This book is a report on the academic achievement assessment of Grade-6 students in primary school with a large-scale sample for the first time since the new curriculum reform. This report consists of the general report, reports on the four subjects of Chinese, Mathematics, Science and Morality and Society, the questionnaire survey report and assessment instruments. This report states the complexion of students’ academic achievement including achievements and shortcomings and proposes some targeted suggestions. The methods and assessment instruments have important reference value for future academic achievement assessment.
This book consists of introduction to academic achievement assessment, international comparison of academic achievement assessment and reference, as well as theoretical system and practice strategy of academic achievement assessment. The study indicates that the development trends of foreign academic achievement assessment are: establishing a complete education quality monitoring system; paying more attention to the function and value of independent education quality monitoring institution and intermediary organization; the orientation based on the integrated development of students growing more apparent; marching from “evaluation of study” to “evaluation for study”; and placing educational equity in a prominent position. This book is easy to understand and readable for professionals like teachers, educational researchers and particularly those engaged in academic achievement.
Chinese and English are the world’s largest languages, and the number of interpreter-mediated interactions involving Chinese and English speakers has increased exponentially over the last 30 years. This book presents and describes examples of Chinese–English interpreting across a large number of settings: conference interpreting; diplomatic interpreting; media interpreting; business interpreting; police, legal and court interpreting; and healthcare interpreting. Interpreters working in these fields face not only the challenge of providing optimal inter-lingual transfer, but also need to fully understand the discourse-pragmatic conventions of both Chinese and English speakers. This innovative book provides an overview of established and contemporary frameworks of intercultural communication and applies these to a large sample of Chinese–English interpreted interactions. The authors introduce the Inter-Culturality Framework as a descriptive tool to identify and describe the strategies and footings that interpreters adopt. This book contains findings from detailed data with Chinese–English interpreters as experts not only in inter-lingual exchange, but cross-linguistic and intercultural communication. As such, it is a detailed and authoritative guide for trainees as well as practising Chinese–English interpreters.
First published in 1931. Mainly focussing on cultural and geographical aspects, Travels of an Alchemist are unique in their importance as a source for early Mongol history, enabling us as they do to fix with certainty the otherwise obscure and much disputed dates of Chingiz Khan's movements during his Western campaign. The author, a Taoist doctor, left some of the most faithful and vivid pictures ever drawn of nature and society between the Aral and the Yellow Sea. Waley's introduction provides excellent background information with which to place the Travels in their appropriate historical, social and religious setting.
Andy Kirkpatrick and and Zhichang Xu offer a response to the argument that Chinese students’ academic writing in English is influenced by “culturally nuanced rhetorical baggage that is uniquely Chinese and hard to eradicate.” Noting that this argument draws from “an essentially monolingual and Anglo-centric view of writing,” they point out that the rapid growth in the use of English worldwide calls for “a radical reassessment of what English is in today’s world.” The result is a book that provides teachers of writing, and in particular those involved in the teaching of English academic writing to Chinese students, an introduction to key stages in the development of Chinese rhetoric, a wide-ranging field with a history of several thousand years. Understanding this important rhetorical tradition provides a strong foundation for assessing and responding to the writing of this growing group of students.
This book offers a distinct exploration of Chinese English – which has the largest rising population of speakers in the World Englishes (WE) family. Xu focuses on the fundamental issues of "names" and "norms" that are closely related to Chinese English and the "narratives" of the speakers of Chinese English. In addition to current approaches to WE research, this book proposes a novel theoretical and analytical framework based on classical Chinese and Western philosophies. The volume has an empirical basis, drawing upon interview and questionnaire survey data from proficient speakers of Chinese English. It is also based on an extensive review of the relevant literature on both WE and Chinese English, and it draws upon the author’s research experience of over two decades on the subject. This is the third research book on Chinese English that the author has contributed to WE literature and it will be a valuable read for students and scholars alike.
This book is a report on the academic achievement assessment of Grade-6 students in primary school with a large-scale sample for the first time since the new curriculum reform. This report consists of the general report, reports on the four subjects of Chinese, Mathematics, Science and Morality and Society, the questionnaire survey report and assessment instruments. This report states the complexion of students’ academic achievement including achievements and shortcomings and proposes some targeted suggestions. The methods and assessment instruments have important reference value for future academic achievement assessment.
This book consists of introduction to academic achievement assessment, international comparison of academic achievement assessment and reference, as well as theoretical system and practice strategy of academic achievement assessment. The study indicates that the development trends of foreign academic achievement assessment are: establishing a complete education quality monitoring system; paying more attention to the function and value of independent education quality monitoring institution and intermediary organization; the orientation based on the integrated development of students growing more apparent; marching from “evaluation of study” to “evaluation for study”; and placing educational equity in a prominent position. This book is easy to understand and readable for professionals like teachers, educational researchers and particularly those engaged in academic achievement.
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