知识元理论研究述评

[目的/意义] 知识元作为知识的基本组分,是知识在微观领域的存在形态。对知识构成组分问题的研究体现了人类对知识认识的深化,是人类对知识认识的必然趋势。因此,对知识元及其运动规律的研究具有重要的理论价值。[方法/过程] 首先从学科史角度对知识基本组分相关学说和知识元理论研究的现状进行梳理和分析;在此基础上归纳总结知识元理论研究中存在的问题;最后论述知识元理论研究的未来走向。[结果/结论] 当前知识元理论研究存在以下问题：概念界定模糊、类型划分存在歧义、基于知识元的知识表达尚存在较大难度、相关研究尚未深入到知识的本质与运动规律。同时认为从多学科交叉视角开展知识元理论探析,将成为今后重要的趋势。如哲学与认知科学相结合的知识论视角、语言学与计算机科学相结合的知识发现与挖掘视角、知识工程与图书馆学相结合的知识表示研究视角、图书情报学科与出版学科相结合的知识组织研究视角等。     

谈图赫鲁·帖木儿汗在新疆历史上的地位

本文首先简单的陈述了图赫鲁·帖木儿汗的生活活动。然后进一步阐述了当他坐上皇帝宝座之后促使新疆的蒙古人信仰伊斯兰教所起的作用。最后通过辩证唯物主义和历史唯物主义观点来探讨他在伊斯兰教在新疆的普遍传播所具有的影响。     

《白鹿原》性别政治背后的民族命运——以田小娥形象为中心

作为90年代小说的扛鼎之作,《白鹿原》对民族文化命运的思考在其塑造的诸多女性形象上亦可见出。本文以田小娥形象为中心,通过分析这一＂新＂人形象身上的传统守旧因素,辨析其中凸显的性别政治关系,认为不仅女性悲剧命运的主因是其传统的守旧性,甚至民族命运的曲折走向也可在其中寻到端倪。     

“酒店”一词不同英译之辨析--以世界国际知名酒店名称为例

不同消费需求引发不同类型酒店的建设。汉语“酒店”一词也因此有了不同的英语表达。以世界十大知名国际酒店集团旗下酒店名称为例,对“酒店”一词不同英语称呼进行归纳与分析,得出因不同英语称呼具有不同营销功能,期待对出入境游客选择适合自身消费需求提供帮助并为本土酒店名称英译策略提供参考。     

抓好“两戒守” 保持党之纯洁简

凡腐败,纵然千变万化,但究其因,无非是或为贪欲所累、或为人情所累而已.因此,坚持“两戒一守”,能帮助绝大多数人远离腐败.每个党员,只要在工作中能切实做到戒贪婪之欲,戒侥幸心理,树立正确的人情关而不因情徇私,就一定能清白做人,干净干事,始终不失共产党人的纯洁品性.只要每个党员都纯洁无私、朝气蓬勃,党之纯洁便可高枕无忧.     

体育专业跆拳道课程“三类分流”教学改革探究

针对当前高校跆拳道教学存在的问题,可实行竞技团、品势团和特技团三类分流人才培养。对此,应该改革人才培养方案,在学生选材、课程设置、师资配置、教学和训练上进行科学规划,合理安排,以培养适应社会需要的体育专业应用型人才。     

汉语同素逆序物象词初探

汉语同素逆序物象词是一种值得关注的词汇类聚现象。从词义类型上看,同素逆序物象词分为词义完全相同、词义不完全相同两种;从语法结构上看,主要有偏正式、联合式两类;从年代分布上看,有些产生于大致相同的年代,有些产生于相隔较远的不同年代。     

韩剧《来自星星的你》的类型杂糅及其启示

韩剧《来自星星的你》一经播出,便再次在亚洲引发了"韩流"。该剧大获成功的原因是多方面的,类型杂糅就是该剧成功的原因之一。作为一部青春偶像剧,该剧除了具有青春偶像剧的鲜明特征外,还巧妙地将科幻剧、犯罪剧、穿越剧、喜剧等诸多元素融合在一起,讲述了一个十分迷人而又跌宕起伏的爱情故事。从这部电视剧的成功可以看出,类型电视剧中单一的类型元素已然不能满足观众的观影诉求,多种元素的杂糅融合将成为未来的发展趋势,从电视剧史上的优秀作品到今天热播的韩剧《来自星星的你》都足以证明这一点。韩剧的成功,给我国电视剧创作者带来压力与挑战的同时,也带来了一些启示。     

Evaluation of usage of virtual microscopy for the study of histology in the medical,dental, and veterinary undergraduate programs of a UK University

This article describes the introduction of a virtual microscope (VM) that has allowed preclinical histology teaching to be fashioned to better suit the needs of approximately 900 undergraduate students per year studying medicine, dentistry, or veterinary science at the University of Bristol, United Kingdom. Features of the VM implementation include: (1) the facility for students and teachers to make annotations on the digital slides; (2) in‐house development of VM‐based quizzes that are used for both formative and summative assessments; (3) archiving of teaching materials generated each year, enabling students to access their personalized learning resources throughout their programs; and (4) retention of light microscopy capability alongside the VM. Student feedback on the VM is particularly positive about its ease of use, the value of the annotation tool, the quizzes, and the accessibility of all components off‐campus. Analysis of login data indicates considerable, although variable, use of the VM by students outside timetabled teaching. The median number of annual logins per student account for every course exceeded the number of timetabled histology classes for that course (1.6–3.5 times). The total number of annual student logins across all cohorts increased from approximately 9,000 in the year 2007–2008 to 22,000 in the year 2010–2011. The implementation of the VM has improved teaching and learning in practical classes within the histology laboratory and facilitated consolidation and revision of material outside the laboratory. Discussion is provided of some novel strategies that capitalize on the benefits of introducing a VM, as well as strategies adopted to overcome some potential challenges. Anat Sci Educ 7: 389–398. © 2013 American Association of Anatomists.     

An enriched multimedia eBook application to facilitate learning of anatomy

This pilot study compared the use of an enriched multimedia eBook with traditional methods for teaching the gross anatomy of the heart and great vessels. Seventy‐one first‐year students from an Australian medical school participated in the study. Students' abilities were examined by pretest, intervention, and post‐test measurements. Perceptions and attitudes toward eBook technology were examined by survey questions. Results indicated a strongly positive user experience coupled with increased marks; however, there were no statistically significant results for the eBook method of delivery alone outperforming the traditional anatomy practical session. Results did show a statistically significant difference in the final marks achieved based on the sequencing of the learning modalities. With initial interaction with the multimedia content followed by active experimentation in the anatomy lab, students' performance was improved in the final test. Obtained data support the role of eBook technology in modern anatomy curriculum being a useful adjunct to traditional methods. Further study is needed to investigate the importance of sequencing of teaching interventions. Anat Sci Educ. 7: 19–27. © 2013 American Association of Anatomists.