规定格式文字书写练习质量普适评价

开发具有教具功能的规定格式文字书写练习系统的关键技术之一是文字书写质量的评价。以四线格英文字母书写练习为例,提出规定格式书写练习质量普适集成评价方法。该方法为每个练习对象建立参比模式及书写质量描述字,评价内容分为比例、位置等4类,每类设置各自的书写质量评价数学模型与分析阈值,通过计算参照比较模式和被分析模式质量描述参数间距离,并进行阈值界定,给出文字书写质量的相关评价。实验表明,给出的评价内容、评价方法及评价的有效率可以满足面向四线格英文文字书写教学的数字教具自动实现辅导的基本需求,普适性好。     

汉字书写质量的模糊分析方法

对书写汉字进行质量评价,可以客观评价书写的美观程度,指出甚至纠正汉字书写中的不规范的情况。针对规定格式的汉字书写常见的几种书写问题,在书写笔画和书写结构方面,通过提取不同的书写特征向量,采用模糊分析的方法,对汉字书写质量进行了客观的评价。实验表明,这种评价方法准确高效,能很好实现汉字书写辅导。     

文字书写过程描述字自动生成

文字书写过程描述字是文字书写自动教学系统教学知识点的核心字段。针对多语源导致知识点数据类型多、计算结构复杂及知识量大等特点,提出文字书写过程描述字自动生成方法。描述字由主导笔顺和约束笔顺组成;给出各类要素元编码空间关系;设计与实现描述字自动生成算法。汉字、英文、汉语拼音等文种文字融合实验及其分析表明,描述字结构能满足不同文种文字书写过程表达,生成方法能准确识别各种知识要素,与手工法相比不但提高了工作效率、知识的准确率,而且有效降低了信息冗余度。     

汉字笔顺书写等级训练系统设计与实现

汉字书写的考查是推广规范字的一项重要措施,而汉字的笔顺是体现书写规范的一项标准。汉字笔顺书写等级训练系统是针对高等师范学校大学生设计的。系统根据汉字笔画顺序的特点构建基于汉字笔顺编码的汉字库,同时为学生提供练习汉字笔顺和进行自我测验的平台。     

汉字智能书写及其算法

在计算机上演示汉字的规范书写过程，是许多汉语教学软件和电子汉语词典所追求的功能。提出了一种汉字智能书写的算法。该算法通过预制作收集并保存汉字的书写过程信息，书写时根据这些信息，动态地产生起笔落笔、速度变化、语音提示等各种书写效果.文中给出的算法预制作简单、数据量极小，适合于各种多媒体汉语教学软件和电子汉语词典中使用。     

探究汉字智能书写及其算法

汉字智能书写已经广泛应用在PC、手写板、税控机,手机、学习机、导航仪、PDA等各众多办公与嵌入式领域,具有极为重要的作用。该文首先分析了汉字智能书写优点,其次,对汉字智能书写算法原理和汉字智能书写算法分析进行深入的探讨。最后,对汉字智能书写性能实验结果进行讲解,具有一定的参考价值。     

基于神经网络的汉字质量量化评价模型

针对传统的汉字字库制作技术需要人工对构字结果进行大量操作,提出利用汉字的属性特征,对构字结果实现质量评价的方法。该方法首先采用图像处理技术提取能够反映汉字标准书写规则的属性,从而将汉字质量的评价准则量化;然后通过改进的三层BP神经网络进行训练,建立汉字品质的评价模型,为字体的调整提供依据,降低字库制作过程中的人工投入。     

计算机辅助汉字书写教学技术研究综述

传统的汉字书写教学方法具有一定的局限性，为此人们开始关注计算机辅助的汉字书写教学技术。它主要研究汉字书写规范的智能化、自动化评判方法以及可视化的反馈形式。对近20年来计算机辅助汉字书写教学技术的发展情况进行了综述；详细介绍了数字化展示、书写评判、水平评测等几个研究分支的特点、关键问题以及主要成果；结合相关技术的发展和需求的变化，提出了汉字书写数字化教学技术在未来的发展方向。     

手持练字系统的设计与实现

为了克服现有传统汉字书写练习方法的字贴字不集中、不能及时进行书写指导,效果反馈不及时和判定不规范的缺点,根据所提出的使用电子技术的练字方案,进行了手持练字系统的设计与实现.该系统由液晶触摸屏、硬件电路板、软件程序、控制和信号处理算法、带有笔机构的壳体和书写练习用的笔组成.使用液晶触摸一体屏和C51语言实现了触摸控制的多页面的人机界面设计,采用遗传算法进行液晶屏的在线对比度调节,采用可调背光亮度、触摸式开机和触摸屏在线校准的方法完成系统状态设置,采用数字滤波的方法处理手写练字数据,采用小波变换提取手写练字和字帖字的特征进行书写效果评分.样机的具体实现情况说明,整体方案可行,设计方法正确,较好地完成了电子式汉字练字的功能.     

