人工智能赋能在线实验教学行为分析

教学行为分析作是教学质量分析的重要组成部分，也是教学引导与反馈机制的重要依据。文章阐述了人工智能（AI）的含义及发展历程，重点分析总结了教学行为分析方法及AI在教学行为分析上的应用。文章以东南大学电工电子在线实验为研究平台，探索分析了AI技术在实验教学行为分析上的可行性，梳理了基于专家系统的在线实验分析系统的设计思路，充分探讨了“智能”教育在实验教学中的深刻内涵。     

Professional design of chemical plants based on problem-based learning on a pilot plant

This work describes a novel teaching methodology and its application in a subject framed in the last course of the master’s degree in Chemical Engineering at the University of Seville. The main aim consists of promoting a way to facilitate professional practice in this field to the students. Authors also aim at guiding the transition to the new learning requirements demanded by the European Higher Education Area (EHEA).The novel methodology is based on the development of a detailed design of a pilot plant that can be further evaluated by the students themselves. Students are also allowed to run experiments at the facility and carry out several standard tests to verify the quality of the results of their works. The novelty of this proposal consists of incorporating a real installation available in our department to drive new learning methodologies applied in Chemical Engineering curricula. The methodology is distributed across several tasks: training (self-learning), project execution and supervision, comparison with a real installation and pilot plant experiences. The application of the proposed teaching methodology provided quality didactic material production, high satisfaction of the students with the new learning approach and the fact that they gained practical experience at industrial scale.     

非全日制研究生线上线下混合式教学模式研究 ——以《现代电气控制技术》为例

随着教育信息化技术的发展，线上线下混合式教学模式已成为一种趋势。为了解决非全日制研究生课堂教学召集困难、效果不佳等问题，提出了基于“互联网＋虚拟仿真技术”的线上线下混合式教学模式。本文以控制工程专业学位研究生为例，结合《现代电气控制技术》课程，探讨了线上线下混合式教学实现途径、师生互动方法、项目驱动案例教学法以及电气控制系统虚拟仿真实验平台的构建方法，切实提升非全日制研究生的培养质量。     

Numerical investigation of the effects of H2/CO/syngas additions on laminar premixed combustion characteristics of NH3/air flame

Co-firing NH₃ with H₂/CO/syngas (SYN) is a promising method to overcome the low reactivity of NH₃/air flame. Hence, this study aims to systematically investigate the laminar premixed combustion characteristics of NH₃/air flame with various H₂/CO/SYN addition loadings (0–40%) using chemical kinetics simulation. The numerical results were obtained based on the Han mechanism which can provide accurate predictions of laminar burning velocities. Results showed that H₂ has the greatest effects on increasing laminar burning velocities and net heat release rates of NH₃/air flame, followed by SYN and CO. CO has the most significant effects on improving NH₃/air adiabatic flame temperatures. The H₂/CO/SYN additions can accelerate NH₃ decomposition rates and promote the generation of H and NH₂ radicals. Furthermore, there is an evident positive linear correlation between the laminar burning velocities and the peak mole fraction of H + NH₂ radicals. The reaction NH₂ + NH <=> N₂H₂ + H and NH₂ + NO <=> NNH + OH have remarkable positive effects on NH₃ combustion. The mole fraction of OH × NH₂ radicals positively affects the net heat release rates. Finally, it was discovered that H radicals play an important role in the generation of NO. The H₂/CO/SYN additions can reduce the hydrodynamic and diffusional-thermal instabilities of NH₃/air flame. The NH₃ reaction pathways for NH₃–H₂/CO/SYN-air flames can be categorized mainly into NH₃–NH₂–NH–N–N₂, NH₃–NH₂–HNO–NO(?N₂O)–N₂ and NH₃–NH₂(?N₂H₂)–NNH–N₂. CO has the greatest influence on the proportions of three NH₃ reaction routes.     

