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有关多目标遗传算法的研究 总被引：4，自引：0，他引：4
概括介绍了目前的多目标遗传算法(MOGA)，并给出了一种新形式的MOGA，也就是稳定态非受控排序遗传算法(SNSGA)。该算法是把单目标遗传算法中的部分更新种群观点和非受控排序遗传算法中的适应度指派方法相结合而实现的，改进了适应度指派方法并提出了一种新的αshare自适应决策方案。在包括遗传算法难题和遗传算法欺骗问题的实验中，该算法也成功地得以实现。 相似文献
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在遗传算法中一个关键问题是必须采取措施保持种群多样性，防止算法出现早熟收敛。本文提出了一种基于父个体相似度的自适应遗传算法，使用新的自适应遗传操作策略以保持种群多样性。将新算法用于求解图的度约束最小生成树问题，实验结果表明本方法到比不使用父个体相似度信息的普通遗传算法权值更低的度约束最小生成树。 相似文献
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遗传算法是模拟生物在自然环境中的遗传和进化过程而形成的一种自适应全局优化概率搜索算法。本文讲述了遗传算法的相关知识要点,通过对遗传算法特点的分析,提出遗传算法的缺点,然后针对遗传算法的缺点提出相应的一些改进方法。 相似文献
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遗传算法作为一种基于生物进化机制的自适应算法,适用于各类复杂系统的优化计算。然而标准遗传算法所具有的易早熟、易陷入局部最优等问题,在一定程度上限制了遗传算法的推广和使用。在对遗传算子做出改进的基础上,提出了一种基于小种群策略的并行遗传算法,从而有效地提高了遗传算法的执行效率和性能。 相似文献
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基于改进遗传算法的智能组卷研究 总被引：1，自引：0，他引：1
智能组卷是一个多目标约束的组合优化问题.针对传统遗传算法在编码和遗传算子存在的问题,提出一种分段自然数编码及采取自适应遗传算子的改进遗传算法. 相似文献
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从多方面分析了遗传算法的性能影响因素,提出了一种寻找求解函数优化问题的最优交叉、变异率组合的方法,并通过实例验证了其有效性,同时提出了一种根据适应值大小自动调节交叉和变异率的自适应遗传算法。 相似文献
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有效地混合了遗传算法和基于约束满足的自适应神经网络算法,对于一类加工时间可变的调度问题进行了研究.遗传算法被用来进行迭代寻优.当前代经交叉和变异后生成的染色体对应非可行解,由自适应神经网络运算后得到可行解,对应的染色体作为新一代染色体.本算例的目标函数是基于任务的提前/拖期惩罚、附加惩罚以及加工时间的偏离量惩罚,目标是确定最优加工时间和最优加工顺序极小化目标函数,并与一般的遗传算法相比较,实验结果说明了遗传/自适应神经网络算法混合算法的有效性. 相似文献
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《实验室研究与探索》2010,(11)
介绍了目前使用最多的几种基于互信息的医学图像配准优化算法,它们都有各自优点,但都存在不足。提出了一种改进的自适应遗传算法并已经被应用到多模图像配准的优化过程中,该方法采用优化前、后期分别调整交叉概率和变异概率,并利用二次交叉算法以及移民策略方法等来克服传统遗传算法比较容易陷入局部最优的缺点;给出了应用改进后的自适应遗传算法进行图像配准的算法步骤。通过对实验过程的分析和配准后的图像对比,实验结果表明了自适应遗传算法在多模图像配准中的应用的可行性和有效性。 相似文献
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正是理性发现了人,也正是理性把哲学从天上拉到人间。人在此岸世界即感觉世界,而人的根性——理性——却在彼岸世界即理念世界之中。因为人的灵魂从彼岸世界来,教育就是人重新回到彼岸世界的一种手段。所以,理性是先验的,是彼岸世界里的道理,也是彼岸世界对人的预设。这样一来,人就横跨在彼岸世界和此岸世界之上,人依靠理性成为人世间的巨人或者神。然而,人的理性一直被社会和人的作为作践着,社会权力、社会暴力、天启、逻辑,都是对人的理性的猖狂遮蔽,以致教育中充斥着反真理的认识,甚至,教育本身都被人为地扭曲着。理性应该是中国现代化教育的根据,回到理性就是回到人本身。 相似文献
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张正江 《重庆第二师范学院学报》2006,19(2):122-124
考察表明,我国“普九”后的西部民族地区存在着学校负债严重、教师收入偏低、班额和校均学生人数太多、教师队伍整体素质不高、教学效益低下等问题。主要是“普九”是作为一项政治任务来完成的,国家“普九”经费数额远远不够,许多学校是迫于压力而借债“普九”等。 相似文献
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Carrie R. Giboney Wall 《Teacher Development》2016,20(3):364-379
Preservice teachers enter programs with beliefs about teaching and learning, constructed from prior schooling experiences. This longitudinal study examines preservice teachers’ K–12 memories, their initial educational beliefs, and the changes in those beliefs over their teacher education program. Analysis of questionnaires, interviews, work samples, and observations from six preservice teachers collected over a two-year period revealed that they initially believed that students were similar to themselves, that teaching was simple and autonomous, that students perform uniformly within grade levels, and that teaching ensures learning. At program’s end, however, they believed that students differ from one another and from themselves, that teaching is complex, that classroom freedom has limits, that differentiation is essential, and that teaching does not ensure learning. The data suggested a common progression from initial idealism, to cognitive dissonance, to a search for an authentic teaching persona, and finally, to confidence in their new role as teacher. 相似文献
