I
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rna
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l J
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l o
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E
v
a
lua
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n a
nd
Resea
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h in E
du
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n (
I
J
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RE
)
Vo
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15
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.
1
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Feb
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20
26
,
p
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660
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669
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:
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ere.
ia
esco
r
e.
co
m
Enha
ncing
Chine
se cha
ra
cter
achie
v
ement in
prima
r
y
educa
tion t
hro
ug
h multime
dia
-
a
ss
isted de
ep learnin
g
mo
dule
Yulu
J
in,
Nik
M
u
ha
m
m
a
d
H
a
nis
Nek
Ra
k
a
m
i,
M
d
.
Na
s
ir
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a
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ra
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a
c
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a
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I
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s,
Ta
n
j
o
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g
M
a
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m,
M
a
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y
s
i
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
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ticle
his
to
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y:
R
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Au
g
29
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2
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5
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ev
is
ed
Dec
16
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2
0
2
5
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ted
J
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1
,
2
0
2
6
Ch
in
e
se
c
h
a
ra
c
ter
li
tera
c
y
is
e
ss
e
n
ti
a
l
fo
r
d
e
v
e
l
o
p
i
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g
li
tera
c
y
c
o
m
p
e
ten
c
e
in
p
rima
ry
e
d
u
c
a
ti
o
n
;
h
o
we
v
e
r,
trad
it
io
n
a
l
in
str
u
c
ti
o
n
a
l
m
e
th
o
d
s
o
fte
n
re
ly
o
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ro
te
m
e
m
o
riza
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li
m
it
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stu
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g
a
g
e
m
e
n
t
,
a
n
d
d
e
e
p
lea
rn
in
g
.
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h
is
stu
d
y
e
x
a
m
in
e
d
t
h
e
e
ffe
c
ti
v
e
n
e
ss
o
f
a
m
u
lt
ime
d
ia
-
a
ss
isted
d
e
e
p
lea
rn
in
g
(M
AD
L)
m
o
d
u
le,
d
e
sig
n
e
d
b
a
se
d
o
n
th
e
c
o
g
n
it
iv
e
t
h
e
o
r
y
o
f
m
u
lt
ime
d
ia
lea
rn
in
g
(CT
M
L)
a
n
d
c
o
g
n
it
i
v
e
se
m
a
n
ti
c
th
e
o
ry
,
i
n
e
n
h
a
n
c
in
g
p
rima
ry
stu
d
e
n
ts’
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
in
Ch
in
e
se
c
h
a
ra
c
ter
lea
rn
i
n
g
.
A
q
u
a
si
-
e
x
p
e
rime
n
tal
d
e
sig
n
wa
s
a
d
o
p
ted
with
2
2
2
se
c
o
n
d
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g
ra
d
e
stu
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ts
f
ro
m
th
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e
sc
h
o
o
ls,
wit
h
a
n
e
x
p
e
rime
n
tal
g
r
o
u
p
(
M
AD
L,
n
=
1
1
0
)
a
n
d
a
c
o
n
t
ro
l
g
r
o
u
p
re
c
e
iv
in
g
trad
it
io
n
a
l
in
str
u
c
ti
o
n
(n
=
1
1
2
)
.
Ac
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
wa
s
a
ss
e
ss
e
d
u
sin
g
p
re
-
tes
t
a
n
d
p
o
st
-
tes
t,
m
e
a
su
rin
g
o
v
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ra
ll
sc
o
re
s,
re
a
d
in
g
,
writi
n
g
,
a
n
d
u
n
d
e
rsta
n
d
i
n
g
.
N
o
n
-
p
a
ra
m
e
tri
c
M
a
n
n
–
W
h
it
n
e
y
U
tes
ts
a
n
d
Wi
lco
x
o
n
si
g
n
e
d
-
ra
n
k
tes
ts
re
v
e
a
led
th
a
t
th
e
M
AD
L
g
r
o
u
p
si
g
n
ifi
c
a
n
t
ly
o
u
t
p
e
rfo
rm
e
d
th
e
c
o
n
tro
l
g
ro
u
p
i
n
o
v
e
ra
ll
p
o
st
-
tes
t
sc
o
re
s
(p
<
.
0
5
)
a
s
we
ll
a
s
in
re
a
d
i
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g
,
writi
n
g
,
a
n
d
u
n
d
e
r
sta
n
d
in
g
su
b
tes
ts.
Wi
th
i
n
-
g
r
o
u
p
a
n
a
ly
se
s
fu
rth
e
r
s
h
o
we
d
g
re
a
ter
imp
r
o
v
e
m
e
n
ts
in
th
e
M
AD
L
g
ro
u
p
.
T
h
e
se
fin
d
i
n
g
s
in
d
ica
te
t
h
a
t
th
e
M
AD
L
m
o
d
u
le
is
a
n
e
ffe
c
ti
v
e
a
n
d
p
e
d
a
g
o
g
ica
ll
y
g
r
o
u
n
d
e
d
to
o
l
fo
r
e
n
h
a
n
c
in
g
C
h
in
e
se
c
h
a
ra
c
ter
lea
rn
in
g
in
p
r
ima
ry
e
d
u
c
a
ti
o
n
.
Th
e
stu
d
y
c
o
n
tri
b
u
tes
e
m
p
iri
c
a
l
e
v
id
e
n
c
e
su
p
p
o
rti
n
g
t
h
e
i
n
teg
ra
ti
o
n
o
f
M
AD
L
stra
teg
ies
in
to
e
a
rly
li
tera
c
y
i
n
stru
c
ti
o
n
.
K
ey
w
o
r
d
s
:
C
h
in
ese
ch
ar
ac
ter
ac
h
iev
em
e
n
t
Dee
p
lear
n
in
g
Mu
ltime
d
ia
-
ass
is
ted
in
s
tr
u
ctio
n
Prim
ar
y
ed
u
ca
tio
n
Qu
asi
-
ex
p
er
im
en
tal
d
esig
n
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Nik
Mu
h
am
m
ad
Han
is
Nek
R
ak
am
i
Facu
lty
o
f
Hu
m
a
n
Dev
elo
p
m
e
n
t,
Un
iv
er
s
iti Pen
d
id
ik
an
Su
ltan
I
d
r
is
3
5
9
0
0
,
T
an
j
o
n
g
Ma
lim
,
Per
ak
,
Ma
lay
s
ia
E
m
ail:
n
ik
.
m
d
h
a
n
is
@
f
p
m
.
u
p
s
i.e
d
u
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
Ma
s
ter
y
o
f
C
h
in
ese
ch
ar
ac
te
r
f
o
r
m
s
th
e
f
o
u
n
d
atio
n
f
o
r
r
ea
d
in
g
an
d
wr
itin
g
,
wh
ich
s
er
v
es
as
a
co
r
n
er
s
to
n
e
f
o
r
d
e
v
elo
p
in
g
co
r
e
co
m
p
eten
cies
in
C
h
in
ese
lan
g
u
ag
e,
en
h
an
cin
g
cu
ltu
r
al
liter
ac
y
,
an
d
f
o
s
ter
in
g
in
tellectu
al
g
r
o
wth
[
1
]
.
Ho
wev
er
,
lear
n
i
n
g
C
h
in
ese
ch
ar
ac
ter
s
p
r
esen
ts
co
n
s
id
er
ab
le
co
g
n
itiv
e
an
d
in
s
tr
u
ctio
n
al
ch
allen
g
es
f
o
r
y
o
u
n
g
lear
n
er
s
.
C
o
g
n
itiv
ely
,
C
h
in
ese
is
a
m
o
r
p
h
o
-
s
y
llab
ic
s
cr
i
p
t
in
wh
ich
s
o
u
n
d
,
f
o
r
m
,
an
d
m
ea
n
in
g
ar
e
in
tr
ica
tely
co
m
b
in
e
d
with
in
ea
ch
c
h
ar
ac
ter
,
m
ak
i
n
g
it
f
u
n
d
am
en
t
ally
d
if
f
er
e
n
t
f
r
o
m
alp
h
ab
etic
s
y
s
tem
s
an
d
in
h
er
e
n
tly
co
m
p
lex
to
ac
q
u
i
r
e
[
2
]
,
[
3
]
.
T
h
e
v
ast
n
u
m
b
e
r
o
f
c
h
ar
ac
ter
s
an
d
th
eir
v
is
u
al
co
m
p
lex
ity
p
lace
a
s
u
b
s
tan
tial
b
u
r
d
e
n
o
n
lear
n
er
s
’
m
em
o
r
y
,
p
ar
ticu
lar
ly
wh
en
i
n
s
tr
u
ctio
n
r
elies
o
n
tr
ad
itio
n
al
ap
p
r
o
ac
h
es
s
u
ch
as
r
o
te
m
em
o
r
izatio
n
an
d
r
e
p
etitiv
e
co
p
y
in
g
[
3
]
–
[
5
].
A
d
d
itio
n
ally
,
o
r
th
o
g
r
ap
h
ic
awa
r
en
ess
—
th
e
ab
ilit
y
to
r
ec
o
g
n
ize
an
d
a
n
aly
ze
th
e
s
tr
u
ct
u
r
al
co
m
p
o
n
en
ts
o
f
c
h
ar
ac
ter
s
—
is
e
s
s
en
tial
f
o
r
ef
f
ec
tiv
e
ch
ar
ac
ter
ac
q
u
is
itio
n
b
u
t
is
o
f
ten
d
i
f
f
icu
lt
to
d
e
v
elo
p
,
esp
ec
ially
f
o
r
s
tu
d
e
n
ts
u
n
f
am
iliar
with
th
e
lo
g
o
g
r
a
p
h
ic
n
at
u
r
e
o
f
C
h
in
ese
wr
itin
g
[
6
]
.
I
t
ca
u
s
es
wr
o
n
g
ly
wr
itten
ch
ar
ac
ter
s
d
u
e
to
co
m
p
o
n
e
n
t
co
n
f
u
s
io
n
,
s
tr
o
k
e
er
r
o
r
s
,
an
d
m
is
u
s
ed
c
h
a
r
ac
ter
s
f
r
o
m
d
if
f
icu
lty
in
d
if
f
e
r
en
tiatio
n
[
7
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
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&
R
es E
d
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c
I
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N:
2252
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8
8
2
2
E
n
h
a
n
ci
n
g
C
h
in
ese
ch
a
r
a
cter
a
ch
ieve
men
t in
p
r
ima
r
y
ed
u
c
a
tio
n
th
r
o
u
g
h
mu
ltimed
ia
-
a
s
s
is
ted
…
(
Yu
lu
Jin
)
661
Fro
m
an
in
s
tr
u
ctio
n
al
p
er
s
p
e
ctiv
e,
co
n
v
en
tio
n
al
p
ed
a
g
o
g
i
ca
l
m
eth
o
d
s
o
f
ten
f
ail
to
ad
d
r
ess
th
ese
lear
n
in
g
d
if
f
icu
lties
ef
f
ec
tiv
ely
.
I
n
s
tr
u
ctio
n
al
p
r
ac
tices
th
at
o
v
er
e
m
p
h
asize
m
em
o
r
izatio
n
ten
d
to
y
ield
lo
w
en
g
ag
em
e
n
t a
n
d
lim
ited
lo
n
g
-
t
er
m
r
eten
tio
n
[
8
]
,
r
esu
ltin
g
i
n
s
tu
d
en
ts
’
lack
o
f
in
ter
est an
d
i
n
tr
in
s
ic
m
o
tiv
atio
n
in
lear
n
in
g
C
h
in
ese
ch
ar
ac
ter
s
.
