关于线性代数视频实验课的总结与分析

本文介绍了为本学期的线性代数视频实验课所做的各项工作,总结了教学经验,对在线性代数中开设视频教学的意义及作用进行了深入的探讨,并对一些具体教学问题提出了解决的办法。实践表明,视频教学可以提高数学类课程的教学质量。     

视频资源数字对象格式及其码流研究

本文通过理论研究和实验测试,对目前在视频数据库中常用的视频文件格式进行分析,比较和总结各种格式在视频数据库建设中的使用现状、优劣对比,结合视频应用环境的技术发展尤其是网络环境的变化趋势,分析数字视频资源网络呈现领域上最具创新性的新趋势。     

课堂话语对学生数学学习成就影响的多层线性模型分析——基于GTI视频研究的上海数据

课堂话语作为思维与交往的媒介影响着学生的学习,不同特征的话语会对学生学习成就产生不同的作用和效果.本研究以OECD官网公布的GTI视频研究的中国上海数据为基础,探析上海课堂话语基本特征及其对学生的数学学习成绩、学习兴趣及一般自我效能的影响.研究发现,课堂话语的质量而非数量影响学生学习成就,高质量的教师提问能够促进学生认...     

智能建筑中表具图像数据直读技术的应用研究

本文分析了传统查表方式存在的问题,介绍了表具图像直读技术的产生背景,重点研究了表具图像数据直读系统的关键技术和数据处理过程,进一步阐述了表具图像数据直读技术在智能建筑中的应用。     

Effects of different video- or text-based reflection stimuli on pre-service teachers’ emotions,immersion, cognitive load and knowledge-based reasoning

To reflect on ones own or other teachers teaching practices as well as on different reflection stimuli (e.g. videos or texts) can evoke different emotions and entail varying degrees of cognitive load and knowledge-based reasoning for pre-service teachers. Participants in this study were distributed to four groups (“memory”; "video+memory”; “video other”, and “text other”) and reflected online on classroom management facets. Pre-service teachers in the “video+memory” group reported significantly more immersion and enjoyment while reflecting than the other three groups. All groups showed a moderate level of germane load and there were no differences between the groups. Participants in the video+memory and memory group showed higher levels of knowledge-based reasoning than those who reflected on other teachers’ classroom practice. Enjoyment was a significant positive predictor of both immersion and germane load, whereas boredom was a negative predictor. Implications for future research and reflection processes during teacher education are discussed.     

公共图书馆短视频服务现状及发展策略研究

文章以抖音短视频为例,以国内经过官方认证的省市级图书馆短视频账号为调研对象,发现现阶段存在重视程度有待提升、作品主题有待丰富、内容质量及定位有待加强等问题,并提出应从账号管理、视频质量、线上与线下合作三方面完善图书馆短视频服务,以提升图书馆服务质量。     

Reducing 0s bias in video moment retrieval with a circular competence-based captioner

The current study addresses the problem of retrieving a specific moment from an untrimmed video by a sentence query. Existing methods have achieved high performance by designing various structures to match visual-text relations. Yet, these methods tend to return an interval starting from 0s, which we named “0s bias”. In this paper, we propose a Circular Co-Teaching (CCT) mechanism using a captioner to improve an existing retrieval model (localizer) from two aspects: biased annotations and easy samples. Correspondingly, CCT contains two processes: (1) Pseudo Query Generation (captioner to localizer), aiming at transferring the knowledge from generated queries to the localizer to balance annotations; (2) Competence-based Curriculum Learning (localizer to captioner), training the captioner in an easy-to-hard fashion guided by localization results, making pairs of the false-positive moment and pseudo query become easy samples for the localizer. Extensive experiments show that our CCT can alleviate “0s bias” with even 4% improvement for existing approaches on average in two public datasets (ActivityNet-Captions, and Charades-STA), in terms of R@1,IoU=0.7. Notably, our method also outperforms baselines in an out-of-distribution scenario. We also quantitatively validate CCT’s ability to cope with “0s bias” by a proposed metric, DM. Our study not only theoretically contributes to detecting “0s bias”, but also provides a highly effective tool for video moment retrieval by alleviating such bias.