基于语义网的图书馆统一检索平台研究

近几年来,各高校图书馆都纷纷建设统一检索平台,比如上海交通大学的"思源探索",北京大学的"未名学术搜索"等,都试图通过统一检索平台给读者带来知识服务。但这些检索平台还未能解决输入关键词的语义联想以及检索平台的元数据更新问题,这也会产生很多实际问题。为了解决这些问题,就必须要在统一检索平台中引入语义网的相关技术,从而在细节上完善统一检索平台,真正为读者提供一站式的检索平台。     

论隐性课程的应用

隐性课程不同于显性课程,是指学生在课堂内外无意间习得的,采用暗含的、间接的、内隐的方式呈现的教育内容和特定文化序列。隐性课程的认知机制为教学方式和课程设计提供了新的思路,隐性课程也是提高教学效果的一个可利用的重要资源。所以,教师应从教学环境、教学组织、教法的选择与运用、师生互动关系、教学效果测评等方面通过隐性课程来改进教学。     

基于语义web技术的定制产品配置知识建模

为成功实施大规模定制战略,研究解决了在语义层次建模产品配置知识的问题.结合语义web技术,提出了基于本体的配置知识建模方法.开发了通用配置本体为建模特定产品领域的配置知识和规则提供公共的概念结构,采用OWLweb本体语言和语义web规则语言(SWRL)形式化地表示了配置本体、领域配置知识和规则,以促进各种配置知识的一致性、可维护性和重用性.可定制的个人计算机族的配置知识建模说明了该方法能为特定的产品配置领域提供明确的、计算机可理解的知识语义,高效率地支持自动的复杂产品配置任务.     

关于来华留学生的隐性课程建设

随着高校国际化的发展,留学生教育作为高校全校发展规划的一部分,越来越受到重视。在发展显性课程的同时,隐性课程建设也越来越受到关注,隐性课程是在显性课程之外而包含于学校整体教育中的诸方面,如学校环境、组织制度、教学活动、文化心理等。本文在对来华留学生教育问题上,从隐性课程的角度提出建设策略,以期创造最优化的对外汉语教育环境,使留学生们尽可能缩短来华适应期,在学习、生活、心理及文化等方面顺利过渡并全面发展。     

Making the hidden curriculum visible: sustainability literacy in higher education

Despite strong political support for the development of sustainability literacy amongst the UK graduates, embedding sustainability in the higher education curriculum has met with widespread indifference, and in some cases, active resistance. However, opportunities exist beyond the formal curriculum for engaging students in learning about sustainability. Previous research has highlighted the potential of the university campus for experiential, place-based learning about and for sustainability. This has been conceptualised as the ‘informal’ curriculum, consisting of extra-curricular activities and student projects linking estates and operations to formal study. However, the impact of the so-called ‘hidden curriculum’ (the implicit messages a university sends about sustainability through the institutional environment and values) has been overlooked as a potential influence on student learning and behaviour. This article reports on a small-scale research project which utilised a phenomenographic approach to explore students’ perceptions of the ‘hidden sustainability curriculum’ at a leading sustainability university. The findings suggest that helping students deconstruct the hidden campus curriculum may enhance aspects of sustainability literacy; developing students’ understanding about sustainability and creating solutions to sustainability issues, enabling evaluative dialogue around campus sustainability and also self-reflection, which could be transformative and translate into pro-environmental behaviour change. This research is transferable to other contexts.     

浅析隐性课程对学生创造力的影响

隐性课程是包括物质、文化和社会关系等要素构成的教育情景,它隐而不外显,旨在营造宽松的教育情境。隐性课程对学生创造力的培养起着不可低估的作用,学生在隐性课程中所获得的规范、价值、态度或行为习惯等非智力因素及其潜在性和非预期性,对培养学生良好的情感、意志、性格等心理品质以及学生的创造性思维和创造性人格有着潜移默化的影响。     

隐性教育在化学教学中的运用

隐性教育是化学教学的有机组成部分,可分化学教材、化学课堂教学以及化学课外活动三个层面。在化学教学中,开发和运用隐性教育,对提高教学水平、推动教学改革,起着重要的作用。     

