集成情境知识构建的体系设计与系统实现

与传统知识构建相比,集成情境知识构建(KAIC)具有许多新功能,已成为知识构建的理想目标。然而,KAIC从实施到实现,不仅需要通过KAIC核心过程的情境化方法和关键性技术来进行其体系框架设计,而且其实现还需要建立一个由情境识别获取系统、知识集成情境系统、集成情境的知识资源系统和知识服务系统组成的体系结构。为此,着重对具体实现的关键技术和集成情境知识模型构建进行比较系统研究,为建立一个有机集成情境的知识构建体系提供指导。     

New perspectives on the pedagogy of programming in a developing country context

Programming education is a widely researched and intensely discussed topic. The literature proposes a broad variety of pedagogical viewpoints, practical approaches, learning theories, motivational vehicles, and other elements of the learning situation. However, little effort has been put on understanding cultural and contextual differences in pedagogy of programming. Pedagogical literature shows that educational design should account for differences in the ways of learning and teaching between industrialized and developing countries. However, the nature and implications of those differences are hitherto unclear. Using group interviews and quantitative surveys, we identified several crucial elements for contextualizing programming education. Our results reveal that students are facing many similar challenges to students in the west: they often lack deep level learning skills and problem-solving skills, which are required for learning computer programming, and, secondly, that from the students’ viewpoint the standard learning environment does not offer enough support for gaining the requisite development. With inadequate support students may resort to surface learning and may adopt extrinsic sources of motivation. Learning is also hindered by many contextually unique factors, such as unfamiliar pedagogical approaches, language problems, and cultural differences. Our analysis suggests that challenges can be minimized by increasing the number of practical exercises, by carefully selecting between guided and minimally guided environments, by rigorously monitoring student progress, and by providing students timely help, repetitive exercises, clear guidelines, and emotional support.     

Effects of material properties of cue on impact behaviour in follow and draw shots in billiards

The effective numerical method proposed by Shimamuraet al. (2007) is extended to predict the ball motion in a draw shot as well as a follow shot in billiards. The extended method is verified experimentally using a high speed camera. It is observed in the experiment that a ball rotates backwards with a lot of slip (between ball and table) at first and then rotates forwards in a draw shot. Such a ball motion is predicted quantitatively with the numerical method. Numerical simulations are performed to investigate the effects of material properties of a cue on ball behaviour in follow and draw shots and it is found that the impact force increases with increasing stiffness of the shaft in both follow and draw shots, while its duration time is shortened with increasing wave velocity in the shaft for both shots. It is also found that there is a certain shaft stiffness that gives the minimum ball centre velocity, the minimum angular velocity, the minimum slip velocity between ball and table and also the minimum time when the backward rotation changes to a forward one in a draw shot, while the ball centre velocity and the angular velocity increase with increasing shaft stiffness in a follow shot.     

四卡问题的执行功能新解释

一些学者提出四卡问题困难原因在于对不恰当强势反应抑制的失败的执行功能障碍的假设,文章在此基础上进一步提出了对适宜信息选择性激活失败的执行功能障碍也是四卡问题困难原因的一个方面。在两个实验中,通过给四卡问题提供纯粹注意线索———知觉线索,对适宜信息选择性激活失败的假设进行了检验。结果表明,纯粹的知觉线索对四卡问题的解决产生了促进效应,支持了该假设。     

不同动机水平积极情绪刺激的注意偏向——基于空间线索范式的研究

通过代表高低趋近动机水平的欲求美食图片和愉悦动物图片作为积极情绪刺激。运用空间线索任务,从而探讨个体的注意偏向机制,进而验证积极情绪对注意偏向的影响。以在校学生为被试,采用2（线索刺激：关食图片,动物图片）×2（提示类型：有效,无效）被试内设计。研究发现：当SOA=300ms时,个体对高趋近动机水平刺激没有出现注意警觉,也没有出现注意维持。     

英语阅读理解中的信息沟

信息沟是人们用语言进行交际的先决条件和动力。信息沟这一概念随着英语交际教学法的兴起和推广,从而日益受到外语教学工作者的青睐并广泛应用于外语教学实践中。英语学习一直让众多中国学生备受煎熬,其中阅读理解这一专项对于英语学习者更是一大难题。本文拟就从信息沟的概念、特点及其产生原因,英语阅读理解中的信息沟以及教师如何有意识地创设信息沟来启发学生完成阅读理解等问题进行探讨。     

基于公众记忆操纵理论的应急信息发布策略

公众记忆操纵理论认为,通过改变信息发布参数,影响与选择目标人群的记忆,能够使信息准确、有效地传递至目标群体。将此理论首次引入到公共危机管理中,通过调整公众记忆的线索依赖、重复和新奇等参数,构建突发公共事件应急信息发布对公众风险感知影响的动态调整模型。研究发现,合理地选择公共应急信息发布的时间、频次和信息类型等,影响与选择公众的记忆,能够很好调控公众的风险感知和公众心理恐慌。通过此研究以期为突发公共事件管理部门科学、有效地发布应急信息提供优化策略。     

重视语言习得过程的日语精读教学法研究

传统的外语教学普遍比较强调学习的结果,自20世纪80年代开始,学者们认为教学不应该只注重学习的结果,还应重视学习的过程。但是学习是一个动态发展的过程,既不像结果那样显而易见,也会因受到教学对象、内容等因素的改变而发生变化,令人难以捉摸。因此,本文将从语言习得理论的基本原理出发,通过日语精读教学中对"情境化"、"TPR"、"VT法"等方法的具体运用实例,着重讨论三个方面的问题:1)在精读课的语法教学中如何增加"可理解输入"的"质"和"量";2)以精读的会话教学为例,讨论如何促使学生将外在的语言知识吸收内化并形成"自动化";3)以精读课入门阶段的发音教学为例,探讨如何降低学生的情感过滤从而提高教学效率;本文通过对教学实践的记录和反思,总结出基础阶段的日语精读课应遵循学生语言习得过程的规律与因势利导的教学方法和原则。     

翻译教学的语境化构想

语境影响翻译教学内容、教学方法、教学材料诸层面。翻译教学应打破传统教学模式,充分重视和发挥语境在翻译教学中的作用,培养学生的翻译语境运用意识,使翻译教学语境化。提高上下文语境知识、构建情景语境空间、加强文化语境意识是翻译教学语境化的重要策略。     

旅行社顾客感知服务线索构面实证研究

以文献研究为基础,使用焦点小组等技术对旅行社顾客感知服务线索进行了定性探查,得到了旅行社顾客感知服务线索影响因素的初始测量题项。并运用因子分析等统计方法获得了顾客服务感知线索的五个构面:人为线索、功能线索、附加线索、营销组合线索和机制线索。