce competitiveness—and make workers more replaceable. 企业正大力押注 AI 来提升生产力。但这也存在隐患。东北大学的 Barbara Larson教授警告说,长期来看,批判性思维能力的下降可能会削弱企业的竞争力,让员工更容易被取代。Creativity is also at risk. In one study, participants were asked to come up with novel uses for objects like a car tyre or a pair of trousers. Those exposed to AI suggestions gave less original answers. For example, ChatGPT proposed using trousers as part of a scarecrow—essentially, trousers as trousers. A human, unaided, turned them into a quirky bird feeder. Clearly, relying on AI can narrow the scope of imagination. 创造力也面临威胁。在一项研究中,参与者被要求想象一个汽车轮胎或一条裤子有什么新的用途。接受过 AI 建议的人给出的答案缺乏原创性。例如,ChatGPT 提议将裤子用作稻草人的一部分——本质上还是作为裤子的用途。而一个没有借助 AI 的人则将其改造成了一种有趣的鸟食器。显然,过度依赖 AI 会限制想象力的广度。Smarter Ways to Use AI 更聪明地使用 AI 的方法The solution isn’t to abandon AI—but to use it more wisely. Dr. Larson advises treating AI as a helpful but naive assistant, not an expert. Dr. Gerlich recommends prompting AI step by step, rather than asking for a final answer. Instead of “Where should I go for a sunny holiday?” start with “Which destinations have the least rainfall?” This preserves the user’s role as the thinker. 解决方案不是放弃 AI,而是更聪明地使用它。Larson 博士建议将 AI 视为一个有用但不够成熟的助手,而不是专家。Gerlich博士则建议分步骤向 AI 提问,而不是直接要一个最终答案。例如,不要问“我该去哪里度假?”而是先问“哪些地方降雨最少?”,这样可以保留用户作为思考者的角色。Microsoft researchers are also exploring AI designs that encourage critical thinking. Some experimental chatbots interrupt users with challenging prompts or probing questions—transforming them from passive answer machines into interactive thought partners. A concept that Socrates, the father of inquiry-based learning, would likely applaud. 微软的研究人员也在探索鼓励批判性思维的 AI 设计。一些实验性聊天机器人会通过带有挑战性的提示词或探究性的提问来打断用户,将自身从被动的回答机器转变为互动型的思考伙伴。这种理念或许会受到苏格拉底——探究式学习之父——的赞赏。The Limits of Forcing Engagement 强制参与的局限性Yet even thoughtful interventions can backfire. A study found that AI “provocations” reduced performance in weaker programmers. And more forceful methods—like requiring users to generate their own response before accessing AI—are unlikely to be welcomed. As Microsoft’s Zana Buçinca explains, “People don’t like to be pushed to engage.” Indeed, a global survey by Oliver Wyman showed that 47% of respondents would use generative AI tools even if banned by their employer. 然而,即使是经过深思熟虑的干预也可能适得其反。一项研究发现,AI 的“挑战性提问”反而会降低编程能力较弱者的表现。而更强制性的方法——比如要求用户在访问 AI 前必须先自行生成答案——也不太可能受欢迎。正如来自微软的Zana Buçinca 所说:“人们不喜欢被强迫去思考。”事实上,奥纬咨询公司(Oliver Wyman)的一项全球调查显示,47%的受访者即使雇主禁止,也会继续使用生成式 AI 工具。A Tool, Not a Crutch AI:工具,而非拐杖AI is still young, and for now, the human brain remains the most versatile tool we have. But we must be careful not to trade long-term mental sharpness for short-term convenience. If strong evidence continues to show that AI dulls critical and creative thinking, we’ll face a choice: adjust how we use it—or risk becoming intellectually dependent on it. 人工智能仍处于早期阶段,目前,人类大脑仍然是我们最灵活的工具。但我们必须小心,不要为了短期便利而牺牲长期的思维敏锐性。如果越来越多的证据显示 AI 确实削弱了批判性与创造性思维,我们将面临一个选择:调整使用方式——或冒着在智力上对AI愈加依赖的风险。The question is not just can AI make us less intelligent—but will we notice before it does? 问题不仅仅是 AI 是否会让人类变笨——而在于我们是否在它将我们变笨之前就能察觉到?【词汇】 1. offload v. 卸载,转移 2. miserliness n. 吝啬 3. quirky adj. 匆匆做成的,速成的 4. backfire v. 事与愿违,产生反效果 5. crutch n. 拐杖,依赖物 (本文图片均来源于网络,仅供学习交流使用,侵删)

新闻听力 | 早上洗澡还是晚上洗澡:哪一个最好?

