深度学习视域下的高中历史教学方法探析

随着新课标的实施和统编教科书的投入使用,也随着教育体制改革的不断推进,高中历史学科的重要性日益凸显,但是高中历史相较于初中历史而言需要记忆的内容庞杂、学习难度较大,这就需要创新高中历史教学方法,提高高中历史教学的质量和水平,帮助高中学生更好地学习历史知识、深度掌握历史规律、加强历史核心素养培养。高中历史的学习不能仅停留在记忆和重复上,历史教师要善于改进教学方法,帮助学生深入学习历史,增强学生的综合素质,提高高中历史教学的效率。     

Invisible Web研究综述

本文对有关Invisible Web的内容进行了全面、详细地介绍。首先论述了什么是InvisIble Web以及为什么要研究Invisible Web，同时介绍了两个相关概念；其次对Invisible Web不可见的原因加以分析；对Invisible Web的类型进行了划分；介绍了Invisible Web的检索工具；最后总结了Invisible Web研究的方向。     

冰冻保存供体的周边深板层角膜移植治疗Terrien’s角膜变性的临床疗效

研究目的：创新要点：研究方法：观察采用冰冻保存供体的周边深板层角膜移植治疗Terrien’s角膜变性（TMD）的临床疗效,探讨TMD的最佳手术治疗方式。供体角膜为冰冻保存,其中部分为中央角膜移植术后剩余的角巩膜环,并改进传统的手术方法。采用周边深板层角膜移植,既充分利用和节约供体,避免排斥反应,又简化了手术操作过程,有效地恢复了眼球完整性和提高术后视力。研究对象为1998年6月至2012年12月期间在浙江大学医学院附属邵逸夫医院眼科中心进行周边深板层角膜移植术的27例TMD病人的31只眼。根据病变范围和大小,分别进行环形深板层角膜移植和D形深板层角膜移植。所有植片均于-20℃冰冻保存,冰冻保存的角巩膜环植片用于环形深板层角膜移植,冰冻保存的整个眼球用于D形深板层角膜移植。对所有术眼的病例资料、视频及影像学检查进行回顾性分析,记录并总结患者的一般情况、术中表现、术后角膜结构的变化、屈光及视力的变化及术后并发症等。重要结论：采用冰冻保存供体的周边深板层角膜移植治疗TMD可以有效地恢复角膜结构的完整性且能长期维持（图3和4）。术后随访过程未发现免疫排斥反应,环形深板层角膜移植术后视力较前明显提高,而3例（100％）D形深板层角膜移植术后散光及视力均不提高（表1和2）。术前炎症及术中穿孔并不影响术后最终结果。     

A novel framework for deep knowledge tracing via gating-controlled forgetting and learning mechanisms

In this paper, we propose a framework called Gating-controlled Forgetting and Learning mechanisms for Deep Knowledge Tracing (GFLDKT for short). In GFLDKT, two gating-controlled mechanisms are designed to model explicitly forgetting and learning behaviors in students’ learning process. With the designed gating-controlled mechanisms, both the interaction records and students’ different backgrounds are combined effectively for tracing the dynamic changes of students’ mastery of knowledge concepts. Results from extensive experiments demonstrate that the proposed framework outperforms the state-of-the-art models on the KT task. In addition, the ablation study shows that designed forgetting and learning mechanisms contribute clearly to the performance improvement of GFLDKT.     

Socio-cognitive dynamics of knowledge building in the work of 9- and 10-year-olds

This study examines four months of online discourse of 22 Grade 4 students engaged in efforts to advance their understanding of optics. Their work is part of a school-wide knowledge building initiative, the essence of which is giving students collective responsibility for idea improvement. This goal is supported by software—Knowledge Forum—designed to provide a public and collaborative space for continual improvement of ideas. A new analytic tool—inquiry threads—was developed to analyze the discourse used by these students as they worked in this environment. Data analyses focus on four knowledge building principles: idea improvement; real ideas, authentic problems (involving concrete/empirical and abstract/conceptual artifacts); community knowledge (knowledge constructed for the benefit of the community as a whole); and constructive use of authoritative sources. Results indicate that these young students generated theories and explanation-seeking questions, designed experiments to produce real-world empirical data to support their theories, located and introduced expert resources, revised ideas, and responded to problems and ideas that emerged as community knowledge evolved. Advances were reflected in progress in refining ideas and evidence of growth of knowledge for the community as a whole. Design strategies and challenges for collective idea improvement are discussed.

