各位老師及同學好,
因應疫情升溫,有關課程、學位考試、轉系申請等事宜,說明如下:
一、課程:
(一)自5月17日起至6月11日全校課程皆採遠距教學。
※若因課程性質確實無法採遠距教學方式(例如:實驗課、實作課、體育課、服務學習課程),採事後補課,原則上於6月30日前完成(視疫情狀況調整)。
(二)課程考試:5月17日至5月28日兩週暫停實體考試(減少學生群聚,兩週後方式視疫情評估後宣佈)。
(三)實施遠距教學,仍需掌握學生到課狀況、學習情形,並檢核教學成效。(教育部5月15日通報)
二、研究生學位論文口試:自5月17日起至6月11日止,以採線上(視訊)方式舉行為原則(無需事先申請),若併以實體會議進行口試,會場社交距離須至少 1.5公尺,並全程佩戴口罩。
三、轉系申請:請將徵得原就讀學系/院學士班主任、導師(研究生為原就讀系/所/學位學程指導教授及主管)同意之email併同申請表寄給註冊組承辦同仁辦理,相關細節將於5月18日公告於註冊組網頁。
教務處敬啟
110.5.16
👉️聯繫窗口
🔍️課程相關:課務組 curricul@my.nthu.edu.tw、校內分機:31395、31394、31393
🔍️學位論文口試、轉系申請、成績、畢業條件相關:註冊組
registra@my.nthu.edu.tw、校內分機:31390
----------------------------------------------------------
Dear faculties and students,
In response to the elevation of COVID-19 threat level, the followings are the matters regarding the courses, examinations, transfer applications, and others.
1. Courses: All courses in the school adopt the remote teaching method from May 17th to June 11th. If it is impossible to use the remote teaching method due to the nature of the course (for example, laboratory courses, practical courses, physical education courses, service-learning courses), make-up courses must be offered after June 11th. In principle, all make-up courses must be completed before June 30th (subjected to change depending on the pandemic situation). Note that during the period of remote teaching, teachers must pay attention to student’s learning outcomes and check teaching effectiveness (according to the notification from the Ministry of Education on May 15th).
2. Course exams: In-person classroom exams will be suspended for two weeks from May 17th to May 28th in order to minimize the student’s gathering indoor (whether this temporary suspension is continued after May 28th will be announced depending on the pandemic situation).
3. The oral exam of MS and Ph.D. thesis defense: It is recommended that all thesis defenses are held online from May 17th to June 11th. No prior permission application is required. If the thesis defense must be conducted in-person in a room, the social distancing rule of 1.5 meters must be applied, and masks must be worn at all times.
4. Application for transfer: No need to obtain the signatures from the academic mentor and the department head during the period from May 17th to June 11th. Email all relevant documents (including the email records demonstrating the approvals from the academic mentor and the department head) to the Office of Registration for processing. The details will be announced on the website of the Office of Registration by May 18th.
Sincerely,
Office of Academic Affairs
May 16th, 2021
👉️For information regarding courses and exams, please contact curricul@my.nthu.edu.tw, or phone x31395, x31394, and x31393.
👉️For information regarding thesis defense and transfer application, please contact registra@my.nthu.edu.tw, or phone x31390.
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transfer learning論文 在 Alexander Wang 王梓沅英文 Facebook 的最讚貼文
【師培專文】英文用錯別急著怪你的「中文腦」。7大種錯誤來源
當沒有教學靈感時,就回到 "learners" 和 "learning" 這兩件事的本質去思考。其中要了解 learners 頭腦裡的語言 (interlanguage), learner errors 可以給我們很多很多的線索。
提出 The Output Hypothesis 的習得大師 Merrill Swain 指出,errors 是學習者對於語言的錯誤假設 (Wrong hypothesis) 的產物。應用語言學之父 Pit Corder 極為有影響力的論文即命名為:The Significance of Learner Errors.
