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使用不同系统和不同编程语言的用户要实现在Web上相互交流和共享数据,其基础就在于Web服务器采用XML标准格式在系统之间交换数据。.NET网络应用平台体系就是架构在XML之上的,在.NET体系中,所有中间文档都以XML的形式表示和传递。介绍了XML Web服务的构建的相关技术、特点及应用,对XML数据交换技术在Web应用中的作用进行了探讨,并分析了XML Web Service体系架构。 相似文献
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闫俊伢 《实验室研究与探索》2011,30(4):66-70,80
基于.NET的Web开发技术,提供了一个易学易用、方便、灵活的课件集成制作平台,即Web课件自动生成系统,教师借助该工具完成课件制作、进行课堂演示,为学生的个性化学习提供一个因材施教的学习环境。从Web课件的应用现状、系统开发采用的.NET开发平台及相关技术、B/S体系结构及Web课件自动生成系统的部分功能的实现进行了分析与阐述。 相似文献
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基于.NET Web服务技术及其实现 总被引：1，自引：0，他引：1
林清滢 《韩山师范学院学报》2004,25(3):43-48
Web服务是一种新的分布式计算技术，它可以跨越应用系统的组件模型、操作系统、编程语言的界限，供客户端或其它服务器调用．该文介绍了基于．NET平台的Web服务结构，论述了实现Web服务的关键技术，给出了Web服务系统开发实现的一般过程． 相似文献
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基于Web Services建立异构分布式网络计算平台 总被引：1，自引：0，他引：1
异构系统间通信是建立分布式计算环境需要解决的关键问题,本文探讨了基于Web Service建立异构分布式应用系统的关键技术,分析了Web Services建立互操作平台的特点和优势。并结合一个电子商务的实例讨论了基于当今流行的Web Services开发平台(Microsoft. NET与J2EE),实现Uinix与Windows环境下互操作系统的关键步骤。 相似文献
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提出了一种基于机器学习的Web文本自动分类的架构,提出了中文Web文档自动分类的主要技术问题。介绍了中文Web文档自动分类工具的总体设计,它主要包括网络蜘蛛、中文分词、特征选取和贝叶斯分类器等功能模块。最后对中文Web文档自动分类器进行了实验。 相似文献
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近年来,教育部大力推动互联网、大数据、人工智能、虚拟现实等现代技术在教学及高校管理中的应用,着力打造智慧型校园,全面推进"互联网+高等教育"的实施进程.本文旨在将"互联网+高等教育"融入高校外语教学,研究搭建智慧化语言技能提升实训平台,借助数字化实践教学应用平台开展翻转课堂、混合式教学,挖掘教育数据,进行大数据学情分析,推进新工科高校外语教学管理效能,探索教育教学实践应用新模式. 相似文献
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《实验室研究与探索》2015,(11):77-81
随着互联网技术的发展,数据量成爆炸性增长趋势,单机难以存储、组织和分析这些海量数据。面对单机难以处理海量数据的现状,建立分布式计算平台对于今后科研工作和实验教学具有重要的意义。就如何在实验室环境下搭建分布式计算平台做了详细说明并对hadoop和spark的性能进行比较,包括Hadoop和Spark集群的安装和部署,Spark集成开发环境的建立,同一组数据集在两个平台上进行Kmeans聚类的时间对比。对于建设分布式计算平台具有一定的指导意义。 相似文献
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CORBA是开放式、多平台、面向对象的分布式计算技术的工业规范.利用CORBA可以进行跨平台、跨语言的分布式软件开发.本文结合CORBA技术、数值计算方法、OpenGL图形仿真技术,以C Builder为开发工具开发了基于CORBA的分布式多连杆仿真系统,实现了分布式环境下的多连杆系统的分析、仿真及灵敏度分析,用户可以在客户端提供相应参数,由服务器完成动力学模型的自动建模、数值分析以及灵敏度分析,客户端可以利用服务器端的分析数据进行图形仿真.该系统的实现为CORBA在工程技术领域的应用进行了有益的实践. 相似文献
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《赤峰学院学报(自然科学版)》2020,(2)
针对数据挖掘实践课程现状和实际教学效果,结合数据挖掘实践课程特点,在分析总结多种数据挖掘工具的基础上,设计了一种基于Hadoop的数据挖掘实践平台.架构在分布式计算平台Hadoop上的数据挖掘实践平台,克服了传统数据挖掘工具的种种问题,其能够支持数据挖掘的标准流程,处理TB级的海量数据用于实践挖掘,为数据挖掘基础实践提供了丰富的数据挖掘算法用于建模.同时,基于Hadoop的数据挖掘实践平台提供了灵活多样的应用开发接口,能够支持第三方软件商集成开发,快速构建大型海量数据挖掘的应用系统,完成综合数据挖掘应用的二次开发.基于Hadoop的数据挖掘实践平台,为数据挖掘实践与科研提供了海量数据处理能力的数据挖掘平台,激励学生以竞赛模式学习和完成数据挖掘实践,从而促进了学生创新实践能力的培养. 相似文献
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情感是影响学习者认知和行为的关键性非智力因素。准确分析、识别学习者的情感状态,对教育的个性化、智能化发展尤为重要,它是情感计算的重要内容,已经成为人工智能和教育领域的交叉研究热点。学习体验文本是学习者情感分析的主要数据来源。面向学习体验文本,是在完善基础词典和情感词典的基础上,提出一种融合情感词典和机器学习的学习者情感分析模型,能够实现对段落级/篇章级学习体验文本的多级情感分类,从而挖掘学习者内隐的情绪状态。为了检验模型的有效性,采用宏平均指标全面评估情感分析模型的整体分类性能。研究结果表明:选择情感词特征和句子构成特征、采用SVM分类器时,该模型能够准确识别学习体验文本中的学习者情感;模型不仅为学习者多级情感分析提供新的研究思路,而且也为深入挖掘学习行为、改善在线教育的学情分析等,提供了技术支撑。这一研究结果,有助于进一步把握模型的应用前景、面临的问题和挑战等,并提出了相关建议。 相似文献
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Sarah von der Mühlen Tobias Richter Sebastian Schmid Elisabeth Marie Schmidt Kirsten Berthold 《Reading and writing》2016,29(8):1677-1698
Multiple text comprehension can greatly benefit from paying attention to sources and from using this information for evaluating text information. Previous research based on texts from the domain of history suggests that source-related strategies are acquired as part of the discipline expertise as opposed to the spontaneous use of these strategies by students just entering a field. In the present study, we compared the performance of students and scientists in the domain of psychology with regard to (a) their knowledge of publication types, (b) relevant source characteristics, (c) their use of sources for evaluating the credibility of multiple texts, and (d) their ability to judge the plausibility of argumentative statements in psychological texts. Participants worked on a battery of newly developed computerised tests with a think-aloud instruction to uncover strategies that scientists and students used when reading a text. Results showed that scientists scored higher in all of the assessed abilities and that these abilities were positively correlated with each other. Importantly, the superior performance of scientists in evaluating the credibility of multiple texts was mediated by their use of source information. Implications are discussed in terms of discipline expertise. 相似文献