巧用Word制作汉字书写顺序教案

作为一名幼儿园的老师，笔者经常要为小朋友们制作汉字书写顺序的教案，这就要求按汉字笔划的书写顺序把某个字逐一表示出来，比如，如果要把“永”字按图1所示进行拆分演示，该如何做呢？别着急，用Word就可以实现这个效果，不妨接着往下看。     

Task factor usability ratings for different age groups writing Chinese

This study evaluated how different task factors affect performance and user subjective preferences for three different age groups of Chinese subjects (6–11, 20–23, 65–70 years) when hand writing Chinese characters. The subjects copied Chinese character sentences with different settings for the task factors of writing plane angle (horizontal 0°, slanted 15°), writing direction (horizontal, vertical), and line spacing (5 mm, 7 mm and no lines). Writing speed was measured and subjective preferences (effectiveness and satisfaction) were assessed for each of the task factor settings. The result showed that there was a conflict between writing speed and personal preference for the line spacing factor; 5 mm line spacing increased writing speed but it was the least preferred. It was also found that: vertical and horizontal writing directions and a slanted work surface suited school-aged children; a horizontal work surface and horizontal writing direction suited university students; and a horizontal writing direction with either a horizontal or slanted work surface suited the older adults.     

Effects of different task factors on speed and preferences in Chinese handwriting

This study was conducted to determine the speed of Chinese handwriting and explore the effects of the task factors, tool type, paper texture, writing plane angle, and line spacing on writing speed and subjective preferences. The results showed that the average duration of writing a 9-stroke character was 1487 ms. Paper texture and line spacing had a significant effect on production speed. Uncoated paper and 3 mm-line spacing enhanced writing speed. Subjects had clear preferences for writing with a pen, on uncoated paper, in a horizontal plane, and with relatively wide line spacing (5 mm/7 mm/lineless). There was a conflict between writing speed and personal preference on the line spacing factor. Although narrow line spacing (3 mm) increased writing speed, it was not preferred by the subjects over wider spacing on the evaluation attributes of comfort, ease, fatigue, and overall preference. To take a balance between writing speed and personal preference, a line spacing of at least 5 mm is recommended.     

Effects of different task factors on speed and preferences in Chinese handwriting

This study was conducted to determine the speed of Chinese handwriting and explore the effects of the task factors, tool type, paper texture, writing plane angle, and line spacing on writing speed and subjective preferences. The results showed that the average duration of writing a 9-stroke character was 1487 ms. Paper texture and line spacing had a significant effect on production speed. Uncoated paper and 3 mm-line spacing enhanced writing speed. Subjects had clear preferences for writing with a pen, on uncoated paper, in a horizontal plane, and with relatively wide line spacing (5 mm/7 mm/lineless). There was a conflict between writing speed and personal preference on the line spacing factor. Although narrow line spacing (3 mm) increased writing speed, it was not preferred by the subjects over wider spacing on the evaluation attributes of comfort, ease, fatigue, and overall preference. To take a balance between writing speed and personal preference, a line spacing of at least 5 mm is recommended.     

The effects of participation,performance, and interest in a game‐based writing environment

We have observed that many computer‐supported writing environments based on pedagogical strategies have only been designed to incorporate the cognitive aspects, but motivational aspects should also be included. Hence, we theorize that integrating game‐based learning into the writing environment may be a practical approach that can facilitate student participation, not only helping students learn how to write, but also sustaining their willingness to write. In this study, we investigate the effects of the game‐based writing environment on improving students' participation, performance, and interest in writing. An experiment was conducted to compare the effectiveness of 2 approaches to writing in language arts at an elementary school. Two hundred forty‐five third grade students participated in the experiment over a period of 1 year. One hundred thirty‐nine students were assigned to an experimental group and learned with a game‐based writing environment, and 106 students were in the contrast group and learned with an online writing environment. The empirical results show that the game‐based writing environment can effectively promote students' writing participation, writing performance, interest in writing, as well as their perceptions of the use of educational self‐management games. Some implications of the experimental results are also discussed.     

