基于TM影像的绍兴地区土地利用变化监测

以1984年和1997年两期TM影像，结合相关辅助信息，进行绍兴试验区的土地利用变化监测研究。在两时相影像校正处理基础上，进行影像的光谱数据转换处理并通过两时相影像的亮度轴（B）、绿度轴（G）和湿度轴（W）3个分量的差值运算进行信息复合。选取影像中的典型变化区并调整变化范围和步长搜寻获取变化和非变化像元的最佳变化强度阈值，采用直接比较分析法在掩膜的ΔBΔGΔW空间中提取土地利用变化信息，从而避免了分类后比较法的误差累积并出现不合理变化类型的缺陷。在此基础上利用地物时相特征和地理辅助数据，通过综合应用地物的光谱、空间和时相信息并以知识推理的方式对前期单一分类方法的结果进行修正处理。精度分析表明采用本方法能较为可靠地进行土地利用变化监测。     

中国大学生英语写作中的逻辑谬误分析

作者结合大学英语高级写作的教学经验,对大学三年级学生的一篇英语作文中出现的逻辑谬误进行分类和分析,指出逻辑谬误作为写作中的言外错误极大影响作文的说服力,大学英语写作教学中应加强培养学生的逻辑推理能力。     

College chemistry students' mental models of acids and acid strength

The central goal of this study was to characterize the mental models of acids and acid strength expressed by advanced college chemistry students when engaged in prediction, explanation, and justification tasks that asked them to rank chemical compounds based on their relative acid strength. For that purpose we completed a qualitative research study involving students enrolled in different types of organic chemistry course sections at our university. Our analysis led to the identification of four distinct mental models, some of which resembled scientific models of acids and acid strength. However, the distinct models are better characterized as synthetic models that combined assumptions from one or more scientific models with intuitive beliefs about factors that determine the properties of chemical substances. For many students in our sample, mental models served more as tools for heuristic decision‐making based on intuitively appealing, but many times mistaken, concept associations rather than as cognitive tools to generate explanations. Although many research participants used a single general mental model to complete all of the interview tasks, the presence of specific problem features or changes in the nature of the task (e.g., prediction vs. explanation) prompted several students to change their mental model or to add a different mental representation. Our study indicates that properly diversifying and sequencing the types of academic tasks in which students are asked to participate could better foster meaningful learning as different types of cognitive resources may be activated by different students, and thus shared, analyzed, and discussed. © 2011 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 396–413, 2011     

The views of Pasifika students in New Zealand about communicating mathematically

This paper focuses on the perspectives of Years 7 and 8 Pasifika students on mathematics learning, in particular their views about the communication of solution strategies with others (their peers), and their teacher. Pasifika students' ideas about the importance of communicating their mathematical reasoning and strategies to peers and teachers were analysed and themes identified. While most students were in agreement about the importance of explaining their thinking to others, there was considerable variation in the reasons they gave for their views. The findings are interpreted in relation to socio-cultural theory and recent writing about requirements for citizenship in the twenty-first century.     

Turkish elementary student teachers’ epistemological beliefs and moral reasoning

The purpose of the present study was to explore the relationships among Turkish elementary student teachers’ epistemological beliefs and moral reasoning, and to determine which types of epistemological beliefs elementary student teachers exhibit. The findings of the present study demonstrated that epistemological beliefs did not make a unique contribution to moral reasoning and student teachers’ epistemological beliefs developed as more or less independent beliefs. The factor analyses results suggest that multidimensional theory is more appropriate than unidimensional theory in explaining student teachers’ epistemological beliefs.     

基于SWRL规则推理的隐含关系挖掘

针对本体系统中,知识的表现形式有限,OWL本身无法建立一般领域的规则,导致很多存在于社会关系本体中的隐含关系信息尚待挖掘的问题,将推理系统中的本体和规则相互分离,在社会关系领域本体的基础上,构建一系列SWRL规则以进行隐含关系的自动挖掘。在实验中,共定义22条关系规则,推理得出50条新的公理,由此进行社会关系本体的自动更新。     

基于本体与规则的语义推理研究

为解决本体相关概念的共享和信息集成,发现本体间的语义关联,提出了本体与规则整合下的语义推理模型ORRM,构建了家庭本体FO。将推理集中在两个不同层次,第一层的推理使用Racer推理机进行描述逻辑的推理,检测本体的冲突。第二层使用本体中表示的概念和属性制定成员规则库,采用基于XML的SWRL呈现规则和Jess推理引擎,增加了本体概念问语义的关联。该模型在本体中引入规则表示,弥补了OWL DL在推理机制上的不足,推导出的新本体在原本体的基础上实现了本体成员间隐含关系的语义推理,完善了本体知识库的内容。在语义Web领域,该模型的应用能够提高本体知识的利用率。     

An EFL Teacher Education Program Proposal

A 3-month teacher education program is proposed to enable teachers to teach more effectively and develop constantly by familiarizing them with social demand,informing them of modern language learning and teaching theories and training their ability in pedagogical reasoning and decision making.The knowledge base,rationale and overall implementation of the whole program are elaborated respectively.     

Analogical reasoning in adolescents with intellectual disability: effects of external memories and time processing

Analogical reasoning involves the comparison of pictures as well as the memorisation of relations. Young children (4–7 years old) and students with moderate intellectual disability have a short memory span, which hampers them in succeeding traditional analogical tests. In the present study, we investigated if, by providing external memory hints, the visual aid could enable these participants to succeed in analogies comprising more relations than their memory span was able to manage. Our analogical test, composed of 2 × 2 matrices, was administered in two versions: the standard version, similar to traditional tests, required the participant to memorise all the relations involved in order to discover the solution, whereas the construction version required him/her to construct the answer part by part by using external memories, which potentially increased success by offloading the memory. Our results show that students with moderate intellectual disability reached results similar to typically developing control children when provided with external memory hints (referred to as external memories). Moreover, in the most complex levels of the test, they did not spend more time than control children in solving the analogies.     

试析形式逻辑的前提问题

长期以来,人们对形式逻辑的前提问题存在着误解,认为形式逻辑不管自己的前提,也无法解决自己的前提来源。其实,亚里士多德在创制形式逻辑时就已经深刻论述了这一问题,他把直观和归纳法作为形式推理的前提来源。后来的归纳逻辑和辩证法对形式逻辑前提问题所作的批判都是基于对亚里士多德这一思想的忽略,而且它们也都未能解决自身的前提问题,归纳逻辑不能证成自身的合理性,辩证法不能解决结论的可检验性。其实,无论形式逻辑、归纳逻辑还是辩证法都是人类认识事物的一种方式,它们共同服务于人类的实践,它们之间是互相补充关系,而不是互相取代关系。