浅谈电子白板在初中语文教学中的优势

电子白板的常用功能有:互动功能、书写功能、库功能、识别功能、照相机功能、导出功能、转换功能、屏幕功能、上网功能、电子挂图功能、回放功能等。初次接触电子白板的教师,不由自主会把电子白板应用程序和PowerPoint进行比较,这两个软件在制作课件的操作上有很多类似之处,     

机构方案概念设计的功能向量编码方法

针对机构方案概念设计的自动化程度不高的缺陷,提出了功能向量编码方法.该方法将机构功能用功能向量表示,功能向量所包含的对偶功能向量和功能矩阵分别表示功能向量的方向特性和量化特性,同时引入了补偿矩阵以对功能矩阵进行多次分解.建立了机构功能库,开发了机构方案概念设计系统,并将功能向量编码方法应用于机构功能的提取和操作.应用结果表明,将该方法应用于机构方案概念设计是可行的,提高了机构方案概念设计的自动化程度.     

沈阳现代化国际中心城市的功能定位

沈阳要成为现代化国际中心城市,就必须达到生态环境系统开放化和资源配置全球化,经济循环国际化和产业结构市场化,城市装备设施现代化和服务管理规范化,以及城市规划发展持续化.沈阳城市功能定位包括三个层次,即战略功能定位、发展功能定位和生存功能定位.战略功能为沈阳全球性功能定位,包括城市的现代化、国际化和持续化;发展功能为沈阳区域性功能定位,包括城市的功能创新、功能优化、功能协同和功能竞争;生存功能为沈阳基础性功能定位,包括城市的集散流通功能、生产消费功能和管理服务功能.     

扑克牌软件游戏的设计与实现

锄大地游戏有广大的应用群体,是人们休闲娱乐的一种大众游戏。而本系统是一款基于Windows Phone操作系统的单机扑克牌游戏,主要功能有发牌功能、提示功能、pass功能、打牌功能、除主玩家外的其他玩家自动智能打牌功能、计时功能、拍照并把照片作为除主玩家外其他玩家背景的功能、恢复玩家默认背景功能。系统界面友好,操作简便,实用且安全可靠。     

自动旋转门电控系统硬件设计

主要是自动旋转门控制系统硬件部分的设计。本论文详细介绍了传感器的选择,变频器的选择,PLC的选型,PLC的接线设计等,来实现自动旋转门的自动启停功能,变速功能,急停功能,防碰功能,防撞功能,防夹功能,紧急按钮等。     

土壤微生物功能群及其研究进展

功能群研究最早应用于植物生态学,后应用到微生物生态学中.微生物功能群指在物质流中具有特定生物学功能的微牛物集合体,这种分类与生物分类学原则无关,只是指它的生物学功能相同或相近,如固氮微生物功能群、溶磷微生物功能群、氨化微生物功能群及纤维素降解微生物功能群等.国内外有关微生物功能群的研究报道主要涉及到草地、农田及森林等生态系统;研究微生物功能群的方法有应用选择性培养基进行分离培养,也有在新鲜土壤中接种特定底物并连续记录底物的利用情况,从而评价土壤原位具有特殊代谢功能的微生物生物量或利用分子生物学技术进行研究.微生物功能群的研究在工业、农业、环境治理、医学及基因工程方面均有重要的现实意义.笔者认为将有更多的学者将目光投向微生物功能群的研究.     

我的照片你作主

新版本ACDSee的功能十分丰富,除了快捷的照片浏览功能外,ACDSee还加入了人性化的图片篮子和私人照片文件夹功能,正如它的名称一样,这两项功能分别可以为影友挑选照片提供方便和提供保密的文件存储空间。尤其是私人照片文件夹功能,通过密码的设置,限制文件夹的进入和浏览,此项功能不但独特而且非常实用。现在,我们就来详细讲述这些功能的操作方法。     

异质边多重图网络模型研究

在物流网络中,为实现物流节点之间的异质边的统一性度量,运用可拓学中的基元理论构建了一种基于物元特征的异质边多重完全图网络模型,该网络模型适用于物流中心和物流配送中心共同具有的功能,其功能有运输功能、储存功能、包装功能、流通加工功能、信息处理功能,功能特征之间是异质,每一个功能特征决定了两物流节点间相连接的一条边。在每个功能特征建立一个关联函数,关联函数值作为边权,实现了物流网络的统一性度量,同时也为物流网络优化提供便利。     

基于Clight形式语义的代码功能描述提取

软件代码的功能提取是功能集成的最基本前提,但软件功能提取普遍存在正确率低的问题。为此,提出基于Clight形式语义的代码功能描述提取机制,并用Clight代码功能描述算法实现。该机制严格基于Clight自然语义推理规则,忽略代码执行的中间细节,只关注执行前后的存储状态,并以此作为代码的功能描述,提高了功能提取的正确率和关键领域软件开发的成功率。     

