对外汉语教育专业信息化建设的思考

随着我国改革开放的深入,国家实力的逐步增强,我国的对外汉语教育事业进入了一个全新的时代。网络技术、信息技术的快速发展,使网络、信息技术在教学领域内成为最具潜力的教学工具,同时教学模式和教学方式、方法得到了提高,使得它与传统的教学相比,具有很大优越性。本文针对当前我国的对外汉语教师的培养的实际情况,分析了将该学科与网络数字语言教室、校园网络环境和数字化教学资源相结合的可行性,建立一套以计算机、网络为核心的自适应对外汉语教育服务系统,从而构建了一种新的自适应对外汉语教师培训学习系统,它通过找到学生的个性、学习行为的规律、结合该学科知识点,生成自适应的学习策略提供给受训人员,从而达到推进我国对外汉语教育事业的改革。     

Applicability assessment of Semantic Web technologies

The Semantic Web is one of the fastest developing fields within the Information and Communication Technology sector and, as such, under constant examination by scientists and IT professionals. This article aims to provide a better understanding of the applicability of Semantic Web tools and technologies in practice. This aim will be achieved by surveying the recommended and emerging W3C standards, presenting an overview of the state-of-the-art in the Semantic Web research in the European Union, analysing the W3C collection of Case studies and Use Cases, and discussing the extent of adoption of Semantic Web technologies. The overall technology maturity level assessment has shown that Semantic Web technologies are finding their ways into real-world applications, and that, rather than being merely a fashionable research issue, the Semantic Web, slowly but surely, becomes our reality.     

中国自然资源要素综合观测网络构建与关键技术

新形势下中国的自然资源管理由单资源分部门管理,转为以山水林田湖草生命共同体发展理念和地球系统科学理论指导下的“两统一”集中管理,不仅要综合考虑某种资源状态变化引起的其他相关资源状态的变化,还要考虑对国土空间生态环境的影响和规划,更要考虑未来的资源状态对国家重大决策的安全保障。因此,构建全国自然资源要素综合观测体系对国家生态文明建设有序发展具有十分重要的意义。本文论述了国内外现有观测网研究特点和不足,明确了全国自然资源综合观测网络构建的基本思路与原则;提出了包括要素、技术、质控、服务和运维五维一体的总体框架,采用自然资源综合区划与观测台站布设技术、自然资源要素耦合机理与指标选取技术、多源数据整合与数据处理技术、模型模拟技术与自然资源综合评价4种关键技术,开展自然资源要素长期、稳定、连续综合观测,探索自然资源各要素间的耦合关系、变化动因机制和演化趋势,解决认识自然生态变化规律、预判发展趋势的基础数据支撑能力不足问题,服务于新形势下国家自然资源统一管理和重大资源战略决策。     

信贷需求抑制对农户耕地质量提升型农业技术采用的影响——基于农户分化的调节效应分析

合理引导农户采用具有提升耕地质量的农业技术对于建设高标准农田至关重要,但是当前农户信贷需求抑制引发的资本投入不足是否抑制了农户采用此类技术有待研究。本文使用黑龙江、河南、浙江和四川4省957户关于粮食种植户农业生产生活的入户调研数据解答这一问题,在区分不同属性的耕地质量提升型农业技术的基础上,运用含有工具变量法的CMP模型实证分析信贷需求抑制对农户采用不同属性农业技术的影响,并检验农户分化下的调节效应。研究发现：①当前农户对耕地质量提升型农业技术采用率普遍偏低,信贷需求抑制较为普遍,并呈现中西部偏高,东部偏低的情况;②信贷需求抑制对于具有增资属性的耕地质量提升型农业技术具有显著负向影响,而对于无增资属性的农业技术影响不显著;③农户分化对信贷需求抑制影响农户采用短期且增资属性的农业技术具有显著调节作用,即在信贷需求抑制背景下,不同类型的农户在采用具有短期属性农业技术有显著差别,而对具有长期属性的农业技术采用没有显著差别。总结而言,信贷需求抑制显著抑制了农户采用具有增资属性的耕地质量提升型农业技术,农户分化导致农户在采用具有短期收益属性的技术上出现差异性,而在长期收益属性的技术采用上差异不显著。     