由西方马克思主义想到我国的隐性课程

通过对西方马克思主义这一非正统马克思主义思想的介绍，引发对隐性课程的思考，并试图从政治色彩、中庸思想、等级观念等三方面对我国学校教育中的隐性课程进行阐释，从较为激进的角度来引发对教育的更多思考。     

Belonging and learning to belong in school: the implications of the hidden curriculum for indigenous students

This paper engages with current educational literature in Australia and internationally, in exploring the implications of the hidden curriculum for Indigenous students. It argues that in schools, most of the learning rules or guidelines reflect the ‘white’ dominant culture values and practices, and that it is generally those who don't have the cultural match-ups that schooling requires for success, such as Indigenous and minority students, who face the most educational disadvantage. Howard and Perry argue that Indigenous students ‘… need to feel that schools belong to them as much as any child’ and that to ‘… move towards the achievement of potential of Aboriginal students, it is important that Aboriginal culture and language are accepted in the classroom’. This paper will also provide a discussion into school-based strategies that are considered effective for engaging Indigenous students with school.     

Intercultural PhD supervision: exploring the hidden curriculum in a social science faculty doctoral programme

International knowledge markets rely heavily on a ready supply of highly mobile doctoral students, many of whom are from the global South, to bring in revenue. The supervision of these PhD students, however, can reproduce neo-colonial knowledge relations, often in subtle ways. In settler nations, international PhD students may find that they are assigned subaltern status in their university departments and this can have a significant impact on their learning. This paper explores the experiences of a group of international PhD students in a social science faculty in a New Zealand university during the first two years of their doctoral studies. It examines how they responded to the displacement of their cultural values and priorities, the way they navigated intercultural engagements with supervisors, and their ensuing relationships with indigenous and ethnic allies in the faculty. Despite considerable pressure to conform to the dominant modes of academic knowledge production that characterise universities in settler nations, it is concluded that international students find ways of speaking out, often in highly coded forms, that complicate their subaltern academic status.     

试论隐性课程参与大学生心理健康教育的有效途径

开展大学生心理健康教育是促进学生全面发展的一门重要课程。隐性课程是相对于"显性课程"而言,也是属于课程的一种,具有涉及范围的广域性、影响方式的隐蔽性、作用结果的深刻性等特点,在大学生心理健康教育中发挥着潜移默化的重要作用。文章分析了隐性课程对学生心理健康的影响,提出了利用隐性课程开展大学生心理健康教育的有效途径。     

Hidden treasure: successful international doctoral students who found and harnessed the hidden curriculum

This paper draws from an institutionally-funded phenomenological study of international PhD students’ academic acculturation, which focuses on the distinctive strengths, challenges, and hidden opportunities facing this cohort within the context of their transition from one academic culture to another. The first section introduces the theoretical base employed in the study and is then followed by exploring the conceptualisations of the hidden curriculum and its associated concepts: ‘the third space’ and ‘darkness in higher education’. Drawing upon our study findings, the second section illustrates practical exemplars of finding and harnessing the hidden curriculum. Without discounting the wide range of formal and informal institutional support provisions designed to facilitate international PhD students’ acculturation to a new academic setting, our study findings strongly endorse that students themselves have a crucial role to play in their complex transitional journey. Our study also offers a unique insight, i.e. if found, the hidden curriculum is an effective tool not only for international PhD students’ coping and survival but even more importantly, in thriving in new societal and academic contexts.     

基于语义web在线学习资源管理的本体和元数据

构造了在线学习资源管理系统的本体和元数据.首先,在分析系统用例图的基础上,给出了网络在线学习资源和用户的顶层本体、RDF模式描述和类图,并从功能和运行2个方面对给出的学习资源本体和用户本体进行了评估;然后结合Dublin核心元数据和IEEE的LOM元数据模型,给出了本系统的元数据格式;最后通过实例证明了所给出的本体和元数据的有效性.     

