基于Proteus仿真的电子技术类课程教学与实验

阐述proteus仿真软件在电子技术类课程的课堂理论教学、实验教学、课程设计等各教学环节中的应用及所带来的直观、形象,生动的教学效果.使用仿真软件不但可以降低实验成本,减少实验设备的维护工作量;由于仿真软件具有直观性、易操作性的特点,能够激发学生的学习兴趣,提高学生自主学习的积极性、增强学生的创新意识,而且能够提高新型实验的开发速度.     

中学物理实验教学中Flash动画的制作与应用——以“弹簧振子实验”为例

在中学物理教学中使用Flash动画不仅可以生动、形象地描述各种物理实验,促进学生对基础知识的学习和掌握,还可以活跃课堂教学气氛,提高学生的学习兴趣.●主要应用范围1.实验情境的设置例如,为了让学生了解能量守恒定律,教师在Flash动画中可以设计微观世界“粒子的相互作用”等物理情境,使学生在相对真实的情境中学习知识.     

学习支架支持的初中人工智能实验教学——以可视化机器学习软件Orange为例

为了改变初中人工智能教育在实验教学层面缺乏有效学习支架支持这一现状,本文以可视化机器学习软件Orange为例开展初中人工智能实验教学,在降低学生学习难度、提升学生学习参与度的同时,通过多种简易且直观的实验驱动学生开展实践体验并记录对比实验数据,帮助学生较为容易地理解有效特征设计的重要性、模型参数调整的必要性、机器学习模型的适用性等,同时,在应用过程中帮助学生进一步理解机器学习的过程及实现原理。     

《伏安法测电阻》综合测试课件赏析

伏安法测电阻是高中物理电学实验中理论性强、难度大的内容,也是高考中考查学生实验能力的热点.一般情况下,学生在实验室上完实验课之后就再没有条件去接触实验仪器了,因此很多学生普遍存在对电学仪器不熟悉、操作不准确、线路连接错误多的现状.此课件实例是利用Flash 8中的测验类模板功能开发的一种测试课件.测试类课件也适合开发为网络课件,对于网络条件较好的学校比较适用,既可以在课堂上使用,也可用于学生课后在电子教室登录网络在线学习,同时也为学生研究性学习和自主学习提供了学习资源.     

与"课标"同行-教师手记以评促学,激发学生的潜能

在新课程实验中,学生学业成绩的测试与评价仍然是重中之重.以往,我们总是把更多的目光定位于学生的终结性评价,其实,在评价中,更应该关注的是学生的学习过程,确保学生通过学习过程的精细化获得最佳的学习效果.     

中学物理实验教学中Flash动画的制作与应用──以“弹簧振子实验”为例

在中学物理教学中使用Flash动画不仅可以生动、形象地描述各种物理实验,促进学生对基础知识的学习和掌握,还可以活跃课堂教学气氛,提高学生的学习兴趣。●主要应用范围1.实验情境的设置例如,为了让学生了解能量守恒定     

基于Windows内核的“操作系统”课程实验平台设计与建设

在"操作系统"课程的教学中,实验教学设计的好坏直接影响到学生对操作系统本身的理解与吸收。其中实验平台的设计与建设至关重要。本文提出了一套基于Windows内核的"操作系统"课程实验平台,它架构在大众最为熟悉的Windows操作系统基础上,可供学生对操作系统内核进行扩展、修改、并获得客观评价。此举极大的降低了学习门槛,提高了学生的学习兴趣和主动性。在实际应用中取得了较好的效果。     

基于Quest3D的虚拟现实技术在车床实验教学中的应用

介绍了一种结合Quest3D技术开发的虚拟车床教学系统,该系统应用于高等院校学生的车床教学工作.在三维建模、程序开发、制作交互设备、实现实时控制等四个方面对教学系统进行了较详细的阐述.教学系统从提高学习兴趣、开拓视野、提高学习自主性等角度出发,为学生提供了四个学习模块.通过实验应用表明,虚拟车床教学系统在节省教学成本、降低操作实际车床可能存在的风险、提高学生课堂学习效率等方面具有显著效果.     

《信息安全》课程引入自主学习方式的探索

自主学习是大学生学习的特点,也是大学教育坚持的教育理念.当前高校学生自学能力和创新能力的不足已经引起全社会广泛重视.自主学习方式是在教师指导下,调动学生的主观能动性,引导学生掌握自主学习的方法,培养其学习的能力,这种学习方式符合我国素质教育要求,有利于学生终身学习能力的培养.本文通过在<信息安全>课程中引入自主学习方式实验,探讨在高校计算机类课程中实施自主学习方式的可行性和适用性.     