I
n
m
an
y
ca
s
es,
teac
h
e
r
s
n
eg
l
ec
t
th
e
co
m
p
o
s
itio
n
r
u
les
o
f
C
h
in
ese
ch
ar
ac
ter
s
,
m
ak
in
g
it d
if
f
icu
lt f
o
r
s
tu
d
en
ts
to
co
n
n
ec
t th
e
s
h
ap
e
o
f
C
h
in
e
s
e
ch
ar
ac
ter
s
with
th
eir
m
ea
n
i
n
g
s
[
9
]
.
I
n
r
ec
en
t
y
e
ar
s
,
d
ee
p
lear
n
in
g
h
as
b
ec
o
m
e
a
k
ey
f
o
cu
s
in
th
e
f
ield
o
f
ed
u
ca
tio
n
,
em
p
h
asizin
g
h
ig
h
er
-
o
r
d
e
r
co
g
n
itiv
e
p
r
o
ce
s
s
es
s
u
ch
as
d
ee
p
u
n
d
er
s
tan
d
i
n
g
,
p
r
o
b
lem
s
o
lv
in
g
,
an
d
th
e
ab
ilit
y
to
tr
an
s
f
er
k
n
o
wled
g
e
to
n
o
v
el
s
itu
atio
n
s
[
10
]
.
Ho
wev
er
,
co
n
tem
p
o
r
a
r
y
teac
h
in
g
p
r
ac
tices
o
f
ten
f
a
il
to
p
r
o
m
o
te
th
ese
2
1
s
t
-
ce
n
tu
r
y
co
m
p
eten
cies,
p
ar
ticu
lar
ly
in
la
n
g
u
a
g
e
in
s
tr
u
ctio
n
co
n
te
x
ts
,
wh
er
e
r
o
te
m
e
m
o
r
izatio
n
r
em
ain
s
d
o
m
in
an
t
[
11
]
.
E
x
ten
d
in
g
th
is
ag
en
d
a,
th
e
Natio
n
al
R
esear
ch
C
o
u
n
cil
(
NR
C
,
2
0
1
2
)
an
d
th
e
Am
er
ica
n
I
n
s
titu
tes
f
o
r
R
esear
ch
(
AI
R
,
2
0
1
4
)
o
u
tlin
e
a
d
ee
p
e
r
-
lea
r
n
in
g
c
o
m
p
atib
ilit
y
f
r
a
m
ewo
r
k
co
m
p
r
is
in
g
s
ix
in
ter
co
n
n
ec
ted
co
m
p
eten
cies:
i
)
m
aster
y
o
f
co
r
e
ac
ad
em
ic
c
o
n
ten
t
;
ii
)
cr
itical
th
in
k
in
g
a
n
d
p
r
o
b
lem
s
o
lv
in
g
;
iii
)
ef
f
ec
tiv
e
c
o
m
m
u
n
icatio
n
;
iv
)
c
o
llab
o
r
atio
n
;
v
)
lear
n
in
g
h
o
w
to
lear
n
(
s
elf
-
d
ir
ec
ted
lear
n
in
g
)
;
a
n
d
vi
)
ac
ad
em
ic
m
in
d
s
ets
[
12
]
,
[
13
]
.
T
h
e
f
ir
s
t
two
co
m
p
eten
cies
co
n
s
titu
te
th
e
co
g
n
itiv
e
d
o
m
ain
.
C
o
n
s
is
ten
t
with
o
u
r
m
ea
s
u
r
es
an
d
d
esig
n
,
th
is
s
u
b
-
s
tu
d
y
ex
am
in
es
o
n
ly
th
e
co
g
n
itiv
e
d
o
m
ain
’
s
f
ir
s
t
co
m
p
eten
cy
—
m
aster
y
o
f
co
r
e
ac
ad
em
ic
c
o
n
t
en
t,
o
p
er
atio
n
alis
ed
h
er
e
as C
h
in
ese
ch
ar
ac
ter
ac
h
ie
v
em
en
t
.
I
n
co
n
tr
ast,
em
er
g
i
n
g
ap
p
r
o
ac
h
es
s
u
ch
as
tech
n
o
lo
g
y
-
en
h
an
ce
d
lear
n
in
g
en
v
ir
o
n
m
en
ts
h
av
e
s
h
o
wn
p
o
ten
tial
in
i
m
p
r
o
v
in
g
s
tu
d
e
n
ts
’
m
o
tiv
atio
n
an
d
ch
a
r
ac
ter
lear
n
in
g
o
u
tco
m
es
[
3
]
,
[
14
]
.
Am
o
n
g
th
ese,
m
u
ltime
d
ia
-
ass
is
ted
in
s
tr
u
ctio
n
is
p
ar
ticu
lar
ly
n
o
tewo
r
t
h
y
.
Gr
o
u
n
d
e
d
in
t
h
e
co
g
n
itiv
e
th
eo
r
y
o
f
m
u
ltime
d
ia
lear
n
in
g
(
C
T
ML
)
,
m
u
ltime
d
i
a
lear
n
in
g
h
el
p
s
lear
n
er
s
p
r
o
ce
s
s
in
f
o
r
m
atio
n
th
r
o
u
g
h
v
is
u
al
an
d
a
u
d
ito
r
y
elem
en
ts
,
ac
tiv
ely
en
g
ag
in
g
th
em
in
th
e
co
g
n
itiv
e
p
r
o
ce
s
s
,
wh
ich
en
h
an
ce
s
r
eten
tio
n
,
tr
a
n
s
f
er
,
an
d
u
ltima
tely
,
lear
n
in
g
ac
h
ie
v
em
en
t [
15
]
,
[
16
].
Mo
r
eo
v
er
,
ef
f
ec
tiv
e
c
u
r
r
icu
l
u
m
d
esig
n
f
o
r
C
h
in
ese
ch
a
r
ac
ter
lear
n
in
g
m
u
s
t
tak
e
in
t
o
ac
co
u
n
t
lear
n
er
s
’
co
g
n
itiv
e
lo
ad
a
n
d
in
co
r
p
o
r
ate
s
tr
ateg
ies
th
at
en
h
an
ce
s
tr
u
ctu
r
al
awa
r
en
ess
an
d
m
ea
n
in
g
f
u
l
lea
r
n
in
g
[
17
]
,
[
18
]
.
H
o
wev
er
,
ex
is
tin
g
r
esear
ch
m
ain
ly
f
o
c
u
s
es
o
n
th
eo
r
etica
l
s
tr
ateg
ies
f
o
r
im
p
r
o
v
in
g
C
h
in
ese
liter
ac
y
o
r
em
p
h
asizes
h
ig
h
er
ed
u
ca
tio
n
,
an
d
th
er
e
is
a
r
esear
ch
g
ap
in
em
p
ir
ical
r
esear
c
h
an
d
th
e
d
ev
elo
p
m
en
t
o
f
d
ee
p
lear
n
in
g
m
o
d
u
les f
o
r
p
r
i
m
ar
y
ed
u
ca
tio
n
[
10
]
,
[
19
]
.
T
o
ad
d
r
ess
th
ese
ch
allen
g
es a
n
d
f
ill th
e
r
esear
ch
g
ap
,
th
e
p
r
esen
t
s
tu
d
y
ev
al
u
ates
th
e
ef
f
ec
tiv
en
ess
o
f
a
p
u
r
p
o
s
ef
u
lly
d
esig
n
ed
m
u
ltime
d
ia
-
ass
is
ted
d
ee
p
lear
n
in
g
(
MA
DL
)
m
o
d
u
le
o
n
p
r
im
ar
y
s
tu
d
en
ts
’
C
h
in
ese
ch
ar
ac
ter
lear
n
in
g
ac
h
ie
v
em
en
t
.
T
o
g
u
id
e
th
is
in
v
esti
g
atio
n
,
th
e
s
tu
d
y
p
o
s
ed
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
:
h
o
w
e
f
f
ec
tiv
e
is
th
e
d
ev
elo
p
ed
m
o
d
u
le
in
im
p
r
o
v
in
g
p
r
im
a
r
y
s
ch
o
o
l
s
tu
d
en
ts
’
d
ee
p
lear
n
i
n
g
in
ac
ad
em
ic
ac
h
iev
em
e
n
t
(
i
n
clu
d
in
g
p
r
o
n
u
n
ciatio
n
o
f
r
ea
d
in
g
,
wr
itin
g
,
a
n
d
u
n
d
er
s
tan
d
i
n
g
o
f
C
h
in
ese
ch
a
r
ac
ter
s
)
?
B
ased
o
n
th
e
r
esear
ch
q
u
esti
o
n
,
f
o
u
r
n
u
ll
h
y
p
o
t
h
eses
wer
e
f
o
r
m
u
lated
to
ex
am
in
e
th
e
ef
f
ec
ts
o
f
th
e
MA
DL
m
o
d
u
le
o
n
o
v
e
r
all
an
d
co
m
p
o
n
e
n
t
-
s
p
ec
if
ic
asp
ec
ts
o
f
C
h
in
ese
ch
ar
ac
ter
lear
n
in
g
:
−
Ho
1
:
t
h
er
e
is
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
i
n
p
o
s
t
-
test
s
co
r
es
b
etwe
en
th
e
MA
DL
g
r
o
u
p
a
n
d
th
e
tr
a
d
itio
n
al
lear
n
in
g
(
T
R
AD)
g
r
o
u
p
in
o
v
e
r
all
ac
ad
em
ic
ac
h
iev
em
e
n
t.
−
Ho
2
:
t
h
er
e
is
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
C
h
in
ese
ch
ar
ac
ter
r
ea
d
in
g
p
o
s
t
-
test
s
co
r
es
b
etw
ee
n
th
e
MA
DL
an
d
T
R
AD
g
r
o
u
p
s
.
−
Ho
3
:
t
h
er
e
is
n
o
s
ig
n
if
ica
n
t
d
if
f
er
en
ce
in
C
h
in
ese
ch
ar
ac
ter
wr
itin
g
p
o
s
t
-
test
s
co
r
es
b
etwe
en
th
e
MA
DL
an
d
T
R
AD
g
r
o
u
p
s
.
−
Ho
4
:
t
h
er
e
is
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
C
h
in
ese
ch
a
r
ac
te
r
u
n
d
e
r
s
tan
d
in
g
p
o
s
t
-
test
s
co
r
es
b
etwe
en
th
e
MA
DL
an
d
T
R
AD
g
r
o
u
p
s
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
T
he
co
g
nitiv
e
a
nd
s
em
a
ntic
f
o
un
da
t
io
ns
o
f
Chin
ese
cha
ra
ct
er
lea
rning
C
h
in
ese
ch
ar
ac
ter
s
ar
e
th
e
o
ld
est
an
d
o
n
ly
wr
itin
g
s
y
s
tem
s
till
in
u
s
e
in
th
e
wo
r
ld
,
wh
ich
was
d
ev
elo
p
e
d
f
o
r
C
h
in
ese
wr
itin
g
[
20
]
.
