基于自然语言理解的智能答疑系统研究

分析了当前的答疑系统在智能性、精确性和查询速度上存在的问题，提出了基于自然语言理解的智能答疑系统模型，围绕该模型介绍了系统模型的关键技术。     

阅读教学的问答对话结构

阅读教学是问答对话的交流活动.问题源自文本,师生在与文本的对话中寻找答案,并置入新问题;在教材编者、师生、生生之间的多元碰撞交流中,获得意义的创造.     

流动的多种可能性--伽达默尔解释学循环与问答逻辑

理解何以可能?理解的展开就是解释学循环的往复。先前,解释学循环被认为是本文整体与部分的循环,是一种理解本文的技艺学。历史发展形成了新的问题视域,伽达默尔给出了新的回答:理解是此在的存在方式,此在的时间性决定了理解的循环性,解释学循环在问和答的逻辑中深入,“视域融合”绽放出流动的多种可能性。     

浅析成人教育考试中的作弊形式、原因及其防止

本文对成人教育在大众化条件下发生作弊的形式、原因,以及如何防止做了初步的探讨。     

基于Excel 2003设计随堂测试

大学文科开设的《计算机应用基础》，教学面广、授教学生多，给中期教学效果的测评工作带来难度，本文基于Exeel 2003强大的函数功能，结合校园网络的开通，设计实现能够随堂考核，自动评分的系统．     

文学研究与教育是否该有"标准答案"

文章有感于中国文学研究及教育的传统与现状,提出当前文学研究与教育中的一个问题,即究竟(应该)有无“标准答案”的问题,并给出初步的理论上的回答。问题提出的价值在于它的确是个问题。文章重在“解构”,而旨在引起关注并对由此问题必然而至的文学研究与教育中一系列的具体相关问题进行深入的讨论。     

Why users keep answering questions in online question answering communities: A theoretical and empirical investigation

This study theorized and validated a model of knowledge sharing continuance in a special type of online community, the online question answering (Q&A) community, in which knowledge exchange is reflected mainly by asking and answering specific questions. We created a model that integrated knowledge sharing factors and knowledge self-efficacy into the expectation confirmation theory. The hypotheses derived from this model were empirically validated using an online survey conducted among users of a famous online Q&A community in China, “Yahoo! Answers China”. The results suggested that users’ intention to continue sharing knowledge (i.e., answering questions) was directly influenced by users’ ex-post feelings as consisting of two dimensions: satisfaction, and knowledge self-efficacy. Based on the obtained results, we also found that knowledge self-efficacy and confirmation mediated the relationship between benefits and satisfaction.     

Word与Excel应用程序间的数据共享

Ｗｏｒｄ应用程序与Ｅｘｃｅｌ应用程序之间通过使用复制、嵌入与链接技术实现数据的共享。     

Learning science in an era of globalization: a phenomenology of the foreign/strange

In this study, we propose a set of concepts for conceptualizing issues of learning science related to globalization, the encounter with the (radically) foreign/strange—as this occurs as part of migration and even as part of the encounter of a learner with the unknown content that science lessons are to impart—from the perspective of the experiencing person and the experience. We take an approach to the question of the foreign/strange that is grounded in philosophies of difference, which have emerged in continental Europe, and which make use of advances in phenomenology, dialectics, and materialism. We draw on ethnographic work in one undergraduate physics course at a Canadian university, where we followed in particular one female Japanese student, who had come to this country for the purpose of getting a degree. As an entry point and as source of empirical materials, we draw on our own auto/ethnographic experience that brings particular advantages to ally pathos to the experience of the foreign/strange, something is happening to (affecting) us that is beyond all experience, understanding, and anticipation. We articulate three phenomenological aspects that pathos (empathy) allows us to understand concerning the experience of the foreign/strange and then provide an exemplary and exemplifying analysis.