Gotowe bibliografie tematyczne / Chinese learning

Gotowa bibliografia na temat „Chinese learning”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Chinese learning"

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Wang, Mingjiu. "Chinese EFL Teachers‟ Perceptions towards Blended Learning". International Journal of Languages, Literature and Linguistics 6, nr 2 (czerwiec 2020): 117–21. http://dx.doi.org/10.18178/ijlll.2020.6.2.262.

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Isac, Florin Lucian, i Eugen Florin Remeș. "Learning from Chinese Management". Studia Universitatis „Vasile Goldis” Arad – Economics Series 31, nr 4 (11.10.2021): 70–84. http://dx.doi.org/10.2478/sues-2021-0020.

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Abstract China is one of the fastest-growing economies and has gained a leading position in terms of production or exports. China’s managerial and business practices are influenced by its traditional cultural values. The article investigates, along with the influences of these values on management, the points of interest of the Chinese management model for other cultures.
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Li, Jin. "Chinese Conceptualization of Learning". Ethos 29, nr 2 (czerwiec 2001): 111–37. http://dx.doi.org/10.1525/eth.2001.29.2.111.

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Xiaodong, Li. "The Chinese Model and Chinese Wisdom of Modernization". EDUCAÇÃO E FILOSOFIA 33, nr 69 (30.12.2020): 1223–53. http://dx.doi.org/10.14393/revedfil.v33n69a2019-56405.

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The Chinese Model and Chinese Wisdom of Modernization 1 Abstract: The Soviet model of socialism and the American model of capitalism are the two major solutions to modernization. Under the guidance of the traditional Chinese Doctrine of the Mean and the Marxist dialectical materialism, the Communist Party of China, by successively learning from these two major solutions and combining with the actual situation of China, has proposed Chinese solutions of socialism with Chinese characteristics to modernization of state governance and thus offered to the world Chinese wisdom beyond the conflicts between two major ideologies, namely, socialism and capitalism. Keywords: State governance. Modernization. Chinese wisdom. Chinese situations. O modelo chinês e a sabedoria chinesa da modernização Resumo: O modelo soviético de socialismo e o modelo americano de capitalismo são as duas principais soluções para a modernização. Sob a orientação da doutrina chinesa tradicional do caminho do meio e do materialismo dialético marxista, o Partido Comunista da China, aprendendo sucessivamente com essas duas soluções principais e combinando-se com a situação atual da China, propôs soluções chinesas de socialismo com características chinesas, modernização da governança do estado e, assim, ofereceu ao mundo a sabedoria chinesa além dos conflitos entre duas grandes ideologias, a saber, socialismo e capitalismo. Palavras-chave: Governança estatal. Modernização. Sabedoria chinesa. Situações chinesas. El modelo chino y la sabiduría china de la modernización Resumen: El modelo soviético del socialismo y el modelo estadounidense del capitalismo son las dos soluciones principales para la modernización. Bajo la guía de la Doctrina tradicional china de la media y el materialismo dialéctico marxista, el Partido Comunista de China, al aprender sucesivamente de estas dos soluciones principales y combinar con la situación actual de China, ha propuesto soluciones chinas del socialismo con características chinas para modernización de la gobernanza estatal y, por lo tanto, ofreció al mundo sabiduría china más allá de los conflictos entre dos ideologías principales, a saber, el socialismo y el capitalismo. Palabras clave: Gobernanza estatal. Modernización. Sabiduría china. Situaciones chinas. 1This paper is related to “the Research of the Relationship between the Thought of the Communist Party of China about state Governance and Excellent Traditional Chinese Culture” supported by Beijing Social Science Fund Research Project Base (Project No. 17JDKDB003) Data de registro: 30/07/2020 Data de aceite: 21/10/2020 1 This paper is related to “the Research of the Relationship between the Thought of the Communist Party of China about state Governance and Excellent Traditional Chinese Culture” supported by Beijing Social Science Fund Research Project Base (Project No. 17JDKDB003).
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Lin, Jia. "Language learning strategy and language learning achievement". Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 52, nr 2 (10.11.2017): 148–71. http://dx.doi.org/10.1075/csl.52.2.03lin.