基于减少语义标注偏差的语义Web服务发现（英文）

为了提高语义Web服务的发现性能,从Web服务描述上下文中抽取语义标注的约束信息并生成新的更精确的语义标注,从而减少语义标注与参数之间的语义偏差,精化Web服务的语义描述.首先,从本体定义中抽取概念的约束模板,并对Web服务的描述文本进行句法分析;然后,根据约束模板,从句法分析树中抽取语义标注的约束信息,并构造新的概念表达式作为对应参数的新的语义标注.最后,提出了一种新的语义相似度度量方法以度量概念表达式的相似度.实验结果表明：该方法能够提高语义Web服务发现的平均准确率,且计算代价相对较小.从描述文本中抽取概念的约束信息,能够减少标注的语义偏差,更精确地表达语义Web服务的语义,提高Web服务的发现性能.     

我国大学人文课程设置刍议

课程设置既要适应社会需求、促进社会发展,又要使人全面发展,这就需要重视人文课程。人文课程分为经典的、模糊的、交叉的三种类型,经典人文课程是其核心。大学人文专业中的人文课程存在“非人文”现象,非人文专业中的人文课程存在忽视隐性课程现象。真正优质的人文课程,是含有丰富隐性文化的人文课程。重视隐性课程是加强人文课程设置的题中之义。     

Kindling fires: examining the potential for cumulative learning in a Journalism curriculum

This study investigated context-dependency of learning as an indicator for students' potential to continue learning after graduation. We used Maton's theoretical concepts of ‘cumulative’ and ‘segmented’ learning, and ‘semantic gravity’, to look for context-independent learning in students' assessments in a Journalism curriculum. We postulated whether the curriculum constrained or enabled cumulative learning. Students' responses to assessments were coded by their degree of context-dependency, or semantic gravity. We found that, firstly, students are overly successful in producing context-dependent answers but struggle to deliver context-independent responses. Secondly, students were not effective when they used higher level knowledge principles without the foundation of lower level ones. Lastly, the marking criteria were encouraging markers to reward context-dependent answers over context-independent ones. This study has implications for educators interested in curriculum design that enables cumulative learning in discipline specific contexts.     

Teaching web technologies: understanding the tutor’s perspective

Abstract

This paper describes an Open University eSTEeM project that gathered the experiences of computing and information technology tutors who teach an undergraduate module called Web Technologies with the intention of understanding more about how they and their students can be best supported. Twelve distance learning tutors were interviewed by two interviewers. The interviews were transcribed and then thematically analysed. It was discovered that some tutors hold the view that some of their students struggle to understand aspects of the technologies that are being taught. It was also apparent that tutors have very different approaches when using certain tools to teach web technologies to students. The paper concludes by summarising key findings, presenting potential enhancements and suggesting further research directions.     

课程知识的合法性问题--对《基础教育课程改革纲要(试行)》的社会学分析

本文通过对《基础教育课程改革纲要》中课程知识合法性的追问发现,国家、专家等角色在本次基础教育课程改革中发生了变化。“国家”角色开始隐退,“专家”由“象征性参与者”向“事实性参与者”过渡,使课程知识合法性的主体发生了变化:课程将不纯粹是“传递统治阶级意识形态,进行阶级关系再生产的工具”;“专家”与“国家”在角色、地位上既有磨合又有争夺,从而也改变了课程知识合法性的过程:课程由社会单方“控制”的中介变为多方“认同”、“妥协”的产物。     

ELSE: an ontology-based system integrating semantic search and e-learning technologies

ELSE (E-Learning for the Semantic ECM) is an ontology-based system which integrates semantic search methodologies and e-learning technologies. It has been developed within a project of the CME (Continuing Medical Education) program – ECM (Educazione Continua nella Medicina) for Italian participants. ELSE allows the creation of e-learning courses which are customized according to the needs and learning preferences of the user. It relies on a reference domain ontology and teaching multimedial interactive modules, referred to as Reusable Learning Objects (RLOs), which are annotated according to the concepts of the ontology. The SemSim semantic search method allows the selection of the set of RLOs that satisfy the user request at best in efficient way. This set is successively reorganized according to the learning preferences of the user. ELSE has been validated and experimented in the domain of osteoporosis, and the overall judgment about it is very positive, both in terms of usability and effectiveness of customization.