LFKT:学习与遗忘融合的深度知识追踪模型

知识追踪任务旨在根据学生历史学习行为实时追踪学生知识水平变化,并且预测学生在未来学习表现.在学生学习过程中,学习行为与遗忘行为相互交织,学生的遗忘行为对知识追踪影响很大.为了准确建模知识追踪中学习与遗忘行为,本文提出了一个兼顾学习与遗忘行为的深度知识追踪模型LFKT.LFKT模型综合考虑了四个影响知识遗忘因素,包括学生重复学习知识点的间隔时间、重复学习知识点的次数、顺序学习间隔时间以及学生对于知识点的掌握程度.结合遗忘因素,LFKT采用深度神经网络,利用学生答题结果作为知识追踪过程中知识掌握程度的间接反馈,建模融合学习与遗忘行为的知识追踪模型.通过在真实在线教育数据集上的实验,与当前知识追踪模型相比,LFKT可以更好地追踪学生知识掌握状态,并具有较好的预测性能.     

A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students

The advancement of mobile and wireless communication technologies has encouraged an increasing number of studies concerning mobile learning, in which students are able to learn via mobile devices without being limited by space and time; in particular, the students can be situated in a real-world scenario associated with the learning content. Although such an approach seems interesting to the students, researchers have emphasized the need for well-designed learning support in order to improve the students’ learning achievements. Therefore, it has become an important issue to develop methodologies or tools to assist the students to learn in a mobile learning environment. Based on this perspective, this study proposes a formative assessment-based approach for improving the learning achievements of students in a mobile learning environment. A mobile learning environment has been developed based on this approach, and an experiment on a local culture course has been conducted in southern Taiwan to evaluate its effectiveness. The experimental results show that the proposed approach not only promotes the students’ learning interest and attitude, but also improves their learning achievement.     

Recommending suitable learning paths according to learners’ preferences: Experimental research results

The paper deals with the problem of personalising learning units with the main focus on finding personalised learning paths in learning units. Finding suitable learning paths is based on students’ needs in terms of their learning styles. It has been shown that learning path in static and dynamic learning units can be selected by applying artificial intelligence techniques, e.g. a swarm intelligence model, mainly by adapting ant colony optimisation method based on collaboration and pheromones. In the paper, experimental results of applying the proposed approach in practise are presented. The results of empirical experiment have shown that learning in the proposed prototype of e-learning system applying created recommending method improves students’ learning results and saves their learning time. This fact indicates that the developed adaptive method for personalising learning units is practically applicable in e-learning and enhances the learning quality.     

组网实验辅助平台的研究实现

《网络技术与实践》作为《计算机网络》的后续课程,实验部分占一半以上,要求学生具备较强的动手能力、自主学习能力和创新精神。他基于课程实验教学过程的特点,设计实现了组网实验教学辅助平台,学生通过此平台．可以方便地进行预习、复习、提交实验进度、小组间互相学习及在线考试,从而加强学习效果;教师可以通过此平台,监控学生组网实验的进程,同时实时进行答疑解惑,从而促进了学生组网实验的学习。结果表明,此平台的部署通过加强师生的互动,大大促进了实验课程课堂教学的效果。     

Effect of design-based learning on improving computational thinking

The results of this study indicated that design-based learning (DBL) improves computational thinking (CT) in a sample of elementary school students. The experiment consisted of participants using the Scratch Program and Creative Computing Guidebook, both developed by the MIT (Massachusetts Institute of Technology) media laboratory, for a total of 15 hours. An experimental group and a control group were formed and consisted of fourth to sixth graders. DBL was applied to the experimental group, while a traditional, direct method of teaching was applied to the control group. The experiment was designed to examine several aspects of learning: self-efficacy, self-interest, and self-CT. Moreover, we compared changes in students’ perceptions of computers and analysed differences in students’ responses between the two groups according to each of the steps of DBL. Then, we verified the effects of DBL by examining the progress of each group and the differences between the two groups. At the end of the experiment, we found that both groups showed enhanced self-efficacy, self-interest, and self-CT. However, the experimental group had a greater number of significant positive changes than the control group did in all areas (p?相似文献   

Using a genetic algorithm to determine optimal complementary learning clusters for ESL in Taiwan