Morning shower or evening shower: Which is best? 早上洗澡还是晚上洗澡:哪一个最好?常速 | 四级 偏易 | 408词 | 3min4s刘立军供稿Part I. QUESTIONSListen to the news and choose the best answer to each question you hear.Q1. According to microbiologist Primrose Freestone, what is a benefit of showering in the morning?A. It removes bacteria from bed sheets.B. It stops you shedding dead skin cells.C. It helps improve sleep quality.D. It eliminates allergens picked up during the day.Q2. What does Nancy Rothstein suggest about evening showers?A. They are necessary to remove pollen and dust.B. They are essential for preparing for bed.C. They are less effective than morning showers.D. They help maintain skin cleanliness during sleep.Q3. According to the text, what can nighttime warm showers improve?A. Skin hydration.B. Body awareness.C. Sleep quality.D. Morning freshness.Q4. What can be inferred about the choice between morning and evening showers?A. It depends on personal preference and lifestyle.B. Morning showers are scientifically proven to be better.C. Evening showers are more beneficial for physical health.D. The choice is irrelevant to maintaining cleanliness.Q5. What is the main purpose of the text?A. To explain the health benefits of evening showers.B. To discuss the impact of showering on sleep quality.C. To highlight the importance of showering daily.D. To compare the advantages of morning and evening showers.Part II. TRANSCRIPTMorning shower or evening shower: Which is best? Do you need an energizing blast of water in the morning to wake you up for the day? Or do you prefer a relaxing, warm shower in the evening to help you wind down as part of your nighttime routine? Maybe you just shower whenever you feel like it. For something so many of us do, this topic is bound to divide opinion and stir up passion from both sides. But is one really better than the other?After a long day in the outside world, picking up pollutants and allergens on your skin and in your hair such as dust and pollen, a reasonable instinct would be to wash it all off before getting into bed. That’s what the evening shower enthusiasts would say. But, says microbiologist Primrose Freestone, no matter the air temperature, you will continue to sweat during the night. Bacteria on your skin then eat the nutrients in your sweat which is what causes BO. Showering at night also doesn’t stop you shedding dead skin cells. All this means you may not wake up feeling as fresh as you had hoped. [Q1] Showering in the morning, on the other hand, can help to remove dead skin cells, sweat or any bacteria you’ve picked up from your bed sheets. “As a microbiologist, I am a day shower advocate,” she says.allergens n. 过敏原pollen n. 花粉nutrient n. 营养物质microbiologist n. 微生物学家BO (body odor) 汗臭,体臭But it’s not all about cleanliness. Nancy Rothstein, who calls herself The Sleep Ambassador, is concerned with sleep quality. (Q2) In her view, showering in the evening is an essential part of the ‘preparing for bed’ routine. “Call it an opportunity to shower yourself with mindfulness,” she says. And research backs this up. (Q3) A systematic review of research published in Sleep Medicine Reviews in 2019 found nightly warm showering or bathing one to two hours before bedtime can improve sleep.(Q4) What it all boils down to is when you would like to feel freshest. If you’re someone who can’t fully relax in bed until you’ve showered, you’re likely an evening shower person. Whereas, if you can’t stand the idea of putting on fresh, clean clothes in the morning when you haven’t showered, then a morning rinse is probably more your style. Whenever you choose to shower, Primrose Freestone says it’s important to clean your bed sheets regularly to remove all the sweat, bacteria and dead skin cells that build up and can negatively affect the effectiveness of your showers.rinse n. 冲洗Part III. KEYQ1.【答案】A【解析】细节题。题目出处:Showering in the morning, on the other hand, can help to remove dead skin cells, sweat or any bacteria you’ve picked up from your bed sheets. 意为:早上洗澡可以帮助去除床单上的死皮细胞、汗液或任何细菌。正确答案为A。Q2.【答案】B【解析】细节题。题目出处:In her view, showering in the evening is an essential part of the ‘preparing for bed’ routine. 意为:在她看来,晚上洗澡是“准备就寝”过程中必不可少的一环。正确答案为B。Q3.【答案】C【解析】细节题。题目出处:A systematic review of research published in Sleep Medicine Reviews in 2019 found nightly warm showering or bathing one to two hours before bedtime can improve sleep. 意为:2019年发表在《睡眠医学评论》上的一项系统性研究发现,每晚在睡前一到两个小时进行温水淋浴或沐浴可以改善睡眠。正确答案为C。Q4.【答案】A【解析】推理题。题目出处:What it all boils down to is when you would like to feel freshest. 意为:归根结底,这取决于你想在什么时候感觉最清爽。由此可以推断,选择早上或晚上洗澡取决于个人偏好和生活方式,因此正确答案为A。Q5.【答案】D【解析】主旨题。整篇文章主要讨论了早上洗澡和晚上洗澡的优缺点,并比较了它们的不同效果。因此正确答案为D。 (本文图片均来源于网络,仅供学习交流使用,侵删)