Acc
o
r
d
in
g
t
o
C
h
r
is
ten
s
en
an
d
W
ar
n
ick
[
21
]
,
ev
er
y
C
h
in
ese
ch
ar
ac
ter
is
co
m
p
o
s
ed
o
f
o
n
e
o
r
an
y
co
m
b
in
atio
n
o
f
th
e
f
o
llo
win
g
th
r
ee
elem
en
ts
:
a
g
ly
p
h
ic
c
o
m
p
o
n
en
t
(
s
h
a
p
e)
,
a
p
h
o
n
em
ic
co
m
p
o
n
en
t
(
s
o
u
n
d
)
,
o
r
a
s
em
an
tic
co
m
p
o
n
e
n
t
(
m
ea
n
in
g
)
[
22
]
.
Am
o
n
g
th
em
,
p
icto
p
h
o
n
etic
ch
ar
ac
ter
is
a
c
o
m
b
in
atio
n
o
f
p
h
o
n
etic
an
d
s
em
an
tic
co
m
p
o
n
en
ts
[
20
]
.
I
ts
s
em
an
tic
co
m
p
o
n
en
ts
ex
p
r
ess
its
m
ea
n
in
g
,
an
d
th
e
v
o
ice
p
ar
ts
r
ep
r
esen
t
th
e
p
h
o
n
o
l
o
g
ical
in
f
o
r
m
atio
n
o
f
ch
ar
ac
ter
s
[
23
]
.
T
h
er
ef
o
r
e,
lear
n
in
g
C
h
in
ese
ch
ar
ac
ter
s
is
n
o
t
o
n
ly
ab
o
u
t
m
em
o
r
izin
g
in
d
iv
id
u
al
ch
ar
ac
ter
s
,
b
u
t
also
a
co
m
p
le
x
co
g
n
itiv
e
ac
tiv
ity
in
v
o
lv
in
g
th
e
m
u
tu
al
c
o
n
s
tr
u
c
tio
n
b
etwe
en
c
h
ar
ac
ter
s
h
a
p
e,
p
r
o
n
u
n
ciatio
n
an
d
m
ea
n
in
g
,
wh
ich
is
esp
ec
ially
ev
id
en
t in
c
h
ild
r
en
'
s
ea
r
ly
lan
g
u
ag
e
ac
q
u
is
itio
n
s
tag
e.
C
o
g
n
itiv
e
s
em
an
tic
th
eo
r
y
p
r
o
v
id
es
a
th
eo
r
etica
l
b
asis
to
u
n
d
er
s
tan
d
h
o
w
lear
n
e
r
s
m
en
tally
o
r
g
an
ize
an
d
co
n
n
ec
t
v
is
u
al
co
m
p
o
n
e
n
ts
(
r
ad
icals)
to
co
n
ce
p
tu
al
m
ea
n
in
g
s
[
24
]
.
Ap
p
lied
to
C
h
in
ese
ch
ar
ac
ter
lear
n
in
g
,
th
is
s
u
g
g
ests
th
at
r
ad
icals
ar
e
n
o
t
ar
b
itra
r
y
b
u
t
s
er
v
e
as
co
g
n
itiv
e
an
ch
o
r
s
t
h
at
ac
tiv
ate
r
elate
d
s
em
an
tic
d
o
m
ain
s
in
th
e
lear
n
er
’
s
m
in
d
[
24
]
.
E
f
f
ec
tiv
e
teac
h
in
g
m
eth
o
d
s
s
h
o
u
ld
in
c
o
r
p
o
r
ate
v
is
u
al,
s
em
an
tic,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
660
-
669
662
an
d
em
b
o
d
ied
asp
ec
ts
o
f
ch
a
r
ac
ter
s
.
T
h
is
in
clu
d
es
u
s
in
g
im
ag
e
-
b
ased
teac
h
in
g
m
eth
o
d
s
a
n
d
em
p
h
asizin
g
th
e
r
o
le
o
f
s
em
an
tic
r
ad
icals
in
u
n
d
er
s
tan
d
in
g
ch
a
r
ac
ter
m
e
an
in
g
s
[
25
]
.
C
o
n
s
eq
u
e
n
tly
,
ef
f
ec
tiv
e
ch
ar
ac
ter
lear
n
in
g
i
n
ter
v
en
tio
n
s
s
h
o
u
l
d
aim
to
r
ed
u
ce
c
o
g
n
itiv
e
lo
a
d
b
y
lev
e
r
ag
in
g
s
em
an
tic
tr
a
n
s
p
ar
en
cy
,
r
ad
ical
awa
r
en
ess
,
an
d
c
o
n
tex
tu
al
m
ea
n
in
g
-
m
a
k
in
g
.
I
n
s
tr
u
ctio
n
th
at
f
o
cu
s
es
s
o
lely
o
n
r
o
te
m
e
m
o
r
izatio
n
with
o
u
t
en
g
ag
in
g
lear
n
er
s
in
th
e
s
em
an
tic
s
tr
u
ctu
r
e
o
f
ch
ar
ac
ter
s
m
a
y
lim
it
d
ee
p
u
n
d
er
s
tan
d
in
g
an
d
h
in
d
er
lo
n
g
-
ter
m
r
eten
tio
n
.
2
.
2
.
M
ultim
edia
t
ec
hn
o
lo
g
y
in la
ng
ua
g
e
t
ea
ching
a
nd
lea
rning
Mu
ltime
d
ia,
d
ef
in
ed
as
a
c
o
m
b
in
atio
n
o
f
v
ar
i
o
u
s
m
ed
i
a
s
u
ch
as
tex
t,
au
d
io
,
an
d
v
id
eo
,
ca
n
ef
f
ec
tiv
ely
f
ac
ilit
ate
C
h
in
ese
ch
ar
ac
ter
lear
n
in
g
b
y
en
g
a
g
in
g
m
u
ltip
le
s
en
s
o
r
y
ch
an
n
els
an
d
p
r
o
m
o
tin
g
m
ea
n
in
g
f
u
l
lear
n
in
g
o
u
tco
m
e
s
[
26
]
,
[
27
]
.
Stu
d
ies
h
av
e
co
n
s
is
ten
tly
s
h
o
wn
th
at
m
u
ltime
d
ia
-
ass
is
ted
lear
n
in
g
h
as
a
p
o
s
itiv
e
im
p
ac
t
o
n
C
h
in
ese
ch
ar
ac
ter
ed
u
ca
tio
n
.
M
u
ltime
d
ia
-
en
h
an
ce
d
teac
h
in
g
r
esu
lted
in
b
etter
ch
ar
ac
ter
r
ec
o
g
n
itio
n
a
n
d
r
e
ten
tio
n
co
m
p
a
r
ed
to
tr
a
d
itio
n
al
m
eth
o
d
s
[
28
]
.
So
u
n
d
-
en
h
an
ce
d
f
lash
ca
r
d
s
im
p
r
o
v
e
d
p
in
y
in
m
em
o
r
y
am
o
n
g
b
eg
i
n
n
er
s
[
29
]
.
Mo
r
eo
v
e
r
,
m
u
ltime
d
ia
s
tr
ateg
ies
u
s
in
g
s
tr
o
k
e
-
s
o
u
n
d
an
d
r
ad
ical
-
h
ig
h
lig
h
tin
g
p
r
ac
tices
s
ig
n
if
ican
tly
b
o
o
s
ted
wr
itin
g
an
d
r
ec
o
g
n
itio
n
s
k
ills
[
30
]
.
Fu
r
th
e
r
m
o
r
e
,
m
u
ltime
d
ia
to
o
ls
ca
n
s
ig
n
i
f
ican
tly
en
h
a
n
ce
th
e
e
f
f
ec
tiv
en
ess
o
f
C
h
in
ese
ch
ar
ac
te
r
teac
h
in
g
b
y
d
is
ass
em
b
lin
g
an
d
r
eo
r
g
an
izin
g
C
h
in
ese
ch
ar
ac
ter
co
m
p
o
n
e
n
ts
an
d
e
s
tab
lis
h
in
g
co
n
n
ec
tio
n
s
b
et
wee
n
o
r
th
o
g
r
ap
h
y
,
s
em
an
tics
,
an
d
p
h
o
n
etics [
14
]
.
T
h
ese
em
p
ir
ical
f
in
d
in
g
s
u
n
d
er
s
co
r
e
th
e
p
o
ten
tial
o
f
m
u
ltime
d
ia
to
im
p
r
o
v
e
C
h
in
ese
ch
ar
ac
ter
in
s
tr
u
ctio
n
.
C
T
ML
[
27
]
p
r
o
v
id
es
a
th
eo
r
etica
l
f
r
am
ewo
r
k
f
o
r
u
n
d
er
s
tan
d
in
g
h
o
w
m
u
lt
im
ed
ia
in
s
tr
u
ctio
n
f
ac
ilit
ates
k
n
o
wled
g
e
ac
q
u
is
itio
n
.
C
T
ML
p
o
s
its
th
at
lear
n
in
g
is
m
o
s
t
ef
f
ec
tiv
e
w
h
en
in
f
o
r
m
atio
n
is
p
r
esen
ted
th
r
o
u
g
h
b
o
th
v
is
u
al
an
d
au
d
ito
r
y
ch
an
n
els,
allo
win
g
lear
n
er
s
to
ac
tiv
ely
s
elec
t,
o
r
g
a
n
ize,
an
d
i
n
teg
r
ate
in
f
o
r
m
atio
n
in
to
co
h
e
r
en
t
m
en
tal
m
o
d
els.
I
ts
co
r
e
d
esig
n
p
r
in
cip
les
—
s
u
ch
as
m
u
ltime
d
ia,
r
ed
u
n
d
an
c
y
av
o
id
an
ce
,
an
d
s
eg
m
e
n
tatio
n
—
ar
e
p
ar
ticu
lar
ly
well
-
s
u
ited
f
o
r
C
h
in
ese
ch
ar
a
cter
in
s
tr
u
c
tio
n
,
wh
er
e
a
b
s
tr
ac
t
o
r
th
o
g
r
ap
h
ic
f
o
r
m
s
m
u
s
t b
e
s
y
s
tem
atica
lly
lin
k
ed
to
s
o
u
n
d
a
n
d
m
ea
n
i
n
g
.
2
.
3
.
E
x
is
t
ing
m
o
du
les f
o
r
Chin
e
s
e
cha
ra
ct
er
lea
rning
A
v
ar
iety
o
f
d
ig
ital
m
o
d
u
les
h
av
e
b
ee
n
d
e
v
elo
p
ed
to
s
u
p
p
o
r
t
C
h
in
ese
ch
ar
ac
ter
lear
n
in
g
,
ea
ch
ad
d
r
ess
in
g
d
if
f
er
e
n
t
asp
ec
ts
o
f
th
e
co
m
p
le
x
f
o
r
m
–
s
o
u
n
d
–
m
ea
n
in
g
s
y
s
tem
.
Gam
e
-
b
ase
d
to
o
ls
s
u
ch
as
th
e
C
h
in
ese
-
PP
g
am
e
an
d
in
teg
r
a
ted
g
am
e
s
er
v
ices
p
r
o
m
o
te
e
n
g
ag
em
e
n
t
th
r
o
u
g
h
c
o
m
p
o
n
e
n
t
-
b
ased
g
am
e
p
lay
an
d
p
s
y
c
h
o
lin
g
u
is
tic
p
r
in
ci
p
les,
h
elp
in
g
lear
n
e
r
s
r
ec
o
g
n
ize
an
d
co
n
s
tr
u
ct
ch
a
r
ac
ter
s
co
llab
o
r
ativ
ely
[
31
]
,
[
32
]
.
