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第三届科学、技术、工程、数学（STEM）教育应用国际会议论文征集通知

作者：

来源：《中小学信息技术教育》20xx年第11期

由北京师范大学、昆士兰科技大学和英属哥伦比亚大学联合举办的第三届科学、技术、工程、数学（STEM）教育应用国际会议将于20xx年7月12日～15日在加拿大温哥华召开。 本届大会主题为“全球化下的STEM教育：跨文化脉络中的连结”，旨在为来自世界不同国家从事STEM教育研究工作的专家、学者和研究人员提供一个良好的学术交流和合作平台，分享该领域内的最新研究成果、研究进展、创新思想及系统开发经验。

会议的主要形式包括特邀演讲、专题报告、论文发表、海报发表、工作坊、创新案例展示等。会议将邀请知名专家和学者就当前国际上STEM领域研究的热点与重点问题发表特邀演讲和专题报告。

征稿主题：STEM的创新研究、STEM的创新资源、通过STEM进行教学实践的变革、STEM教育的可持续发展、跨学科的科学普及教育、STEM教育中的终身学习、STEM教育在正式与非正式学习中的脉络、STEM课程理论与发展、STEM的教育心理学发展理论、STEM教育政策与领导管理、农村教育中的STEM、特殊教育中的STEM、教育技术在STEM中的应用、STEM中的教师专业发展与培训、设计与科技教育、科幻小说与STEM教育、灾难与STEM教育，其他相关STEM教育的议题也将被接受。

特别提示：会议中所接受的论文将被全文发表在STEM2014在线论文集中，此外会议网站提供了论文投稿的作者指引信息。本次会议语言为英语。论文投稿截止日期：20xx年12月9日；论文摘要接收截止日期：20xx年2月1日。

关于本次会议的详细信息请登录http：//stem2014.ubc.ca/查看。

（STEM2014国际会议组委会）

第二篇：国际学术会议常用语(英语)

学术会议常用表达

1. 有关会议的一般信息

（1）名称

conference academic conference annual meeting/symposium/conference

international conference forum, international forum

symposium workshop

（2）日期

dates/important dates/key dates

（3）地点

location/venue conference location/venue

（4）主题

issues/themes/(main)topics/scope of conference topic of interests

conference themes/topics

2．论文征稿、提交与录用

call for abstract/proposal/paper paper deadline deadline for abstract/full paper/proposal submission submission deadline deadline extended date for mortification of acceptance Paper acceptance/rejection will be informed by… deadline for authors notification camera ready version deadline

3. 会议注册

deadline/closing date for registration registration fees and items telegraphic transfer only

registration form official invitation letter bank transfer

registration information

payment bank draft/check

4. 会议进程及内容

conference schedule/program preliminary conference program

final conference program opening ceremony/session keynote session/parallel session/tutorial session keynote speech oral presentation poster presentation tea/coffee break (buffet) lunch/(buffet)supper (welcome)banquet

5. 会议具体细节

opening question and answer

introduction to speaker comment on speaker

theme/paper presentation closing

6．学术会议的问答讨论环节口语

学术报告之后的问答讨论环节（Question and Answer Session）是同行之间交流的良好机

会，双方可以针对报告中的具体问题进行探讨

（1）答问的方式与技巧

回答讨论环节可以让报告人通过互动及时地获得信息反馈并可以把在讨论中或得的建设性建议用于下一步的工作，因此对科研工作有很大的促进作用。对于如此重要的环节，报告人在报告之前应进行必要的准备，尽可能地保证这一环节完整、流畅地进行，一般应注意以下几点。

① 准备工作

学术报告中的提问者往往是相关领域中的专家，对报告的内容非常熟悉，因此所提出的问题可能会有相当的深度、广度以及不可预见性，有时甚至直接指出研究工作中的不完善之处或漏洞所在。由于时间关系，回答者在现场一般没有充分的时间进行考虑，这就要求报告人要事先进行充分的准备。在报告前，报告人应将对答环节的准备作为准备工作的一部分，进行深入考虑，全面的预测听众可能提出的问题，可以假设一些问题，并准备好最合适的解答。如果会议没有统一安排每个报告的问答环节，报告者在进行报告时就要预先告知听众随后的Q＆A Session，这样可以让听众为提问做好准备。

② 过程控制

在时间允许的情况下尽可能让每个想提问的人都有机会提问，不要让少数提问者的提问占据整个讨论环节，应按照提问者举手示意的顺序来请出提问者。在开始回答问题时，首先与提问者目光接触，然后转向其他所有听众，这样可以获得所有听众的注意。在回答完毕之后，可以再次通过目光了解提问者是否对回答表示满意。报告人应控制整个讨论的过程，对于与主题无关的问题可以礼貌地回避。

③ 答问方式

应首先仔细听清问题，在回答之前应将问题清楚的重复一遍，这可以保证对问题的正确理解，确保每个人都能听清楚问题，同时给自己一些时间来思考，表述答案前可做片刻停留，这既引起了听众的注意，又表明了对答案的谨慎态度，同时也给自己留更多的思考空间。不要对问题进行评价，避免说类似“That was a great question”的话，如果想要对某一问题进行肯定，可以用“Thanks for asking that question”或“I get asked that question by many people.”等中性的表述，还可以让听众感到平等。回答问题时应尽可能简洁，切题。在回答中应尽可能多地提及报告中的内容，这有利于听众对报告内容加深印象，并有利于控制问答环节的主题。