新闻听力 | 沙特嫌疑人圣诞市场袭击

沙特嫌疑人圣诞市场袭击Saudi Suspect’s Christmas Market Attack常速 | 五级(CET-4)较难 | 167词 | 1min刘立军供稿Part I. QUESTIONSListen to the news and choose the best answer to each question you hear.Q1. What is the main action of the suspect in the news report?A. He was arrested for plotting an attack.B. He drove a car into a crowd at a Christmas market.C. He sent official notifications to German authorities.D. He campaigned against Islam and Muslim refugees. Q2. What did the Saudi government do regarding the suspect?A. They ignored the suspect’s extreme views.B. They provided intelligence agencies with information on the attack.C. They warned the German authorities about the suspect.D. They denied any responsibility for the suspect’s actions.Q3. What can be inferred from the German authorities’ response to the warnings?A. They were aware of the suspect’s extremist views but chose to ignore them.B. They did not consider the warnings from Saudi Arabia to be credible.C. The German authorities were unprepared for such an attack.D. The suspect's actions were completely unexpected by the German authorities.Q4. What was the suspect’s attitude towards Islam and Muslim refugees?A. He supported the policy of allowing Muslim refugees into Germany.B. He was indifferent to the policy of his adopted home.C. He campaigned against his country’s official religion and the influx of Muslim refugees.D. He was a proponent of Islamist extremism.Q5. What is the main theme of the news report?A. The arrest of a Saudi man for a Christmas market attack.B. The cooperation between Saudi Arabia and Germany on security issues.C. The suspect’s personal views on religion and refugees.D. The response of the German public to the attack.Part II. TRANSCRIPTSaudi Suspect’s Christmas Market AttackI’m Stuart Mcintosh with the BBC News. Hello, German police are trying to establish the motive of a Saudi man arrested on suspicion of carrying out Friday’s deadly attack on a Christmas market in Magdeburg. (Q1) At least five people were killed and more than 200 injured when a car was driven into a crowd on Friday. The suspect had no known links to Islamist extremism. Our security correspondent is Frank Gardner. (Q2) A source close to the Saudi government tells me it sent four official notifications to the German authorities warning them about what it said with the very extreme views held by Taleb Jawad al-Abdulmohsen. Three were sent to Germany’s intelligence agencies and one to the foreign ministry. (Q3) But all, the source said, we’re ignored. (Q4) Reports have emerged in the German media of the suspect’s campaigns against his country’s official religion, Islam, and of his fury at the policy of his adopted home, Germany, in letting in such huge numbers of Muslim refugees from the Middle East.correspondent n. 记者notification n. 通知,通告intelligence n. 情报ministry n. (政府的)部,内阁部Part III. KEYQ1. B.【解析】细节题。根据“At least five people were killed and more than 200 injured when a car was driven into a crowd on Friday.”,可知至少有5人在周五被一辆冲入人群的车撞死,超过200人受伤,也就是说嫌疑人的主要行动是驾车冲入人群。因此答案为B。Q2. C.【解析】细节题。根据“A source close to the Saudi government tells me it sent four official notifications to the German authorities warning them about what it said with the very extreme views held by Taleb Jawad al-Abdulmohsen.”,可知沙特政府向德国当局发送了四份官方通知,警告他们Taleb Jawad al-Abdulmohsen持有的极端观点。因此答案为C。Q3. A.【解析】推理题。根据“But all, the source said, we’re ignored.”,可知德国当局收到了这些警告都被忽略了,未受重视。因此答案为A。Q4. C.【解析】细节题。根据“the suspect’s campaigns against his country's official religion, Islam, and of his fury at the policy of his adopted home, Germany, in letting in such huge numbers of Muslim refugees from the Middle East.”,可知嫌疑人反对对其国家的官方宗教伊斯兰教,并对德国允许大量中东穆斯林难民入境的政策感到愤怒。这表明嫌疑人反对伊斯兰教和穆斯林难民的涌入。因此答案为C。Q5. A.【解析】主旨题。整个新闻报道的主题是关于一名沙特男子因圣诞节市场袭击而被逮捕的事件。报道详细描述了袭击的情况、嫌疑人的背景以及沙特政府对德国的警告。因此答案为A。(本文图片来源于摄图网,版权归摄图网所有)

新闻听力 | 法国八人因参与教师谋杀案被定罪

法国八人因参与教师谋杀案被定罪Eight Convicted in France for Role in Teacher’s Murder常速| 六级(CET-6)易 | 150词 | 48s刘立军供稿Part I. QUESTIONSListen to the news and choose the best answer to each question you hear.Q1. How many people were sentenced to jail for their involvement in the murder?A. Five.B. Six.C. Seven.D. Eight.Q2. What was the maximum sentence given to those convicted in the trial?A. 10 years in jail.B. 12 years in jail.C. 14 years in jail.D. 16 years in jail.Q3. What can be inferred about the nature of the support provided to the killer?A. It was solely financial.B. It was only moral support.C. It included both moral and material support.D. It was limited to providing weapons.Q4. What was the role of Brahim Chnina in the events leading to the teacher’s murder?A. He was the schoolteacher who was murdered.B. He was the father of a schoolgirl who initiated an online campaign against the teacher.C. He provided moral support to the killer.D. He was one of the friends who helped the killer buy weapons.Q5. What was Abdelhakim Sefrioui’s involvement in the case?A. He was a radical Islamic activist who helped Chnina.B. He was the Islamist killer who was shot dead by police.C. He was the schoolteacher who was murdered.D. He was one of the four people sharing messages on a radical chat line.Part II. TRANSCRIPTEight Convicted in France for Role in Teacher's Murder(Q1) A French court has convicted eight people for their part in helping the Islamist killer of a schoolteacher, Samuel Paty, four years ago. (Q2) They were sentenced to up to 16 years in jail. Hugh Schofield reports from Paris. In the absence of the killer who was shot dead by police at the scene. (Q3) This trial was of people who, it was claimed, provided him with support, moral or material. (Q4) Among these are Brahim Chnina, the father of a schoolgirl whose lies about Paty’s freedom of speech class triggered the dreadful chain of events. Chnina started an online campaign against the teacher (Q5) and enlisted the help of a radical Islamic activist, Abdelhakim Sefrioui, who was also now being convicted. Two friends of the killer who are with him when he bought weapons were also found guilty, as were four people with whom he shared messages on a radical chat line.sentence v. 宣判,判刑dreadful adj. 可怕的,糟糕的 Part III. KEYQ1. D.【解析】细节题。根据“A French court has convicted eight people for their part in helping the Islamist killer of a schoolteacher, Samuel Paty, four years ago.”,可知有8个人因参与帮助杀手而被判刑。因此答案是D。Q2. D.【解析】细节题。根据“They were sentenced to up to 16 years in jail.”,可知此次被定罪的人中,最长的刑期是16年监禁。因此答案是D。Q3. C.【解析】推理题。根据:“This trial was of people who, it was claimed, provided him with support, moral or material.”,可知被审判的这些人为凶手提供的支持既包括了道德支持也包括了物质支持。因此答案是C。Q4. B.【解析】细节题。根据“Among these are Brahim Chnina, the father of a schoolgirl whose lies about Paty’s freedom of speech class triggered the dreadful chain of events. Shenina started an online campaign against the teacher.”,可知Brahim Chnina是一个女学生的父亲,他发起了反对该教师的网络运动。因此答案是B。Q5. A.【解析】细节题。根据“and enlisted the help of a radical Islamic activist, Abdelhakim Sefrioui, who was also now being convicted.”,可知Sefrioui是一个激进的伊斯兰活动分子,他帮助了Shenina。因此答案是A。(本文图片来源于摄图网,版权归摄图网所有)

