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Web2．0的教育应用现状及反思 总被引：1，自引：0，他引：1
“处处是中心,无处是边缘”,传播学大师麦克卢汉的思想准确地概括了Web2．0网络。与Web1．0的单向浏览和群体交流的特点相比,Web2．0营造出以“我”为中心拥抱世界和创造世界的环境。博客吹响了第一声号角,将互联网带入了Web2．0时代,教育博客也紧随潮流,以蓬勃之势在我国中小学迅猛发展。随后,各种Web2．0的应用技术如Wiki、Moodle、播客、Google协作平台等接踵而至, 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ASP技术的网上考试系统设计与实现 总被引：2，自引：0，他引：2
吴伟信 《泉州师范学院学报》2004,22(6):56-60
章介绍了网络考试系统的基本结构及功能设计，阐述了在网络考试系统中ASP技术和Web数据库技术的运用，描述了构建基于BWD(Browser／Web／Database)结构即包括客户端Web浏览器、应用服务器、数据库系统三部分的考试系统的具体实现及关键技术． 相似文献
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JAX—RPC提供了不同的web服务客户端编程模型来满足不同的应用需求,作为一款优秀Web服务开发框架．XFire对动态代理和DII两种Web服务客户端编程模型提供了很好的支持。在XFire框架下分别采用两种模型为一个简单的Web服务构建客户端,并对两种客户端进行了测试,最后以测试结果为基础对两种客户端编程模型进行了比较分析,指出了它们各自的特性及所适用的应用场景。 相似文献
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动态Web是目前Internet中最活跃的领域,解决方案繁多,令人目不暇接。但总体上可按客户端扩展和服务器端扩展的观点把握。在服务器端,CGI虽是传统的动态Web技术,但其良好的跨平台特性和丰富的开发资源使其仍是当前动态Web的支柱;API技术的性能最好,但比较复杂且受平台限制;微软的ASP是一种较好的折衷方案,受到广泛欢迎。在客户端,Java和ActiveX是两个主要方案,Java以平台独立见长,而ActiveX则以其广泛的开发基础而迅速发展,二者的结合引人注目。本文评述比较了各种解决方案的体系结构、特点,为开发人员提供了一个全方位了解动态Web技术的参考。 相似文献
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李维勇 《洛阳工业高等专科学校学报》2010,20(3)
随着Web 2.0技术的不断发展,富客户端应用开发正逐渐取代传统的Web开发成为当前技术的热点.作者介绍了Cairngorm框架的整体架构,提出改进了的Cairngorm框架在Flex开发中的事件流机制,并应用于无线网络管理平台的设计与开发.详细演示了基于Cairngorm框架开发富客户端的流程,取得了良好的效果. 相似文献
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为适应迅猛发展的Web技术以及日益广泛的Web应用需求,HTML5应运而生。在介绍HTML5技术的新特性的基础上,文章重点针对网络异常时Web应用的数据处理并提出了处理办法。通过离线资源缓存、在线检测、本地数据存储等三个环节,对离线状态下的数据进行处理。特别是对以前客户端保存数据的技术进行了比较,为了弥补它们存在的缺点,提出了利用HTML5的Web Storage API轻松实现客户端数据存储开发的方法。 相似文献
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Web服务是一种面向服务的架构的技术,通过标准的Web协议提供服务,目的是保证不同平台的应用服务可以互操作．本文通过对Web服务的研究,分析了Web服务的基本原理,基于．NET开发技术,介绍了一个具有身份验证功能的文件传输web服务软件的设计过程,软件实现了从客户端登录后使用Web服务功能获取服务器端文件的功能． 相似文献
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智能客户端是一种集传统客户端C/S模式和B/S模式的优点于一身,同时又充分利用Web服务客户端的应用程序。介绍了智能客户端的特点和Web服务,通过实例代码说明Web服务在智能客户端中的应用。 相似文献
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随着计算机网络技术的飞速发展,我们已经跨入了Web2．0的大航海时代。博客作为Web2．0诸多应用中的典型代表,已经成为一种继课件、积件、资源库、教育主题网站等教育信息化资源模式之后新的网络应用模式。通过对Web2．0概念的诠释,深入分析博客在非正式学习中的教育运用,并试图探讨它在教育技术学中的价值体现。 相似文献
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刘建勋 《忻州师范学院学报》2006,22(2):51-53
文章简述了Web Services的相关技术,构建出一个基于Web Services技术进行异构环境服务集成的框架结构。服务器端分别用.NET和J2EE两种不同架构实现了业务逻辑,并把它们发布成两个Web Services,在客户端分别应用ASPJ、ava和VB三种不同环境,采用了C/S和B/S两种工作模式,实现了对上述两个Web Services的异构环境下的访问。以此证明基于Web Services技术实现异构环境服务集成的可行性。 相似文献
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AJAX是一种新的Web开发方法,它与传统Web开发方法的区别在于实现了客户端和服务器端的异步通信。在简要介绍AJAX技术和SVG技术的基础上,重点讨论了基于AJAX的SVG图形交互技术的实现方法。 相似文献
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裴沛 《深圳职业技术学院学报》2006,5(2):24-27
针对高校数字图书资源的整合需求,文章提出了基于门户技术的数字图书资源整合思路,这种门户技术符合国际标准和工业规范,具有代码和应用的可重用性,通过对整合技术框架的分析,并结合深圳职业技术学院的实例,讨论了利用门户,LDAP,WebServices等技术实现资源整合技术的方案,实现统一身份认证和资源整合。 相似文献
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To overcome the digital divide in West Virginia, schools are urged to integrate emerging information and communication technologies (ICTs) such as Web 2.0 and alternative pedagogies to develop students’ twenty-first-century skills. Yet, the potential effects of the digital divide on technology integration have not necessarily been part of planning for professional development programmes. As a first step to identify the potential digital divide between rural and urban school settings, this study examined West Virginian teachers’ Web 2.0 access levels – namely, motivation, physical, skills and usage accesses. Analysis of the survey responses from 161 teachers suggested that the divide persisted at physical and usage access levels, signifying teachers’ unique needs and conditions for the use of emerging technologies. While teachers’ usage access was observed to be a significant factor for their Web 2.0-associated project-based learning, attending professional development programmes seemed to minimally benefit such practices. 相似文献