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Abstract This study investigates the relationship between language learning achievement and the use of language learning strategy among intermediate Chinese as a second language (L2) learners. A total of 62 students from an intermediate Chinese course participated in this study. Strategy Inventory for Language Learning (SILL) (Oxford, 1989) was used to assess participants’ strategy use frequency. Correlation, one-way ANOVA, and ANOVA post hoc tests were performed for data analysis. Key findings suggest that: (1) initiative, communicative orientation, and risk taking are good behavioral predictors of Chinese L2 achievement; (2) medium-achieving learners are more active in using strategies, especially cognitive and memory strategies. These investigations of strategy use within and across achievement groups revealed both Chinese L2 learners’ characteristics in strategy use, and also the problems and challenges that learners with different achievement levels encounter. Multiple pedagogical implications are provided at the end of this article.
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Zhang, Chun. "Learning Chinese Characters in the Digital Learning Room". Sprogforum. Tidsskrift for sprog- og kulturpædagogik 25, nr 68 (1.06.2019): 54–61. http://dx.doi.org/10.7146/spr.v25i68.128434.

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McBride, Catherine Alexandra. "Is Chinese Special? Four Aspects of Chinese Literacy Acquisition that Might Distinguish Learning Chinese from Learning Alphabetic Orthographies". Educational Psychology Review 28, nr 3 (26.06.2015): 523–49. http://dx.doi.org/10.1007/s10648-015-9318-2.

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Yan, Huang. "Chinese Learning Through Internet Inspired By Contructivist Learning Theory". Lingua Cultura 5, nr 1 (31.05.2011): 80. http://dx.doi.org/10.21512/lc.v5i1.378.

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With the changing concept of education, there is growing emphasis on “student-centered” principle. This is one of the characteristics of Constructivist learning theory. On network teaching Chinese, Constructivist learning theory is indispensable. This article is the design of online Chinese teaching which is basic on the Constructivist learning theory.
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Qadriani, Nanda Lailatul. "Blended Learning, The International Chinese Learning Trend In Post-Pandemic Era". Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 16, nr 1 (28.05.2022): 44. http://dx.doi.org/10.24036/ld.v16i1.116661.

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In the early days of the Covid-19 pandemic, Chinese online learning faced many challenges, including (1) poor internet connection and high internet costs; (2) low computational literacy of teachers; (3) limited interaction between teachers and students; (4) inappropriate teaching materials and methods; and (5) the lack of student discipline and the difficulty of providing assessments. However, these challenges have turned into opportunities for the rapid development of online Chinese learning over time. Academics in China predict that online Chinese learning will be maintained in the post-pandemic era, the blended learning will become a learning trend that is applied globally. This research is descriptive qualitative research with data collection techniques through literature study method and Forum Group Discussion (FGD). The result of this study is a description of the solution to the challenges of Chinese online learning globally during the pandemic, blended learning, and its implementation strategy in the post-pandemic era based on the “Chinese Proficiency Grading Standards for International Chinese Language Education” issued in 2021.
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Цзэн, Юньтин. "INTERACTIVE DISTANCE LEARNING IN CHINESE". Вестник Тверского государственного университета. Серия: Педагогика и психология, nr 2(59) (4.07.2022): 196–204. http://dx.doi.org/10.26456/vtpsyped/2022.2.196.

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В ходе анализа теоретической литературы и практического опыта преподавателей китайского языка были выявлены особенности интерактивных методов обучения, их применения как в стандартном очном обучении, так и в современной системе дистанционного образования. Для изучения использовались материалы различных исследователей и педагогов за период с 2010 по 2021 годы. В результате работы выявлены преимущества интерактивной модели обучения китайскому языку за счет упрощения процесса обучения, повышения мотивации, более глубокого погружения студентов в китайскую культуру и бытовые ситуации. During the analysis of theoretical literature and practical experience of Chinese language teachers, the features of interactive teaching methods, their application, both in standard full-time education and in the modern system of distance education, were revealed. The materials of various researchers and educators for the period from 2010 to 2021 were used for the study. As a result of the work, the advantages of the interactive model of teaching Chinese were revealed by simplifying the learning process, increasing motivation, and deeper immersion of students in Chinese culture and everyday situations.
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Rozprawy doktorskie na temat "Chinese learning"

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Lester, Pamela Lyn. "Learning Chinese : three autobiographical narratives". Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/30501.

