中职物联网毕业生职业发展路径调查研究

为了进一步明确面向中职物联网专业毕业生的工作岗位群、职业发展空间、岗位晋升等,促进专业内涵建设。该研究抽样调查浙江27家典型物联网企业、6所院校的中职物联网专业毕业生,得出80%毕业生的职场发展空间受限;学历、人际交流能力及专业技能是职场晋升的较大障碍;销售、技术研发及项目经理是绝大多数人的职位诉求。建议据此优化人才培养方案,推进"核心素养""、1+X"改革,落实教育质量提升,以解毕业生职场之困。     

Plasma-assisted Ru/Zr-MOF catalyst for hydrogenation of CO2 to methane

As an important type of metal–organic framework (MOF), Zr-MOF shows excellent CO₂ adsorption performance. In this work, a Zr-MOF was synthesized by a solvothermal method and adopted to support Ru through simple incipient-wetness impregnation. Then the Ru/Zr-MOF was applied for CO₂ hydrogenation (V_H2 : V_CO2= 4:1) with the assistance of dielectric barrier discharge (DBD) plasma. The hydrogenation of CO₂ results showed that methane was produced selectively under the synergistic effect between plasma and the Ru/Zr-MOF catalyst, and the selectivity and yield of methane reached 94.6% and 39.1%, respectively. The XRD and SEM analyses indicate that the basic crystalline phase structure and morphology of the Zr-MOF and Ru/Zr-MOF remained the same after DBD plasma treatment, suggesting that the catalysts are stable in plasma. The guest molecules in the pores of the Zr-MOF are removed and the Ru³⁺ ions are reduced to metallic Ru⁰ in the reduction atmosphere according to the BET and XPS results, which are responsible for the high performance of plasma with the Ru/Zr-MOF catalyst. In situ optical emission spectra of pure plasma, plasma with Zr-MOF, and plasma with Ru/Zr-MOF were measured, and the active species of C, H and CH for CO₂ hydrogenation were detected. The plasma-assisted Ru/Zr-MOF exhibited high catalytic activity and stability in CO₂ hydrogenation to methane, and it has great guiding significance for CO₂ hydrogenation by using plasma and MOF materials.     

多媒体学习“空间接近”原则的再认识

文章首先对多媒体学习中的“空间接近”原则进行阐述，然后创造性地提出本原则具体操作的方法——“模块化”，使信息的呈现富有条理化、科学化。根据具体的教学情境对多媒体教学材料按照上述方法进行设计，学生高效获得知识并重构自己的知识体系将是教学的最终归宿，这也是本原则的归宿。     

Moodle平台支撑下的网络课程构建研究

在提倡信息化教学及泛在学习背景之下,该研究对Moodle平台、网络课程建设的“核心要素”进行了优势点剖析。在两者特征分析基础上,找到两者的耦合点,试图以Moodle为网络课程建设平台载体,以“学习活动为中心”为理念,兼顾学习的效果及交互性现实体验,从而提出基于Moodle平台网络课程建设的设计方案,优化远程教学效果。