Flash存储管理的研究与设计

针对目前存储管理对大容量NAND Flash考虑的不足,在对大容量NAND Flash物理特性深入研究的基础上,实现了连续写与非连续写技术,提高了存储管理的效率.首先研究并实现了特有的状态信息描述方法,完全符合大容量MLC类型NAND Flash的物理特性,研究并实现了区域映射技术,适用于任何容量的闪存,并实现了连续写与非连续写技术,提高了写大文件的效率.实验结果表明,该方法在文件传输方面最大限度地挖掘了MLC类型NAND Flash的性能.     

Non-existence of systematic education on computerized writing in Japanese schools

In Japanese schools, from elementary to college levels, digital technologies are not widely used for writing education. It sounds paradoxical that computer use in writing education is not flourishing in a country where ordinary people, especially the youth, actively use the Internet and cellular phones to exchange written (or typed) messages, where schools are well-equipped with computer technologies, and where the government shows guidelines and rationales for using information and communication technologies in teaching and learning at schools. This article analyzes the background behind this paradoxical situation. After analyzing how much research on and the practice of digital writing education has been made in the country, this paper discusses the nature of writing education and digital discourse in the Japanese culture and its possible relations to the lack of computerized writing education in Japanese schools.     

Initial effects of word processing on writing quality and writing anxiety of freshman writers

Eight English instructors at Marist College, Poughkeepsie, New York, conducted a one-semester controlled experiment with freshman in eight randomly selected classes of College Writing to learn about the initial effects of word processing on essay-writing performance and on writing apprehension. Four classes wrote essays using terminals linked to a mainframe computer (Experimental Group), and four classes wrote essays in the traditional mode using pens, pencils or typewriters (Control Group). The eight instructors agreed upon a common syllabus and common teaching approaches for the freshman writing course. To measure writing performance, they devised an analytic scale. To measure writing apprehension, they used a writing apprehension test developed by Daly and Miller. The Experimental Group showed greater progress than the Control Group from the pre to post Essay Test but could not demonstrate superior performance on the six required essays of the course. For writing apprehension, there was no significant difference between the two groups.Marilyn Poris (Ph.D., Research Methodology, Hofstra University) is currently serving as Director of Institutional Research a Marist College, where she also teaches courses in statistics.Milton Teichman (Ph.D., English, University of Chicago) is professor of English at Marist College, Poughkeepsie, New York. He has directed writing programs in freshman writing and has supervised research in the field of technology and writing. He has written on innovative approaches to the teaching of writing, as well as on a range of literary subjects from the poetry of Wordsworth to the literature of the Holocaust.     

基于VxWorks网络通信的DSP程序烧写设计

采用JTAG仿真器完成DSP应用程序代码烧写的方式不适用于工程现场应用中,在线烧写技术已被广泛运用,但是一般在线烧写的过程需要调试PC机与DSP板通过串口直接相连实现,而在某些特殊的工程现场不具备此条件。本文对此提出一种借助VxWorks系统间接连接调试PC与DSP板实现程序烧写的方法,为特定工程现场提供了DSP程序烧写的一个新解决方案。     

TMS320VC5502 SPI方式自举引导的设计与实现

随着数字信号处理技术的飞速发展和DSP的广泛应用,作为其外挂的SPI EEPROM存储器也得到越来越多地关注和应用。基于TI公司的TMS320VC5502和ST公司的M45PE20开发系统为背景,着重介绍了硬件接口的设计、程序烧写和上电时正确的自举引导等关键技术问题,对烧写过程和自举引导时序作了详细的描述,在示波器上抓到了其过程波形,并且在实际应用中得到了验证。     

An analysis of pupils' reflective writing within a hypermedia framework

This paper is based on an action research project which was undertaken in order to explore further the ways in which reflective writing supports pupils' learning. The emphasis here is on one part of the research which involved an analysis of pupils' writing. Twenty four pupils, in one GCSE group, were given two writing activities. The first activity required pupils to write up their work with support from the teacher. The second activity involved pupils writing up their work with support both from the teacher and from a hypermedia reflective writing framework. The writing was then analysed sentence by sentence and the results compared. This comparison suggests that there were improvements in pupils' ability to reason when they were further supported by a hypermedia reflective writing framework.