Yang Xiang

Yexing Du, Kaiyuan Liu, Bihe Zhang et al.

With the rapid advancement of Multimodal Large Language Models (MLLMs), their potential has garnered significant attention in Chinese Classical Studies (CCS). While existing research has primarily focused on text and visual modalities, the audio corpus within this domain remains largely underexplored. To bridge this gap, we propose the Multi-task Classical Chinese Literary Genre Audio Corpus (MCGA). It encompasses a diverse range of literary genres across six tasks: Automatic Speech Recognition (ASR), Speech-to-Text Translation (S2TT), Speech Emotion Captioning (SEC), Spoken Question Answering (SQA), Speech Understanding (SU), and Speech Reasoning (SR). Through the evaluation of ten MLLMs, our experimental results demonstrate that current models still face substantial challenges when processed on the MCGA test set. Furthermore, we introduce an evaluation metric for SEC and a metric to measure the consistency between the speech and text capabilities of MLLMs. We release MCGA and our code to the public to facilitate the development of MLLMs with more robust multidimensional audio capabilities in CCS. MCGA Corpus: https://github.com/yxduir/MCGA

Xiangqian Wang, Yifan Jia, Yang Xiang et al.

Standardized Student Evaluation of Teaching often suffer from low reliability, restricted response options, and response distortion. Existing machine learning methods that mine open-ended comments usually reduce feedback to binary sentiment, which overlooks concrete concerns such as content clarity, feedback timeliness, and instructor demeanor, and provides limited guidance for instructional improvement.We propose TeachPro, a multi-label learning framework that systematically assesses five key teaching dimensions: professional expertise, instructional behavior, pedagogical efficacy, classroom experience, and other performance metrics. We first propose a Dimension-Anchored Evidence Encoder, which integrates three core components: (i) a pre-trained text encoder that transforms qualitative feedback annotations into contextualized embeddings; (ii) a prompt module that represents five teaching dimensions as learnable semantic anchors; and (iii) a cross-attention mechanism that aligns evidence with pedagogical dimensions within a structured semantic space. We then propose a Cross-View Graph Synergy Network to represent student comments. This network comprises two components: (i) a Syntactic Branch that extracts explicit grammatical dependencies from parse trees, and (ii) a Semantic Branch that models latent conceptual relations derived from BERT-based similarity graphs. BiAffine fusion module aligns syntactic and semantic units, while a differential regularizer disentangles embeddings to encourage complementary representations. Finally, a cross-attention mechanism bridges the dimension-anchored evidence with the multi-view comment representations. We also contribute a novel benchmark dataset featuring expert qualitative annotations and multi-label scores. Extensive experiments demonstrate that TeachPro offers superior diagnostic granularity and robustness across diverse evaluation settings.