深度学习导向下小学数学交流策略探究

随着教育的不断深入革新,人们对小学数学教育提出了更高的要求。小学生在学校除了要接受教育,掌握必要的数学知识以外,还要进行深度学习,并在深度学习的过程中进行良好的数学交流,以此让学生掌握更多的数学知识以及与数学有关的学习方法、学习思维,通过这样的方式全方面提高小学生的数学综合素养。     

Lipid peroxidation and the levels of antioxidant enzymes in coronary artery disease

Coronary Artery Disease is the major cause of mortality and morbidity worldwide. Traditional risk factors account for only half of the morbidity and mortality from coronary artery disease. There is substantial evidence that oxidative stress plays the major role in the atherosclerotic process. The present study was undertaken to evaluate the level of lipid peroxidation (by measuring malondialdehyde) and antioxidant enzymes (ceruloplasmin, glutathione, superoxide dismutase) in coronary artery disease. Serum malondialdehyde levels and serum ceruloplasmin levels were significantly raised in all the subgroups of study group as compared to control group (p<0.001). Whole blood glutathione levels and hemolysate superoxide dismutase activity was significantly decreased in all the subgroups of study group as compared to control group (p<0.001). Above results suggests that the patients of coronary artery disease show increased oxidative stress and decreased levels of antioxidant enzymes. So it is recommended that the management protocol for coronary artery disease patients should include antioxidant supplementation along with simultaneous lowering of lipid peroxidation.     

面向智慧课堂的灵活深度学习设计框架研制

深度学习是智慧教育的核心支柱,但目前尚缺少智慧课堂专属的深度学习设计方案。如何针对深度学习的灵活性诉求,研制一种智慧课堂赋能的灵活深度学习设计框架,是推进深度学习实践落地的关键所在。基于深度学习架构理念、采用教育设计研究范式研制的面向智慧课堂的灵活深度学习设计框架,遵循逆向设计逻辑,包括课堂环境分析、明确目标、确定评估、学生分析、任务设计、编列制定、绘制分布和决策预设等8个步骤,既体现了智慧课堂精准把脉、互动支持、适性推送、即时反馈等四大特色功能,也为智慧课堂中的学习任务、学习活动、学习进程和教学决策等四个方面的灵活性设计提供了详细的方案支持,并且还能够可视化学生深度学习的个性化进程。该框架经过高质量评估标准锚定下的专家校验与迭代修订,已达到可交付实施的质量要求。这一框架在智慧课堂中的应用有助于促使学生深度参与学习,引导学生采用高级学习方略,促进高阶知能的发展,加深概念理解及其迁移应用。     

Deep transitions: Emergence,acceleration, stabilization and directionality

Industrial society has not only led to high levels of wealth and welfare in the Western world, but also to increasing global ecological degradation and social inequality. The socio-technical systems that underlay contemporary societies have substantially contributed to these outcomes. This paper proposes that these socio-technical systems are an expression of a limited number of meta-rules that, for the past 250 years, have driven innovation and hence system evolution in a particular direction, thereby constituting the First Deep Transition. Meeting the cumulative social and ecological consequences of the overall direction of the First Deep Transition would require a radical change, not only in socio-technical systems but also in the meta-rules driving their evolution – the Second Deep Transition. This paper develops a new theoretical framework that aims to explain the emergence, acceleration, stabilization and directionality of Deep Transitions. It does so through the synthesis of two literatures that have attempted to explain large-scale and long-term socio-technical change: the Multi-level Perspective (MLP) on socio-technical transitions, and Techno-economic Paradigm (TEP) framework.     

Iterative rule-guided reasoning over sparse knowledge graphs with deep reinforcement learning

In recent years, reasoning over knowledge graphs (KGs) has been widely adapted to empower retrieval systems, recommender systems, and question answering systems, generating a surge in research interest. Recently developed reasoning methods usually suffer from poor performance when applied to incomplete or sparse KGs, due to the lack of evidential paths that can reach target entities. To solve this problem, we propose a hybrid multi-hop reasoning model with reinforcement learning (RL) called SparKGR, which implements dynamic path completion and iterative rule guidance strategies to increase reasoning performance over sparse KGs. Firstly, the model dynamically completes the missing paths using rule guidance to augment the action space for the RL agent; this strategy effectively reduces the sparsity of KGs, thus increasing path search efficiency. Secondly, an iterative optimization of rule induction and fact inference is designed to incorporate global information from KGs to guide the RL agent exploration; this optimization iteratively improves overall training performance. We further evaluated the SparKGR model through different tasks on five real world datasets extracted from Freebase, Wikidata and NELL. The experimental results indicate that SparKGR outperforms state-of-the-art baseline models without losing interpretability.