共查询到20条相似文献，搜索用时 187 毫秒
1.
《实验室研究与探索》2017,(1):80-83
针对Proteus仿真液晶LCD1602出现的问题,对LCD1602技术手册中的读写操作时序图进行LCD1602相关引脚时序逻辑电平分析,通过Keil4的逻辑分析仪对程序中LCD1602的读写时序进行查看,根据逻辑分析仪的时序波型对液晶显示程序代码进行修改使程序符合LCD1602的读写时序要求,并使用Proteus的图表分析对电路程序代码执行时的电平进行查看,直观显示了程序在电路执行的过程。在嵌入式系统开发中使用Keil4时序逻辑及Proteus图表仿真,可以对软件及电路中出现的问题有针对性的分析,探索了使用Keil4的逻辑分析仪和Proteus的图表分析对程序执行时序进行分析的新方法。 相似文献
2.
张鹏飞 《安徽技术师范学院学报》2014,(6):41-46
本文提出对寄存器传送语言（RTL）描述的数字系统运用投影时序逻辑进行形式化描述并验证的方法。通过使用投影时序逻辑对RTL的形式语义进行定义,可把一个用寄存器传输语言描述的系统转换成投影时序逻辑的公式,从而使用投影时序逻辑可执行子集MSVL对系统行为和性质进行形式化的描述及验证,提高系统设计的可信性。 相似文献
3.
余红梅 《宁波职业技术学院学报》2007,11(2):58-60
为改变传统移频自动闭塞系统存在技术落后、信息量少、可靠性差,不能满足现代运输生产的发展需求状况,应用先进的单片机技术,可编程逻辑芯片(FPGA)和高性能CPU,通过逻辑结构设计和时序控制,实现了移频自动闭塞设备的集成化、通用化,大幅度提高了列车运行的可靠性,并为实现机车信号主体化创造了条件。 相似文献
4.
介绍一种利用逻辑分析仪对数字电路系统进行测试的新方法。该工作使学生加深对信号、数据流、时序图、芯片的管脚特性等基本概念的理解,对学生掌握数字电路系统测试分析具有很好的示范作用。 相似文献
5.
在实际实验教学过程中,提出了一种基于指令与时序级的LSI功能测试与仿真模型的原理,根据仿真库模型实现对LSI的功能测试。主要包括外部模型、内部驱动模型、时序模型、功能模型等测试模型,测试结果通过静态功能、时序、波形等方法进行逻辑综合。系统可以实现电平测试、时序测试、指令测试等测试方法,达到对不同芯片的功能测试要求。 相似文献
6.
本文分析广西产业集群和高职院校信息通信技术（ICT）专业群建设情况及其存在的问题,阐明信息通信技术（ICT）专业群的组群逻辑,提出做好顶层设计并清晰定位、明晰专业群的管理与治理、以课程体系建设为核心组群、建设满足新信息技术要求的师资团队的信息通信技术（ICT）专业群构建思路。 相似文献
7.
本文旨在强调ICT(信息与通信技术)在孟加拉国的职业与技术教育、学习以及研究中的必要性.ICT是孟加拉国TVE系统最近才有效地引进的生产工具之一.本文将讨论ICT的现状及其在孟加拉国的职业与技术学院(理工学院)中的用途.本次研究通过派发问卷调查以及进行文献分析的方式开展.研究结果表明,孟加拉国理工研究院中ICT的整体状态无法满足目前的需求.教师并未对由理工研究院提供的技术进行合理的利用.由于ICT基础设施质量较差,教师与学生掌握的技巧都不足以使他们能通过应用ICT达到学习的目的.本文作者认为应该引进现代ICT工具以及ICT支持的教学辅助设备.欲在教学中应用ICT须对教师以及教育工作者进行训练以及专业提升.如果教师与学生掌握了ICT使用技巧,ICT的应用将显得非常简便. 相似文献
8.
介绍了用逻辑分析仪对微处理器(CPU)时序进行测试与分析的基本方法和具体步骤。借此我们可深入了解指令在微机中的执行过程,解决CPU与存储器及I／O接口之间在时序上的配合问题,掌握硬件测试与维护的基本技能。 相似文献
9.
