如何做好电子阅览室的安全管理

防治病毒、防混乱和防泄密是图书馆电子阅览室安全管理中三个最主要的环节，本文针对这三个主要环节，提出了一些比较实用的具体方法及措施。     

Annotations and the collaborative digital library: Effects of an aligned annotation interface on student argumentation and reading strategies

Recent research on annotation interfaces provides provocative evidence that anchored, annotation-based discussion environments may lead to better conversations about a text. However, annotation interfaces raise complicated tradeoffs regarding screen real estate and positioning. It is argued that solving this screen real estate problem requires limiting the number of annotations displayed to users. In order to understand which annotations have the most learning value for students, this paper presents two complementary studies examining the effects of annotations on students performing a reading-to-write task. The first study used think-aloud protocols and a within-subjects methodology, finding that annotations appeared to provoke students to reflect more critically upon the primary text. This effect was particularly strong when students encountered pairs of annotations presenting different viewpoints on the same section of text. Student interviews suggested that annotations were most helpful when they caused the reader to consider and weigh conflicting viewpoints. The second study used a between-subjects methodology and a more naturalistic task to provide complementary evidence that annotations encourage more reflective responses to a text. This study found that students who received annotated materials both perceived themselves and were perceived by instructors as less reliant on unreflective summary strategies than students who received the same content but in a different format. These findings indicate that the learning value of an annotation lies in its ability to provoke students to consider and weigh new perspectives on the primary text. When selected effectively, annotations provide a critical scaffolding that can support students’ critical thinking and argumentation activities. Collaborative digital libraries and applications for the Web 2.0 should be designed with this learning framework in mind.     

Improving children’s reading comprehension and use of strategies through computer-based strategy training

In this study, the attention–selection–organization–integration–monitoring (ASOIM) model, revised from Mayer’s [Mayer, R. E. (1996). Learning strategies for making sense out of expository text: The SOI model for guiding three cognitive processes in knowledge construction. Educational Psychology Review, 8, 357–371] SOI model of text comprehension, was used as a foundation to design a multi-strategy based system, which was named Computer Assisted Strategy Teaching and Learning Environment (CASTLE). CASTLE aims to enhance learners’ abilities of using reading strategies and text comprehension. The effects of CASTLE on students with different reading abilities were empirically evaluated. 130 sixth graders took part in an 11-week computer-based reading strategies course. The results show that CASTLE helps to enhance the students’ use of strategies and text comprehension at all ability levels.     

Web应用日志分析系统分析与设计

互联网的蓬勃发展为生活、学习、工作提供了诸多便利,但随之而来的网络安全隐患日趋明显.应用日志分析作为一种重要的信息安全保障措施,有效地弥补了传统安全防御技术的缺陷.主要分析了传统日志分析的常用方法,并在此基础上,提出了一种新的日志读取方法和模式匹配算法.通过测试表明,这些改进对提高日志的分析效率起到了积极效果.     

Cognitive load and instructionally supported learning with provided and learner-generated visualizations

This study investigated, whether learning from science texts can be enhanced by providing learners with different forms of visualizations (pictures) in addition to text. One-hundred-two 9th and 10th graders read a computer-based text on chemical processes of washing and answered questions on cognitive load (mental effort, perceived difficulty) and comprehension (retention, transfer, drawing). Instruction varied according to a 2 × 2-factorial design with ‘learner-generated pictures’ (yes, no) and ‘provided pictures’ (yes, no) as factors. Results indicate positive main effects of provided pictures on all three comprehension measures and negative main effects on both cognitive load measures. Additional analyses revealed a mediation effect of perceived difficulty on retention and transfer, that is learning with provided pictures decreased cognitive load and enhanced comprehension. Furthermore, results show a positive main effect of learner-generated pictures on drawing and mental effort, but no mediation effect. Taken together, computer-based learning with provided pictures enhances comprehension as it seems to promote active processing while reducing extraneous cognitive processing. Learners, generating pictures, however, seem to have less cognitive resources available for essential and generative processing, resulting in reduced comprehension. These results are in line with cognitive load theory, cognitive theories of multimedia learning, and generative theories of learning.     

Back to the Future: An Historical Perspective on the Pendulum-Like Changes in Literacy

This article focuses on the pendulum-like change in the way people read and use text, which was triggered by the introduction of new reading and writing technologies in human history. The paper argues that textual features, which characterized the ancient pre-print writing culture, disappeared with the establishment of the modern-day print culture and has been “revived” in the digital post-modern era. This claim is based on the analysis of four cases which demonstrate this textual-pendulum swing: (1) The swing from concrete iconic-graphic representation of letters and words in the ancient alphabet to abstract phonetic representation of text in modern eras, and from written abstract computer commands “back” to the concrete iconic representation in graphic user interfaces of the digital era; (2) The swing from scroll reading in the pre-print era to page or book reading in the print era and “back” to scroll reading in the digital era; (3) The swing from a low level of authorship in the pre-print era to a strong authorship perception in the print era, and “back” to a low degree of authorship in the digital era; (4) The swing from synchronic representation of text in both visual and audio formats during the pre-print era to a visual representation only in print, and “back” to a synchronic representation in many environments of the digital era. We suggest that the print culture, which is usually considered the natural and preferred textual environment, should be regarded as the exception.     

高职高专数学案例教学刍议

高等职业教育的主要任务为高职高专的数学教学提出了新的要求，而案例教学这一新型的教学模式在这方面有着特殊的优势，并且设计和开展高职高专数学案例教学的可行性很大。     

英语写作教学中阅读法的运用

本文论述了将综合阅读和写作技巧结合起来进行写作教学，能让学生从学习写作的最初就运用到地道的英语语言，对培养学生的英语写作能力可起到不小的作用。     

非监督、多级嘴唇区域分割方法

该文介绍了一个非监督、多级嘴唇区域分割检测方法。首先提出利用fisher变换增强嘴唇区域,然后利用嘴唇在人脸区域的分布面积比,提出利用统计阈值完成嘴唇的初步分割,最后利用嘴唇对称性和轮廓光滑性的先验知识,提出了基于局部阈值调整完成嘴唇的精细分割。实验证明该方法在不同光照条件下、对不同人、各种表情都能自动地、鲁棒地、精确地检测出嘴唇区域,并较准确提取初步的嘴唇几何参数。利用这些几何参数作为轮廓定位的初始化条件,可以大大提高变形模板和ASM模型等嘴唇轮廓定位算法的速度和准确度。     

多跳机器阅读理解研究进展

与常规的单跳机器阅读理解相比,多跳机器阅读理解（MHMRC）需要在多个相关文档段落中进行多跳推理以实现对复杂问题的理解和回答,其更接近于人类的语言推理能力,具有广阔的应用前景但也极具挑战性。阐述MHMRC的研究背景,将现有方法根据适用场景分为封闭集合问答和开放域问答两类,主要包括基于问题分解的方法、基于图神经网络的方法、改进检索的方法、基于推理路径的方法等,分别从模型架构、特点、优劣等方面进行分析。介绍用于多跳推理的非结构化文本数据集和评测指标,对比各模型的性能表现。在此基础上,分析目前MHMRC研究的热点与难点,指出未来发展方向。