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This autobiographical case-study is an arts-informed narrative inquiry into learning (Mandarin) Chinese as an Additional Language (CAL). I have been studying Chinese for over a decade, but in this thesis I focus on the six months (September 2009–February 2010) I spent studying CAL at a high intermediate level in Taipei. I offer three creative non-fiction narratives connected to that experience. The first is a language memoir that mixes languages (English and Chinese), poetry and prose. The second is a reader’s theatre script that re- presents conversations on Chinese with a variety of people (students, teachers and expatriates) from my CAL community in Taipei. The third is a bricolage of image-texts related to CAL selected from internet sources. I conceptualize all three narratives as autobiographical in that they explore various sources – individual, communal, and societal – that are invariably woven together in any story of the self. By using multiple autobiographical accounts to explore lived experience I am working with an opportunity to explore the elusive, shifting, context- dependent and influential nature of narrative sense-making. This approach also provides an opportunity for tensions, resolutions, dissonances, and resonances to reverberate across the stories in ways that stimulate unity without the expense of uniformity. Further, each narrative serves to triangulate the others, drawing as they do on different source materials and perspectives. Yet all three narratives are also fundamentally individual creations, identity texts (Cummins, 2006) even, and as such work to investigate how the personal is inevitably professional, the artistic simultaneously academic, and how representation is always also creation. This investigation of narratives and identities is not peripheral to CAL learning itself. As my understanding of the forces operating on my CAL identity increases, implications for my trajectory as a language learner emerge in significant, liberating ways. This in turn, allows the integration of CAL-related linguistic, sociolinguistic, and cultural habits into my ongoing personal narrative to become more conscious, comfortable and complete. I offer this study as an invitation to participate in the important, complex, and urgent work of increasing awareness of one’s self-in-context.
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Wong, Wei-wah Claudia, i 黃惠華. "The learning of Chinese orthography and its centrality in learning Chinese as a foreign language". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45877907.

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Shao, Junyu. ""Chinese learning for fundamental structure, western learning for practical use?" : the development of late nineteenth century Chinese steam navy revisited". Thesis, King's College London (University of London), 2016. http://kclpure.kcl.ac.uk/portal/en/theses/chinese-learning-for-fundamental-structure-western-learning-for-practical-use(79d3dce7-a45e-48a4-80c7-762bf881bcd3).html.

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The defeats suffered by the Qing Empire in the two Opium Wars revealed to the Chinese how their traditional armed forces were incapable of defending the country against Western aggressors. In the second half of the nineteenth century, a group of Chinese elites advocated that China needed to strengthen herself by pursuing a degree of military modernisation which, in effect, meant Westernisation. Under the banner of ‘Chinese learning for fundamental structure, Western learning for practical use’, a substantial Western-style steam navy was established and was considered one of the most powerful in East Asia. Yet despite this huge effort, this force invariably failed to fulfil its task of safeguarding the empire. The central argument of this dissertation is that the failure of the Chinese steam navy was inevitable, primarily because of the Qing Empire’s ‘fundamental structure’ being incompatible with the requirements of a modern steam navy. China in the second half of the nineteenth century was characterised by autocratic Manchu rule, decentralisation of provincial authorities, self-sufficient agrarian economy, and a social elite consisting of Confucian scholars. This research analyses in detail how such a ‘fundamental structure’ affected the development of the Chinese naval power in the facets of the statesmen behind the navy, the naval officer corps, the building and acquisition of ships and the way in which the naval power was used. On this basis, the dissertation draw the conclusion that a ‘fundamental structure’ such as that of the Qing Empire was not conducive to producing a powerful navy, and that the defeat of that navy was inevitable and not accidental. This research examines the development of the Chinese steam navy against the history of the nation during the late nineteenth century, and employs existing literature on seapower for analytical guidance. The main body of the dissertation is based on published and unpublished primary sources.
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Wu, Chao-Jung. "Learning cultures : the example of learning Chinese as community language in Chinese schools in the UK". Thesis, University of Leicester, 2001. http://hdl.handle.net/2381/9584.

