Teaching PROLOG programming in the secondary school

Abstract A PROLOG programming course was trialed on a class of twelve 16–17 year-old pupils who had varied previous experience of computing. The pupils were studying a variety of other subjects but would normally be considered to be of a high level of ability. The course was taught over a period of 15 weeks and lasted approximately 60 hours. Concepts covered included recursion and list processing. Most pupils were able to become reasonably competent over this period and one or two excelled. Previous experience of programming appeared to be an advantage if it had involved formal instruction in structured programming but indications were that self-taught BASIC proved to be an obstacle. It was concluded that further investigation of PROLOG as a school programming language would be worthwhile.     

IMPLEMENTING COMPLEX DOMAINS OF APPLICATION IN AN EXTENDED PROLOG SYSTEM

One way to extend resolution based theorem proving is by means of unification in algebras modelling interesting domains of application. We will discuss in this paper the theoretical and practical aspects of unification in the unitarytheory of Post algebras, which cover among others boolean algebras, algebras formalizing multivalued logic and finite fields. Therefore, a theorem prover using unification in Post algebras is capable of dealing with the design of digital circuits, combinatorics, applications of multivalued logic and mathematics over finite fields.     

知识程序设计语言LISP和PROLOG综述

通过对知识程序设计语言LISP和PROLOG两种语言进行分析比较,揭示了二者间的差异和以及所具有的共同特点。     

智能程序设计语言VISUAL PROLOG 编程解析

VISUAL PROLOG具有很强的逻辑推理能力,且易于编程,操作界面友好,近年来得到程序设计行业的广泛 关注。本文对VISUAL PROLOG程序设计语言的主要特征进行概述,在此基础上,对基于VISUAL PROLOG语言的程序编 程展开较为深入的探究。     

PROLOG运行机制的辅助理解工具

用表意图形的方法研究了人工智能语言ＰＲＯＬＯＧ的各种语法成份，找出一套有效的辅助理解工具，它能准确清晰地图解ＰＲＯＬＯＧ程序，如目标和子句，谓词ＦＡＩＬ和回溯，以及截断谓词等内容。文中特别用两个例子详述了在ＰＲＯＬＯＧ语言中最难理解的递归过程。最后，简述了矩形表示法，该工具的图册和配套的图形动画软件。     

运用PROLOG语言表示和处理分子结构

本文描述了用第五代计算机程序设计语言－ＰＲＯＬＯＧ表示和处理分子结构的方法，提出了按照环系和功能团对分子结构进行归约的方法，并且设计了由母核与分子片段组合产生分子结构的ＰＲＯＬＯＧ程序。     

基于PROLOG语言的数字电路逻辑模拟

文章阐述了ＰＲＯＬＯＧ语言在数字电路逻辑模拟中的应用,通过一些具体电路说明ＰＲＯＬＯＧ语言用于对门级和功能块级电路的描述及模拟的便利之处,对不同的电路采用不同的方法,ＰＲＯＬＯＧ语言的灵活性和推理技术,为逻辑模拟提供了新的技术和手段。     

连接PROLOG与DBMS系统的专用,并行通信技术

在结合ＰＲＯＬＯＧ和ＤＢＭＳ技术的研究领域中，一个关键的问题是效率，而解决这个问题的基本关键之一是每次ＰＲＯＬＯＧ与ＤＢＭＳ系统间通信的代价。我们提出了专用，并行通信技术大大地降低了每次通信的开销，使这一问题基本获得解决。我们提出的这一技术还为实现ＰＲＯＬＯＧ与多个，多种和分布式数据库连接奠定了基础。     

Using an extended PROLOG to solve the lion and unicorn puzzle

This paper presents a general approach to solve a constraint satisfaction problem over a finite domain by reducing it to unification in finite algebras. The lion and unicorn puzzle is considered as a constraint satisfaction problem and its implementation in an extended PROLOG is described.     