R
ec
o
g
n
itio
n
a
n
d
wr
itin
g
s
y
s
tem
s
lik
e
th
e
u
n
if
ied
ch
ar
ac
ter
r
ec
o
g
n
itio
n
(
U
C
R
)
f
r
am
ewo
r
k
a
n
d
au
g
m
en
ted
ch
ar
ac
te
r
p
r
o
f
ile
m
atch
in
g
(
AC
PM)
lev
er
ag
e
r
ad
ical
-
lev
el
d
ec
o
m
p
o
s
itio
n
f
o
r
im
p
r
o
v
ed
ac
cu
r
ac
y
[
33
]
,
[
34
]
,
wh
ile
m
o
b
ile
a
n
d
g
estu
r
e
-
b
ased
p
latf
o
r
m
s
,
in
c
lu
d
in
g
s
tr
o
k
e
-
s
eq
u
en
cin
g
ap
p
s
an
d
Kin
ec
t
-
b
ased
s
y
s
tem
s
,
in
cr
ea
s
e
ac
ce
s
s
ib
il
ity
an
d
lear
n
e
r
in
ter
ac
tio
n
[
35
]
,
[
36
].
W
h
ile
th
ese
m
o
d
u
les
o
f
f
er
in
n
o
v
ativ
e
f
e
atu
r
es,
th
ey
o
f
ten
tar
g
et
is
o
lated
s
k
ills
—
s
u
ch
as
s
tr
o
k
e
ac
cu
r
ac
y
,
p
r
o
n
u
n
ciatio
n
,
o
r
e
n
g
ag
em
e
n
t
—
with
o
u
t
s
u
p
p
o
r
ti
n
g
th
e
in
teg
r
ated
p
r
o
ce
s
s
in
g
r
eq
u
ir
ed
f
o
r
d
ee
p
ch
ar
ac
ter
u
n
d
er
s
tan
d
in
g
.
Few
s
y
s
tem
s
in
co
r
p
o
r
ate
all
th
r
ee
co
g
n
itiv
e
d
im
en
s
io
n
s
o
f
C
h
in
ese
ch
ar
ac
ter
s
(
o
r
th
o
g
r
ap
h
y
,
p
h
o
n
o
lo
g
y
,
an
d
s
em
an
tics
)
,
an
d
ev
en
f
ewe
r
ar
e
g
r
o
u
n
d
ed
i
n
lear
n
in
g
t
h
e
o
r
ies
th
at
p
r
o
m
o
te
lo
n
g
-
ter
m
r
eten
tio
n
o
r
m
ea
n
i
n
g
f
u
l
tr
a
n
s
f
er
.
T
h
is
lack
o
f
th
eo
r
etica
l
co
h
e
r
en
ce
a
n
d
in
s
t
r
u
ctio
n
al
in
teg
r
atio
n
lim
its
th
eir
p
o
ten
tial
to
f
o
s
te
r
d
ee
p
lear
n
in
g
,
p
a
r
ticu
lar
ly
f
o
r
y
o
u
n
g
lear
n
e
r
s
at
th
e
f
o
u
n
d
atio
n
al
s
tag
e
o
f
liter
ac
y
d
ev
elo
p
m
e
n
t.
T
o
ad
d
r
ess
th
ese
g
ap
s
,
th
e
M
ADL
m
o
d
u
le
u
s
ed
in
th
is
s
tu
d
y
was
d
ev
elo
p
ed
b
y
th
e
r
esear
ch
er
in
a
s
ep
a
r
ate
in
s
tr
u
ctio
n
al
d
esig
n
p
r
o
ject
an
d
d
esig
n
ed
as
a
cu
r
r
ic
u
lu
m
-
alig
n
ed
teac
h
in
g
to
o
l
to
s
u
p
p
o
r
t d
ee
p
lear
n
i
n
g
o
f
C
h
in
ese
ch
ar
ac
ter
s
th
r
o
u
g
h
m
u
ltime
d
ia
.
3.
M
E
T
H
O
D
3
.
1
.
Resea
rc
h
d
esig
n
A
q
u
asi
-
ex
p
er
im
en
tal
d
esig
n
was
ad
o
p
ted
in
th
is
s
tu
d
y
to
in
v
esti
g
ate
th
e
d
if
f
er
en
ce
s
i
n
C
h
in
ese
ch
ar
ac
ter
lear
n
in
g
ac
h
iev
em
e
n
t,
in
clu
d
in
g
its
th
r
ee
d
im
en
s
io
n
s
:
r
ea
d
in
g
,
wr
itin
g
,
an
d
u
n
d
er
s
tan
d
in
g
.
I
n
th
e
ex
p
er
im
en
tal
g
r
o
u
p
,
th
e
MA
DL
m
o
d
u
le
was
im
p
lem
en
te
d
,
in
co
r
p
o
r
atin
g
b
o
t
h
th
e
M
ADL
b
o
o
k
let
an
d
m
u
ltime
d
ia
m
ater
ials
in
to
th
e
teac
h
in
g
p
r
o
ce
s
s
to
e
n
h
an
ce
s
tu
d
en
ts
’
d
ee
p
lea
r
n
in
g
o
f
C
h
in
ese
ch
ar
ac
ter
s
.
I
n
co
n
tr
ast,
th
e
co
n
tr
o
l
g
r
o
u
p
u
s
ed
co
n
v
en
tio
n
al
m
eth
o
d
.
B
y
co
m
p
ar
in
g
th
e
ac
h
iev
em
e
n
t
o
f
th
e
ex
p
er
im
e
n
tal
an
d
co
n
tr
o
l
g
r
o
u
p
s
,
th
is
s
tu
d
y
aim
s
to
ev
alu
ate
th
e
ef
f
ec
tiv
e
n
ess
o
f
th
e
MA
DL
m
o
d
u
le
in
C
h
in
ese
ch
ar
ac
ter
lear
n
in
g
.
3
.
2
.
Sa
m
ples
Par
ticip
an
ts
wer
e
s
ec
o
n
d
-
g
r
ad
e
s
tu
d
en
ts
ag
ed
b
etwe
en
8
an
d
1
0
y
ea
r
s
,
r
ec
r
u
ite
d
th
r
o
u
g
h
co
n
v
en
ie
n
ce
s
am
p
lin
g
.
T
h
r
ee
p
u
b
lic
p
r
im
ar
y
s
ch
o
o
ls
in
ea
s
ter
n
C
h
in
a
(
p
s
eu
d
o
n
y
m
o
u
s
ly
r
ef
er
r
ed
to
as
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
n
h
a
n
ci
n
g
C
h
in
ese
ch
a
r
a
cter
a
ch
ieve
men
t in
p
r
ima
r
y
ed
u
c
a
tio
n
th
r
o
u
g
h
mu
ltimed
ia
-
a
s
s
is
ted
…
(
Yu
lu
Jin
)
663
Sch
o
o
l
A,
Sch
o
o
l
B
,
an
d
Sch
o
o
l
C
)
wer
e
s
elec
ted
b
ased
o
n
ex
is
tin
g
p
r
o
f
ess
io
n
al
co
n
tacts
with
th
eir
teac
h
er
s
,
an
d
ea
ch
s
ch
o
o
l
p
r
o
v
id
e
d
b
o
th
an
ex
p
er
im
en
tal
a
n
d
a
c
o
n
t
r
o
l
class
.
C
las
s
in
clu
s
io
n
was
d
eter
m
in
ed
b
y
th
e
teac
h
er
s
’
co
n
s
en
t
to
p
ar
ticip
a
te
an
d
th
e
r
esu
lts
o
f
a
p
r
e
-
test
,
wh
ich
en
s
u
r
ed
co
m
p
ar
ab
l
e
C
h
in
ese
ch
ar
ac
ter
lear
n
in
g
lev
els
b
etwe
en
th
e
ex
p
er
im
en
tal
an
d
c
o
n
tr
o
l
g
r
o
u
p
s
p
r
io
r
to
th
e
in
ter
v
en
tio
n
.
I
n
to
tal,
1
1
0
s
tu
d
en
ts
wer
e
ass
ig
n
ed
to
th
e
ex
p
er
i
m
en
tal
g
r
o
u
p
an
d
1
1
2
to
th
e
co
n
tr
o
l
g
r
o
u
p
.
Par
ticip
atio
n
was
v
o
lu
n
tar
y
,
with
in
f
o
r
m
e
d
co
n
s
en
t
o
b
tai
n
ed
f
r
o
m
th
e
s
tu
d
en
ts
’
p
ar
en
ts
o
r
g
u
a
r
d
ian
s
,
th
e
s
ch
o
o
ls
,
an
d
th
e
p
ar
ticip
atin
g
teac
h
er
s
.
3
.
3
.
L
ea
rning
m
a
t
er
ia
ls
T
h
e
lear
n
in
g
m
ate
r
ials
f
o
r
t
h
is
s
tu
d
y
wer
e
d
esig
n
ed
to
alig
n
with
th
e
co
m
p
u
ls
o
r
y
ed
u
ca
tio
n
C
h
in
ese
lan
g
u
ag
e
c
u
r
r
icu
l
u
m
s
tan
d
ar
d
s
[
1
]
an
d
tailo
r
ed
t
o
th
e
c
o
g
n
itiv
e
an
d
d
ev
elo
p
m
en
tal
lev
els
o
f
s
ec
o
n
d
-
g
r
ad
e
s
tu
d
en
ts
.
Fo
r
th
e
e
x
p
er
im
e
n
tal
g
r
o
u
p
,
t
h
e
m
ater
ials
in
clu
d
ed
th
e
MA
DL
m
o
d
u
le,
wh
ich
co
n
s
is
ted
m
u
ltime
d
ia
co
m
p
o
n
en
ts
s
u
ch
as
a
n
im
ated
ch
ar
ac
ter
s
to
r
ies,
v
is
u
al
r
a
d
icals,
s
tr
o
k
e
o
r
d
er
a
n
im
atio
n
s
,
a
u
d
io
p
r
o
n
u
n
ciatio
n
clip
s
,
an
d
in
ter
ac
tiv
e
ex
er
cises
.
T
h
ese
m
ater
ials
wer
e
s
tr
u
ctu
r
ed
in
to
s
ev
en
less
o
n
s
an
d
in
teg
r
ated
with
co
o
p
er
ativ
e
lear
n
in
g
task
s
a
n
d
v
is
u
al
t
h
in
k
in
g
s
tr
ateg
ies
t
o
s
u
p
p
o
r
t
t
h
e
d
ev
elo
p
m
en
t
o
f
d
ee
p
lear
n
in
g
in
C
h
in
ese
ch
ar
ac
ter
r
ea
d
in
g
,
wr
i
tin
g
,
an
d
u
n
d
er
s
tan
d
in
g
.
T
ak
e
th
e
less
o
n
o
f
teac
h
in
g
“
棚
”
(
“sh
ed
”
)
f
o
r
ex
am
p
le
,
as
in
Fig
u
r
e
1
.
