共查询到20条相似文献，搜索用时 187 毫秒
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计算机仿真技术已成为教学和科研的重要手段之一.介绍了通信原理课程教学中运用的各种计算机仿真工具特点,并以2FSK信号的调制为例,详细论述了利用matlab、systemview、flashmax等常用软件仿真通信原理理论的过程,最后通过比较,总结出常用仿真软件在通信原理课程中的应用场合. 相似文献
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为充分发挥计算机仿真技术的优越性,研究将计算机仿真技术与工科大学自动化专业的教学过程相结合的教学改革方法。研究内容包括计算机仿真技术在课堂授课、课程实验、课程设计和毕业设计等多个教学环节中的应用,以及半实物仿真等先进仿真技术与自动化专业教学过程的结合。将计算机仿真与自动化专业教学相结合,可丰富和完善现有的教学手段和模式,有利于培养学生的创新能力。 相似文献
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高频电子线路仿真实验的设计与实现 总被引：12，自引：4，他引：8
通过对高频电子线路的仿真实验特点的分析,设计了基于电路原理的通信系统仿真实验和基于硬件电路的仿真实验,并借助Matalb软件中的SIMULINK仿真和PSPICE仿真软件,实现了模拟通信系统仿真实验和发射机与接收机部分电路仿真实验.说明了仿真技术在电子技术实验教学中的应用方法和过程,是对实验课程的教学方法和教学模式改革的探索与实践. 相似文献
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数控加工仿真技术的研究 总被引：1，自引：0，他引：1
王学东 《邢台职业技术学院学报》2009,26(3):44-45,49
论述了数控加工仿真技术的含义、数控加工仿真的实现方式,以及数控加工仿真技术的研究现状及存在的问题,讨论了数控仿真技术的发展趋势. 相似文献
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吴春凌 《广东技术师范学院学报》2005,(4):37-39
虚拟技术是计算机仿真技术的深化和发展,拓宽了仿真技术的应用范围和效果,与传统的仿真技术比较具有交互性、精确性、表现力、沉浸感的特点.本文比较了传统的制造仿真系统和虚拟环境下的仿真技术的内涵,介绍了基于虚拟制造的系统仿真需要解决的关键技术. 相似文献
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文章结合应用型高校教学实际,探索在通信原理课程中开展仿真教学的方法。在理论教学中,利用仿真技术分析关联知识点,解释抽象的教学内容,说明电路工作的原理。在实验教学中,将仿真平台和硬件设备结合使用,通过增加电路仿真环节,促进学生学习实验电路结构,利用仿真软件设计综合性、研究性的实验项目,培养学生的知识应用能力。在通信原理课程中进行仿真教学,丰富了教学内容,提高了教学效果,为学生在后续学习中使用仿真工具奠定了知识基础。 相似文献
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为了更好地将仿真技术运用于军事，分析了军用仿真技术与军事需求和军事仿真系统之间的辩证关系，并从战略规划、战术运用、指战员训练和武器装备建设4个方面论述了军用仿真技术在国防和军事领域的应用。指出军用仿真技术将在作战仿真和基于仿真的采办等领域获得极大发展。对军用仿真技术的运用有一定参考价值。 相似文献
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针对通信原理课程实验教学,探讨了基于SystemView软件的仿真通信原理实验的方法,以2PSK频带传输系统模型为例详细地研究了仿真实验的设计、调试以及实验拓展的教学过程与思路。实践结果表明：采用仿真技术可以帮助学生理解抽象的知识点,提高了学生学习的主动性,激发了学生的兴趣,培养了学生学以致用解决问题的能力和探索精神,提升了通信原理课程实验教学效率。 相似文献
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Dr. Carroll C. Arnold 《Communication quarterly》2013,61(2):25-27
This article provides bibliography, some with annotation, for three areas of computer use in interpersonal communication: computer‐assisted instruction, simulation of interpersonal communication, and analysis of verbal behavior. There are brief introductory comments for each section of the bibliography. 相似文献
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基于PLC的刀库自动选刀实验系统开发 总被引：1，自引：0，他引：1
介绍了一种基于PLC的刀库自动选刀模拟实验系统的控制系统组成与软件实现方法。通过PC机与PLC之间的CCM通信,完成自动选刀动作。整个实验过程可同时在计算机上和模拟实验板上直观的展现出来。 相似文献
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随着计算机仿真技术的发展,很多工程设计可以通过计算机仿真来设计验证,目前各类学科都有自己的计算机仿真软件,且仿真结果与实际结果已非常接近,计算机仿真教学法就是把工程设计仿真软件应用于工科课程教学的基本方法。利用计算机仿真技术进行实验,可使学生获得感性知识,经历从实践到理论启蒙的认知过程,弥补常规的实验方法需要的实验条件较高、实验效率较低等缺陷。 相似文献
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诸燕平 《中国现代教育装备》2011,(1):72-74
随着物联网技术的蓬勃发展,通信和计算机专业本科教学中开设无线传感器网络课程。本文引入一款优秀的开源无线网络仿真软件———OMNeT＋＋,并将它应用于无线传感器网络教学中,可仿真无线传感器网络中的大部分信道、拓扑和协议。在对OMNeT＋＋进行研究的基础上,给出一个具体的网络仿真实例。实践表明,利用OMNeT＋＋进行演示教学,课堂教学气氛活跃,教学效果好,学生对无线传感器网络信道、拓扑和协议的理解也更加深刻。 相似文献
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P. Cretchley 《Education and Information Technologies》2007,12(1):29-39
Employer expectations have changed: university students are expected to graduate with computer competencies appropriate for
their field. Educators are also harnessing technology as a medium for learning in the belief that information and communication
technologies (ICT’s) can enliven and motivate learning across a wide range of disciplines. Alongside developing students’
computer skills and introducing them to the use of professional software, educators are also harnessing professional and scientific
packages for learning in some disciplines. As the educational use of information and communication technologies increases
dramatically, questions arise about the effects on learners. While the use of computers for delivery, support, and communication,
is generally easy and unthreatening, higher-level use may pose a barrier to learning for those who lack confidence or experience.