使用工作站网络并行执行prolog程序

本文介绍了一个在ＳＵＮ工作站网络上实现的分布式Ｃ—ＰＲＯＬＯＧ解释系统ＤＣ－ＰＲＯＬＯＧ，它能够自动地将其应用程序的顺序解释过程变为并行解释过程；能够充分利用空闲的主存资源求解大问题，使一些单机上因内存容量不足而无法执行的任务得以执行．     

PROLOG语言在数据挖掘Apriori算法中的实现

该文在介绍事务数据库及其关联规则的基础上,对挖掘布尔关联规则频繁项集的Apriori算法进行了具体描述,并使用ext-PROLOG语言加以实现。     

PROLOG语言在计算机网络环境下的开发与应用

本文讨论了分布式计算机系统中进程通信的一种机制──远程过程调用（ＲＰＣ）的设计与实现。在此基础上，将ＲＰＣ机制扩充到ＰＲＯＬＯＧ语言中，使该语言具有网络通信能力，初步实现了计算机局域网络环境下ＰＲＯＬＯＧ语言的应用，为分布式专家系统的程序实用于网络探索新路。     

Teachers perceptions of the availability of computer hardware

Abstract Mathematics teachers in 40 secondary schools in the Greater Manchester region were sent questionnaires asking them, amongst other things, to comment on the availability of various forms of computer hardware for use in their teaching of mathematics. Seventy-five replies were received and analysed. In respect of a single computer in a classroom –a provision which teachers seem to see as being of little benefit–most believe they can achieve bookable access although spontaneous availability is unlikely for all but a minority. For computer suites–the more favoured provision–even booking in advance guarantees access for less than half of all teachers with spontaneous access granted to less than one teacher in ten. Some implications of these findings and possible ways forward are discussed.     

Social interaction and learning using micro-PROLOG

Abstract  Recent out-of-classroom studies have shown that interaction between children can facilitate correct solution of problem solving tasks, and that the benefits of interactive experience can carry over to subsequent individual post-tests. These results have also been demonstrated in the context of schoolchildren's microcomputer use, although with caveats that may have more to do with the tasks than the medium. The present study investigated peer interaction in a more naturalistic classroom-like context. Groups of children, with access to different levels of microcomputer resource, were given an introduction to using micro-PROLOG.     

Computer games created by middle school girls: Can they be used to measure understanding of computer science concepts?

Computer game programming has been touted as a promising strategy for engaging children in the kinds of thinking that will prepare them to be producers, not just users of technology. But little is known about what they learn when programming a game. In this article, we present a strategy for coding student games, and summarize the results of an analysis of 108 games created by middle school girls using Stagecast Creator in an after school class. The findings show that students engaged in moderate levels of complex programming activity, created games with moderate levels of usability, and that the games were characterized by low levels of code organization and documentation. These results provide evidence that game construction involving both design and programming activities can support the learning of computer science concepts.     

Factors affecting microcomputer use and programming ability of secondary school children

Abstract  A survey was conducted in Hertfordshire to provide information about microcomputer use both in school and at home. All schools were found to possess microcomputers but only a limited number of pupils reported using the machines. The extent and type of use was found to be affected by gender, access to a home computer, experience, and competence. The survey included a measure of programming competence and factors that influenced this were investigated. Able programmers were frequently found to be male and to have access to home computers.     

Pro树与Prolog程序追踪

本文介绍了Ｐｒｏ树的生成规则，并以一个递归程序为例，对追踪过程和由Ｐｒｏ树图解的运行机制进行了详细比较，说明Ｐｒｏ树可作为一种直观，形象，易于理解的辅助工具，用于Ｐｒｏｌｏｇ程序的设计和调试。     

Using databases in history teaching

Abstract In recent years, considerable interest has been shown in the classroom use of historical databases. Several database programs for microcomputers have become available, and as far as history teaching is concerned, they appear to have been mainly used for the analysis of mid-nineteenth century census schedules. At the same time, it is not clear that the curricular issues concerning the use of these programs has been fully explored. The purpose of this article is to raise these issues and to relate them to the use of several database programs currently used in classroom history teaching.     

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.     

基于兴趣培养的《C语言程序设计》教学研究

本文针对学生认为《C语言程序设计》难学的现象,结合教学实践,就在《C语言程序设计》课程教学中,如何从学生兴趣培养入手,在教学内容、教学方法、教学手段、实践教学等方面教学创新,提高教学质量,阐述了教学创新的思想与方法.