新闻听力 | 英环保人士因福利争议辞RSPCA职务

英环保人士因福利争议辞RSPCA职务UK Environmentalists Quit RSPCA Over Welfare Controversy常速 | 六级(CET-6)较易 | 130词 | 53s刘立军供稿Part I. QUESTIONSListen to the news and choose the best answer to each question you hear.Q1. What specific incidents led to the resignation of Chris Packham and Caroline Lucas from the RSPCA?A. The RSPCA’s approval of new animal testing methods.B. The discovery of financial mismanagement within the organization.C. Videos showing improper treatment of pigs and cows in approved abattoirs.D. A disagreement over the organization's stance on climate change.Q2. What can be inferred about Chris Packham’s past actions and beliefs from the text?A. He has been indifferent to animal welfare issues.B. He has a history of opposing animal welfare organizations.C. He has been known to support any practices within the animal welfare sector.D. He has been actively involved in promoting wildlife and animal welfare.Q3. What was Chris Packham’s primary concern regarding the RSPCA’s leadership as mentioned in the BBC interview?A. The leadership’s prioritization of other issues over animal welfare.B. The leadership’s failure to address the allegations of animal cruelty promptly.C. The leadership’s lack of transparency in financial dealings.D. The leadership’s involvement in the alleged acts of animal cruelty.Q4. What is the main theme of the passage?A. The internal conflicts within the RSPCA.B. The resignation of two environmentalists from a prominent animal welfare organization.C. The public’s reaction to the allegations of animal cruelty.D. The challenges faced by animal welfare organizations in addressing cruelty.Part II. TRANSCRIPTUK Environmentalists Quit RSPCA Over Welfare ControversyTwo prominent environments men, environmentalists in Britain have been, have resigned as president and vice president for the world’s oldest animal welfare organization over allegations of cruelty at some of its approved abattoirs. (Q1) Chris Packham and Caroline Lucas quit the RSPCA after another animal campaign group released videos from abattoirs showing pigs being stunned incorrectly before slaughter and cows being prodded with an electric probe. In a BBC interview, Mister Packham accused the charity’s leadership of complete hypocrisy. (Q2) “Since I was a kid, I’ve done everything I can to improve wildlife and animal welfare. (Q3) And if I can’t make the progress as rapidly as I need to make, I can’t have my reputation damaged by people who are not putting that welfare at the forefront of their agenda.”abattoir n. 屠宰场;屠宰厂prod v. 戳;刺hypocrisy n. 伪善;虚伪Part III. KEYQ1. C.【解析】细节题。根据“Chris Packham and Caroline Lucas quit the RSPCA after another animal campaign group released videos from abattoirs showing pigs being stunned incorrectly before slaughter and cows being prodded with an electric probe.”,可知在另一个动物运动团体发布了来自屠宰场的视频,视频中猪在屠宰前被错误地击晕,牛被电击棒戳刺,记录了屠宰场内猪和牛受到不当对待,这直接导致了Chris Packham和Caroline Lucas的辞职,因此答案为C。Q2. D.【解析】推理题。根据“Since I was a kid, I’ve done everything I can to improve wildlife and animal welfare.”,Chris Packha在采访中提到,从小到大,他一直在尽所能改善野生动植物和动物福利。因此答案为D。Q3. A.【解析】细节题。根据“And if I can’t make the progress as rapidly as I need to make, I can’t have my reputation damaged by people who are not putting that welfare at the forefront of their agenda.”,可知Chris Packham担心如果不能尽快取得所需的进展,他不能让他的声誉被那些没有把动物福利放在议程首位的人损害,这表明他担心的是领导层没有将动物福利放在最重要的位置,因此答案为A。Q4. B.【解析】主旨题。整个段落主要讲述了两位著名环保人士因对RSPCA的一些批准屠宰场的虐待指控而辞去了他们的职务。因此答案为B。(本文图片来源于摄图网,版权归摄图网所有)