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Within a multi-cultural society, it is important to understand the effect of 'when culture meets culture'. This study uses the British Chinese schools, where Chinese is taught as a heritage language, as an example to explore the culture of learning when there is a meeting of British and Chinese cultures. The study hypothesises that under the situation of learning heritage language the students are learning more than the heritage cultural content, they are also learning about the 'culture of learning'. The study attempts to present an integrated account of the complex factors which contribute to the development of distinctive cultures of teaching and learning in these schools. It applies multiple methods in data collection, including a teacher questionnaire, followed by classroom observations and interviews with the teachers and some of their students. The students' learning strategies were also explored, using the Strategy Inventory for Language Learning developed by Oxford, to add dimensions to the findings. To analyse elements in the research context, an Ecology Model of Learning Cultures is proposed which extends from the concept developed by Bronfenbrenner in his ecology model of cognitive development. The study identifies several distinctive issues from the research context, including particular types of activities used in the classrooms, mixed-age/ability groups of children, distinctive roles of texts and textbooks, of the teachers and students, of the community schools, and the Chinese families. By using the analogy of 'microcultures' for each of the identified issue, the study intends to provide a better reflection of the complex nature of the culture of the UK Chinese schools than can be provided by the idea of an encounter between monolithic cultures of learning.
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Yu, Xiao Ping. "Chinese Character Challenger : supplementary courseware for assisting students learning Chinese characters /". Link to the online version, 2005. http://hdl.handle.net/10019/1326.

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Lam, Ho-cheong. "Orthographic awareness in learning Chinese characters". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3762734X.

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Liu, Weiping. "Learning environments of Chinese Only Children". Diss., Ludwig-Maximilians-Universität München, 2010. http://nbn-resolving.de/urn:nbn:de:bvb:19-161879.

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Lam, Ho-cheong, i 林浩昌. "Orthographic awareness in learning Chinese characters". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3762734X.

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Fu, I.-Ping P. "Student Approaches to Learning Chinese Vocabulary". Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/25955.

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This research focuses on the strategies that native English speakers use as they learn to speak and write Chinese vocabulary words in the first year of an elementary Chinese class. The main research question was: what strategies do native English-speaking beginning learners of Chinese use to learn Chinese vocabulary words in their speaking and writing? The study was conducted at a medium-sized comprehensive university in the Southeastern U.S. The study drew from concepts and theories in second language acquisition and psycholinguistic studies. A random sampling of four students was selected in their first year of Chinese study for qualitative analyses. Data were collected from demographic student surveys, reflection papers, interviews, observation and field notes, weekly diary of the students and Strategies Inventory for Language Learning (SILL). The conclusions from this study provide insight as to how students of this demographic approach the challenge of learning Chinese. From this study, a clear picture emerges that students use different strategies to learn Chinese. Some students respond better to sound while others are more visually based learners. However, in this study, students used combinations of audio, visual, and kinesthetic learning techniques. The tonality of spoken Chinese was one of the most difficult skills to master and this aspect of the language frustrated many students. This is a widely recognized problem with Chinese education. Nevertheless, students enjoyed the artistic nature of Chinese characters and for the most part enjoyed writing them. This element can be emphasized in Chinese instruction to motivate students and appeal to visual learners. Similarly, integrating instruction on Chinese culture into language classes made the Elementary Chinese curriculum more appealing to students. Using native Chinese speakers from the local community in the language curriculum, reinforced classroom instruction, made the instruction more relevant, and increased student interest. Encouraging students to attend Chinese cultural events in the community had many of the same positive benefits for students. The motivations for learning revealed in this study are very interesting and support earlier studies of Chinese learners. Personal and profession interests as well as a combination of both these factors were the most commonly cited reasons for learning Chinese. Maintaining proper motivation is a pivotal factor that determines the success of many elementary learners including the students in this study. When students lost their motivation, interest in the curriculum and learning declined as well. Teachers need to be aware of motivations and attempt to foster them in individual students in order to maximize the learning experience.
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Lin, Hsing-Yin Cynthia. "Phonological interference between English and Chinese when learning Mandarin". online access from Digital Dissertation Consortium, 2007. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3266508.

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Książki na temat "Chinese learning"

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Dalton, Elizabeth. Chinese Power Learning Games. China ; New York: distributed by ChinaSprout, 2007.

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Brooks, Adrienne A. R. Learning strategies as learning inhibitors for Chinese speakers. Washington, D.C: Educational Resources Information Center, 1997.