I
n
th
e
less
o
n
o
n
“
棚
”
,
s
tu
d
en
ts
f
ir
s
t
s
ee
a
r
ea
l
-
wo
r
ld
im
ag
e
o
f
a
s
tab
le
lab
elled
“
马棚
”,
wh
ich
an
ch
o
r
s
m
ea
n
in
g
in
f
a
m
iliar
co
n
te
x
t
(
s
ch
em
a
ac
tiv
atio
n
)
wh
ile
av
o
id
in
g
d
ec
o
r
ativ
e
elem
en
ts
(
co
h
er
en
ce
)
.
Nex
t,
th
e
ch
ar
ac
te
r
is
d
ec
o
m
p
o
s
ed
as
“
木
”
+
“
朋
”
,
with
th
e
tar
g
et
c
h
ar
ac
ter
in
b
l
u
e
a
n
d
c
o
m
p
o
n
e
n
ts
in
r
e
d
(
s
ig
n
alin
g
)
;
b
r
ief
o
n
-
s
cr
ee
n
n
o
tes
p
lace
th
e
s
em
an
tic
r
ad
ical
“
木
”
(
“
m
ater
ial
f
o
r
b
u
ild
in
g
a
s
h
e
d
”
)
an
d
th
e
p
h
o
n
etic
“
朋
”
(
“p
é
n
g
”)
ad
jace
n
t
to
th
e
g
ly
p
h
s
(
s
p
atial
co
n
tig
u
ity
)
.
T
e
x
t
o
n
th
e
s
lid
e
is
k
ep
t
m
in
im
al
an
d
n
o
n
-
r
ed
u
n
d
a
n
t
with
th
e
v
is
u
als
(
r
ed
u
n
d
an
c
y
p
r
in
cip
le)
.
C
o
n
ten
t
is
r
ev
ea
le
d
in
s
m
all
s
tep
s
—
im
ag
e
→
w
h
o
le
ch
ar
ac
ter
→
co
m
p
o
n
e
n
ts
→
s
h
o
r
t
p
r
o
m
p
t
—
s
o
th
at
lear
n
er
s
p
r
o
ce
s
s
o
n
e
el
em
en
t
at
a
tim
e
(
s
eg
m
en
tin
g
)
.
A
q
u
ick
ch
ec
k
th
e
n
ask
s
s
tu
d
e
n
ts
to
in
f
er
th
e
r
o
le
o
f
木
in
n
e
w
item
s
with
th
e
s
a
m
e
r
ad
ical
(
e.
g
.
,
r
ec
o
g
n
izin
g
th
at
th
e
r
ad
ical
cu
es “
wo
o
d
/m
a
ter
ial”)
,
r
ein
f
o
r
cin
g
f
o
r
m
–
m
ea
n
in
g
m
ap
p
in
g
p
r
ed
i
cted
to
s
u
p
p
o
r
t
ac
h
iev
em
e
n
t
i
n
r
ea
d
in
g
a
n
d
wr
itin
g
.
Ov
er
all
,
th
ese
ch
o
ices
aim
to
r
ed
u
ce
ex
tr
an
e
o
u
s
lo
ad
an
d
s
tr
en
g
th
en
s
tr
u
ctu
r
e
–
m
ea
n
in
g
in
teg
r
atio
n
,
p
r
o
v
id
in
g
a
C
T
ML
-
b
ased
r
atio
n
ale
f
o
r
th
e
o
b
s
er
v
ed
g
ain
s
in
C
h
in
ese
ch
ar
ac
ter
ac
h
iev
em
e
n
t.
I
n
co
n
tr
ast
,
th
e
co
n
tr
o
l
g
r
o
u
p
r
ec
eiv
ed
co
n
v
en
tio
n
al
in
s
tr
u
ctio
n
with
o
u
t
th
e
MA
DL
m
o
d
u
le
s
u
p
p
o
r
t.
All
lear
n
in
g
m
ater
ials
wer
e
r
ev
iewe
d
b
y
ex
p
er
ts
to
en
s
u
r
e
co
n
ten
t v
alid
ity
,
lan
g
u
a
g
e
an
d
g
r
ad
e
-
le
v
el
ap
p
r
o
p
r
iaten
ess
,
a
n
d
co
n
s
is
ten
cy
with
th
e
n
atio
n
al
cu
r
r
icu
lu
m
.
Fig
u
r
e
1
.
L
ess
o
n
o
f
r
ec
o
g
n
izin
g
th
e
ch
ar
ac
te
r
“
棚
”
in
r
elatio
n
to
its
m
ea
n
in
g
3
.
4
.
Resea
rc
h
ins
t
rum
ent
Pre
-
test
an
d
p
o
s
t
-
test
s
h
ee
t
f
o
r
test
in
g
C
h
in
ese
ch
ar
ac
ter
lear
n
in
g
ac
h
iev
em
en
t
was
d
ev
elo
p
e
d
r
eg
ar
d
in
g
th
e
co
m
p
u
ls
o
r
y
e
d
u
ca
tio
n
C
h
in
ese
lan
g
u
ag
e
cu
r
r
icu
lu
m
s
tan
d
ar
d
s
is
s
u
ed
b
y
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
o
f
C
h
in
a
[
1
]
.
I
t
c
o
n
s
is
t
s
o
f
1
3
q
u
esti
o
n
s
,
wh
ich
m
ea
s
u
r
es
th
r
ee
asp
ec
ts
,
n
am
el
y
C
h
in
ese
ch
ar
ac
ter
r
ea
d
in
g
,
wr
itin
g
,
a
n
d
u
n
d
er
s
ta
n
d
in
g
.
R
eliab
ilit
y
an
aly
s
is
s
h
o
wed
a
s
tr
o
n
g
in
ter
n
al
c
o
n
s
is
ten
cy
,
with
a
Pear
s
o
n
co
r
r
elatio
n
c
o
ef
f
icien
t
o
f
r
=.
8
9
7
.
C
o
n
te
n
t
v
alid
ity
was
also
h
ig
h
,
with
a
s
ca
le
-
lev
el
co
n
t
en
t
v
alid
ity
i
n
d
e
x
(S
-
C
VI
)
o
f
.
9
1
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
660
-
669
664
3
.
5
.
Da
t
a
co
llect
io
n
a
nd
re
s
ea
rc
h pro
ce
du
re
T
h
e
q
u
an
titativ
e
d
ata
wer
e
co
llected
f
r
o
m
th
e
r
esu
lts
o
f
th
e
C
h
in
ese
ch
ar
ac
ter
ac
h
iev
em
en
t
p
re
-
test
an
d
p
o
s
t
-
test
.
I
ts
p
u
r
p
o
s
e
is
to
co
m
p
ar
e
th
e
d
if
f
er
e
n
ce
s
b
etwe
en
th
e
ex
p
e
r
im
en
tal
g
r
o
u
p
an
d
th
e
co
n
tr
o
l
g
r
o
u
p
in
ter
m
s
o
f
ac
h
iev
e
m
en
t
,
in
cl
u
d
in
g
o
v
er
all
s
co
r
e
,
r
ea
d
in
g
,
wr
itin
g
,
an
d
u
n
d
e
r
s
tan
d
in
g
o
f
C
h
in
ese
ch
ar
ac
ter
s
.
Fig
u
r
e
2
s
h
o
ws
th
e
p
r
o
ce
d
u
r
e
of
th
is
q
u
asi
-
ex
p
er
im
en
t.
T
h
i
s
ex
p
er
im
en
tal
s
tu
d
y
s
p
a
n
n
ed
7
wee
k
s
,
in
clu
d
in
g
th
r
ee
m
ain
p
h
ases
:
p
r
e
-
test
,
ex
p
er
im
en
tal
in
ter
v
en
tio
n
,
an
d
p
o
s
t
-
test
.
A
p
r
e
-
test
w
as
g
iv
en
to
b
o
th
ex
p
er
im
en
tal
an
d
th
e
c
o
n
tr
o
l
g
r
o
u
p
s
b
ef
o
r
e
lear
n
in
g
in
t
h
e
f
ir
s
t
wee
k
.
T
h
en
,
th
e
in
ter
v
e
n
tio
n
al
in
s
tr
u
ctio
n
s
wer
e
im
p
lem
en
ted
.
A
p
o
s
t
-
te
s
t
was
co
n
d
u
cted
af
ter
co
m
p
letin
g
th
e
in
s
tr
u
ctio
n
s
in
b
o
t
h
ex
p
er
im
e
n
tal
an
d
co
n
tr
o
l
g
r
o
u
p
.
t
h
is
s
tu
d
y
is
p
ar
t
o
f
a
lar
g
er
r
esear
c
h
p
r
o
ject.
T
h
e
ex
p
er
i
m
en
tal
p
r
o
ce
d
u
r
e
illu
s
tr
ated
in
Fig
u
r
e
2
was
u
s
ed
ac
r
o
s
s
all
s
u
b
-
s
tu
d
ies,
in
clu
d
i
n
g
t
h
e
p
r
e
s
en
t
in
v
esti
g
atio
n
o
n
o
th
er
co
g
n
itiv
e
s
k
ills
,
e.
g
.
,
cr
itical
th
in
k
in
g
a
n
d
p
r
o
b
lem
-
s
o
lv
in
g
.
Fig
u
r
e
2
. P
r
o
ce
d
u
r
e
o
f
th
e
ex
p
er
im
en
t
in
th
e
s
tu
d
y
4.
RE
SU
L
T
S
A
Sh
ap
ir
o
–
W
ilk
test
was
in
iti
ally
co
n
d
u
cte
d
to
ex
a
m
in
e
th
e
n
o
r
m
ality
o
f
th
e
p
r
e
-
test
an
d
p
o
s
t
-
test
s
co
r
es
f
o
r
ea
ch
d
e
p
en
d
e
n
t
v
ar
iab
le.
T
h
e
r
esu
lts
,
as
s
h
o
wn
in
T
ab
le
1
,
in
d
icate
th
at
all
p
r
e
-
test
an
d
p
o
s
t
-
test
s
co
r
es
in
b
o
th
th
e
MA
DL
an
d
T
R
AD
g
r
o
u
p
s
d
ev
iated
s
ig
n
i
f
ican
tly
f
r
o
m
n
o
r
m
ality
(
p
<.
0
5
;
|
Z
|
>1
.
9
6
)
,
ex
ce
p
t
f
o
r
th
e
MA
DL
g
r
o
u
p
’
s
wr
iti
n
g
an
d
u
n
d
er
s
tan
d
in
g
p
r
e
-
test
s
co
r
es,
wh
ich
s
h
o
wed
o
n
ly
s
lig
h
t
d
ev
iatio
n
s
(
Z
=3
.
1
3
an
d
Z
=1
.
8
8
,
r
esp
ec
tiv
ely
)
.
C
o
n
s
eq
u
e
n
tly
,
n
o
n
-
p
a
r
am
etr
ic
s
tatis
tical
tes
ts
wer
e
ap
p
lied
f
o
r
m
o
s
t
co
m
p
ar
is
o
n
s
,
with
p
a
r
am
etr
ic
test
s
u
s
ed
o
n
ly
wh
er
e
n
o
r
m
alit
y
was a
p
p
r
o
x
im
ately
m
et.
T
o
en
s
u
r
e
b
aselin
e
eq
u
iv
ale
n
c
e,
a
Ma
n
n
–
W
h
itn
ey
U
test
was
ad
o
p
ted
to
co
m
p
a
r
e
th
e
p
r
e
-
t
est
s
co
r
es
o
f
th
e
MA
DL
an
d
T
R
AD
g
r
o
u
p
s
,
as th
e
d
ata
wer
e
n
o
t n
o
r
m
a
lly
d
is
tr
ib
u
ted
,
as in
T
ab
le
1
.