第12届教学大赛商务英语组二等奖贺静授课

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

第12届教学大赛英语专业组二等奖赵雪宇授课

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

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AI赋能学术英语课程设计与教学研究

一、课程内容及专家简介模块一:AI赋能课程设计国际研究视野:AI在学术英语课程设计中的前沿应用主讲人:李詠燕副教授李詠燕,博士,香港大学教育学院副教授。她致力于通过严谨的学术研究向世界讲述“中国故事”,研究聚焦于学术英语写作教学、学术行为、科研发表等,在相关领域发表了大量成果。近期著作包括A man of “a pure heart”: An academic biography of Liu Ching-chih《“赤子之心”——刘靖之学术传记》(Bridge21出版社,2022),这是首部以英文撰写的香港人文学者传记;以及Perspectives on plagiarism in China: History, genres, and education(Routledge,2025)。目前担任Journal of English for Academic Purposes (JEAP)与English for Specific Purposes (ESPj)编委,以及Journal of English for Research Publication Purposes (JERPP)编委兼顾问委员会成员,同时也是 JERPP 的书评编辑。中国香港案例:AI助力学术英语课程的本地化实践主讲人:王浩博士王浩博士(Simon Wang)是香港浸会大学语言中心英语讲师及创新主任,同时担任应用语言学领域SSCI顶级期刊English for Specific Purposes编辑委员会成员。主要研究领域包括话语分析、计算机辅助语言学习(CALL)、学术英语教学与AI应用等。他曾在TESOL Quarterly、Journal of Second LanguageWriting、Annual Review of Applied Linguistics、Discourse & Communication等国际SSCI期刊发表论文多篇,并在Nature Career Column、《信报财经新闻》、SouthChina Morning Post发表短评。中国内地实践:AI赋能学术英语课程设计的创新探索主讲人:雷军教授雷军,新加坡南洋理工大学应用语言学博士,现任宁波大学外国语学院教授,包玉刚卓越学者,学术副院长。主要从事外语教育技术、高校全英教学、学术用途英语等方面研究,在Computer Assisted Language Learning、Journalof English for Academic Purposes、Language Learning、System、TESOL Quarterly、《外语界》等国际、国内学术期刊上发表论文40余篇,在施普林格(Springer)出版社和剑桥大学出版社各出版学术专著1部。目前主持国家社科基金重点项目1项,主讲“学术论文写作”课程入选省级一流课程。兼任Journal of English for Academic Purposes、Humanitiesand Social Sciences Communications等SSCI期刊编委,Computers & Education、Language, Cultureand Curriculum以及Routledge、Springer等30余家国际权威学术期刊和出版社审稿专家。入选爱思唯尔 2024 “中国高被引学者”。模块二:AI赋能教学研究学术听说:AI支持下的学术英语听说教学探索与实践主讲人:张铁夫博士张铁夫,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。学术阅读:AI辅助学术英语阅读素材开发与教学研究主讲人:金檀教授金檀,教授、博士生导师,华南师范大学国际文化学院院长,主要研究领域为语料库语言学、语言智能教学、语言能力测评。主编教材《语料库辅助英语教学入门》与《外语教学智慧科研方法入门》,获国家级教学成果奖两项。主持国家社科与教育部人文社科等项目多项,研究成果入选TESOL Quarterly年度高下载量论文与ModernLanguage Journal年度高引论文,获省级哲学社会科学奖一项。担任LanguageTesting in Asia副主编及《外语界》、Computer AssistedLanguage Learning与Journal of English forAcademic Purposes等期刊专栏主持人或专刊编辑,主持搭建“一针三库智能教研平台”(LanguageData.net,微信公众号“语言数据网”),所研制的“文本分级指难针”已被全球上万所机构的专业同行广泛采用。学术写作:AI辅助学术英语写作教学的策略与实践主讲人:徐建教授徐建,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,擅长高阶量化数据分析。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,攻读博士期间曾赴加拿大女王大学进行联合培养。同年任职于北京外国语大学。自2020年9月起,任职于四川外国语大学,并于2022年晋升为教授。2023至2024年间,曾在英国雷丁大学教育学院进行访问。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,并主持和参与了多项国家级和省部级科研项目。目前担任多本SSCI和CSSCI期刊的审稿人。模块三:AI赋能专题问答AI赋能学术英语教学专题问答主讲人:陈静教授 及6名主讲专家陈静,中山大学外国语学院教授、硕士生导师,主要研究领域包括系统功能语言学、教育语言学、外语教学与测评、计算机辅助语言教学等。在《中国外语》《外语界》《现代外语》、Computer Assisted Language Learning、Journalof Second Language Writing、System、TESOL Quarterly、Journal of English forAcademic Purposes、English for Specific Purposes等国内外语言学期刊上发表论文多篇,著有专著一部,主持、参与国家级和省级科研和教改项目多项。二、授课安排11月22日课程设计9:00-10:30国际研究视野:AI在学术英语课程设计中的前沿应用教学研究10:40-12:10学术视听:AI支持下的学术英语听说教学探索与实践课程设计14:00-15:30中国香港案例:AI助力学术英语课程的本地化实践教学研究15:40-17:10学术阅读:AI辅助学术英语阅读素材开发与教学研究11月23日课程设计9:00-10:30中国内地实践:AI赋能学术英语课程设计中的创新探索教学研究10:40-12:10学术写作:AI辅助学术英语写作教学的策略与实践专题问答14:00-15:30AI赋能学术英语教学专题问答*温馨提示:请学员在研修过程中,通过“问卷星”链接向授课专家提出问题。经主持人遴选后,在互动问答模块由专家作答。