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Encouraging reflective practice and developing reflective practitioners is a goal of many disciplines in higher education. A variety of pedagogical techniques have been used to promote critical reflection including portfolios, narratives and reflective journals. Over the past decade, the use of Web 2.0 technologies with students has been increasingly adopted in higher education settings and many educators have integrated these technologies into reflective assignments. These educators assume that students, who are members of the Net Generation, are technologically savvy and have the ability to integrate the use of Web 2.0 technologies into learning. However, while there have been studies examining the outputs of reflective assignments using Web 2.0 technologies such as blogs, e-portfolios and wikis, there has been little research examining whether or not students actually use technology for these types of assignment if given the choice. Therefore, the purpose of this study was to explore if technology was appropriated or rejected by students for a reflective journaling assignment. Results are based on a content analysis of 42 student journaling assignments and interviews with eight students. Findings suggest that (1) students are not as technologically competent as assumed; (2) students chose to use basic/fundamental technologies (e.g. word processing) because they viewed it as the easiest way to complete the reflective journaling assignment; (3) student perceptions of what makes an assignment ‘good’ influenced their choice to use Web 2.0 technologies; and (4) overarching student perceptions of higher education and learning impacted their appropriation of technology. Implications are discussed and recommendations for both research and practice are made. 相似文献
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尹向东 《湖南科技学院学报》2005,26(11):194-197
本文介绍了SOAP产生的技术背景及扩展标记语言、网络服务和网络服务描述语言等相关技术,并通过具体实例说明SOAP消息和SOAP封装等协议规范.最后描述了SOAP在Web服务中实现的体系结构及客户端和服务器端的实现过程. 相似文献
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Evidence-based practice in education entails making pedagogical decisions that are informed by relevant empirical research evidence. The main purpose of this paper is to discuss evidence-based pedagogical approaches related to the use of Web 2.0 technologies in both K-12 and higher education settings. The use of such evidence-based practice would be useful to educators interested in fostering student learning through Web 2.0 tools. A comprehensive literature search across the Academic Search Premier, Education Research Complete, ERIC, and PsycINFO databases was conducted. Empirical studies were included for review if they specifically examined the impact of Web 2.0 technologies on student learning. Articles that merely described anecdotal studies such as student perception or feeling toward learning using Web 2.0, or studies that relied on student self-report data such as student questionnaire survey and interview were excluded. Overall, the results of our review suggested that actual evidence regarding the impact of Web 2.0 technologies on student learning is as yet fairly weak. Nevertheless, the use of Web 2.0 technologies appears to have a general positive impact on student learning. None of the studies reported a detrimental or inferior effect on learning. The positive effects are not necessarily attributed to the technologies per se but to how the technologies are used, and how one conceptualizes learning. It may be tentatively concluded that a dialogic, constructionist, or co-constructive pedagogy supported by activities such as Socratic questioning, peer review and self-reflection appeared to increase student achievement in blog-, wiki-, and 3-D immersive virtual world environments, while a transmissive pedagogy supported by review activities appeared to enhance student learning using podcast. 相似文献
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针对目前大多数高校的校园网异构资源整合需求,提出了一套基于SOA/Web Service技术的有效解决方案.该方案具有独立于语言、跨平台系统集成等优点. 相似文献
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Web服务架构是当前最有价值的分布式应用集成方式。本文阐述了Web服务的需要性，分析了Web服务的基本架构和技术架构，论述了Web服务的关键性协议SOAP、WSDL和UDDI及三者相互工作的原理。以旅行预订系统为例，给出了系统的总体框架和设计目标，讨论了开发并集成各旅行社的旅行Web服务的实现过程，最后对系统进行了总结和展望。 相似文献