T
h
e
r
esu
lts
,
as seen
in
T
ab
le
2
,
s
h
o
wed
n
o
s
ig
n
i
f
ican
t
d
if
f
er
e
n
ce
b
etwe
en
g
r
o
u
p
s
(
p
=
.
4
1
7
>
.
0
5
)
,
with
m
ea
n
r
an
k
s
o
f
1
0
7
.
9
7
(
MA
DL
)
an
d
1
1
4
.
9
6
(
T
R
AD)
.
T
h
is
s
u
g
g
ests
th
at
b
o
th
g
r
o
u
p
s
wer
e
co
m
p
a
r
ab
le
in
C
h
in
ese
ch
ar
ac
ter
ac
h
iev
em
en
t p
r
io
r
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th
e
in
ter
v
en
tio
n
.
As
th
e
d
ata
d
id
n
o
t
f
o
llo
w
a
n
o
r
m
al
d
is
tr
ib
u
tio
n
,
as
in
T
ab
le
1
,
th
e
W
ilco
x
o
n
s
ig
n
ed
r
an
k
test
wa
s
u
s
ed
to
co
n
d
u
ct
with
in
-
g
r
o
u
p
co
m
p
ar
is
o
n
s
.
T
h
e
r
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lts
,
as
i
n
T
ab
le
3
,
r
e
v
ea
led
t
h
at
all
p
o
s
t
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test
s
co
r
es
wer
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ig
n
if
ican
tly
h
ig
h
er
th
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p
r
e
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test
s
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r
es
(
p
<.
0
0
1
,
r
>
.5
)
,
in
d
icatin
g
s
tr
o
n
g
g
ain
s
af
ter
th
e
in
ter
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e
n
tio
n
.
As
s
h
o
wn
in
T
ab
le
4
,
t
h
e
b
etwe
e
n
-
g
r
o
u
p
co
m
p
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o
n
s
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s
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g
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e
Ma
n
n
-
W
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itn
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U
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at
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e
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DL
g
r
o
u
p
o
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tain
ed
a
s
ig
n
if
ican
tl
y
h
ig
h
er
m
ea
n
r
a
n
k
(
1
2
7
.
6
0
)
th
an
th
e
T
R
AD
g
r
o
u
p
(
9
5
.
6
8
)
,
m
ea
n
in
g
MA
DL
g
r
o
u
p
o
u
tp
er
f
o
r
m
ed
T
R
AD
o
n
o
v
e
r
all
ac
h
iev
e
m
en
t
(
U=
4
3
8
8
.
5
0
,
Z
=−
3
.
7
0
3
,
r
=.
2
4
9
,
co
m
m
o
n
lan
g
u
ag
e
ef
f
ec
t
s
ize
(
C
L
E
S
)
=.
6
4
4
,
p
<.
0
0
1
)
.
T
h
is
in
d
icate
s
a
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
o
v
e
r
all
ac
a
d
em
ic
ac
h
iev
e
m
en
t
b
etwe
en
th
e
two
g
r
o
u
p
s
at
th
e
p
o
s
t
-
test
s
tag
e.
T
h
u
s
,
th
e
n
u
ll
h
y
p
o
th
esis
(
Ho
1
)
was
r
ejec
ted
,
s
u
g
g
esti
n
g
th
a
t
th
e
MA
DL
m
o
d
u
le
h
ad
a
p
o
s
itiv
e
ef
f
ec
t o
n
s
tu
d
en
ts
’
C
h
in
ese
ch
ar
ac
ter
lear
n
in
g
ac
h
iev
em
en
t
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
n
h
a
n
ci
n
g
C
h
in
ese
ch
a
r
a
cter
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ch
ieve
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t in
p
r
ima
r
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u
c
a
tio
n
th
r
o
u
g
h
mu
ltimed
ia
-
a
s
s
is
ted
…
(
Yu
lu
Jin
)
665
T
ab
le
1
.
R
esu
lts
o
f
n
o
r
m
ality
t
ests
G
r
o
u
p
V
a
r
i
a
b
l
e
s
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h
a
p
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r
o
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r
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t
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c
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df
p
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Pre
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e
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(
o
v
e
r
a
l
l
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9
5
3
1
1
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0
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1
3
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4
0
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i
g
n
i
f
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c
a
n
t
l
y
d
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a
t
e
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r
a
m
e
t
r
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c
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e
a
d
i
n
g
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2
6
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3
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g
n
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t
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t
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n
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l
i
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h
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me
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r
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n
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n
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8
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l
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me
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8
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8
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8
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A
D
Pre
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3
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p
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r
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m
e
t
r
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c
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t
e
:
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e
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r
t
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r
e
f
e
r
s
t
o
t
h
e
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t
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o
o
f
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e
w
n
e
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o
r
k
u
r
t
o
s
i
s
t
o
i
t
s
st
a
n
d
a
r
d
e
r
r
o
r
.
“
S
l
i
g
h
t
l
y
d
e
v
i
a
t
e
”
i
n
d
i
c
a
t
e
s
mi
n
o
r
d
e
v
i
a
t
i
o
n
f
r
o
m
n
o
r
m
a
l
i
t
y
(
Z
<
±
1
.
9
6
)
;
“
s
i
g
n
i
f
i
c
a
n
t
l
y
d
e
v
i
a
t
e
”
i
n
d
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c
a
t
e
s si
g
n
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f
i
c
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n
t
d
e
v
i
a
t
i
o
n
f
r
o
m n
o
r
ma
l
i
t
y
(
Z>
±
1
.
9
6
)
[
3
7
]
.
T
ab
le
2.
Ma
n
n
-
W
h
itn
ey
U
test
f
o
r
p
r
e
-
test
s
co
r
es
G
r
o
u
p
N
M
e
a
n
r
a
n
k
S
u
m
o
f
r
a
n
k
s
M
a
n
n
-
W
h
i
t
n
e
y
U
W
i
l
c
o
x
o
n
W
Z
p
M
A
D
L
1
1
0
1
0
7
.
9
7
1
1
8
7
7
.
0
0
5
7
7
2
.
0
0
0
1
1
8
7
7
.
0
0
0
-
.
8
1
1
.
4
1
7
TR
A
D
1
1
2
1
1
4
.
9
6
1
2
8
7
6
.
0
0
To
t
a
l
2
2
2
Fu
r
th
er
an
aly
s
is
o
f
s
u
b
-
s
k
ills
r
ev
ea
led
co
n
s
is
ten
t
r
esu
lts
.
Fo
r
r
ea
d
in
g
C
h
in
ese
ch
ar
ac
ter
s
,
th
e
MA
DL
g
r
o
u
p
h
ad
a
s
ig
n
i
f
ican
tly
h
ig
h
er
m
ea
n
r
a
n
k
(
1
3
2
.
4
6
)
t
h
an
th
e
T
R
AD
g
r
o
u
p
(
9
0
.
9
2
)
,
a
n
d
th
e
ad
v
an
tag
e
was
lar
g
er
(
U=
3
8
5
4
.
5
0
,
Z
=−
4
.
8
2
7
,
r
=.
3
2
4
,
C
L
E
S=.
6
8
7
,
p
<
.
0
0
1
)
.
Fo
r
wr
itin
g
,
th
e
MA
DL
g
r
o
u
p
’
s
m
ea
n
r
an
k
(
1
2
4
.
9
5
)
also
ex
ce
ed
e
d
th
at
o
f
th
e
T
R
AD
g
r
o
u
p
(
9
8
.
2
9
)
,
with
U=
4
6
8
0
.
0
0
,
Z
=−
3
.
0
9
5
,
r
=.
2
0
8
,
C
L
E
S=.
6
2
0
,
p
=.
0
0
2
.
Similar
ly
,
f
o
r
u
n
d
er
s
tan
d
in
g
,
th
e
MA
DL
g
r
o
u
p
(
1
2
4
.
4
6
)
o
u
tp
er
f
o
r
m
ed
t
h
e
T
R
AD
g
r
o
u
p
(
9
8
.
7
7
)
,
with
U=
4
7
3
4
.
0
0
,
Z
=−
2
.
9
8
2
,
r
=.
2
0
0
,
C
L
E
S=.
6
1
6
,
p
=
.
0
0
3
.
All
d
if
f
e
r
en
ce
s
wer
e
s
tatis
tically
s
ig
n
if
ican
t,
lead
in
g
to
th
e
r
ejec
tio
n
o
f
Ho
2
,
Ho
3
,
an
d
Ho
4
,
r
esp
ec
tiv
ely
.
Ov
er
all,
ef
f
ec
ts
wer
e
s
m
all
-
to
-
m
o
d
e
r
ate
.
T
h
ese
f
in
d
in
g
s
p
r
o
v
id
e
s
tr
o
n
g
e
v
id
e
n
ce
f
o
r
th
e
ef
f
ec
tiv
e
n
ess
o
f
t
h
e
MA
DL
m
o
d
u
le
in
en
h
a
n
cin
g
p
r
im
a
r
y
s
tu
d
en
ts
’
ac
ad
em
ic
ac
h
iev
em
e
n
t
ac
r
o
s
s
r
ea
d
in
g
,
wr
itin
g
,
an
d
u
n
d
er
s
ta
n
d
in
g
o
f
C
h
in
ese
ch
ar
ac
ter
s
.
T
ab
le
3.
W
ilco
x
o
n
test
r
esu
lts
f
o
r
p
r
e
-
test
an
d
p
o
s
t
-
test
co
m
p
ar
is
o
n
s
with
in
MA
DL
g
r
o
u
p
G
r
o
u
p
D
i
me
n
si
o
n
Z
p
-
v
a
l
u
e
r
M
A
D
L
O
v
e
r
a
l
l
-
9
.
0
3
6
.
0
0
0
.
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2
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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2
2
5
2
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8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
660
-
669
666
5.
DIS
CU
SS
I
O
N
T
h
e
f
in
d
in
g
s
in
d
icate
th
at
th
e
MA
DL
m
o
d
u
le
s
ig
n
if
ican
t
ly
im
p
r
o
v
e
d
s
tu
d
en
ts
’
ac
h
ie
v
em
en
t
in
r
ea
d
in
g
,
wr
itin
g
,
a
n
d
u
n
d
e
r
s
tan
d
in
g
C
h
in
ese
c
h
ar
ac
ter
s
,
b
o
th
in
c
o
m
p
ar
is
o
n
to
th
ei
r
p
r
e
-
test
r
esu
lts
an
d
r
elativ
e
to
t
h
e
T
R
AD
g
r
o
u
p
.
W
h
ile
th
e
c
o
n
tr
o
l
g
r
o
u
p
also
s
h
o
wed
im
p
r
o
v
em
e
n
t,
th
e
ex
p
er
im
en
tal
g
r
o
u
p
d
em
o
n
s
tr
ated
s
u
b
s
tan
tially
g
r
ea
ter
g
ain
s
,
u
n
d
er
s
co
r
in
g
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
MA
DL
a
p
p
r
o
ac
h
.