第二届人工智能背景下外语教育改革与发展论坛

“十四五”时期,我国教育进入高质量发展阶段。面对新形势、新征程,习近平总书记强调,“中国高度重视人工智能对教育的深刻影响,积极推动人工智能和教育深度融合,促进教育变革创新”。在此背景下,上海外语教育出版社、上海外教社教育培训中心联合举办“首届人工智能背景下外语教育改革与发展论坛”,于2024年12月15日在湖北大学隆重举行。近两百位全国高校外语学科的专家学者、骨干教师聚贤论道,共探 AI 与外语教学融合路径,同绘教育数字化转型新篇章。如今,站在“十五五”规划谋篇的新起点,我国高等教育迈入数字转型、智慧赋能、构建发展新格局的关键阶段。面对数智时代浪潮,国务院《关于深入实施“人工智能+”行动的意见》要求“把人工智能融入教育教学全要素、全过程,创新智能学伴、智能教师等人机协同教育教学新模式”。人工智能作为新质生产力、关键驱动力,正在重新定义外语教与学的方式,推动外语教育迈上新台阶。它促使教学场景从单向传授转向双向建构,使知识传递与能力培养在虚实融合的教学场域中实现有机统一,为构建更具适应性、交互性和生成性的外语教育新生态提供了可能。基于此,上海外语教育出版社、上海外教社教育培训中心联合文华学院拟于2025年12月20日在湖北省武汉市举办“第二届人工智能背景下外语教育改革与发展论坛”(线上会议同步直播)。本届论坛由上海外语教育出版社、上海外教社教育培训中心主办,文华学院承办,湖北省高等教育学会大学外语教学专业委员会协办。论坛主题为“AI时代外语教育范式变革与教学融合创新”,旨在汇聚学术界与教育界智慧,共同探讨人工智能技术在优化外语教学内容、革新教学模式、重构评价体系等方面的实践路径,助力“一体推进教育科技人才发展”的战略目标在外语教育领域落地生根。我们诚挚邀请全国专家学者、外语教育同仁共赴本届学术盛会,携手擘画AI时代外语教育高质量发展新图景!组织机构主办单位上海外语教育出版社上海外教社教育培训中心承办单位文华学院协办单位湖北省高等教育学会大学外语教学专业委员会参会对象本论坛主要面向本科高校或高职院校从事外语学科教学与研究的骨干教师及骨干管理人员,同时欢迎感兴趣的硕博士研究生参加。主旨发言嘉宾(按发言先后排序)吴砥二级教授,博士生导师,华中师范大学人工智能教育学部副部长,国家数字化学习工程技术研究中心和教育大数据应用技术国家工程研究中心常务副主任,教育部教育信息化战略研究基地(华中)常务副主任。担任教育部教育数字化专家咨询委员会秘书长,教育部基础教育教学指导委员会技术(通用技术、信息技术)教学指导专委会副主任委员,国家义务教育信息科技课标修订专家组成员,教育部人工智能助推教师队伍建设指导专家组成员,教育部教师队伍建设专家指导委员会委员。主要从事数字教育规划与评估、教育大数据标准与应用、数字素养监测与评价等方面研究,荣获省部级以上奖励11项。作为核心起草人,参与完成《教育强国建设规划纲要》教育数字化部分内容的编制,并作为起草组成员牵头完成《教育部等九部门关于加快推进教育数字化的意见》等重要文件编制。金慧教授,博士生导师,上海外国语大学校长助理,教务处、教材处处长。兼中国人工智能学会智能教育技术专业委员会副秘书长,中国职业技术教育学会国际合作交流工作委员会副会长兼秘书长等职。曾获国家级教学成果二等奖、上海市教学成果特等奖,主持全国教育规划等10多项课题,主要研究方向为区域国别教育研究和技术增强的语言学习等,研究成果应用于一线教学改革与政策咨询。出版专著2部,主编或参著3部,在中英文刊物发表学术论文60余篇。董剑桥江南大学教授,中国英汉语比较研究会语言智能教学专业委员会副主任,国家社会科学基金项目通讯评审专家,中国高校外语慕课联盟专家委员会委员。主要研究领域为应用语言学与跨文化比较研究,多年来致力于计算机辅助语言学习的课堂应用和多模态认知研究。主持教育部人文社会科学课题、省社会科学基金课题、省教育厅重点教改课题多项。曾主持国家级、省级精品课程,获江苏省教学成果二等奖。出版专著教材5部,发表学术论文30余篇。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。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、多模态评估与反馈等。主持多项中国香港特别行政区研究资助局和教育局项目。担任TESOL Quarterly研究传播编辑,The JALT CALLJournal(Scopus-Q1)副主编,Computer Assisted Language Learning, TESOL Quarterly, Journal ofSecond Language Writing, Assessing Writing, Linguistics and Education等期刊编委会成员。入选科睿唯安全球前1%高被引研究者以及美国斯坦福大学和爱思唯尔全球前2%顶尖科学家榜单。许洲湖北大学副教授,主讲《大学英语》、《实用英语口译》、《英语演讲的艺术》等课程。