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1.
知识管理建模是知识管理实践的基础．现有研究中，知识管理建模研究主要集中在概念框架层次，建模方法和工具的研究还相当薄弱．在分析、综合知识管理概念模型的基础上，提出了一个知识管理元模型．该元模型的核心包括组织结构定义元模型、流程定义元模型、资源定义元模型和知识定义元模型四个子模型．基于元模型，开发了一个知识管理建模工具． 相似文献
2.
为成功实施大规模定制战略,研究解决了在语义层次建模产品配置知识的问题.结合语义web技术,提出了基于本体的配置知识建模方法.开发了通用配置本体为建模特定产品领域的配置知识和规则提供公共的概念结构,采用OWLweb本体语言和语义web规则语言(SWRL)形式化地表示了配置本体、领域配置知识和规则,以促进各种配置知识的一致性、可维护性和重用性.可定制的个人计算机族的配置知识建模说明了该方法能为特定的产品配置领域提供明确的、计算机可理解的知识语义,高效率地支持自动的复杂产品配置任务. 相似文献
3.
教材的主要职能在于传递知识,知识内容是教材的核心。因此,想要深入分析教材存在的深层次问题需从微观的知识内容层面入手。现有采用统计关键词频次的内容分析,无法解释教材的知识内容结构及各部分内容之间的联系等问题,而采用语义图性质的概念图又难以保证教材分析结果的客观性。可见,如何客观地可视化表征教材知识内容是从知识层面分析教材的关键。知识建模图是严格按照操作规范绘制而成的,包含教学内容知识点及其关系的知识结构隶属图,不同的绘制者针对相同内容所绘制的知识建模图具高度一致性,其可作为分析教材内容的客观工具和基础数据。因此,基于知识建模图为数据基础,提出了分析教材知识内容新理路,即分析教材的目标定位准确性、知识点类型分布、知识建模图形态结构、目标知识点与先决知识点的紧密性、例题与习题知识点的一致性等方面的特征,可准确揭示教材定位是否适切、教材内容能否达成课程目标、组织方式是否恰当、内容编排能否促进目标知识点的学习、事实范例的选择是否有助于知识点的迁移与能力的提升等问题。基于知识建模图的教材知识内容分析理路,可成为今后教材分析的一种新思路,对有理有据地分析、优化教材的组织结构和内容体系,具有积极意义。此外,采用该理路分析教材,还利于学科知识建模图的积累,并且这些学科知识建模图可广泛应用于教学资源聚合、校本课程优化、教育数据处理、个性化学习推荐和教师教学增效等方面。这对加快智能教育从感知智能向认知智能的转变与演进,具有一定的促进作用。 相似文献
4.
Ibrahim Halloun 《科学教学研究杂志》1996,33(9):1019-1041
Schematic modeling is presented as an epistemologic framework for physics instruction. According to schematic modeling, models comprise the content core of scientific knowledge, and modeling is a major process for constructing and employing this knowledge. A model is defined by its composition and structure and is situated in a theory by its domain and organization. Modeling involves model selection, construction, validation, analysis, and deployment. Two groups of Lebanese high school and college students participated in problem-solving tutorials that followed a schematic modeling approach. Both groups improved significantly in problem-solving performance, and course achievement of students in the college group was significantly better than that of their control peers. © 1996 John Wiley & Sons, Inc. 相似文献
5.
Xiaoxia Huang 《Interactive Learning Environments》2017,25(3):283-294
Previous research has indicated the disconnect between example-based research focusing on worked examples (WEs) and that focusing on modeling examples. The purpose of this study was to examine and compare the effect of four different types of examples from the two separate lines of research, including standard WEs, erroneous WEs, expert (masterly) modeling examples, and peer (coping) modeling examples, on student performance (knowledge retention, near transfer, and far transfer), cognitive load, and self-efficacy. One hundred and sixteen students participated in the study by undergoing computer-based instruction in one of the four versions differing in how examples were provided. The results showed that, overall, expert modeling examples were most effective in promoting knowledge retention, near transfer, and far transfer, while peer modeling examples were shown to be superior in fostering self-efficacy among the four different types of examples. 相似文献
6.