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Kang, Yuhua. Mandarin Chinese: Learning through conversation. Beijing Shi: Beijing yu yan da xue chu ban she, 2008.

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Zeng, Xiaohong. The way of learning Chinese. Los Angeles, Calif: U.S. Social Science Publisher, 2010.

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Curdt-Christiansen, Xiao Lan, i Andy Hancock, red. Learning Chinese in Diasporic Communities. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/aals.12.

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Fuxiang, Wang. Chinese language learning for foreigners. Beijing: Sinolingua, 1994.

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Han, Jinghe. Post-Lingual Chinese Language Learning. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-59840-0.

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Kang, Yuhua. Mandarin Chinese: Learning through conversation. Beijing, China: Beijing Language and Culture University Press ; Hauppauge, NY, 2008.

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Siping, Lai, i Kang Yuhua, red. Mandarin Chinese: Learning through conversation. Beijing Shi: Beijing yu yan da xue chu ban she, 2008.

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Lu, Yan'guang. 100 Chinese scholars. Singapore: Asiapac Books, 1998.

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Części książek na temat "Chinese learning"

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Kubler, Cornelius C. "Chinese for Diplomats". W Chinese Language Learning Sciences, 321–53. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9505-5_14.

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Singh, Michael, i Thị Hồng Nhung Nguyễn. "Researching Professional Learning in Language Education". W Localising Chinese, 63–86. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-54282-3_3.

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Jin, Lixian, i Martin Cortazzi. "Chinese cultures of learning". W The Routledge Handbook of Chinese Applied Linguistics, 131–48. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315625157-10.

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Duff, Patricia A., Yongcan Liu i Duanduan Li. "Chinese Heritage Language Learning". W The Routledge Handbook of Heritage Language Education, 409–22. New York, NY ; Milton Park, Abingdon, Oxon : Routledge, [2017] | Series: Routledge Handbooks in Linguistics: Routledge, 2017. http://dx.doi.org/10.4324/9781315727974-29.

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Li, Jin. "Learning to Self-Perfect: Chinese Beliefs about Learning". W Revisiting The Chinese Learner, 35–69. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3840-1_2.

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Tan, Charlene. "Critical Thinking: The Chinese Way". W Learning from Shanghai, 171–84. Singapore: Springer Singapore, 2012. http://dx.doi.org/10.1007/978-981-4021-87-6_16.

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Tan, Charlene. "‘Chinese-Style’ Education for All". W Learning from Shanghai, 69–78. Singapore: Springer Singapore, 2012. http://dx.doi.org/10.1007/978-981-4021-87-6_6.

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Singh, Michael, i Thị Hồng Nhung Nguyễn. "Standards-Based Professional Learning for Emergent Teachers". W Localising Chinese, 145–75. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-54282-3_6.

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Singh, Michael, i Thị Hồng Nhung Nguyễn. "Localising Chinese Language Education Through International Service-Learning". W Localising Chinese, 177–96. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-54282-3_7.

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Neuhaus, Tom. "“Learning to walk”". W Colonialism, China and the Chinese, 32–47. Abingdon, Oxon; New York, NY: Routledge, 2019. | Series: Empires in perspective: Routledge, 2019. http://dx.doi.org/10.4324/9780429423925-3.

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Streszczenia konferencji na temat "Chinese learning"

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Petrushin, Valery A. "Learning Chinese tones". W 8th European Conference on Speech Communication and Technology (Eurospeech 2003). ISCA: ISCA, 2003. http://dx.doi.org/10.21437/eurospeech.2003-786.

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Yang, Yifan, Leijing Zhou, Rujian Li, Hang Yao, Jialu Song i Fangtian Ying. "Chinese Character Learning System". W CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290607.3312813.

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Wang, Xuan. "L2 vocabulary learning motivation by Chinese EFL learners". W 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0054/000469.