基于ELM的英语教学质量评价研究

对英语教学质量实施科学化的评价关系到英语教学质量的提升,为减少主观因素的影响,本文提出一种ELM的教学质量评价方法,该种方法将可以在很大程度上提高教学质量评价的精度。对影响英语教学质量的12个指标进行打分,以此作为ELM的输入,同时将英语教学质量的综合得分作为ELM的输出。评价结果表明,基于EIM的英语教学质量评价结果比SVM、BP具有了很大程度的提升,为实施英语教学质量的评价提供了参考。     

Teacher regulation of multiple computer-supported collaborating groups

Teachers regulating groups of students during computer-supported collaborative learning (CSCL) face the challenge of orchestrating their guidance at student, group, and class level. During CSCL, teachers can monitor all student activity and interact with multiple groups at the same time. Not much is known about the way teachers diagnose student progress and decide upon appropriate interventions when they regulate multiple groups synchronously. This explorative study describes the strategies and experiences related to regulating the activities of seven groups of students, as reported by two teachers, and aimed to widen the framework for describing teacher regulation of CSCL settings that are characterized by synchronicity. Recurring themes included the high amount of information load teachers experienced while diagnosing students’ needs, the focus and level of regulation, and the way the teachers used prior knowledge of students to decide on an intervention after diagnosis. Both teachers valued the ability to monitor student progress online, and mentioned the necessity of students being able to follow the teacher’s activity as well. Theoretical implications are described in terms of understanding teacher regulation, synchronicity, and information load. Practical implications are described for lowering information load.     

Influence of dispersing agents on the rheology and early heat of hydration of blended cements with high loading of calcined marl

The dispersing effectiveness of five commercial plasticizers; lignosulfonate (LS), naphthalene sulphonate–formaldehyde polycondensate (NSF) and three polycarboxylate ethers (PCEs) were quantitatively investigated in blended cements where ordinary Portland cement (OPC) was partly replaced by calcined marl (CM) up to 60%. CM drastically viscosified and decreased the flow of the cement due to high absorption of water. The performance of plasticizers mimics that in the OPC system except when PCEs were added. PCEs possessing long side chains were less effective as dispersants due to the consumption of these polymers via the ability of their PEO side chains to intercalate between the remaining layers in the calcined clay. Higher dosages were thus needed for effective dispersion. The decrease in PCE–OPC interaction led to little retardation in cement hydration except at high polymer dosages, whereas the performance of NSF and LS in CM blended cement is driven by clinker content.     

Secondary school educators' perceptions and practices in handling cyberbullying among adolescents: A cluster analysis

School educators play an important role in cyberbullying management. Since scarce earlier research indicated low perceived competence of school educators in handling cyberbullying, more insight is needed in what determines their actions and how to improve these practices. This study assessed school educator practices, their perceptions and context factors from a behavior change theoretical framework, and investigated educator clusters related to this. An online survey was conducted among 451 secondary school educators (teachers, principals, school counselors). School educators mostly used recommended actions (i.e. conversations with pupils, enlisting professionals for support, parental involvement, providing supportive victim advice). Four educator clusters were identified: ‘referrers’ (65%), ‘disengaged’ educators (14%), ‘concerned’ educators (12%) and ‘use all means’ educators (9%). The first two clusters were less adept at handling cyberbullying and comprised mostly teachers, particularly indicating a need for training teachers. Our findings show a need for tailored educator training, e.g. by job position, gender, school size and grade. The behavior change theoretical framework can help target educators' particular needs.     

Glass waste as supplementary cementing materials: The effects of glass chemical composition

Sustainable cements containing 25 wt% of different types of recycled glass have been investigated as a supplementary cementing material in order to highlight the role of glass chemical composition during the hardening process. Glass formers, stabilizers and modifiers regulate the glass dissolution in the alkaline environment during cement hydration. As a consequence, pozzolanic reaction and/or alkali–silica reaction are strictly related to the glass chemical composition. The mechanical and microstructure characterizations of mortar samples containing glass blended cements and un-reactive aggregates allow to determine which oxides in the glass have to be carefully monitored to avoid deleterious reactions.     

Complexities of digital technology use and the teaching and learning of function

Many argue that digital technologies have the potential to enhance the teaching and learning of mathematics. However, the availability of technology is not sufficient to realise this potential. The study reported takes a detailed approach to investigate the utility of the particular offerings of the available technologies in the teaching and learning of a specific area of mathematics, functions. Sixteen affordances identified in the data are described. The complexity of the process involved in resolving a situation where particular affordances would be useful so as they are perceived and enacted is detailed. Finally, a grounded theory framework arising from the data analysis from this study that can be used to explain, predict and guide action in other digital environments is presented.