曾获“外教社杯”高校外语教学大赛全国总冠军,湖北省青年教师教学大赛外语组一等奖,“教学之星”大赛全国一等奖,多次受邀在全国高校外语教师发展研究班、一流课程建设与申报工作坊等进行示范课展示;多次获评湖北大学优秀教师、湖北大学本科教学质量优秀奖、湖北大学突出贡献奖。曾任湖北大学英语辩论队指导教师,指导学生在“国才杯”全国大学生英语辩论比赛、全国大学生英语竞赛、湖北省翻译大赛、“田家炳杯”全国教育硕士教学技能大赛等高水平竞赛中获得重要奖项。曾受国家留学基金委资助赴南洋理工大学国际教育学院访学,在国内外期刊发表关于英语教学研究类论文多篇,参编教材一部,出版译著一部并获湖北省翻译工作者协会优秀学术成果奖。冯莉上海外语教育出版社数字出版中心副主任。教育技术学硕士,研究方向为计算机辅助外语教学。在外教社数字出版中心负责平台策划及运营工作。先后参与多个平台和系统的策划,包括WE外语智慧教育平台、WE Test、WEWrite、外教社门户网站(旧版)、外教社有声资源网、外教社技术支持网站、四八级在线等,曾负责平台公众号(WE外语教学)的运营。参与创办上海外教社信息技术公司,给外教社数字产品研发和技术支持提供有力支撑。论坛专题提升人工智能素养,推动教育数字化转型AI赋能高等教育教学改革的行动路径AI时代的教师数字素养提升与专业发展智启未来:生成式人工智能如何重构语言教育新图景AI 赋能与外语教学:从工具焦虑到认知觉醒AI赋能外语教学中的多模态评估创新AI赋能大学英语教学设计:创新应用与实践路径数字化转型服务外语教学高质量发展时间地点1.会议时间:2025年12月20日2.线下会议地点:文华学院博学楼5楼报告厅3.线上会议平台:腾讯会议参会须知1.报名方式:点击左侧我要报名或访问下方链接。报名链接:https://app.zhundao.net/event/redirect.html?id=388001报名二维码:扫码下载邀请函2.会务费:900元/人,往返交通费和住宿费自理。线上会务费同上。3.优惠政策:①团报优惠:同一单位/机构3-5人报名,享会务费9折优惠,同一单位/机构6-15人报名,享会务费8.5折优惠;同一单位/机构16人及以上报名享会务费8折优惠。②学生优惠:非在职研究生享会务费5折优惠。③挚友优惠:参加过2023-2025年度上海外教社教育培训中心组织的任意两期研修项目的教师可享会务费8.5折优惠。(请发送您的研修证书照片至yanxiu@shisu.edu.cn,以确认优惠资格。)④推广优惠:转发本会议通知至微信朋友圈(不设分组),获赞30并在小红书分享本会议信息并添加下方标签,可享会务费9折优惠。#上海外语教育出版社#上海外教社教育培训中心#外教社#外语教育论坛#教师培训#AI应用#AI赋能教学#人工智能#教育数字化转型#数字素养以上优惠均不与其他优惠政策同享。4.缴费方式:①个人银行卡或公务卡绑定微信后,扫描主办方微信支付二维码(随会议须知发送)完成缴费;若您未收到邮件,请联系会务组:yanxiu@shisu.edu.cn,获取二维码。虑及付款安全问题,主办方仅通过邮件方式提供支付码。②个人手机银行汇款缴费或财务对公转账缴费,汇款请至账户:上海外教社教育培训中心学杂费存取专户;银行账号:1001 2744 2920 0087 510;开户银行:中国工商银行上海市上外支行。请至少在论坛开始前3天完成汇款,以实际到款为准。汇款时请务必备注:“姓名+单位+12月论坛”。请汇款后将您的缴费凭证照片发送至yanxiu@shisu.edu.cn,以便及时确认您的缴费信息。*若您无法通过上述方式缴费,请通过邮件联系会务组:yanxiu@shisu.edu.cn。5.发票信息会务费发票为电子发票,将在会议结束后统一开具,并发送至您报名时填写的邮箱,请仔细填写邮箱地址。发票由上海外教社教育培训中心开具,发票内容默认为“会务费”,如需开具“会议费”、“研修费”、“培训费”等内容,请您在报名时备注相关要求,并准确填写发票抬头、纳税人识别号。6. 住宿说明:请参会教师关注会议期间参会地点周边酒店房源情况,会议期间房源紧张,请尽早自行联系住宿,会务组不统一代订。周边酒店信息如下,仅供参考:(1)武汉东湖高新光谷华科大温德姆花园酒店,地址:洪山区光谷大道23号鲲龙大厦1楼酒店联系人:蔡经理联系电话:13886449679会议协议价:350元/间/晚(含双早)房型:高级大床/高级双床(2)全季酒店(武汉光谷创业街店),地址:武汉市洪山区佳园路13号酒店联系人:陈经理联系电话:13476816252会议协议价:350元/间/晚(含双早)房型:高级大床/高级双床7.后续事宜:论坛日程安排、会议地点交通方式等具体信息,将于后续通知另行说明。联系方式联系地址:上海市大连西路558号联系电话:021-65437770联系电话:021-55393386联系电话:021-55386122电邮地址:yanxiu@shisu.edu.cn上海外语教育出版社上海外教社教育培训中心文华学院湖北省高等教育学会大学外语教学专业委员会2025年11月10日

