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对于有业务关联的大量批处理应用程序的自动执行、自动监控等应用的需求就显得越来越突出。对于所有用户来说,整天重复同样的操作是十分枯燥的而且还耗费时间,如果计算机能够自动完成与以上操作类似的固有操作那该有多好啊。现在,国外公司已经开发出了满足上述对作业自动调度需求的软件产品。但是,在国内还没有看到类似的开发。下面结合本人在工作中开发的小的作业调度软件谈一谈作业调度系统的开发思路。 相似文献
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随着软件需求工程快速增长和普及,人们开始研究软件需求变化和追溯方法,以及处理需求变化的自动化方法和追溯相关问题系统方法。从三维角度研究了软件需求变化目标驱动可追溯方法:基于目标驱动用例方法研究软件开发和需求管理; 建立和维护相关可追溯设计结构模型(DSM),目的是提取可追溯树; 通过DSM的分割技术,分析需求变化产生的影响。 相似文献
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减轻作业负担是当下"双减"的必然要求,如何科学有效地减轻学生的课后作业负担,是学科教研的重要课题.当前,我市初中物理学科课后作业设计中仍存在一些问题,解决这些问题,可通过把握作业内容,确保讲练一致性;设计分层作业,满足学生个性化需求;系统思考作业设计,兼顾作业的各个要素;利用信息技术特殊优势,拓展作业的形式和类型等策略... 相似文献
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一种高效软件定时器的设计与实现 总被引：1，自引：0，他引：1
《实验室研究与探索》2015,(9)
为了满足单片机开发系统中对软件定时器的需求,设计并实现了一种高效软件定时器。该软件定时器以单个硬件定时器为基础实现了多个软件定时器,可作为一个模块嵌入到软件中;叙述了软件定时器的设计思想和实现方法。实验测试和应用实例表明,该软件定时器定时误差可控,算法高效,且满足单片机开发系统对软件定时器的应用需求。 相似文献
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软件生产如同传统产业的流水线作业,而每个基础编程人员则按规定加工整个工程中的某个标准件,从而实现工业化生产。在这个工业化生产的过程中,软件业内人士认为,新的软件生产模式需要的人才将呈"金字塔"型:大量需要的是处在生产第一线软件工人,占总人数的60%～70%;中间层是从事软件测试、设计的软件开发人员,占总人数的20%～30%,属软件企业的高级人员;处在最顶端的是社会需求的项目负责人。 相似文献
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根据配送中心的作业特点,借助仿真软件Flexsim,建立了物流仓库储存系统的3D仿真模型。通过对仓库储存系统模型的仿真,找出了该系统作业过程的"瓶颈",并提出改进措施。改进模型的仿真结果表明,提出的改进措施能有效地消除系统的"瓶颈",为该配送中心的改进方案和决策提供了参考依据。 相似文献
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《实验室研究与探索》2020,(6):60-65
基于某型大功率液力换档变速箱,在装载机实车平台上设计了大功率工程机械自动变速箱电控系统(TCU)的软硬件,开发了基于分模块层次的电控系统控制软件,制订了基于工况需求的轮式装载机两参数自动换档规律及控制策略,将设计的电控系统与整车集成后进行了整车验证试验。试验结果表明,所设计的电控系统软硬件可实现装载机自动变速的综合控制功能,换档品质得到了明显改善,提升了作业效率,减轻了驾驶员的操作强度,为进一步实现装载机自动变速电控系统的产业化提供了技术基础。 相似文献
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本文针对信息技术课教学中存在的学生电子作业及考试作品难于提交、采用网络共享或公用的Ftp帐号容易相互删除或拷贝作弊等问题,阐述了利用Ms Access＋ASP设计,以Serv-U原版软件为基础的学生电子作业Ftp提交系统的解决方案。该系统运行稳定,效率较高,学生可自行修改作业管理密码,并实现了快速高效上传下载作业的功能。 相似文献
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万金湖 《湖南广播电视大学学报》2003,(3):12-14
平时作业是反映开放教育学生自主学习状态、过程、效果，体现学习质量的重要环节，也是对学生自主学习过程监控的主要手段。本通过对平时作业相关情况的调查，分析了目前开放教育平时作业在质量控制与管理环节方面存在与远程开放教育形式不协调的一些问题，并提出了要提高平时作业质量必须增强平时作业质量意识，注重平时作业设计，丰富平时作业传送形式，激发学生平时作业动机。 相似文献
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Julia Diederen Harry Gruppen Rob Hartog Alphons G. J. Voragen 《Journal of Science Education and Technology》2006,15(3-4):227-246
Laboratory classes are regarded as an important learning activity, but they also have shortcomings: laboratory classes are often an inefficient learning activity for students and often do not sufficiently support students in developing research specific cognitive skills. It is hypothesized that some of such skills can be achieved more effectively with digital assignments than with laboratory classes. Therefore, three digital assignments have been designed, developed and evaluated. The assignments have three goals: (1) providing a situation in which students can practice research specific cognitive skills and (2) offering a research method which students can also use in a real laboratory situation and (3) providing the possibility to come across a number of common pitfalls. The assignments are described in detail. Results of a first evaluation of the use of the assignments indicate that the students consider the assignments challenging and valuable. The examination results demonstrate that students are quite capable of making a research design. Although students indicate to have learned a useful research method, students do not apply the method in the laboratory classes. 相似文献
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高职高专"项目课程"的开发设计 总被引：7，自引：0，他引：7
构建以能力为本位、以职业实践为主线、以项目课程为主体的模块化专业课程体系正成为职业教育课程改革的基本取向。项目课程与工作任务、工作过程、工作成果密切相关。开发和设计项目课程，要以完成工作任务为中心，按工作过程编排内容，以学生获得一个具有实际价值的产品为结果。 相似文献
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综合作业以综合为主要特征,在教师有目的、有计划的设计指导之下,从学生的兴趣和社会需要出发,融合各学科的特点,侧重知识的整体性和系统性,对作业内容、作业形式、作业时间实行变革,使学生自己建构知识,形成良好的知识结构。综合作业的类型有:研究性作业、活动性作业、操作性作业。综合作业的评价实行:无劣评价,纵向衡量,寓作业于快乐,在快乐中求发展。 相似文献
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《Educational Assessment》2013,18(3):207-229
