基于建构主义的计算机应用型教育教学方法研究

建构主义是认知心理学派中的一个分支,核心思想是以学生为中心,强调学生对知识的主动探索、主动发现和对所学知识意义的主动建构。本文讨论建构主义的基本内容及教学方法,分析如何运用建构主义的思想进行教学,探讨计算机应用型人才培养的教学方法。     

Using Co-Lab to build System Dynamics models: Students’ actions and on-line tutorial advice

Modeling offers a promising form of constructivist learning for students. By making and executing models of dynamic systems in a computer environment, students are stimulated to learn about the specific domain that is modeled as well as about the process of modeling in general. However, learning by modeling also leads to characteristic student mistakes, based on a combination of faulty domain knowledge and insufficient modeling skills. In this article, we describe a method of generating advice to students during their modeling process. The on-line advice system was informed by our observations of a teacher who gave advice via a textual communication tool to students building models with a System Dynamics model editor. The first version of the on-line advice system was evaluated in two ways: first, three teachers evaluated the advice the system generated for students’ final solutions; second, we analyzed the advice the system provided as it was used by a sample of students who were building a physics model. These evaluations showed that the overall approach, including matching a student solution to a family of reference solutions together with the other mechanisms of the advice system, is valid. However, they also highlighted the difficulty of building ‘intelligent’ support to help students to improve their models and gain modeling expertise. The article concludes with a discussion of our current efforts to improve the advice system based on the lessons learnt, which suggest extension of the range of solution representations and of the operations of the advice method.     

Improving mathematical problem solving: A computerized approach

Mathematics teachers often experience difficulties in teaching students to become skilled problem solvers. This paper evaluates the effectiveness of two interactive computer programs for high school mathematics problem solving. Both programs present students with problems accompanied by instruction on domain-specific knowledge required in different episodes of problem solving. The first program is based on a direct instructional approach to learning, the second on a constructivist view of learning. The latter approach is expected to be particularly beneficial to weak students.The effectiveness of both computer programs was evaluated by means of an experiment. Four classes worked with the constructivist based computer program, and four worked with the direct instructional program. Five classes that had received traditional mathematics education served as the control group. The computer programs were used in three periods of two consecutive weeks each. The results show that both computer programs improved problem-solving ability more strongly than had traditional mathematics instruction. Contrary to our expectations, both weak and skilled students benefited equally from both computer programs. Specifically, the programs helped the students to improve the quality of their analysis and verification skills during problem solving.     

Computer vision for behaviour-based safety in construction: A review and future directions

The process of identifying and bringing to the fore people’s unsafe behaviour is a core function of implementing a behaviour-based safety (BBS) program in construction. This can be a labour-intensive and challenging process but is needed to enable people to reflect and learn about how their unsafe actions can jeopardise not only their safety but that of their co-workers. With advances being made in computer vision, the capability exists to automatically capture and identify unsafe behaviour and hazards in real-time from two-dimensional (2D) digital images/videos. The corollary developments in computer vision have stimulated a wealth of research in construction to examine its potential application to practice. Hindering the application of computer vision in construction has been its inability to accurately, and generalise the detection of objects. To address this shortcoming, developments in deep learning have provided computer vision with the ability to improve the accuracy, reliability and ability to generalise object detection and therefore its usage in construction. In this paper we review the developments of computer vision studies that have been used to identify unsafe behaviour from 2D images that arises on construction sites. Then, in light of advances made with deep learning, we examine and discuss its integration with computer vision to support BBS. We also suggest that future computer-vision research should aim to support BBS by being able to: (1) observe and record unsafe behaviour; (2) understand why people act unsafe behaviour; (3) learn from unsafe behaviour; and (4) predict unsafe behaviour.     

A constructivist mobile learning environment supported by a wireless handheld network

Abstract There is a need to incorporate constructivist environments in the pedagogical practice. A constructivist learning environment allows students to build up their own knowledge (based on previous one) while working jointly among them in a reflexive process directed by the teacher. Wireless interconnected handhelds can introduce a space that favours constructivism and collaboration in order to achieve creation of new knowledge. We have developed a constructivist learning environment supported by handhelds, for the teaching of reading for first graders. This environment was compared to an equivalent constructivist environment without technological support, obtaining significant different learning results.     

Developing a Web assisted knowledge construction system based on the approach of constructivist knowledge analysis of tasks

The purpose of this study is to develop a Web assisted knowledge construction (WAKC) system as an individual knowledge construction tool for Internet users. The system is based on the theory of constructivist knowledge analysis of tasks (CKAT). The CKAT integrates constructivist reflection cycle and knowledge analysis of tasks. The conceptual model of CKAT includes four different stages: knowledge objective, knowledge gathering, knowledge analysis, and task knowledge structure. In order to match these four stages, this research designs an assisted knowledge construction system that includes four systematic sub-functions: the keyword function, the URL resource function, the analysis function, and the construction function. After understanding users' perceptions toward the WAKC system, users have highly positive behavioral intention to use the system as a Web-based assisted knowledge construction tool.     