教师要通过制作大事年表,提升历史时序思维的逻辑认知;通过历史分期引导,提升历史时序思维的整体认知;通过构建思维导图,提升历史时序思维的形象认知。对初中生进行历史时序思维能力的培养,需要每一位历史教师在教学过程中持续探索,不断总结,这样才能让学生灵活运用时序观念理解和掌握核心史实以及历史现象的发展与演变脉络,构建更加清晰而有逻辑的知识体系,升华史实知识的认知,形成学科核心素养。 相似文献
10.
贺敬凯 《深圳信息职业技术学院学报》2009,7(2):74-77
本文简要介绍了状态机理论以及时序逻辑电路的特点,给出了一种时序逻辑电路的设计模型,在此基础上将时序逻辑的设计问题转化为组合逻辑的设计问题。本文给出的时序电路模型将状态机的理论和技术应用其中,并可借助于EDA软件进行设计和仿真。本文提出的设计方法简洁实用,可用于数字电路课程时序电路部分的教学。 相似文献
11.
宋晓娟 《教育测量与评价(理论版)》2021,(2):14-20
信息素养是学生生存和发展的基本素养,对信息通信技术(ICT)的胜任力是反映学生信息素养的重要指标。基于PISA 2015中的ICT精熟度问卷数据,对中国四省市学生的ICT胜任力表现进行分析,考查中国学生的ICT资源、ICT使用情况以及ICT兴趣对其ICT胜任力的影响。结果发现:中国四省市学生的ICT胜任力在参测的48个国家和地区中排名靠后;不同性别、不同年级学生的ICT胜任力存在显著差异;家庭ICT资源对学生ICT胜任力有显著的正向预测作用;学生在学校使用ICT越多、在家使用ICT做作业越多,学生的ICT胜任力越高;学生的ICT兴趣越高,他们的ICT胜任力越高,学生的ICT兴趣对他们的ICT胜任力影响最大。为了提高我国学生的ICT胜任力,教育行政部门、学校、教师应充分重视ICT教育,完善ICT素养测评体系;扩大对ICT资源的投入,为学生更多地接触电子设备提供条件;加大ICT和电子设备的使用频率,在教育实践中逐步融入信息素养教育;着力培养学生对信息技术的兴趣,提高他们的ICT胜任力。 相似文献
12.
Oliver McGarr 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(6):1094-1108
This literature review explores the historical development of information and communication technology (ICT) in Irish postprimary/secondary schools and examines how the education system has responded to the various ICT initiatives and policy changes. The review has found that despite national policy and significant ICT initiatives, it appears that the use of computer technology has instead evolved independent of these changes. The various policy nudges throughout the past three decades have had limited impact on the nature of its use. The predominant use of the technology lies within discrete informatics subjects which tend to focus on learning about the technology rather than learning with it. Future ICT policy needs to be cognisant of the past, particularly how national ICT initiatives are mediated within schools and the powerful influence of the prevailing ICT culture on external ICT initiatives. 相似文献
13.
Michael Hammond 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(3):853-866
This paper argues that ecological frameworks offer a powerful way of explaining the take-up of information and communication technology (ICT) in schools. Past research has focused on teachers and their willingness and readiness to use ICT but this has not satisfactorily explained the use (or non-use) of ICT. Gaps in this research can be addressed by an ecological approach which shifts attention from the teacher to the context in which ICT is expected to be used. Such an approach, following Bronfenbrenner and others, looks at the relationship of individuals to the system in which they act, a relationship which is seen as interdependent. An ecological perspective explains how take-up of ICT is influenced by the degree to which different levels of a system, eg, micro, meso, exo and macro levels, are aligned. It is recommended that researchers and policy makers should pay greater attention to context when advocating the use of ICT. 相似文献
14.
Aidan Mulkeen 《Technology, Pedagogy and Education》2013,22(2):277-293
Abstract While most countries have invested heavily in information and communications technology (ICT) in education in recent years, the progress with integration of ICT into the teaching of other subjects has often been disappointing. How to encourage integration remains a serious question for policy makers and teacher educators. This article proposes some answers to that question, based on examination of data from the Irish school system. It suggests that ICT integration is associated with two kinds of teacher professional development: postgraduate ICT courses, and short in-service courses focused on specific integrated uses of ICT. The data reveal a strong association between the use of ICT in the school and the ICT usage of the school principal. Finally, it calls into question the use of pilot projects as the agents of change. 相似文献
15.