面向新信息环境的用户研究与服务创新

扫描2007年度国外图书馆学研究进展,针对图书馆学理论、信息资源建设、信息与知识组织、用户研究、图书馆伦理与法律、图书馆管理思想与模式、开放获取、数字图书馆技术等8个方面的研究进行述评。     

构建面向网络的数字图书馆技术环境

扫描2007年度国外图书馆学研究进展,针对图书馆学理论、信息资源建设、信息与知识组织、用户研究、图书馆伦理与法律、图书馆管理思想与模式、开放获取、数字图书馆技术等8个方面的研究进行述评。     

The impact of body image on Fitbit use: a comparison across genders

This article is the first in the feature to explore personal tracking devices – in this case the Fitbit – and the relationship between their use and people's self‐perceptions and behaviour. Amber Edwards conducted the research for her MA dissertation at the University of Sheffield, graduating with an MA in Librarianship in January 2017. Her study shows that body image plays a large role in Fitbit use and that this is slightly more evident in females than males, although the differences are subtle. She argues that the results have implications for information professionals involved in teaching health information literacy. Amber began working in the library at Bishop Grosseteste University in June 2016, while completing her dissertation. A. M.     

Embodied Knowing in Online Environments

In higher education, the conventional design of educational programs emphasises imparting knowledge and skills, in line with traditional Western epistemology. This emphasis is particularly evident in the design and implementation of many undergraduate programs in which bodies of knowledge and skills are decontextualised from the practices to which they belong.

In contrast, the notion of knowledge as foundational and absolute has been extensively challenged. A transformation and pluralisation has occurred: knowledge has come to be seen as situated and localized into various ‘knowledges’, and the status of the body has taken on renewed significance in epistemological debates. Rather than thinking of knowledge as transcending the body, the embodiment of knowledge has become a key factor in understanding the nature of knowledge and what it means to know.

In this paper, we adopt a phenomenological perspective in exploring the notion of embodied knowing as it relates to higher education programs and, more specifically, the ways in which information and communication technologies (ICTs) are used in these programs.     

Description of a Web-Driven,Problem-Based Learning Environment and Study of the Efficacy of Implementation in Educational Leader Preparation

Abstract

A Web-driven problem-based learning environment and instructional system was conceived and developed to study the marriage of the problem-based learning instructional method and Web technologies for instructional delivery of educational administration content material. The project described herein was undertaken to examine the efficacy of implementing this new mode of instruction in graduate courses in educational leadership. The ultimate goal of this line of research is to enhance the development of applications of Web technologies to support problem-based learning and improve the efficiency and efficacy of this instructional form in practice across higher education settings. This article describes the prototype software, the rationale and theoretical framework supporting its development, the process and results of research conducted during production and beta-testing, and the educational significance of the project.     

A case for adapting and applying continuance theory to education: understanding the role of student feedback in motivating teachers to persist with including digital technologies in learning

In New Zealand schools, the adoption and persistent use of digital tools to aid learning is a growing but uneven, trend, often linked to the practices of early adopters and/or robust wifi infrastructure. The Technology Adoption Model is used internationally to gauge levels of uptake of technological tools, particularly in commerce and also in education. However, this model is inadequate when it is used to attribute reasons for teachers adopting technologies for learning. This article offers an alternative view to understanding why teachers continue using digital technologies for learning. It focuses on the role of student voice and teachers’ pedagogical purposes as motivators, even when teachers have technological hurdles to overcome. The article engages with continuance theory as a lens for understanding these motivations via a qualitative thematic analysis of Moodle postings made by a 2012 cohort of initial teacher education students. The intention is to signpost ideas that might better explain teachers’ continued use of digital technologies in classrooms even if conditions for use are not optimal.