基于 Petri 网的分布式协同办公智能模 型简

介绍了Petri网的基本理论,分析了基于网络服务的分布式协同办公应用的特征,在此基础上提出了基于Petri网的分布式协同办公的通用智能模型,该模型具有语义明确、易于修改,并且易于验证的优点,最后以文档审批工作流为例给出了具体的模型实现过程．     

情绪智力和自我认同对青少年社会适应的影响

运用情绪智力、自我认同与社会适应问卷对215名高中生和大一学生进行测试,探讨高中生情绪智力、自我认同与社会适应的关系,结果发现:(1)高中女生在情绪智力总体水平上明显高于男生,尤其在情绪智力的人际成分和适应性成分上女生表现更好;(2)情绪智力与自我认同、社会适应显著正相关,情绪智力是社会适应的显著预期因素;(3)自我认同在情绪智力与社会适应的关系中起调节作用。     

基于B/S模式使用PHP＋MySQL进行Web开发

通过简要介绍PHP和MySQL的特点,阐述使用PHP网络编程语言和数据库MySQL组合开发动态网站的关键技术.     

基于动态路由协议的分析与研究

OSPF路由协议是一种典型的链路状态的动态路由协议。本文从协议的数据包头部类型、数据包格式、LSDB数据包结构几方面进行分析,指出OSPF是一种广泛应用的协议,然后提出一种基于LSU数字签名的可信路由协议。     

从《绿色情商》看生态公民培育

"绿色情商"理念的提出开阔了人们的视野。该论文首先简要介绍了绿色情商和生态公民的概念,接下来从培育目标、培育内容、培育途径三方面分析了《绿色情商》中有关生态公民培育的思想。最后从法律保障和激励措施两方面呼吁政府支持。     

NDI型聚氨酯弹性体的研制

采用自制聚酯多元醇合成了可常温稳定储存6个月的NDI(1,5-萘二异氰酸酯)型预聚体,使用该类型预聚体可制备出具有良好力学性能和回弹性、优异动态力学性能的NDI型聚氨酯弹性体.     

数智政府视阈下高素质技能型公共卫生人才培养之思考

新冠疫情及其防控,暴露出我国公共卫生人才培养存在诸多短板。顶层设计缺乏对高素质技能型公共卫生人才内涵的界定,致使高校对此类人才培养存在路径依赖,人才供给与政府数智治理现代化发展需求错位。基于此,文章提出在政策上明确高素质技能型公共卫生人才的内涵,对高素质技能型公共卫生人才进行准确的能力培养定位,重构课程体系以提高公共卫生人才的技能性,细化保障制度以提高公共卫生人才发展横截面与纵深度,从而培养出符合国家数智发展需求的高素质技能型公共卫生人才。     

技能型社会建设动力机制及其构建略论

技能型建设社会动力机制的构建,是以对技能型社会发展动力机制的认识为基础的。技能型社会发展的动力机制是指助推技能型社会形成的各种力量的结构关系和运行方式,它包括自发型动力机制和自为型动力机制两种类型。技能型社会建设动力机制是技能型社会建设的内驱力和外驱力结构关系和运行方式,是技能型社会建设的灵魂。政府是技能型社会建设动力机制建构的重要主体:科学认知是技能型社会建设动力机制建构的前提;制度体系是技能型社会建设动力机制建构的重要内容;而保障条件则是技能型社会建设动力机制建构的重要支撑。     

人工智能时代高校思想政治理论课发展转向、痛点及实践策略

人工智能以智能算法精准聚焦大学生学情、以“代具”外包大量重复性教学工作并赋能“创新型”思政课教师、助力教学评价以推进“教”与“学”的共生发展,推动了高校思想政治理论课转向高质量发展进程。然而在具体实践中,由于人工智能技术发展尚不成熟,加上思政课教师对AI存在某种认知偏差,致使大学生学习浅层化加剧、思政课教师“教书”与“育人”角色混乱,人工智能管理的数据风险又影响了数据对协同育人的价值创造。因此,推进高校思想政治理论课高质量发展,要求思政课教师牢牢抓住自身的教学主导权,在提升智能素养水平的同时挖掘“人机协同”教学潜力;高校要设立人工智能管理思政课教学支持中心以解决数据风险;思政课教师要构建双师行动者关系网络以落实“人机协同”,以满足大学生多元化、立体化、复合化的教学需求。     

A Study on Human-Computer Interaction Mechanism in an Intelligent Tutoring System

Discussion is a common and important learning process. Involvement of a virtual agent can provide adaptive support for the discussion process. Argumentative knowledge construction is beneficial to learners’ acquisition of knowledge,but the effectiveness of argumentative scaffolding in existing studies is not consistent. Based on an intelligent discussion system, a total of 47 undergraduate students took part in the experiment and they were assigned to three different conditions: content-related plus content-independent scaffolding condition, content-related scaffolding condition, and the control condition. Under the content-related and content-independent scaffolding condition, the computer agent provided an idea from semantically different categories (content-related scaffolding) according to the automatic categorization of the current contributions, and further inquired the participants about their attitudes and reasons (content-independent scaffolding). Under the condition of content-related scaffolding condition, the virtual agent only provided semantically different viewpoints. Under the control condition, the subjects expressed their opinion independently without the participation of the virtual agent. Findings revealed that compared with the control group, when the virtual agent provided semantically different ideas (content-related scaffolding), the discussion breadth (number of categories) was improved and the subjects felt that they had a more comprehensive understanding of the problem. Compared with the content-related scaffolding condition, when the virtual agent provided semantically different ideas and further asked about the attitudes and reasons, the subjects expressed more agreement with these views, but mentioned fewer categories during the discussion. This study suggests that the content-related scaffolding can facilitate the cognitive processing effect relevant to the topic of discussion. When the content independent scaffolding is added, it can promote the argumentative processing, but may have a negative effect on the cognitive processing related to the topic discussed.