O
n
e
r
ea
s
o
n
f
o
r
e
x
ce
llen
t
r
ea
d
i
n
g
ac
h
iev
e
m
en
t
m
ay
lie
in
th
e
MA
DL
m
o
d
u
le’
s
m
u
ltimo
d
al
p
r
esen
t
atio
n
o
f
ch
ar
ac
ter
s
,
wh
ich
in
teg
r
ates
v
is
u
al,
p
h
o
n
o
lo
g
ical,
an
d
s
em
an
tic
cu
es.
T
h
is
alig
n
s
with
th
e
m
o
d
ality
p
r
in
cip
le
[
1
5
]
,
wh
ich
s
u
g
g
ests
th
at
lear
n
in
g
im
p
r
o
v
es
wh
en
au
d
ito
r
y
in
f
o
r
m
ati
o
n
co
m
p
lem
e
n
ts
v
is
u
al
in
p
u
t,
th
er
eb
y
r
ed
u
cin
g
co
g
n
itiv
e
lo
a
d
o
n
th
e
v
is
u
al
c
h
an
n
el
a
n
d
f
r
ee
in
g
ca
p
ac
ity
f
o
r
p
r
o
ce
s
s
in
g
c
h
ar
ac
ter
s
tr
u
ct
u
r
e
an
d
m
ea
n
in
g
.
B
y
co
m
b
in
in
g
s
tr
o
k
e
an
im
atio
n
s
,
s
em
an
tic
r
ad
ical
h
ig
h
lig
h
tin
g
,
an
d
a
u
d
io
n
ar
r
atio
n
,
th
e
MA
D
L
m
o
d
u
le
s
u
p
p
o
r
ts
d
ec
o
d
in
g
an
d
f
o
r
m
-
m
ea
n
in
g
m
ap
p
in
g
—
k
e
y
co
m
p
o
n
e
n
ts
o
f
ea
r
ly
r
ea
d
i
n
g
d
e
v
elo
p
m
e
n
t.
Fu
r
th
er
m
o
r
e
,
b
ec
au
s
e
th
e
m
ajo
r
ity
o
f
C
h
in
ese
ch
ar
ac
ter
s
ar
e
p
icto
p
h
o
n
etic
co
m
p
o
u
n
d
s
[
20
]
,
u
n
d
er
s
tan
d
i
n
g
th
e
s
em
an
tic
r
ad
ical
(
th
e
m
ea
n
in
g
co
m
p
o
n
e
n
t
)
n
o
t
o
n
ly
aid
s
in
g
r
asp
in
g
c
h
a
r
ac
ter
m
ea
n
in
g
b
u
t
also
s
tr
en
g
th
en
s
lear
n
er
s
’
aw
ar
en
ess
o
f
s
tr
u
ctu
r
al
r
e
g
u
lar
it
ies
in
ch
ar
ac
ter
f
o
r
m
atio
n
[
3
8
]
.
T
h
is
awa
r
en
ess
allo
ws
s
tu
d
en
ts
to
in
f
er
p
r
o
n
u
n
ciatio
n
f
r
o
m
th
e
p
h
o
n
etic
co
m
p
o
n
e
n
t,
th
er
eb
y
en
h
a
n
ci
n
g
th
eir
ab
ilit
y
to
r
ec
o
g
n
ize
an
d
r
ea
d
u
n
f
am
il
iar
ch
ar
ac
ter
s
th
r
o
u
g
h
an
al
o
g
y
—
a
f
o
u
n
d
atio
n
al
s
k
ill
i
n
C
h
in
ese
liter
ac
y
ac
q
u
is
itio
n
.
B
ey
o
n
d
r
ea
d
in
g
,
th
e
MA
DL
m
o
d
u
le
also
f
o
s
te
r
ed
n
o
tab
le
g
ain
s
in
wr
itin
g
s
k
ills
.
T
h
is
ca
n
b
e
attr
ib
u
ted
to
th
e
m
o
d
u
le’
s
f
o
cu
s
o
n
r
ad
ical
-
lev
el
u
n
d
er
s
ta
n
d
in
g
an
d
s
tr
o
k
e
co
n
s
tr
u
ctio
n
with
in
m
ea
n
in
g
f
u
l
co
n
tex
ts
.
R
ath
er
th
an
r
o
te
t
r
ac
in
g
,
th
e
MA
DL
d
esig
n
e
n
g
ag
es
lear
n
er
s
in
u
n
d
er
s
tan
d
in
g
t
h
e
f
u
n
ctio
n
an
d
p
o
s
itio
n
o
f
s
em
an
tic
an
d
p
h
o
n
etic
co
m
p
o
n
en
ts
,
wh
ich
f
ac
ilit
ates
in
ter
n
aliza
tio
n
o
f
s
tr
u
ctu
r
al
p
atter
n
s
[
14
]
,
[
38
]
.
T
h
is
ap
p
r
o
ac
h
p
r
o
m
o
tes
co
n
s
tr
u
ctiv
e
lear
n
i
n
g
an
d
s
u
p
p
o
r
ts
tr
an
s
f
er
,
p
a
r
ticu
lar
ly
in
g
en
er
atin
g
n
o
v
el
c
h
ar
ac
ter
s
o
r
r
ec
o
g
n
iz
in
g
v
ar
ia
n
ts
—
s
k
ills
o
f
ten
u
n
d
er
d
ev
elo
p
ed
i
n
tr
ad
itio
n
al
i
n
s
tr
u
ctio
n
f
o
cu
s
ed
s
o
lely
o
n
s
tr
o
k
e
m
em
o
r
izatio
n
[
31
]
,
[
32
]
.
T
h
ese
o
u
tco
m
es
ar
e
c
o
n
s
is
ten
t
with
p
r
ev
io
u
s
r
esear
ch
.
E
lectr
o
n
ic
f
lash
ca
r
d
s
with
au
d
i
o
en
h
a
n
ce
d
b
eg
in
n
er
s
’
m
em
o
r
y
f
o
r
p
in
y
i
n
an
d
ch
ar
ac
ter
r
ea
d
in
g
[
29
]
.
T
h
is
s
u
p
p
o
r
ts
th
e
id
ea
th
at
m
u
ltimo
d
al
in
p
u
t
f
ac
ilit
ates
en
co
d
in
g
an
d
r
ec
al
l
b
y
ac
tiv
atin
g
m
u
ltip
le
r
ep
r
e
s
en
tatio
n
al
s
y
s
tem
s
.
Ho
wev
er
,
co
m
b
in
in
g
s
tr
o
k
e
an
im
atio
n
s
with
r
ed
u
n
d
an
t
ca
p
tio
n
s
r
ed
u
ce
d
r
ec
all
ac
cu
r
ac
y
,
r
ef
lectin
g
Ma
y
er
’
s
r
ed
u
n
d
a
n
cy
p
r
in
cip
le,
wh
ich
war
n
s
ag
ain
s
t
o
v
e
r
wh
elm
in
g
lear
n
er
s
with
d
u
p
licativ
e
v
is
u
al
in
p
u
t
[
29
]
.
T
h
e
MA
DL
m
o
d
u
le’
s
in
ten
tio
n
al
d
esig
n
—
s
ep
ar
atin
g
n
ar
r
atio
n
f
r
o
m
v
is
u
al
cu
es
an
d
av
o
id
in
g
o
n
-
s
cr
ee
n
tex
t
o
v
er
lo
a
d
—
m
ay
ex
p
lain
its
s
u
p
er
io
r
lear
n
in
g
o
u
tco
m
es.
Fu
r
th
er
m
o
r
e
,
th
e
s
u
p
er
io
r
ac
h
iev
em
en
t
o
f
th
e
MA
DL
g
r
o
u
p
in
ch
ar
ac
ter
u
n
d
er
s
tan
d
i
n
g
m
ay
b
e
attr
ib
u
ted
to
th
e
MA
DL
m
o
d
u
le’
s
u
s
e
o
f
s
em
an
tic
r
ad
icals
a
n
d
co
n
tex
tu
al
cu
es,
wh
ich
,
g
r
o
u
n
d
e
d
in
co
g
n
itiv
e
s
em
an
tic
th
eo
r
y
,
h
el
p
ac
tiv
at
e
s
ch
em
a
-
b
ased
p
r
o
ce
s
s
in
g
a
n
d
f
ac
ilit
ate
d
ee
p
er
co
n
ce
p
tu
al
in
teg
r
atio
n
[
24
]
.
T
h
is
is
co
n
s
is
ten
t
with
th
e
c
o
n
clu
s
io
n
t
h
at
v
is
u
al
an
im
ati
o
n
s
an
d
co
n
te
x
tu
alize
d
m
u
ltime
d
ia
ca
n
en
h
a
n
ce
s
tu
d
en
ts
’
co
m
p
r
eh
en
s
io
n
o
f
a
b
s
tr
ac
t
lan
g
u
ag
e
elem
en
ts
[
39
]
.
Mu
ltime
d
ia
also
tr
an
s
f
o
r
m
s
ab
s
tr
ac
t
co
n
ce
p
ts
in
to
co
n
cr
ete
v
is
u
als,
p
r
esen
tin
g
in
f
o
r
m
atio
n
m
o
r
e
e
f
f
ec
tiv
e
ly
wh
ile
s
u
s
tain
in
g
lear
n
er
e
n
g
ag
em
en
t [
40
].
I
n
s
u
m
m
ar
y
,
th
ese
f
in
d
in
g
s
r
ei
n
f
o
r
ce
th
e
p
ed
a
g
o
g
ical
v
alu
e
o
f
in
teg
r
atin
g
m
u
ltime
d
ia
wit
h
co
g
n
itiv
e
lear
n
in
g
th
e
o
r
ies
in
C
h
in
ese
c
h
ar
ac
ter
in
s
tr
u
ctio
n
.
T
h
e
y
n
o
t
o
n
ly
v
alid
ate
th
e
ef
f
ec
tiv
en
ess
o
f
MA
DL
m
o
d
u
le
b
u
t
also
o
f
f
er
p
ed
ag
o
g
ical
im
p
licatio
n
s
f
o
r
d
esig
n
in
g
ea
r
ly
liter
ac
y
in
ter
v
en
tio
n
s
.
Ho
wev
er
,
f
u
r
th
er
r
esear
ch
is
n
ee
d
ed
to
ex
a
m
in
e
lo
n
g
-
ter
m
r
eten
tio
n
a
n
d
tr
a
n
s
f
er
ac
r
o
s
s
b
r
o
ad
er
c
o
n
tex
ts
.
6.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
in
v
esti
g
ated
th
e
e
f
f
ec
tiv
en
ess
o
f
th
e
MA
DL
m
o
d
u
le
in
e
n
h
an
ci
n
g
p
r
im
ar
y
s
tu
d
en
ts
’
C
h
in
ese
ch
ar
ac
ter
lear
n
in
g
.
G
r
o
u
n
d
ed
in
c
o
g
n
itiv
e
s
em
a
n
tic
th
eo
r
y
a
n
d
th
e
C
T
ML
,
th
e
MA
DL
m
o
d
u
le
was
d
esig
n
ed
to
s
u
p
p
o
r
t
th
e
in
te
g
r
atio
n
o
f
v
is
u
al
f
o
r
m
,
p
h
o
n
o
lo
g
ical
f
ea
tu
r
es,
an
d
s
em
an
tic
m
ea
n
in
g
—
th
r
ee
cr
itical
d
im
en
s
io
n
s
o
f
C
h
in
es
e
liter
ac
y
ac
q
u
is
itio
n
.