Computer confidence may mediate in how well students perform in learning environments that require interaction with computers.
This paper examines the role played by computer confidence (or computer self-efficacy) in a technology-enriched science and
engineering mathematics course in an Australian university. Findings revealed that careful and appropriate use of professional
software did indeed enliven learning for the majority of students. However, computer confidence occupied a very different
dimension to mathematics confidence: and was not a predictor of achievement in the mathematics tasks, not even those requiring
use of technology. Moreover, despite careful and nurturing support for use of the software, students with low computer confidence
levels felt threatened and disadvantaged by computer laboratory tasks. The educational implications of these findings are
discussed with regard to teaching and assessment, in particular. The TCAT scales used to measure technology attitudes, computer
confidence/self-efficacy and mathematics confidence are included in an Appendix. Well-established, reliable, internally consistent, they may be useful to other researchers. The development of the computer
confidence scale is outlined, and guidelines are offered for the design of other discipline-specific confidence/self-efficacy
scales appropriate for use alongside the computer confidence scale. 相似文献
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新型Mobius模拟通信系统的比较研究 总被引：1，自引：3，他引：1
林顺达 《泉州师范学院学报》2006,24(4):34-38,47
应用Mobius变换对各种常用数字信号的傅立叶级数进行逆变换计算,所得到的结果应用于模拟通信系统,就是一种称之为新型Chen-Mobius的模拟通信系统.文章主要针对新型Chen-Mobius模拟通信系统,以基于MATLAB的Simulink作为软件工具,对该系统的性能以及与传统模拟通信系统的区别进行了分析和比较. 相似文献
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朱海凌 《深圳职业技术学院学报》2006,5(3):21-22
借助于MATLAB软件,对《通信原理》中的数字基带信号进行计算机仿真,用软件的方式实现实验的设计。仿真中数字信号采用随机m序列,根据不同的码型仿真出波形图,为学生的课程学习提供了很好的工具和平台。 相似文献
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Amanda L. Gonczi Jennifer L. Chiu Jennifer L. Maeng Randy L. Bell 《International Journal of Science Education》2016,38(11):1800-1824
This investigation sought to identify patterns in elementary science teachers’ computer simulation use, particularly implementation structures and instructional supports commonly employed by teachers. Data included video-recorded science lessons of 96 elementary teachers who used computer simulations in one or more science lessons. Results indicated teachers used a one-to-one student-to-computer ratio most often either during class-wide individual computer use or during a rotating station structure. Worksheets, general support, and peer collaboration were the most common forms of instructional support. The least common instructional support forms included lesson pacing, initial play, and a closure discussion. Students’ simulation use was supported in the fewest ways during a rotating station structure. Results suggest that simulation professional development with elementary teachers needs to explicitly focus on implementation structures and instructional support to enhance participants’ pedagogical knowledge and improve instructional simulation use. In addition, research is needed to provide theoretical explanations for the observed patterns that should subsequently be addressed in supporting teachers’ instructional simulation use during professional development or in teacher preparation programs. 相似文献
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Catherine J. Tuckey 《The American journal of distance education》2013,27(2):58-72
Abstract This paper compares the educational attributes of two forms of communication currently in use in distance education in the United Kingdom. Although these forms do not cover the spectrum of technology available, they do represent very different modes. The first of these is the Electronic White Board, a form of audio conferencing combined with a visual display. The second is asynchronous computer conferencing, or computer‐mediated communication, a text‐based means of communication. 相似文献
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李康顺 《赣南师范学院学报》2004,25(6):43-44
在不同的程序设计言之间进行数据通讯是程序设计人员经常遇到的一大难题,利用自动服务器ActiveAutomation进行VC++与VisualFoxpro之间的数据通讯为例来说明此方法,并通过自动服务器,彻底地解决了各种数据类型之间的交换问题. 相似文献