基于S3C2440A的MIDI音乐播放器的设计

设计一款MIDI音乐播放器,兼具人声配乐功能。采用当前流行的高性能ARM9微处理器作为CPU,触摸屏作为音乐播放器功能选择输入端。该播放器通过友好的界面实现功能选择,主功能菜单包括播放器功能和配乐功能。播放器菜单功能包括播放/暂停、上一首、下一首、音量增、音量减等功能,配乐功能菜单包括音色选择、开始配乐、暂停配乐等功能。整个设计界面友好、操作方便、播放效果良好,可丰富人们的娱乐生活。     

VFP在学生期末成绩管理系统中的应用

本文对VFP做了简单的说明,阐述了学生期末成绩管理系统的构成,主要功能的设计,并重点讲述了学生考勤的管理,及系统维护中的学生名单的导入,成绩的导出实现的关键技术和对应的程序代码。     

面向软件工程实践的学生项目管理平台设计

本文通过对软件工程课程实践的关键核心任务进行分析和提炼,提出了一个面向软件工程课程实践的学生项目管理平台。该平台有效地实现了教学管理和学生项目过程管理的无缝集成,实现了从教务人员下达课程任务,到组织指导教师,创建学生项目组,项目开发过程控制,再到项目的中期检查、验收和答辩,到最终的成绩汇总和质量评价的一个完整的软件工程实践课程的全生命周期管理。     

Prediction of Online Students Performance by Means of Genetic Programming

ABSTRACT

Problem: Online higher education (OHE) failure rates reach 40% worldwide. Prediction of student performance at early stages of the course calendar has been proposed as strategy to prevent student failure.

Objective: To investigate the application of genetic programming (GP) to predict the final grades (FGs) of online students using grades from an early stage of the course as the independent variable

Method: Data were obtained from the learning management system; we performed statistical analyses over FGs as dependent variable and 11 independent variables; two statistical and one GP models were generated; the prediction accuracies of the models were compared by means of a statistical test.

Results: GP model was better than statistical models with confidence levels of 90% and 99% for the training testing data sets respectively. These results suggest that GP could be implemented for supporting decision making process in OHE for early student failure prediction.     

Enabling teachers to explore grade patterns to identify individual needs and promote fairer student assessment

Exploring student test, homework, and other assessment scores is a challenge for most teachers, especially when attempting to identify cross-assessment weaknesses and produce final course grades. During the course, teachers need to identify subject weaknesses in order to help students who are struggling with a particular topic. This identification often needs to happen across multiple assessment data points and should be considered in comparison to the class’s progress as a whole. When determining grades, fairness to all is essential, but there are special needs for students who did poorly on one exam or had a steadily increasing grasp of the subject. We present eduViz, a visualization tool designed to help teachers explore and assign grades. Teachers can see the trajectory of student scores, the relationship of a particular student to the class, and use categories they have defined in order to filter their assessment information. Query response is immediate and all logical comparisons are possible. Teachers can easily compare their query to the class or per student average as well as view scores by raw point total or percentage. Additionally, eduViz provides a grade assignment interface which allows teachers to view sorted student scores in a scatterplot. This scatterplot is coupled with a unique partition slider which allows users to move color coordinated bands on the scatterplot to indicate grade ranges. As these grade ranges are set, a histogram is updated to show the number of students assigned to each grade range. These features give teachers new and powerful ways to explore and assign grades so that they can better understand student strengths and weaknesses and make the most of the time they have available. Interviews with 16 expert teachers indicate that eduViz is a success across fields, provides teachers with a useful tool to understand and help their classes, and encourages reflective practice.     

Enabling teachers to explore grade patterns to identify individual needs and promote fairer student assessment

Exploring student test, homework, and other assessment scores is a challenge for most teachers, especially when attempting to identify cross-assessment weaknesses and produce final course grades. During the course, teachers need to identify subject weaknesses in order to help students who are struggling with a particular topic. This identification often needs to happen across multiple assessment data points and should be considered in comparison to the class’s progress as a whole. When determining grades, fairness to all is essential, but there are special needs for students who did poorly on one exam or had a steadily increasing grasp of the subject. We present eduViz, a visualization tool designed to help teachers explore and assign grades. Teachers can see the trajectory of student scores, the relationship of a particular student to the class, and use categories they have defined in order to filter their assessment information. Query response is immediate and all logical comparisons are possible. Teachers can easily compare their query to the class or per student average as well as view scores by raw point total or percentage. Additionally, eduViz provides a grade assignment interface which allows teachers to view sorted student scores in a scatterplot. This scatterplot is coupled with a unique partition slider which allows users to move color coordinated bands on the scatterplot to indicate grade ranges. As these grade ranges are set, a histogram is updated to show the number of students assigned to each grade range. These features give teachers new and powerful ways to explore and assign grades so that they can better understand student strengths and weaknesses and make the most of the time they have available. Interviews with 16 expert teachers indicate that eduViz is a success across fields, provides teachers with a useful tool to understand and help their classes, and encourages reflective practice.     