T
h
e
f
i
n
d
in
g
s
d
em
o
n
s
tr
ated
th
at
s
tu
d
en
ts
wh
o
en
g
ag
ed
with
th
e
MA
DL
m
o
d
u
le
o
u
tp
er
f
o
r
m
e
d
th
o
s
e
in
th
e
co
n
v
en
tio
n
al
in
s
tr
u
ctio
n
g
r
o
u
p
in
r
e
ad
in
g
,
wr
itin
g
,
a
n
d
ch
ar
ac
ter
u
n
d
er
s
tan
d
in
g
.
T
h
e
r
esu
lts
n
o
t
o
n
ly
v
alid
ate
th
e
e
f
f
ec
t
o
f
m
u
ltime
d
ia
-
ass
is
ted
in
s
tr
u
ctio
n
,
b
u
t
also
h
ig
h
lig
h
t
th
e
im
p
o
r
tan
ce
o
f
t
h
eo
r
y
-
i
n
f
o
r
m
ed
in
s
tr
u
ctio
n
al
d
esig
n
.
B
y
ap
p
ly
in
g
p
r
in
cip
le
s
s
u
ch
as
m
o
d
ality
,
r
ed
u
cin
g
r
ed
u
n
d
a
n
cy
,
an
d
m
ea
n
in
g
-
f
o
cu
s
ed
r
ad
ical
in
s
tr
u
ctio
n
,
th
e
MA
DL
m
o
d
u
le
e
f
f
ec
tiv
ely
r
e
d
u
ce
d
co
g
n
itiv
e
lo
ad
a
n
d
p
r
o
m
o
te
d
d
ee
p
er
,
m
o
r
e
tr
an
s
f
er
a
b
le
lear
n
in
g
.
T
h
ese
f
in
d
in
g
s
ar
e
co
n
s
is
ten
t
with
p
r
ev
io
u
s
liter
atu
r
e
wh
ile
ad
v
an
cin
g
t
h
e
f
ield
b
y
d
em
o
n
s
tr
atin
g
h
o
w
well
-
s
tr
u
ctu
r
ed
m
u
ltime
d
ia
le
ar
n
in
g
en
v
ir
o
n
m
en
ts
ca
n
f
o
s
ter
d
ee
p
lear
n
in
g
in
th
e
co
n
tex
t o
f
lo
g
o
g
r
a
p
h
ic
lan
g
u
a
g
e
ac
q
u
is
itio
n
at
th
e
p
r
im
ar
y
l
ev
el.
Desp
ite
its
p
r
o
m
is
in
g
o
u
tco
m
es,
th
is
s
tu
d
y
h
as
s
ev
er
al
lim
itatio
n
s
.
First,
th
e
in
ter
v
e
n
tio
n
was
co
n
d
u
cte
d
o
v
e
r
a
r
elativ
ely
s
h
o
r
t
p
er
i
o
d
,
wh
ic
h
m
ay
n
o
t
f
u
lly
ca
p
tu
r
e
t
h
e
lo
n
g
-
ter
m
ef
f
ec
ts
o
f
th
e
MA
DL
m
o
d
u
le
o
n
k
n
o
wled
g
e
r
ete
n
tio
n
an
d
tr
an
s
f
e
r
;
th
er
ef
o
r
e,
f
u
tu
r
e
r
esear
ch
co
u
ld
ex
am
in
e
its
im
p
ac
t
o
v
er
a
n
ex
ten
d
ed
p
er
i
o
d
.
Seco
n
d
,
th
e
s
tu
d
y
was
lim
ited
to
s
ec
o
n
d
-
g
r
ad
e
s
tu
d
en
ts
with
in
a
s
p
ec
if
i
c
r
eg
io
n
al
co
n
tex
t,
wh
ich
m
ay
co
n
s
tr
ain
t
h
e
g
e
n
er
aliza
b
ilit
y
o
f
th
e
f
in
d
in
g
s
t
o
o
th
er
ag
e
g
r
o
u
p
s
o
r
ed
u
ca
t
io
n
al
s
ettin
g
s
;
th
u
s
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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2252
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8
8
2
2
E
n
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C
h
in
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ch
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r
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cter
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ch
ieve
men
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p
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c
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tio
n
th
r
o
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g
h
mu
ltimed
ia
-
a
s
s
is
ted
…
(
Yu
lu
Jin
)
667
f
u
tu
r
e
s
tu
d
ies
co
u
ld
test
th
e
m
o
d
u
le
with
lear
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s
f
r
o
m
d
if
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r
en
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r
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eg
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T
h
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,
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s
tu
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p
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im
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r
ily
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elied
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i
ch
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ile
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o
b
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s
t,
m
ay
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t
c
ap
tu
r
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n
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an
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lear
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ex
p
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ien
ce
s
o
r
em
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ti
o
n
al
en
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a
g
em
en
t
o
f
s
tu
d
en
ts
;
h
en
ce
,
f
u
tu
r
e
wo
r
k
co
u
ld
in
co
r
p
o
r
ate
q
u
alitativ
e
m
eth
o
d
s
s
u
ch
as in
ter
v
iews a
n
d
class
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o
o
m
o
b
s
er
v
atio
n
s
to
g
ain
d
ee
p
er
i
n
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ig
h
ts
.
ACK
NO
WL
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DG
E
M
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NT
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h
e
au
th
o
r
s
wo
u
ld
lik
e
to
ac
k
n
o
wled
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e
th
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s
u
p
p
o
r
t
o
f
Un
iv
er
s
iti
Pen
d
id
ik
an
Su
ltan
I
d
r
is
(
UPSI)
f
o
r
th
eir
in
s
titu
tio
n
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ass
is
tan
ce
th
r
o
u
g
h
o
u
t th
e
r
esear
ch
p
r
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s
s
.
F
UNDING
I
NF
O
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M
A
T
I
O
N
No
ex
ter
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al
f
u
n
d
i
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g
was r
ec
ei
v
ed
f
o
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th
is
s
tu
d
y
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
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M
E
N
T
T
h
is
jo
u
r
n
al
u
s
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th
e
C
o
n
t
r
ib
u
to
r
R
o
les
T
a
x
o
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o
m
y
(
C
R
ed
iT)
to
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g
n
ize
in
d
iv
i
d
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al
au
th
o
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co
n
tr
ib
u
tio
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s
,
r
ed
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ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
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ate
co
llab
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atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
Yu
lu
J
in
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Nik
Mu
h
am
m
ad
Han
is
Nek
R
ak
am
i
✓
✓
✓
✓
✓
✓
✓
✓
✓
Md
.
Nasir
Ma
s
r
an
✓
✓
✓
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
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y
So
:
So
f
t
w
a
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Va
:
Va
l
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t
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Fo
:
Fo
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I
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v
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R
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r
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ST
A
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M
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NT
Au
th
o
r
s
s
tate
n
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co
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f
lict o
f
in
t
er
est.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
au
th
o
r
s
co
n
f
ir
m
th
at
th
e
d
ata
s
u
p
p
o
r
tin
g
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
a
v
ailab
le
with
in
th
e
ar
ticle.
RE
F
E
R
E
NC
E
S
[
1
]
M
i
n
i
s
t
r
y
o
f
E
d
u
c
a
t
i
o
n
o
f
t
h
e
P
e
o
p
l
e
’
s
R
e
p
u
b
l
i
c
o
f
C
h
i
n
a
,
C
o
m
p
u
l
s
o
ry
e
d
u
c
a
t
i
o
n
C
h
i
n
e
s
e
c
u
rri
c
u
l
u
m
st
a
n
d
a
rd
s
.
B
e
i
j
i
n
g
:
B
e
i
j
i
n
g
N
o
r
mal
U
n
i
v
e
r
s
i
t
y
P
u
b
l
i
s
h
i
n
g
G
r
o
u
p
,
2
0
2
2
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
:
/
/
w
w
w
.
mo
e
.
g
o
v
.
c
n
/
sr
c
si
t
e
/
A
2
6
/
s
8
0
0
1
/
2
0
2
2
0
4
/
t
2
0
2
2
0
4
2
0
_
6
1
9
9
2
1
.
h
t
m
l
[
2
]
C
.
K
a
i
,
“
A
s
t
u
d
y
o
f
C
h
i
n
e
se
c
h
a
r
a
c
t
e
r
a
c
q
u
i
si
t
i
o
n
i
n
t
h
e
d
i
g
i
t
a
l
a
g
e
,
”
P
h
i
l
o
b
i
b
l
o
n
,
v
o
l
.
2
8
,
n
o
.
1
,
p
p
.
1
3
9
–
1
4
9
,
2
0
2
3
.
[
3
]
T.
W
a
n
g
,
“
D
e
s
i
g
n
i
n
g
a
d
i
g
i
t
a
l
g
a
me
f
o
r
C
h
i
n
e
se
c
h
a
r
a
c
t
e
r
l
e
a
r
n
i
n
g
:
a
t
h
e
o
r
y
-
d
r
i
v
e
n
p
r
a
c
t
i
c
e
a
p
p
r
o
a
c
h
,
”
Ed
u
c
a
t
i
o
n
S
c
i
e
n
c
e
s
,
v
o
l
.
1
4
,
n
o
.
1
2
,
p
.
1
3
6
6
,
D
e
c
.
2
0
2
4
,
d
o
i
:
1
0
.
3
3
9
0
/
e
d
u
c
sc
i
1
4
1
2
1
3
6
6
.
[
4
]
J.
Y
a
n
g
,
“
Te
e
n
a
g
e
b
e
g
i
n
n
e
r
s’
p
e
r
c
e
p
t
i
o
n
s
o
f
l
e
a
r
n
i
n
g
C
h
i
n
e
se
c
h
a
r
a
c
t
e
r
s:
a
c
a
se
s
t
u
d
y
,
”
J
o
u
r
n
a
l
o
f
C
h
i
n
e
se
Wri
t
i
n
g
S
y
s
t
e
m
s
,
v
o
l
.
6
,
n
o
.
1
,
p
p
.
3
–
1
5
,
M
a
r
.
2
0
2
2
,
d
o
i
:
1
0
.
1
1
7
7
/
2
5
1
3
8
5
0
2
2
2
1
0
5
0
9
6
0
.
[
5
]
C.
-
Y
.
H
u
a
n
g
,
“
T
h
e
g
r
a
p
h
a
b
e
t
a
n
d
b
u
j
i
a
n
a
p
p
r
o
a
c
h
a
t
a
c
q
u
i
r
i
n
g
H
a
n
z
i
(
C
h
i
n
e
se
c
h
a
r
a
c
t
e
r
)
w
r
i
t
i
n
g
sk
i
l
l
,
”
L
1
Ed
u
c
a
t
i
o
n
a
l
S
t
u
d
i
e
s
i
n
L
a
n
g
u
a
g
e
a
n
d
L
i
t
e
ra
t
u
re
,
v
o
l
.
1
7
,
n
o
.
3
,
p
p
.
1
–
3
5
,
N
o
v
.
2
0
1
7
,
d
o
i
:
1
0
.
1
7
2
3
9
/
L1
ESLL
-
2
0
1
7
.
1
7
.
0
3
.
0
7
.
[
6
]
Z.
Li
u
a
n
d
Z.
Li
n
,
“
C
h
i
n
e
s
e
c
h
a
r
a
c
t
e
r
l
e
a
r
n
i
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[
27
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[
28
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[
32
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C.
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[
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38
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