Sylvia P. van Borkulo Wouter R. van Joolingen Elwin R. Savelsbergh Ton de Jong 《Journal of Science Education and Technology》2012,21(2):267-275
Computer modeling has been widely promoted as a means to attain higher order learning outcomes. Substantiating these benefits,
however, has been problematic due to a lack of proper assessment tools. In this study, we compared computer modeling with
expository instruction, using a tailored assessment designed to reveal the benefits of either mode of instruction. The assessment
addresses proficiency in declarative knowledge, application, construction, and evaluation. The subscales differentiate between
simple and complex structure. The learning task concerns the dynamics of global warming. We found that, for complex tasks,
the modeling group outperformed the expository group on declarative knowledge and on evaluating complex models and data. No
differences were found with regard to the application of knowledge or the creation of models. These results confirmed that
modeling and direct instruction lead to qualitatively different learning outcomes, and that these two modes of instruction
cannot be compared on a single “effectiveness measure”. 相似文献
7.
随着社会的发展,在生产实践中越来越多的实际问题必须通过数学知识、数学建模和现代数学软件三者相互结合才能得以解决。本文主要探讨数学知识的基础性地位、数学建模的关键性地位、现代软件的工具性地位,阐述在相互结合的应用过程中三者的关系,给出在教学和实践过程中三者结合的有效途径。 相似文献
8.
张耀东 《深圳信息职业技术学院学报》2008,6(3):53-55
本文针对“工学结合”教学改革背景下,如何提高高职院校学生的应用数学能力和数学建模能力训练问题,阐述了基于在解决实际问题的“工作过程”中应用数学知识的要求和学习方法,训练学生运用数学工具,查找数学理论,使用数学软件求解的综合能力：初步探索出了一个在学生入学基础差、高等数学教学学时压缩情况下,通过公共选修课,使学生的数学建模能力在短时间内得到训练和提高,并取得较好的竞赛成绩的教学模式。 相似文献
9.
运用过程思维的方法,把成熟度模型从软件领域移植到知识服务领域。根据知识服务的性质特点,提出知识服务过程改进框架,根据过程改进框架提出改进的建议。这个框架和方法可以作为知识服务过程改进的一般指南。 相似文献
10.
Zuhao Wang Shaohui Chi Kaiyan Hu Wenting Chen 《Journal of Science Education and Technology》2014,23(2):211-226
Teachers’ knowledge and application of model play an important role in students’ development of modeling ability and scientific literacy. In this study, we investigated Chinese chemistry teachers’ knowledge and application of models. Data were collected through test questionnaire and analyzed quantitatively and qualitatively. The result indicated as follows: (1) Chemistry teachers’ knowledge of some known chemistry models was limited; (2) Chemistry teachers preferred those models that were vivid when they chose models; (3) Teachers’ modeling process was incomplete; (4) Teachers adopted a general pattern when applying models in chemistry teaching. The findings have implications for teacher education. 相似文献
11.
In this article, we present a framework for assessing changes in conceptual knowledge commonly found in scientific domains. In particular, we identify the underlying organizational patterns and contents that make up pictorial, diagrammatic, process, and procedural knowledge. These patterns are called knowledge models. Once we have defined and illustrated these models, we then demonstrate how the knowledge-updating strategies of accretion, fine tuning, and restructuring (Vosniadou & Brewer, 1987) can be rendered measurable. We next demonstrate how knowledge modeling can be used to profile changes in students' conceptual knowledge as they learn about meiosis (Cavallo, 1991). We conclude by discussing how knowledge modeling can be used to provide (a) comparability and common interpretability between studies investigating knowledge acquisition, (b) a framework for teachers to organize and transmit knowledge in their classrooms, (c) a framework for students to construct understanding of scientific phenomena, and (d) a framework for designing systematic hypertext and multimedia environments. We argue that, by using the knowledge models proposed in this article, researchers, teachers, students, and instructional designers can communicate through a universal interface for organizing and updating conceptual knowledge. 相似文献
12.