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L2 motivation has been proved by a plethora of studies to positively affect various domains of L2 learning, among which L2 vocabulary learning is relatively underexplored in the literature. This study, therefore, explores the characteristics of L2 vocabulary learning motivation by Chinese EFL learners and investigates how motivation relates to self-regulated learning strategies. The study employs a mixedmethod approach with 47 Chinese EFL learners. Two instruments, the motivation questionnaire and the learning strategies questionnaire were employed, and ten participants were interviewed with regard to self-regulated vocabulary learning. The results reveal the instrumentality (i.e. promotion and prevention) of Chinese EFL learners in vocabulary learning, which is related to their learning strategies and selfregulation.
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Jung, Na-Young, Wonjoo Hwang i Min-Ho Kyung. "Haptic intonation learning system for learning Chinese". W 10th International Workshop on Education. Global Vision School Publication, 2016. http://dx.doi.org/10.21742/asehl.2016.5.14.

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Cui, Jiaxin, Jiawei Chen, Qinghua Chen i Fukang Fang. "Emergence in Chinese Character Learning". W 2008 Second International Symposium on Intelligent Information Technology Application (IITA). IEEE, 2008. http://dx.doi.org/10.1109/iita.2008.63.

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Nga, Le Thi Hong. "Survey of Vietnamese Students' Mistakes When Using Quantities in Chinese". W 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.22.

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The article comes from the writer's actual teaching experience. Through experience, homeworks, and tests, the writer realizes that mistakes in beginners in the early stages (1-2 year) are usually influenced by the mother tongue while mistakes of a person in years 3-4 often arise due to confusion between one formula and another. In this article, we apply mistake analysis and "intermediate language" reasoning to make statistics and classify and analyze the causes of students' mistakes, hoping to help learners to overcome the difficult points in the expression of multiples increased by N times in Chinese. On the other hand, we can provide for the teaching and learning of Chinese by Vietnamese people as well as the teaching and learning of Vietnamese by the fact that the Chinese people have some useful materials.
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O’Sullivan, Maurice G., Briony Supple i Marian McCarthy. "Cross cultural experiences of Chinese students studying Food Science in Ireland". W Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.10.

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Food science is the comprehensive study of food and beverages or more specifically the application of the scientific disciplines of the physical, biological, and chemical as well as engineering, microbiology and nutrition to the study of food and beverages to improve the sensory properties, safety, nutrition, functionality, sustainability and availability. UCC attracts diverse cross-cultural groups of students to degree programmes in Ireland annually including 3000 international students from over 100 countries (UCC, 2018). However, anecdotally, students were underperforming (grades lower than Irish students) for some of their formative assessments due to a lack of familiarity with the Irish teaching system. For this reason, it was decided to investigate, from first principals, the experiences of these Chinese students both from their Chinese and Irish experiential perspectives in order to determine areas that could be optimised to improve their integration and promote their holistic learning experiences. The action research findings of this present study will thus be used to optimise a new bespoke degree programme, specifically catered for Chinese students, that commenced in UCC in September 2017.
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Rui-Feng Xu i Qin Lu. "Multistage Chinese collocation extraction". W Proceedings of 2005 International Conference on Machine Learning and Cybernetics. IEEE, 2005. http://dx.doi.org/10.1109/icmlc.2005.1527504.

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Hou, Enshuai, i Jie zhu. "A Self-Supervised Tibetan-Chinese Vocabulary Alignment Method based on Adversarial Learning". W 2nd International Conference on Machine Learning Techniques and NLP (MLNLP 2021). Academy and Industry Research Collaboration Center (AIRCC), 2021. http://dx.doi.org/10.5121/csit.2021.111422.

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Tibetan is a low-resource language. In order to alleviate the shortage of parallel corpus between Tibetan and Chinese, this paper uses two monolingual corpora and a small number of seed dictionaries to learn the semi-supervised method with seed dictionaries and self-supervised adversarial training method through the similarity calculation of word clusters in different embedded spaces and puts forward an improved self-supervised adversarial learning method of Tibetan and Chinese monolingual data alignment only. The experimental results are as follows. First, the experimental results of Tibetan syllables Chinese characters are not good, which reflects the weak semantic correlation between Tibetan syllables and Chinese characters; second, the seed dictionary of semi-supervised method made before 10 predicted word accuracy of 66.5 (Tibetan - Chinese) and 74.8 (Chinese - Tibetan) results, to improve the self-supervision methods in both language directions have reached 53.5 accuracy.
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Zhang, Yaozhong, Jiaqi Han, Xiaofang Hu i Shihao Dan. "Variational value learning in advantage actor-critic reinforcement learning". W 2020 Chinese Automation Congress (CAC). IEEE, 2020. http://dx.doi.org/10.1109/cac51589.2020.9327530.