The impact of transactional distance dialogic interactions on student learning outcomes in online and blended environments

This study measured how student interactions (as captured by Transactional Distance dialogue (Moore, 1993)) in online and blended learning environments impacted student learning outcomes, as measured by student satisfaction and student grades. Dialogue was measured as student interactions with other students (student–student interaction), the technologies used (student–technology interaction), the instructors (student–teacher interaction), and the course contents (student–content interaction). In addition, moderating effects of media and modality of interactions and individual differences on student learning outcomes were also measured. Data was obtained from 342 online and blended students between 2010 and 2013. Findings indicate that student–content interaction had a larger effect on student learning outcomes than other forms of dialogue. Implications for educational policies that require teacher-presence (student–teacher) and student–student interactions in distance learning environments are also discussed.     

Betting system for formative code review in educational competitions

Using competitions to motivate students is a well-known practice that has proved to be successful. Nevertheless, grading students only through their results in the competition could unfairly limit the range of grades that each student can get: regardless of the quality of the different teams participating, one student must necessarily win the tournament, another must be second, and so on until the last place. In fact, player rankings are relative assessments that are conditioned by the performance of every student. In this paper, we propose solving this issue by making students do a code review before betting on the competition. By betting, the grade of students depends both on the performance of their own solution and the one they bet on. This way, grades represent not only coding skills, but also code analysis skills, widening the attainable range of grades and allowing for a fairer grade distribution. As a result, students that are not so proficient in coding are rewarded if they demonstrate they can do a good analysis of the source code written by others, which is a very valuable skill in the professional world. We provide a case study in an undergraduate course, showing positive results.     

Examining Factors That Influence the Effectiveness of Learning Objects in Mathematics Classrooms

Abstract

Learning objects are interactive online tools that support the acquisition of specific concepts. Limited research has been conducted on factors that affect the use of learning objects in K–12 mathematics classrooms. The current study examines the influence of student characteristics (gender, age, computer comfort level, subject comfort level, and mathematics grade), instructional design (structured vs. open ended), and teaching strategy (teacher led vs. student based) on student attitudes toward the use of learning objects and learning performance. Data in the form of surveys and pre- and posttests were collected from 286 middle and secondary school students. Higher computer and subject area comfort ratings were significantly correlated with more positive student attitudes about learning objects. Older students in higher grades learned more than younger students in lower grades after using learning objects. Learning performance was significantly higher for students who used structured (vs. open-ended) learning objects and participated in teacher-led (vs. student-based) lessons. It is speculated that younger students might need more scaffolding when using mathematics-based learning objects.     

学生信息资料管理系统开发与实现

基于B／S（Browser／Server）架构的三层模式,开发了一种实用性强的学生信息资料管理系统。系统由新生报到接送管理、学生各项成绩管理、学生各类奖惩管理、学生公寓信息管理等多个子系统组成。着重介绍了具有无线登录功能的新生报到接送子系统功能及实现方法,为学生信息资料管理系统的开发及功能扩展提供了一种全新的设计思路。     

Two configurations for accessing classroom computers: differential impact on students' critical reflections and their empowerment

The context of this article is the new technological environment and the struggle to use meaningful teaching practices in Norwegian schools. Students' critical reflections in two different technological learning environments in six upper secondary schools are compared. Three of these schools offer Internet-connected computers in special computer rooms outside ordinary classrooms, while the three other schools offer laptops to every student in class with a wireless connection to the Internet. The study relies on a quasi-experimental design. Data come from 719 student responses to a survey questionnaire and are analysed using multivariate regression. The findings are that critical reflection is enhanced in classrooms with laptops, controlling for students' motivation, self-efficacy, gender, grades and cultural background. On this basis, computers could have a significant potential for enhancing reflection and nourishing classroom discourse, knowledge development, and student empowerment. Motivation and self-efficacy have the strongest impact, while cultural capital has a minor effect on critical thinking. Students' grades seem to have no predictive power with respect to critical reflection. The results are discussed in relation to theories of Bildung , empowerment and democracy. Various implications for teaching are discussed.