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针对安防领域中的信息孤岛问题,本文提出一种基于大数据的分布式云计算模型,该模型由域结点、子域结点和终端结点组成,终端结点负责数据的采集,域结点和子域结点负责数据的计算和存储,并给出一种基于云计算的大数据安防监控系统架构．该模型集成了大数据和云计算的各自优势,解决了安防领域中的信息孤岛问题,具有通信带宽低、扩展弹性高和易于实施的特点． 相似文献
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The extent to which children's reading experiences influence their writing production is not well understood. It is imperative that the connections between these literacy practices are elucidated in order to inform the development of stimulating curricula and to support children's development. This paper presents new data and key findings from a project investigating relationships between children's free choice reading and volitional writing in Key Stage 2 (9–10 years). The data were collected in two primary schools in northern England, using mixed methods. Quantitative data were collected using an online reading survey taken by 170 children, and qualitative data were provided through independent writing journals maintained by 38 participants. Through analysis of the data using a multiliteracies approach, we demonstrate that the writing that children choose to do is influenced by the texts they encounter as readers in terms of content, text type and linguistic style. The child readers in this project encountered texts in different media and created texts in a range of genres. By examining a sample of children's written texts from the data set, we show that children's interactions and transactions with texts as readers and writers are complex and multiple. Children creatively work across media, and in doing so the boundaries of traditional text genres and styles are redeveloped and redesigned. These findings highlight the importance of providing children with opportunities to freely choose and create texts and recognising the wide variety of text experiences that children bring to their classroom learning. 相似文献
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主位推进模式是文学语篇构建的重要形式手段。文学语篇比其它类型的语篇呈现出较为复杂的主位推进模式,常常是多种模式的交叉配合使用;主位同一型、主位派生型、述位分裂型和延续型是文学语篇中最为常用的主位推进模式。主位推进模式在文学语篇的构建和解读过程中发挥着重要作用,恰当的主位推进模式可以帮助作者实现其语篇目的;利用主位推进模式对文学语篇进行分析,有助于深刻理解语篇内容以及作者组织语篇信息的方法。为了从更高的层面上来描述和分析语篇中的主位推进模式,还引入了句群主位的概念。 相似文献
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叙述性语篇是大学英语阅读中常见的语篇,主位推进模式分析有助于大学生快速把握该语篇的结构、大意、作者意图。本文用实例说明叙述性语篇的主位推进模式主要是主位同一型,提出在阅读教学中,培养学生的主位推进模式分析能力有助于提高大学生的英语阅读能力。 相似文献
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Michal Honig 《课程研究杂志》2013,45(5):619-642
We examined the response of high school students in Israel to biographical texts. Students were exposed to three sub-genres of biographical texts (a literary-biographical text, an autobiographical text and a scientific-biographical text). These texts all differ from the conceptual schema of ordinary school texts. The data were collected from 64 participants from three classes in two different public schools in Israel. The ability of students to apply historical disciplinary reading skills was evaluated for each text, with an emphasis on ‘sourcing’ and ‘corroboration’. The basic premise was that the texts the students are exposed to influence not only their level of knowledge but also their disciplinary concepts and skills.We contend that it might be that biographical texts, and especially autobiographical and literary-biographical texts, evoked historical reading in students, and strengthened their disciplinary reading abilities. 相似文献
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Lily Orland-Barak Ditza Maskit 《International journal of qualitative studies in education》2013,26(3):330-348
Drawing on qualitative methodologies that integrate verbal and non-verbal texts, this study investigated novice teachers’ attributions of their experiences of internship, as conveyed through a visual text. Novices were invited to design a visual text that represented their experience during internship, as part of a national call entitled ‘Novices in Poster.’ The posters submitted yielded the publication of 127 published posters, which constituted the data for our study. The visual data were analyzed using a multilayered approach to the analysis of visual texts, drawing on Lemke’s analysis of visual and verbal data as complementary channels for obtaining an integrative interpretation of the expressed experience. Findings indicate that novices expose critical stances in relation to activism, collegiality, and leverage, making public their unique potential to improve the educational system. The visual texts underscored novices’ strong social–professional stances towards teaching, positioning them as delegates and agents striving for professional justice. 相似文献