建构主义教学法在JAVA程序设计课程中的改革与应用

大学计算机相关专业中,学生在理解和掌握知识的同时更关注自己的学分总数和学分积点,学习兴趣和能力培养成为获取毕业证书和学位证书的一个副产品。导致学生难以产生浓厚的程序设计兴趣,对专业课程的掌握不够扎实。因此改变学生的学习心态和认识尤为重要．基于建构主义的教学方法在专业课程中的应用则会起到促进的效果,让学生在主动学习,享受学习的过程中掌握计算杌课程的核心技术,让证书成为一个必然的副产品。     

《网站构建分析》课程的主题情景教学模式探讨

《网站构建分析》课程是面向公安院校学生所开设的一门重要专业课,即包括网站构建理论、技术等基础知识,又涵盖网站调查取证技术等方面的内容。本文研究分析了主题情景式教学方法及特点,并以实例的方式详细介绍了主题情景式教学方法在＂BBS论坛诽谤信息调查＂、＂SQL注入攻击分析＂教学模块中的具体运用。     

3D input for CAAD systems

It is often acknowledged that the main advantage of computer aided architectural design (CAAD) systems is that they can be used by architects to quickly and accurately evaluate alternative design solutions using a variety of performance measures which would be too time consuming to apply by hand calculation.To gain the full advantage of interactive CAAD requires the architect to use a computer terminal with graphic capabilities so that he can create and modify his design geometry in a form which can also be directly interpreted by the evaluate routines within the CAAD system. However, it is suggested that it is often difficult for the user of such conventional, graphic, CAAD systems to conceptualise the building being designed by only inspecting and manipulating drawings displayed on the terminal screen.This problem may be accentuated when building users who are not professional architects wish to use a CAAD system so as to participate in the design process.A computerised building block system (BBS) is proposed with which the designer can physically build a model of his design as he would if he was using ‘Lego’¹ blocks. Such a physical representation may allow him to evaluate many of the visual and spatial qualities of his design in a more direct way than could be achieved using computer graphics. However, because the electronic system can ‘read’ the arrangement of blocks and input this information into a computer, the user's design can be evaluated with the same performance measures that are used in existing CAAD systems.     

浅谈VB课程中项目式教学案例的拆分与整合

针对VB课程教学中存在案例覆盖知识点较少的问题,本文提出了教学中增加贯穿于整个教学过程的项目式案例。通过对完整的项目式案例进行拆分为与各知识点内容相关的小案例,学生逐步完成分解案例并最后整合成为一个完整的软件系统,能更加理解各章节的知识点在项目中的应用。学生能够更全面地了解如何自主开发简单的软件系统,提高计算机编程的兴趣和能力。     

FCADE：基于知识的产品模型构造环境

在ＣＡＤ系统中，产品模型的构造是一个基本任务。本文首先给出了使用不精确知识库管理系统来记录和处理产品构造过程的新型环境ＦＣＡＤＥ。在ＦＣＡＤＥ中，产品模型的构造过程被考虑为使用模型操作实现的模型状态的变化过程，这一过程使用模型操作之间的相关性进行记录。然后详细讨论了在ＦＣＡＤＥ中用于支持模型构造活动的两个基本功能：取消（ｕｎｄｏ），模型维护（ＭＭ）。在本文的最后，给出了ＦＣＡＤＥ的应用示例和所得出的结论。     

Student modeling for a web-based self-assessment system

Detecting weaknesses in students’ knowledge may constitute an objective of testing. Computerized test systems, which can be tailored to students’ knowledge level, are appropriate to realize this objective. These systems are not only used to reveal the students’ knowledge, but also help tutors understand the problems in the educational process. This paper reviews the student modeling problem for computer-based test systems, and also proposes a novel method for the graphical representation of student knowledge. First, we present our test practice system ‘Intelligent’, which is followed by the evaluation of the system in real classroom conditions as well as the effect over students’ knowledge acquisition.     