但學習者和老師都必須要知道:Not all errors are equal. 錯誤可以粗略分成下面幾個來源,有了對錯誤的系統性理解以後,教學者、老師們、甚至學習者才能進而很細緻地去思考 怎樣的 corrective feedback、怎樣的 instruction (pedagogical intervention) 會對於鏟除這些錯誤有幫助 (or 沒幫助) 。
但前提是我們要學習如何:
(1) Collect samples of learner language
(2) Identify the errors
(3) Describe and explain the errors
(4) Evaluate / correct the errors
【學習者錯誤大概可分成下面幾種錯誤】
Type 1️⃣: Errors of Overproduction (過度使用)
小明剛看完一篇文章很不完整地在講定冠詞 the 什麼時候用。滿腦子都是 the,導致於他隔天寫英文時,不需要 the 的地方也用了 the。
當教學、教材不夠完整很容易有這樣的狀況,語言學家 Larry Selinker 曾經用 Transfer of Training 一詞形容「教學可以對學習造成的負面影響」。
➠ 當你看完「英文冠詞八大法」「介系詞就靠這幾招」這樣的文章時,要特別小心,你有可能越學越回去。
Type 2️⃣: L1 Transfer (對於母語對外語的影響,比較先進的說法是 cross-linguistic influence)
中式英文: I'm easy to get lost while driving in a big city. (腦中翻譯: 我很容易。。。)
正確: I get lost easily while driving in a big city.
中式英文: The knowledge I learned from him is very useful. (learn knowledge 是中式搭配詞錯誤,應使用 acquire knowledge)
Type 3️⃣: Developmental Errors (發展型錯誤)
小明學了 Where is the restroom? 後,程度慢慢變好時,學了「間接問句」。有一天他突然不知道到底是 Can you tell me where is the restroom? 還是 Can you tell me where the restroom is?
Type 4️⃣: Inherent difficulty / complexity (語言本身複雜性)
• He went to University of Pennsylvania.
(應該使用 He went to the University of Pennsylvania.)
Type 5️⃣: Overgeneralization (過度類化)
• *We should emphasize on... (將 put emphasis on 的 on 誤送給動詞)
• *We really need to cost down. (來自於 We need to bring the cost down. 的不求甚解學習)
Type 6️⃣: Oversimplification (過度簡化)
*He didn't wear mask today. (應該用 wear a mask,可能是 Type 2 加上 Type 6 的綜合)
Type 7️⃣: 綜合型錯誤 (一個以上的原因加總)
• I suggested him to go to see a doctor immediately.
• He didn't reply my email.
應該是 reply to...可能學生想到 answer my phone、可能是在翻中文、可能是 overgeneralization、及物不及物本身也有複雜性)
✔︎ 台灣英語師培系統過去30年,因課程內容只對了真正在研究「語言學習過程」的第二語言習得 (SLA) 研究做了非常皮毛的「交代」,大多台灣的英文老師,都在不知道怎麼回答之下走進了教室,開始了一年又一年用trial and error 學習教學的過程。
➠ 知名語言學家 Ringbom 在 2007 年一篇 paper 裡也提及: "...we need to know enough about learning before we start making assumptions on the efficiency of teaching."
如果你未來想要當、或現在是個英文老師,認同這個理念,也想要用科學來引導教學、讓自己和學生都能不斷進步,站在世界最前端,那麼我歡迎你參加我的師培課程!
公開課ㄧ秒報名: https://www.accupass.com/event/2003230931011722834038
• 地點: 台北市朱崙街60號2F (MRT 南京復興站 3號出口)
• 時間: 2:30 pm- 4:00 pm (2:00 pm 開放入場)
transfer learning論文 在 昱創企管顧問有限公司 Facebook 的最讚貼文
這篇是講群暉公司半年做出AI系統的作法:
利用Transfer Learning重建模型,
找出好的人才組團隊,
重現里程碑論文結果,
借助學界力量打破精通AI難度高關卡。
但最重要的是,
模型不是越深越好,
而是適當才是重點。
#人工智慧
https://www.bnext.com.tw/article/48803/ai-nas-synology