This article reports the technical quality of a measure describing the quality of classroom assignments piloted in the Los Angeles Unified School District's proposed new accountability system. For this study, 181 teachers were sampled from 35 schools selected at random. Participating teachers submitted three language arts assignments with samples of student work (N = 50). Results indicated a fair level of agreement among the raters who scored the assignments and a high level of internal consistency within each dimension of assignment quality. Results presented a mixed picture with regard to the stability of the ratings at the different levels of schooling and the number of assignments needed to yield a consistent estimate of quality. However, secondary students who received higher quality assignments produced higher quality written work and scored higher as a group on the reading and language portions of the Stanford Achievement Test, 9th edition (Stanford 9) adjusted for student background and prior achievement. 相似文献
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以《钢结构设计原理》和《桥梁振动》两门专业课程为实践背景,从设计作业体系、实施方案和效果评估三方面对专业课课程作业进行规范化设计。通过两门课的教学实践可知,作业完成质量一定程度上可反映学生对课程的学习情况,作业对提高课程学习质量具有良好的推动作用;也发现部分学生的作业质量不高,作业成绩与课程学习效果不相称。对造成不良现象的原因进行了分析,并提出了一些针对性的改进建议和措施。 相似文献
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Ton de Jong Ernesto Martin Jose‐Miguel Zamarro Francisco Esquembre Janine Swaak Wouter R. van Joolingen 《科学教学研究杂志》1999,36(5):597-615
Discovery learning is generally seen as a promising but demanding mode of learning that, in most cases, can only be successful if students are guided in the discovery process. The present article discusses a study on discovery learning with a computer simulation environment in the physics domain of collisions. In the learning environment, which is called Collision, students learned about collisions where two particles move in the same direction and interact via a conservative force in such a way that the total mechanical energy is conserved. In the experiment we conducted with Collision, we evaluated the effects of adding two different ways to guide students: model progression, in which the model is presented in separate parts; and assignments, small exercises that the student can choose to do. The effect of providing assignments and model progression was evaluated by comparing the learning behavior and learning results over three experimental conditions in which different versions of the simulation environment were presented: pure simulation, simulation plus assignments, and simulation plus model progression and assignments. Students' use of the environment was logged, their subjectively experienced workload was measured on‐line, and their learning was assessed using a number of assessment procedures. Providing assignments with the simulation improved students' performance on one aspect of a so‐called intuitive knowledge test. Providing the students with model progression did not have an effect. A subjective workload measure indicated that expanding the simulation with assignments and model progression did not raise the workload experienced by the students. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 597–615, 1999 相似文献
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High school students in remedial mathematics classes were exposed to three pairs of mathematics computation assignments. Three of the assignments served as control assignments and contained 15 target problems (i.e., three‐digit by two‐digit multiplication problems). Students were also exposed to three paired experimental assignments that contained either 15 (0% more), 18 (20% more), or 21 (40% more) equivalent target problems. Each experimental assignment was also lengthened by interspersing additional one‐digit by one‐digit problems following every third target problem. After exposure to each pair of assignments, students reported which of the two assignments (control or experimental) would require the most time and effort to finish, which was most difficult, and which assignment they would prefer to do for homework. Across all three assignment pairs, significantly more students rated the experimental assignment more favorably for time, effort, and difficulty and chose the experimental assignment for homework. These results extend previous research on interspersing additional brief tasks by showing that this procedure has sufficient strength to get students to prefer homework assignments with 20% and 40% more target problems. © 2000 John Wiley & Sons, Inc. 相似文献
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根据教学发展历程,我国的作业设计主要有三种类型:教师中心的作业设计、教材中心的作业设计和基于课程和教学目标的作业设计。为了减少作业的随意性,增加有效性,应该从基于教师自身经验或教科书的作业设计,走向基于课程和教学目标的作业设计,即课程和教学目标是作业目标来源,作业评价和批改设计先于作业设计,指向学生学习能力和效果。基于课程和教学目标的作业设计,要求教师能够像专家一样,结合课程标准、教材、教学进度与内容进行整体地考量。这种作业模式要从理想走向现实必须完善学科课程标准,提高教师作业设计能力。 相似文献
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