信息与通讯技术（ICT）在教学中应用越来越广，但是，技术并没有在教学中发挥人们所想象的那种作用。从教师的角度看，技术革命、技术威胁、技术无用等观念和教师的技术能力在一定程度上影响了ICT的使用以及使用方式；从学校支持的角度看，资金投入、课程安排、职称评定和技术保障在很多时候影响了ICT在教学中的应用；从政策法规来看，知识产权在某些方面阻碍了数字环境中ICT对信息的利用。要充分开发教学中的技术资源，就有必要对技术的本质和怎样利用技术进行反思。 相似文献
16.
Rob Edmunds Mary Thorpe Grainne Conole 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(1):71-84
The increasing use of information and communication technology (ICT) in higher education has been explored largely in relation to student experience of coursework and university life. Students' lives and experience beyond the university have been largely unexplored. Research into student experience of ICT used a validated model—the technology acceptance model—to explore the influence of work and social/leisure contexts as well as course study, on attitudes towards and take up of technology. The results suggest that usefulness and ease of use are key dimensions of students' attitudes towards technology in all three contexts but that ICT is perceived most positively in the context of work and technology use at work is an important driver for technology use in other areas. 相似文献
17.
Michelle Selinger 《Technology, Pedagogy and Education》2013,22(1-2):143-156
Abstract There is a growing body of evidence which suggests that information and ccommunications technology (ICT) can support, enhance and extend learning potential. Yet this all presupposes that students are confident and competent users of technology based on assumptions that presume they are conversant with basic applications. This article seeks to explore the tensions of teaching ICT skills in ways that enable students to perceive the benefits and potential of using computers to support their work. It also considers how much direct instruction is needed in order for sufficient competence to be acquired which will subsequently enable students to learn to use other features of the application to maximise these benefits. ICT as a cognitive tool is described and the development and design of ICT resources and lessons are also considered. 相似文献
18.
From Implementation to Efficacy: Factors Affecting Kenyan Secondary Teachers’ Technology Integration
Joanna O. Masingila David W. Khatete John N. Maundu Alan R. Foley Sophia M. Ndethiu Nicholas W. Twoli 《Africa Education Review》2019,16(1):58-87
Teaching is a complex practice that requires teachers to draw upon their content knowledge, pedagogical approaches and strategies, and knowledge about learners in order to support learning. Integrating technology into the teaching and learning practice of a classroom is a strategy that many teachers are drawing upon. This article reports on the initial findings on information communication technology (ICT) implementation in Kenyan secondary schools and discusses factors affecting effective technology integration. The study used questionnaire and classroom observation data to examine what types of ICTs for education are available in secondary schools in Kenya and what training teachers have had in using ICTs for education; teachers’ perspectives regarding the role of ICT in teaching and learning; and what factors might influence ICT integration in teaching and learning in public secondary schools in Kenya. The study found that while few teachers are integrating ICT into their teaching and learning, many teachers are implementing ICT in their teaching. 相似文献
19.
Teng Huang 《Asia Pacific Journal of Education》2015,35(4):407-422
Focusing on the process of “technology transfer”, this paper aims to critically examine the production and usage of the information and communication technology (ICT) curriculum, and discusses its possibilities. It is found that the goals in both of the two stages of the ICT curriculum in Taiwan were rather “rhetorical”. Three problems are then discussed: an “inevitable” discourse, but opposed to its original intention, the exclusion of instructional issues, and the exclusion of students' life experience and reflection. Finally, three possibilities for the ICT curriculum are proposed: expanding educators' understanding of the ICT curriculum, developing an ICT curriculum beyond the dominance of ICT experts, and rethinking the role of teachers in the implementation of the curriculum. 相似文献
20.
This article reports on a study that explored the management of information and communication technology (ICT) in teaching and learning. In particular it focuses on the use of ICT in the pre-service teacher’s classroom in the South African context. The study was interventionist in that pre-service teachers were trained how to use ICT in teaching and learning, and were then followed into the teaching practice classroom where they were observed as to how they used the technology and managed it. Data for the project was also collected through semi-structured interviews with the pre-service teachers and through the researchers’ reflection. The results showed that the pre-service teachers, who in this case were all digital natives, are willing to use ICT for teaching, but lack the skills to manage ICT in the classroom. The results further showed that the motivation to use and integrate ICT in the classroom may not be sufficient to ensure the effective integration thereof, that is, the teachers still require management. Further, the article recommends the importance of higher education institution lecturers as role models in the use and management of ICT. 相似文献