| 学科知识图谱及其构建机理 |
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| 引用本文： | 孙雨生,彭梦媛,刘 涛.学科知识图谱及其构建机理[J].科技管理研究,2022(20). |
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| 作者姓名： | 孙雨生 彭梦媛 刘 涛 |
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| 作者单位： | 湖北工业大学经济与管理学院,湖北工业大学,湖北工业大学 |
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| 基金项目： | 全国教育科学规划“基于多数据源、多方法融合的学科知识图谱构建方法研究”(编号DIA160326)、湖北工业大学教学研究项目“基于知识图谱技术的MOOCs知识脉络构建研究”(编号校2015028)和教育部人文社会科学研究规划“基于本体的数字图书馆语义用户兴趣模型构建机理及应用模式研究”(编号17YJA870016)。 |
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| 摘 要： | 目前有关学科知识图谱构建存在目标不明确、视角不明晰、方法较单一、流程不规范等问题，难以有效支持学科建设发展，因此，研究学科建设和学科知识图谱的内涵、价值和类型，提出学科知识图谱构建目标、原则、思路及机理。学科知识图谱按学科建设内涵可分为学科流派图谱、学科交流图谱和学科脉络图谱，在遵循数据时效性、可靠度、标准性和简洁性，知识单元支持度和简洁度，以及流程普适性、步骤规范性、类型多样性、图谱易懂性等原则的基础上，综合运用引文分析、多元统计分析、社会网络分析等方法，从空间维度识别学科核心知识单元及其交流、从时间维度确定学科同类单元结构关系及其演化等，从而辅助精准识别学科建设内涵及结构，科学定位学科发展阶段及特征，立体呈现学科主体间合作关系，动态揭示学科知识演化、研究方向以及前沿趋势，最终辅助学科内涵建设、学科建设决策。
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| 关 键 词： | 知识图谱 学科知识图谱 学科建设 学科流派 学科交流 学科脉络 |
| 收稿时间： | 2022/3/18 0:00:00 |
| 修稿时间： | 2022/11/4 0:00:00 |
Mapping Knowledge Domain for Discipline and its Construction Mechanism |
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| Abstract: | At present, there are some problems in the construction of mapping knowledge domain for discipline, such as ambiguous goals, unclear perspectives, simple methods and non-standard processes, and so on, which are difficult to effectively support the development of discipline construction. Therefore, the authors research the connotation, value and type of discipline construction and mapping knowledge domain for discipline, and expound the construction goals, construction principles, construction ideas and construction mechanisms of mapping knowledge domain for discipline. According to the connotation of discipline construction, the mapping knowledge domain for discipline can be divided into mapping knowledge domain for discipline schools, mapping knowledge domain for discipline communications, and mapping knowledge domain for discipline contexts. On the basis of following the principles of timeliness, reliability, standardization and simplicity of data, support and simplicity of knowledge units, universality of processes, standardization of steps, diversity of types and understandability of the map, the mapping knowledge domain for discipline comprehensively makes use of the methods of citation analysis, multivariate statistical analysis, and social network analysis and etc, and then identifies the core knowledge units of discipline and their exchange from space dimension, determines the structural relationships and evolution of disciplinary units of the same kind from time dimension, and assists in accurately identifying the connotation and structure of discipline construction, scientifically positioning the development stage and characteristics of discipline, stereoscopically presenting the cooperative relationship between discipline agents, dynamically revealing the evolution, research direction and frontier trend of discipline knowledge. Finally, it assists discipline connotation construction and decision-making of discipline construction. |
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| Keywords: | mapping knowledge domain mapping knowledge domain for discipline discipline construction discipline schools discipline communications discipline contexts |
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