④ 问题的类型

对于寻求具体解释的一些问题，可以简单地重复报告的内容来对问题进行说明或证明，或是澄清听众的误解。如果提问者对报告内容提出不同见解，可以通过资料、事实、数据等来证明自己的观点，但一定注意态度要礼貌谦和。对于过于复杂的深层问题无法进行简单回答时，可以在简略回答之后邀约提问者在其他时间进行讨论。对于听众的评价或是建议应表示感谢，但要控制时间，适时地打断发言人并转入下一个问题。对不知道答案的问题应坦率的承认，不要回避或转换话题，并尽可能提供相关的书籍，资料或是该方面的专家以供参考。

⑤ 时间的把握

为了能够巧妙地结束回答问题环节，可事先准备一段总结性的陈述用来重申报告主题并结束问答环节。注意在达到规定时间时应立刻结束讨论环节，在回答最后一个问题之前们就要礼貌地表示即将超时，并可以让其他提问者将问题留在会后进行讨论。

⑥ 提问者的礼仪

大型会议中回答环节的时间往往比较短暂，提问者应抓住机会参与讨论，同时应注意以下方面。

如果为提问者准备了麦克风，则应在拿到麦克风后等待阿加安静下来在进行提问；大声地表述，让提问者和听众都能够听清楚问题；不必解释提问的理由以免浪费时间，但如果适宜可以需要地介绍自己（一定要简要）；对所提的问题应做好准备，以保证问题的有效性（不要提那些答案显而易见的问题）提问务必简短；每次尽量只提一个问题，把更多的机会留给其他听众。

（2）常用表达

① 提问

I would like to ask/address/raise a question about… I would like to know(whether)… I would be glad to know(whether)… I have a question about…

May I ask (a question about)…?

My question is/concerns//is concerned with… What I would like to ask is… What I am asking is …

I wonder if you would like to explain/comment on the point of…

I would be grateful/appreciate/obliged/for(to have) some explanation about…

I wonder if you would be kind enough to explain/comment on/give some example for… I wonder (What I am wondering is)…

I am curious about/interested in/keen on(whether/why/how/what/when)…? Could you please tell me whether/why/how/what/when…? Do you mind showing me whether/why/how/what/when…? I could not understand what you really mean by… Do you have any ideas about…? What do you think of/about…? Could you back…up?

Could you give us an example about…?

Could you provide any example to prove what you have said about…? Could you give any example that shows…?

② 回答

a. 对问题进行确认

Are you asking me the question about…?

I am not quite about the question? Do you mean…?

I am not quite sure what your question is. Could you address your question more specifically? What do you mean by…?

I don’t known whether I have understood your question correctly. Do you mean….? b. 肯定会否定的表示 Yes. /I do.

The answer is (not) correct/true/right… Exactly! Precisely! I think so.

I think you’re right. I don’t think so.

That is just what I mean. That is not what I mean.

I (don’t) believe/consider/suppose/regard the viewpoint is true. Sure. /Absolutely. /Certainly. /Definitely. No, (absolutely/certainly/definitely) not. I’m in complete agreement. I (quite) agree.

I couldn’t agree more. c. 正面回答

My answer(to the question) is…

To answer this question, I would like to say that… The direct/simple/brief answer to the question is… Let me answer your question by same examples of… I’d like to make a few comments on/explanation about…

I think I can give you a few general comments on/explanation about…

To comment on the question of you, I have made comparison between… and… I’d like to present/offer/give/express/state my opinion on…

In my opinion, the conclusion can be supported by the experimental result that… To answer your question, I’d like to repeat what I said just know. I think this picture will be helpful for your understanding. Here, I’d like to explain it briefly.

My idea is on the basis of two points. The first is…, and the second is… I will explain by some examples. d. 非正面回答

Now I can only present same estimation about that…

As far as I know, little in-depth research has bean carried out yet. I can only provide/I have only a partial answer to that question. That’s one possible explanation, but not the only one.

I’m afraid it’s a bit difficult for me to present some experimental data at the moment to support the theory since my idea is mainly out of theoretical consideration.

I’m afraid the question is too complicated to be answered with a few words. I’d like to discuss it with you after the session.

I think the answer to the question needs some further study. I’m afraid is not within the field of the presentation.

I’m not sure if what you’re saying has any relevance here.

I’m not sure if what you’re saying has anything to do with our problem. I’m not sure if what you’re saying really matters in this case.

I’m not sure if what you’re saying is relevant to our problem. e. 无法回答时的表述

I’m sorry my experience/knowledge about your question is very limited so I think I cannot give a good answer to your question.

I’m sorry I really don’t know the answer to the question. Unfortunately I cannot answer the question at the moment.

I’m afraid I have no idea how to answer your question (about that).

Sorry, I’m afraid I know little about that matter, so I don’t think I can answer your question right now.

It’s quite difficult for me to answer that question now. I can’t really recall; I’ll have to get back to you on that.

I can’t quite remember; I’ll need to do a little checking and get back to you. I can’t fully remember; I’ll have to check up on it. I can’t recall all the facts; I’ll have to get back to you. f. 回答之后的表述

I wonder whether my question is helpful to you. Does that answer your question in a right way? Is my explanation clear enough?

Is that what you wanted me to answer?

Would anyone like to and anything (to what I’ve said)? Would anyone care to comment?

Would anyone like to give their ideas on this?

Would anyone care to add their thoughts(to the discussion)?