对称IB(Symmetric Information Bottleneck)通过行、列压缩变量之间的相互协作来挖掘数据中的双向压缩模式.由于行、列压缩变量不能完全承载行、列基层变量中所蕴含的特征信息,从而导致对称IB所得的数据双向压缩模式与基层变量所蕴含的...对称IB(Symmetric Information Bottleneck)通过行、列压缩变量之间的相互协作来挖掘数据中的双向压缩模式.由于行、列压缩变量不能完全承载行、列基层变量中所蕴含的特征信息,从而导致对称IB所得的数据双向压缩模式与基层变量所蕴含的内在模式之间存在一定的偏离.针对该问题,通过最大化地保存压缩变量与基层变量交叉之间的互信息,将基层变量引入到数据的双向压缩中,使它们协助压缩变量共同来学习联合分布中的双向压缩模式,提出交叉对称IB:ICSIB(Inter-Correlated Symmetric Information Bottleneck).ICSIB算法采用交错的顺序"抽取-合并"迭代过程来优化压缩变量与基层变量交叉之间的互信息,可保证得到目标函数的一个局部优解.实验结果表明,在基层特征变量的协助下,ICSIB算法得到的数据双向压缩模式更接近于数据中真实的内在模式,并可有效地应用于数据的联合聚类中.展开更多
根据国家教育部门的统计,目前海外将近有1.5亿人在学习中文,许多国家学习中文的人数以百分之五十甚至更高幅度增产,非母语中文学习者的年龄也在逐渐下移。这些留学生或来自或未来将继续IB课程体系,那么其中文学习部分是孤立进行还是可...根据国家教育部门的统计,目前海外将近有1.5亿人在学习中文,许多国家学习中文的人数以百分之五十甚至更高幅度增产,非母语中文学习者的年龄也在逐渐下移。这些留学生或来自或未来将继续IB课程体系,那么其中文学习部分是孤立进行还是可向IB课程靠拢以及如何靠拢正是本文研究的要义。IB国际文凭项目将课程分为语言和文学(语言A)、语言习得(语言B)、个人与社会等六个组别。语言B又称作“第二语言”,其教学理念及培养目标都对国际青少年中文教育的发展具有借鉴意义。话题是语言交际的依托,所以教材中有关课文、词汇和语法项目的编写都离不开话题,都需要依托话题来展开。笔者将以《YCT考试大纲与应考指南》里的话题分类为参考依据,对《YCT标准教程》系列教材的话题内容、出现次数进行归类,其后将其与《IB国际文凭语言B指导大纲》建议话题进行对比,最后为《YCT标准教程》系列教材话题选择和国际中文教育工作者的课堂教学话题选择提供建议。According to statistics from the national education authorities, nearly 150 million people overseas are currently learning Chinese, with the number of learners in many countries increasing by 50% or even higher. The age of non-native Chinese learners is also gradually decreasing. These students either come from or will continue to engage with the IB curriculum system. Therefore, whether their Chinese learning is conducted in isolation or can align with the IB curriculum—and how to achieve such alignment—is the key focus of this study. The IB Diploma Programme divides its curriculum into six groups: Language and Literature (Language A), Language Acquisition (Language B), Individuals and Societies, among others. Language B, also referred to as the second language has teaching philosophies and learning objectives that provide valuable insights for the development of international Chinese education for young learners. Topics serve as the foundation for language communication. Thus, the compilation of texts, vocabulary, and grammar items in teaching materials must revolve around topics and be structured accordingly. The author will use the topic classification in the YCT Test Syllabus and Exam Guide as a reference to categorize and analyze the topics and their frequency of occurrence in the YCT Standard Course series of textbooks. Subsequently, these will be compared with the suggested topics in the IB Diploma Programme Language B Guide. Finally, recommendations will be provided for topic selection in the YCT Standard Course series and for classroom instruction by international Chinese educators.展开更多
文摘对称IB(Symmetric Information Bottleneck)通过行、列压缩变量之间的相互协作来挖掘数据中的双向压缩模式.由于行、列压缩变量不能完全承载行、列基层变量中所蕴含的特征信息,从而导致对称IB所得的数据双向压缩模式与基层变量所蕴含的内在模式之间存在一定的偏离.针对该问题,通过最大化地保存压缩变量与基层变量交叉之间的互信息,将基层变量引入到数据的双向压缩中,使它们协助压缩变量共同来学习联合分布中的双向压缩模式,提出交叉对称IB:ICSIB(Inter-Correlated Symmetric Information Bottleneck).ICSIB算法采用交错的顺序"抽取-合并"迭代过程来优化压缩变量与基层变量交叉之间的互信息,可保证得到目标函数的一个局部优解.实验结果表明,在基层特征变量的协助下,ICSIB算法得到的数据双向压缩模式更接近于数据中真实的内在模式,并可有效地应用于数据的联合聚类中.
文摘根据国家教育部门的统计,目前海外将近有1.5亿人在学习中文,许多国家学习中文的人数以百分之五十甚至更高幅度增产,非母语中文学习者的年龄也在逐渐下移。这些留学生或来自或未来将继续IB课程体系,那么其中文学习部分是孤立进行还是可向IB课程靠拢以及如何靠拢正是本文研究的要义。IB国际文凭项目将课程分为语言和文学(语言A)、语言习得(语言B)、个人与社会等六个组别。语言B又称作“第二语言”,其教学理念及培养目标都对国际青少年中文教育的发展具有借鉴意义。话题是语言交际的依托,所以教材中有关课文、词汇和语法项目的编写都离不开话题,都需要依托话题来展开。笔者将以《YCT考试大纲与应考指南》里的话题分类为参考依据,对《YCT标准教程》系列教材的话题内容、出现次数进行归类,其后将其与《IB国际文凭语言B指导大纲》建议话题进行对比,最后为《YCT标准教程》系列教材话题选择和国际中文教育工作者的课堂教学话题选择提供建议。According to statistics from the national education authorities, nearly 150 million people overseas are currently learning Chinese, with the number of learners in many countries increasing by 50% or even higher. The age of non-native Chinese learners is also gradually decreasing. These students either come from or will continue to engage with the IB curriculum system. Therefore, whether their Chinese learning is conducted in isolation or can align with the IB curriculum—and how to achieve such alignment—is the key focus of this study. The IB Diploma Programme divides its curriculum into six groups: Language and Literature (Language A), Language Acquisition (Language B), Individuals and Societies, among others. Language B, also referred to as the second language has teaching philosophies and learning objectives that provide valuable insights for the development of international Chinese education for young learners. Topics serve as the foundation for language communication. Thus, the compilation of texts, vocabulary, and grammar items in teaching materials must revolve around topics and be structured accordingly. The author will use the topic classification in the YCT Test Syllabus and Exam Guide as a reference to categorize and analyze the topics and their frequency of occurrence in the YCT Standard Course series of textbooks. Subsequently, these will be compared with the suggested topics in the IB Diploma Programme Language B Guide. Finally, recommendations will be provided for topic selection in the YCT Standard Course series and for classroom instruction by international Chinese educators.