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Raporty organizacyjne na temat "Chinese learning"

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Pia, Alex. Preferred perceptual learning styles of Chinese students. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.5802.

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Arnold, Zachary, Joanne Boisson, Lorenzo Bongiovanni, Daniel Chou, Carrie Peelman i Ilya Rahkovsky. Using Machine Learning to Fill Gaps in Chinese AI Market Data. Center for Security and Emerging Technology, luty 2021. http://dx.doi.org/10.51593/20200064.

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In this proof-of-concept project, CSET and Amplyfi Ltd. used machine learning models and Chinese-language web data to identify Chinese companies active in artificial intelligence. Most of these companies were not labeled or described as AI-related in two high-quality commercial datasets. The authors' findings show that using structured data alone—even from the best providers—will yield an incomplete picture of the Chinese AI landscape.
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Démurger, Sylvie, Eric Hanushek i Lei Zhang. Employer Learning and the Dynamics of Returns to Universities: Evidence from Chinese Elite Education during University Expansion. Cambridge, MA: National Bureau of Economic Research, czerwiec 2019. http://dx.doi.org/10.3386/w25955.

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Huang, Ching-chih. The relationship between the use of graphophonic strategy and the success in English vocabulary learning for Chinese students. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.6208.

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Li, Yin, i William Lazonick. China’s Development Path: Government, Business, and Globalization in an Innovating Economy. Institute for New Economic Thinking Working Paper Series, sierpień 2022. http://dx.doi.org/10.36687/inetwp190.

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We employ the “social conditions of innovative enterprise” framework to analyze the key determinants of China’s development path from the economic reforms of 1978 to the present. First, we focus on how government investments in human capabilities and physical infrastructure provided foundational support for the emergence of Chinese enterprises capable of technological learning. Second, we delve into the main modes by which Chinese firms engaged in technological learning from abroad—joint ventures with foreign multinationals, global value chains, and experienced high-tech returnees—that have contributed to industrial development in China. Third, we provide evidence on achievements in indigenous innovation—by which we mean improvements in national productive capabilities that build on learning from abroad and enable the innovating firms to engage in global competition—in the computer, automobile, communication-technology, and semiconductor-fabrication industries. Finally, we sketch out the implications of our approach for current debates on the role of innovation in China’s development path as it continues to unfold.
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Hannas, William, Huey-Meei Chang, Daniel Chou i Brian Fleeger. China's Advanced AI Research: Monitoring China's Paths to "General" Artificial Intelligence. Center for Security and Emerging Technology, lipiec 2022. http://dx.doi.org/10.51593/20210064.

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China is following a national strategy to lead the world in artificial intelligence by 2030, including by pursuing “general AI” that can act autonomously in novel circumstances. Open-source research identifies 30 Chinese institutions engaged in one or more of this project‘s aspects, including machine learning, brain-inspired AI, and brain-computer interfaces. This report previews a CSET pilot program that will track China’s progress and provide timely alerts.
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Saalman, Lora. Multidomain Deterrence and Strategic Stability in China. Stockholm International Peace Research Institute, styczeń 2022. http://dx.doi.org/10.55163/fyxq3853.

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Over the past few years, China has displayed a wide range of advances in military capabilities and infrastructure, including its test of a hypersonic glide vehicle coupled with a fractional orbital bombardment system and evidence of new intercontinental ballistic missile silos. While China and the United States remain at political odds, there are indications that China’s strategies in space, cyberspace and nuclear domains are increasingly converging with those of the USA, as well as Russia. A key question is whether this strategic convergence is a stabilizing or destabilizing phenomenon. To answer the question, this paper explores the current state of Chinese discussions on multidomain deterrence and strategic stability, with a focus on active defence and proactive defence. It then examines how these concepts are manifesting themselves in China’s postural and technological indicators, including pre-mating of nuclear warheads to delivery platforms, expanded nuclear arsenal size, possible shifts towards launch on warning, integration of dual-capable systems, and advances in machine learning and autonomy. It concludes with a discussion of what these trends mean for future strategic stability talks.
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