This paper proposes a strategy for using students’ complementary competencies in cooperative learning to increase their English learning performance. The concept of complementary learning is based on the idea that teaching is learning. The foundation of the complementary learning concept is composed of three stages proposed to derive the optimal learning clusters—input stage, genetic algorithm (GA) stage, and output stage. In tests and verification of the feasibility of using optimal complementary learning clusters in increasing students’ English learning outcome, comparisons between the experimental group (the optimal complementary learning clusters) and the control group showed that students in the experimental group had higher performances in listening, speaking, and reading competencies than those in the control group. Finally, according to the respective importance weights of different English competencies in different learning objectives, the fuzzy linguistic terms were applied to derive optimal complementary learning clusters to maximize students’ learning outcome.     

项目教学法在VFP实验教学模式中的应用研究

为了培养学生的自学能力、独立思考能力和创新能力,根据Visual FoxPro程序设计(简称VFP)实验课程的特点,在VFP实验课程的教学模式中,引入项目教学法,不仅给学生提供了一个创新学习的空间,还对培养学生的学习兴趣、创新思维能力和团队意识也起到了重要作用。     

Enhancing learning outcomes through self-regulated learning support with an Open Learner Model

Open Learner Models (OLMs) have great potential to support students’ Self-Regulated Learning (SRL) in Intelligent Tutoring Systems (ITSs). Yet few classroom experiments have been conducted to empirically evaluate whether and how an OLM can enhance students’ domain level learning outcomes through the scaffolding of SRL processes in an ITS. In two classroom experiments with a total of 302 7th- and 8th-grade students, we investigated the effect of (a) an OLM that supports students’ self-assessment of their equation-solving skills and (b) shared control over problem selection, on students’ equation-solving abilities, enjoyment of learning with the tutor, self-assessment accuracy, and problem selection decisions. In the first, smaller experiment, the hypothesized main effect of the OLM on students’ learning outcomes was confirmed; we found no main effect of shared control of problem selection, nor an interaction. In the second, larger experiment, the hypothesized main effects were not confirmed, but we found an interaction such that the students who had access to the OLM learned significantly better equation-solving skills than their counterparts when shared control over problem selection was offered in the system. Thus, the two experiments support the notion that an OLM can enhance students’ domain-level learning outcomes through scaffolding of SRL processes, and are among the first in-vivo classroom experiments to do so. They suggest that an OLM is especially effective if it is designed to support multiple SRL processes.     

Teacher support in computer-supported lab work: bridging the gap between lab experiments and students’ conceptual understanding

This paper reports on a study of teacher support in a setting where students engaged with computer-supported collaborative learning (CSCL) in science. The empirical basis is an intervention study where secondary school students and their teacher performed a lab experiment in genetics supported by a digital learning environment. The analytical focus is on student-teacher interactions taking place in help-seeking settings during group-based activities where students analysed and reported their findings from the lab experiment. A combination of quantitative methods in the form of frequency counts of students’ help requests and detailed micro-analyses of student-teacher interactions are used. The findings are that the majority of challenges faced by students concerned conceptually oriented issues and procedural challenges in the sense of how to practically solve the assignments provided to them in the digital learning environment. Most importantly, the analyses of student-teacher interactions provide insight into the considerable amount of support that is needed from the teacher to bridge the conceptual gap between the lab experiment and the students’ understanding of the underlying scientific principles and procedures. The findings are discussed according to possible implications for the design of digital support tools and instruction.     

Effects of traditional,blended and e‐learning on students' achievement in higher education

The study investigates the effect of e‐learning, blended learning and classroom learning on students’ achievement. Two experimental groups together with a control group from Umm Al‐Qura University in Saudi Arabia were identified randomly. To assess students’ achievement in the different groups, pre‐ and post‐achievement tests were used. The results of the study (N = 148) show that there was a statistically significant difference between the three methods in terms of students’ achievement favouring the blended learning method (n = 55) with a substantial effect size of 1.34 (Hedges’ g). No significant difference was found between the e‐learning (n = 43) and traditional learning groups (n = 50) in terms of students’ achievement and with a negligible effect size of 0.02.     

计算机网络课程实验教学设计的研究

实验教学是计算机网络课程的不可缺少的一部分,是提高学生分析解决问题能力和实际动手能力的重要途径。针对实验教学中存在的问题,对计算机网络实验课程的学情、教学目标,教学内容、教学过程和教学评价进行分析和设计,力图扩大知识面,完善实验教学环节,提高学生学习兴趣,改善教学效果。