在数学建模竞赛中离散型题目占了很大的比例。在数学建模竞赛中,离散型题目能培养学生的模型意识与建模能力,培养学生的发散思维与创新精神,培养学生善于学习新知识及使用计算机的能力。 相似文献
13.
中学物理知识建模是指物理知识网络图的绘制,这种知识网络图反映了知识间的隶属关系,对于中学物理教学设计有着重要作用:一方面可以帮助中学物理教师进行意义建构类学习任务设计,另一方面可以为中学物理教师进行问题设计提供依据。 相似文献
14.
Ontology建模及其ITS知识库设计 总被引：1，自引：0，他引：1
马婧 《安阳师范学院学报》2004,(2):54-56
本文运用Ontology研究了知识库系统建模原理,并应用该建模方法对学习支持系统(SPSS)的知识查询模块进行了设计与实现.有效地支持了知识的共享、获取和管理,电支持了教学系统的开发. 相似文献
15.
陆世标 《南宁师范高等专科学校学报》2008,25(2):113-116
“数学建模”在中学数学教学中具有现实的需要和施行的可能性,但由于中学阶段学生的心智和知识局限,中学数学建模教育必须采用恰当的方式——即应采用渗透渐进式的完整的数学建模概念、建模步骤和适合中学的建模实例,为在中学开展数学建模活动提供资料支持和教法支持。 相似文献
16.
郑永冰 《鞍山师范学院学报》2011,13(2):5-9
分析了财经院校本科专业的数学教育现状和学生数学素质培养方面存在的问题,详细阐述了大学生数学建模活动的主旨、特点及作用,指出数学建模活动在培养学生的数学素质,特别是在提高学生的创新能力方面有明显的效果.进行了两次财经院校本科生数学学习现状的问卷调查,并对调查结果进行了分析.最后,指出了大学生数学建模活动进一步深入发展的必由之路是以数学基础课为主干,实现数学基础知识与体现数学应用特点的数学模型的有机结合. 相似文献
17.
Bahadir Namdar 《International Journal of Science Education》2013,35(7):993-1023
Scientific modeling has been advocated as one of the core practices in recent science education policy initiatives. In modeling-based instruction (MBI), students use, construct, and revise models to gain scientific knowledge and inquiry skills. Oftentimes, the benefits of MBI have been documented using assessments targeting students’ conceptual understanding or affective domains. Fewer studies have used assessments directly built on the ideas of modeling. The purpose of this study is to synthesize and examine modeling-oriented assessments (MOA) in the last three decades and propose new directions for research in this area. The study uses a collection of 30 empirical research articles that report MOA from an initial library of 153 articles focusing on MBI in K-12 science education from 1980 to 2013. The findings include the variety of themes within each of the three MOA dimensions (modeling products, modeling practices, and meta-modeling knowledge) and the areas of MOA still in need of much work. Based on the review, three guiding principles are proposed for future work in MOA: (a) framing MOA in an ecology of assessment, (b) providing authentic modeling contexts for assessment, and (c) spelling out the connections between MOA items and the essential aspects of modeling to be assessed. 相似文献
18.
Integration of molecular modeling into General Chemistry lab encourages students to dually process molecular concepts both verbally and pictorially. When students are tested utilizing questions not previously encountered the dual processing of information can contribute to a transfer to knowledge. General Chemistry students utilized molecular modeling in lab and a comparison of a treatment and nontreatment group during two semesters is presented for a pretest, posttest, and on semester exam questions. The treatment group tested significantly higher than the nontreatment group on both the posttest and semester exam questions related to molecular concepts illustrating that there was a transfer of knowledge. 相似文献
19.