AI赋能外语科研项目申报与论文写作发表(高阶班)

一、课程内容简介AI辅助科研项目申报与论文写作发表专题工作坊:学术洞察与技术路径山东大学 王峰模块一:AI赋能的科研选题挖掘与文献综述撰写课程目标:本模块以实证类外语学科课题申报为例,帮助研究者掌握基于大语言模型的文献检索、分析与整合能力,提升其对学术前沿的把握水平,从而科学、精准地确定科研选题方向,增强选题的创新性与可行性。课程内容(包括但不限于):1.大语言模型在学术资源获取中的应用·高效检索国际权威数据库(如Web of Science等)·快速筛选高质量、高被引论文·掌握关键词提取、主题聚类、趋势分析2.国际前沿文献的甄别与解读·识别外语学科研究热点与趋势·深度解析高水平期刊论文的研究范式与理论框架·提高综述论辩效果与逻辑性3.选题创新性与可行性的论证准备·确定选题范围,论证选题可行性·提炼核心问题,设计研究方法·生成研究路线图模块二:AI辅助下的申报书撰写与呈现优化课程目标:本模块聚焦课题申报书写作的核心环节,引导研究者运用大语言模型提升申报书的逻辑结构、论证深度与表达质量,强化申报材料的整体呈现效果,提高中标率与发表潜力。课程内容(包括但不限于):1.申报书整体结构与逻辑优化·构建申报书思维导图与内容提纲·提升学术语言表达的专业性与规范性·精准表述研究价值、创新点与预期成果·对比分析常见错误写法与AI优化后的优质写法案例·图表语言风格统一与学术化处理技巧2.参考文献管理与格式标准化·大语言模型自动识别并整理引用文献来源·支持多种引用格式(APA、MLA、Chicago等)自动生成AI辅助科研项目申报与论文写作发表专题工作坊:技术理路与创新实践山东大学 杨港模块一:AI 工具赋能外语教师科研创新的理路与见解课程目标:1.探讨如何借助 AI 工具提高研究选题的准确性和个性化2.熟悉结合 AI 工具的实证研究设计和实施的全过程课程内容(包括但不限于):1.利用 AI 工具开展科学研究的基本理路2.利用 AI 工具开展科学研究的应用场景3.AI 工具与研究选题的甄别和确定4.AI 工具与实证研究设计和实施5.AI 工具与科研成果的产出和传播模块二:AI 工具赋能高校教师科研创新实践工作坊课程目标:1.交流如何利用 AI 工具辅助课题申请书及论文写作,提高写作质量和竞争力2.让 AI 工具成为课题申请书及论文写作与修改的咨询顾问与得力助手课程内容(包括但不限于):1.如何借助 AI 工具高效检索和阅读文献2.如何借助 AI 工具撰写课题申请书①优秀课题申请书案例分享②小组合作完成申请书撰写③申请书点评与修改路径分析3.如何借助 AI 工具撰写期刊论文①CSSCI、SSCI 论文案例分享②小组合作完成论文写作思路及部分内容③论文点评与修改路径分析二、主讲专家简介王峰山东大学翻译学院教授、博士生导师、博士后合作导师,同济大学文学博士、布鲁塞尔自由大学应用语言学博士,国际韩礼德语言学研究会秘书长,山东省泰山学者青年专家。研究方向:功能语篇分析、语料库翻译学。主持国家社科后期资助项目1项、国家文旅部重点课题1项、省级课题4项。在Perspectives, Critical Arts, Humanities and Social SciencesCommunications,SAGE Open, Psychology in the Schools,Australian Journal of Linguistics, Style, Target, Functions of Language,Chinese Semiotic Studies,《外国语》《中国外语》《中国翻译》《外语教学》《外语研究》《外语教学理论与实践》《外语电化教学》《外语导刊》《外语学刊》《上海翻译》等国内外核心期刊上发表论文40余篇。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。三、日程安排DAY111月1日(周六)8:30-10:00AI辅助科研项目申报与论文写作发表专题工作坊:学术洞察与技术路径(I)10:10-11:40AI辅助科研项目申报与论文写作发表专题工作坊:学术洞察与技术路径(II)14:00-15:30AI辅助科研项目申报与论文写作发表专题工作坊:学术洞察与技术路径(III)15:40-17:00AI辅助科研项目申报与论文写作发表专题工作坊:实践与展示DAY211月2日(周日)8:30-10:00AI辅助科研项目申报与论文写作发表专题工作坊:技术理路与创新实践(I)10:10-11:40AI辅助科研项目申报与论文写作发表专题工作坊:技术理路与创新实践(II)14:00-15:30AI辅助科研项目申报与论文写作发表专题工作坊:技术理路与创新实践(III)15:40-17:00AI辅助科研项目申报与论文写作发表专题工作坊:实践与展示

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