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Mason Marshall 《Educational theory》2020,70(2):215-229
In this essay, Mason Marshall argues that Plato's views on Forms play a central role in his educational philosophy. In response to what certain commentators have recently written, Marshall contends that this interpretation not only is accurate but also is advantageous because of how it can help philosophy of education. He also addresses the view, proposed by one philosopher of education, that Plato believes that the most valuable sort of knowledge cannot be fully expressed in words and that the objects of this knowledge are something other than transcendent Forms. Preferable to that view, Marshall argues, is the idea that Plato wants knowledge of Forms which is nonrepresentational. 相似文献
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现代远程教育自主性学习的生态环境初探 总被引：4，自引：0，他引：4
自主性学习是现代远程开放教育中倡导的一种学习理念。开展现代远程开放教育的教育机构应该构建一个利于自主性学习开展的环境和氛围。可以从情感心理环境、科技人文环境、咨询指导环境、媒体资源环境、网络通讯环境、交互协作环境、课程教学环境和评价激励环境等八个方面构建自主性学习的生态环境。 相似文献
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刘红 《贵州教育学院学报》2002,18(5):14-17
通过对贵州省贫困地区中小学校长基本信息、个人素质、教育思想的调查与分析，发现部分校长存在一些不容忽视的问题，主要是基本条件不达标，选拔方式单一、敬业精神不够、学校管理流于一般、知识功底较薄弱，教育技术运用较困难、缺乏现代教育观。 相似文献
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《Educational Philosophy and Theory》2013,45(6):604-621
The aim of this article is to investigate possibilities for conceptions of critical thinking beyond the established educational framework that emphasizes skills. Distancing ourselves from the older rationalist framework, we explain that what we think wrong with the skills perspective is, amongst other things, its absolutization of performativity and outcomes. In reviewing the relevant discourse, we accept that it is possible for the skills paradigm to be change‐friendly and context‐sensitive but we argue that it is oblivious to other, non‐purposive kinds of rationality that are indispensable to critical thought. Our suggestion is that there is an aporetic element in critical thought that is missing from contemporary educational positions. We consider some other efforts to redeem the surplus of criticality that performativity fails to take into account and conclude that the aporetic element that we highlight accommodates better than other theories do the significance of thematizing the taken‐for‐granted instead of focusing on problem solving. 相似文献
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《Journal of Further & Higher Education》2012,36(1):38-43
Higher education in further education colleges has a long history and has expanded in recent years. However, higher education in further education colleges is often treated as being unproblematic. This paper rejects the argument that higher education is simply a level of study, noting that it is a contested concept. As such, the paper seeks to establish a robust definition of just what higher education is. It recognises that the higher education sector is characterised by diversity but argues that, in spite of the differences that exist between higher education institutions, there are certain issues relating to the further education sector that mean that higher education in further education colleges is likely to differ from that in higher education institutions. The paper considers that New Public Management reinforces these differences and, when taken alongside recruitment problems within the further education sector, questions whether or not the development of higher education in further education colleges should be welcomed. 相似文献