校园学生党建信息管理系统的研究

随着互联网和信息技术的快速发展,计算机与软件技术在校园中的应用越来越广泛。本文以校园学生为研究背景,建立一个党建信息管理系统。通过分析校园党务建设信息管理系统的思路,对校园学生党员发展的业务流程和需求进行分析和系统设计。     

Computer-supported team-based learning: The impact of motivation,enjoyment and team contributions on learning outcomes

The benefits of teamwork and collaboration have long been advocated by many educational theories, such as constructivist and social learning models. Among the various applications of collaborative learning, the iterative team-based learning (TBL) process proposed by Michaelsen, Fink, and Knight (2002) has been successfully used in the classroom without computer support. This paper describes the implementation and evaluation results of a classroom application of the TBL process, which was modified to include computer mediation. We call this process computer-supported team-based learning (CS-TBL). This work extends learning in small teams from the traditional classroom to the hybrid classroom where students meet both face-to-face and online by emphasizing the importance of online team interactions. The outcomes are assessed through an evaluation model that considers the impact of motivation, enjoyment and team contributions on learning outcomes. The study results indicate that motivation influences the relationship between team interactions and perceived learning. Enjoyment is affected by motivation and perceptions of team members’ contributions, with the implication that students who perceive that the team interactions are adding value to their education will better enjoy learning and will experience higher-level learning outcomes.     

The effects of computerized inquiry‐stage‐dependent argumentation assistance on elementary students' science process and argument construction skills

This study proposed a computerized inquiry‐stage‐dependent argumentation assistance and investigated whether this can help improve elementary students' performance in science processes and the construction of quality arguments. Various argumentation assistances were developed and incorporated into each stage of scientific inquiry in a computer‐supported scientific inquiry system. A nonequivalent quasi‐experimental design was adopted to evaluate the effectiveness of this approach. Two intact sixth grade classes (N = 55) participated in this study, and each student used a tablet computer to accomplish the designated inquiry activities. One class of students was arranged to use the stage‐dependent argumentation assistance, and the other used a generic text‐based interface. The findings indicate that students who used the stage‐dependent argumentation assistance could acquire significantly better science process and argument construction skills than those using the generic text‐based interface.     

The effect of computer science on physics learning in a computational science environment

College and high-school students face many difficulties when dealing with physics formulas, such as a lack of understanding of their components or of the physical relationships between the two sides of a formula. To overcome these difficulties some instructors suggest combining simulations' design while learning physics, claiming that the programming process forces the students to understand the physical mechanism activating the simulation. This study took place in a computational-science course where high-school students programmed simulations of physical systems, thus combining computer science (CS) and mathematics with physics learning. The study explored the ways in which CS affected the students' conceptual understanding of the physics behind formulas. The major part of the analysis process was qualitative, although some quantitative analysis was applied as well. Findings revealed that a great amount of the time was invested by the students on representing their physics knowledge in terms of computer science. Three knowledge domains were found to be applied: structural, procedural and systemic. A fourth domain which enabled reflection on the knowledge was found as well, the domain of execution. Each of the domains was found to promote the emergence of knowledge integration processes (Linn & Eylon, 2006, 2011), thus promoting students’ physics conceptual understanding. Based on these findings, some instructional implications are discussed.     

高校非计算机专业应用层面的教学初探

随着信息化的普及,人们越来越重视对互联网和计算机的运用,高校作为培养社会主义接班人最大组织机构,承担着光荣而伟大的社会责任。除了对计算机专业的学生进行计算机专业知识教育以外,高校还应培养非计算机专业的学生运用计算机知识解决专业领域问题的能力。为实现这一目标,本文将从现今教学中非计算机专业学生的计算机应用教学现状出发,分别从教材的建设、教学模式、实践环节和教学评价体系出发,提出了几项加强非计算机专业学生的计算机应用教学措施。     

Critical factors for emergency vehicle routing expert systems

A survey of professionals in the dispatching field was conducted to determine critical factors for the construction of an expert system knowledge base. The design goal is the Road Utilization Learning Expert System (RULES), an expert system that selects an appropriate path utilizing thought processes that the human expert would follow given various dynamic inputs and their expert knowledge. The survey results indicated that about 70% of police and fire chiefs nationwide would trust a computer with the task of dispatching their units, and that these respondents chose a computer system containing the knowledge of all human experts in the department as a method that elicits the greatest confidence and trust. In addition, may respondents expressed the need for verification of the suggested routes by human expert consultation. High degrees of relevance to the prediction of traffic flow were assigned to time of day, day of week, construction, and weather patterns. The validity of the results was verified by statistical analysis of responses to questions that had been designed for that purpose. We report on survey data critical to the design of the expert system and suggest that future emergency service dispatching systems requires expert computer assistance.     

The serial performance standards for the BBS test program

ESPRIT Project 5417 - BECAUSE - is concerned with the benchmarking of parallel computer architectures for computer intensive scientific and engineering applications. Fluid flow, semi-conductor modelling and electromagnetic field simulation software was profiled on a range of example applications and sizes. The profiling results were used to select the algorithms and functions that ought to be included in the Because Benchmark Set (BBS). This paper reviews the BBS results obtained on the ·control’ sequential architecture computer. The results show consistent performance with some interesting variations in achieved Mflops.