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针对现代IT企业的用人要求,分析高校软件工程专业毕业生与软件企业实际岗位职责能力脱节问题,提出并实践一种以真实商业软件项目组建软件项目开发团队、工作过程遵循大型软件企业项目开发CMMI规范的、能让学生尽快从学生角色转化为企业职员的、强调工程规范的分阶段成果交付和交叉的软件工程实训模式。详细论述怎样利用企业的真实商业软件项目对学生进行贴近真实软件开发过程的工程规范训练,让学生初步具备软件企业所要求的工程实践能力。 相似文献
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翻译是一种语言活动,同时也是一种社会文化活动,必然会受到社会文化规范的束缚.庞德的翻译也同样遵循此规则.本文在扼要概述图里翻译规范论后,从图里的首要规范、预备规范和操作规范三方面浅析庞德的翻译.同时也证明了图里翻译规范论有一定的解释力. 相似文献
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《武汉职业技术学院学报》2016,(6):78-81
针对高职软件开发实训类课程的设计进行研究,分析影响高职软件开发实训类课程的主要因素,介绍目前实训类课程常用的项目教学法,重点阐述结合项目教学法,软件工程规范及公司软件开发流程的课程设计思路及具体实施方案,提出此类课程对教师的能力要求。 相似文献
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针对计算机软件专业实训教学,引入仿真项目,能让学生模拟真实项目的开发。根据实训教学和软件开发规范,设计仿真项目实训平台,文章详细描述基于web缓存技术的平台体系结构和平台各模块的功能。实训平台按学生、教师等不同角色进行规划,方便设置各种常用开发规范,展开仿真项目的全程演练;主要实现功能有仿真项目管理,开发过程管理、项目成果评价。实训平台可以增强学生项目体验,规范软件开发,理顺开发过程。 相似文献
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董印其 《喀什师范学院学报》2004,25(5):40-42,45
现代汉语词汇规范问题是词汇研究的重要内容之一，应该对动态的词汇现象进行有效的规范。对此从词汇规范应遵循的基本原则、依据和方法，现阶段规范普通话的依据，普通话词汇规范的主要方法等方面对现代汉语词汇规范提出自己的看法。 相似文献
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刘飞 《中国石油大学胜利学院学报》2010,24(2):25-27
基于构件的软件开发(CBSD)是一种先进的软件开发方法.由于其具有高效、低成本、灵活等诸多优势,该技术在软件项目中得到了日益广泛的应用.为了规范和指导本技术在实践中的应用,本文从构件技术的基础理论入手,通过深入分析拳技术的关键和管理要点.并以油藏软件的开发为例进行了细致的说明,对于指导类似项目的管理具有借鉴意义. 相似文献
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IMS电子学档规范解读 总被引：1，自引：0，他引：1
随着电子学档的广泛应用,不同系统间的互操作问题成为学档发展的主要瓶颈和迫切需要解决的问题。文章介绍了IMS电子学档规范的主要内容,并且对该规范的难点作了解释和分析。希望通过文章的介绍和分析,帮助教育技术研究人员和开发人员理解这个规范,促进该规范的应用,并推动我国电子学档互操作规范的制定。 相似文献
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学术规范是学术共同体进行学术活动应遵循的基本规范和行为准则,对博士生学术研究起到引导和约束的双重作用.受学术认知的偏差、学术评价的诱导、规约制度的缺位等因素影响,博士生研究过程浮躁化、研究写作功利化、研究成果商品化等学术失范行为滋生.为促进博士生养成良好的学术规范,发挥其在科研中的示范引领作用,从转变思想观念、强化师德师风、完善制度规约等方面进行优化实践. 相似文献
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In a 3-year project, a consortium of university, nonprofit and commercial educational software developers formed a testbed for the rapid assembly of educational software from reusable component tools. This testbed incorporated interactive learning tools from a variety of university, nonprofit, and commercial developers, and hosted decentralized authoring teams consisting of teachers, developers and educational technologists. Within its testbed, the Educational Software Components of Tomorrow (ESCOT) project achieved notable success in (a) producing a large collection of technology-rich learning activities with reuse rates estimated at 90% and (b) scaffolding authoring teams in successful and rewarding collaborative development experiences. Fortunately, since ESCOT was funded as a National Science Foundation research project, we have had time to reflect on the conditions that led to our achievements. In this article, we reflect on the three activities of the project that we believe were most responsible for its success: (1) the selection of a unit of software production (2) the development of a strategy to allow reuse of interoperable software components and (3) the structuring of a distributed, team-based authoring process. We observe that a common characteristic across these activities was reciprocal influence from both the fields of research-based software development and teaching practice. 相似文献
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Conal Monaghan Boris Bizumic Katherine Reynolds Michael Smithson Lynette Johns-Boast Dirk van Rooy 《European Journal of Engineering Education》2015,40(1):52-67
One prominent approach in the exploration of the variations in project team performance has been to study two components of the aggregate personalities of the team members: conscientiousness and agreeableness. A second line of research, known as self-categorisation theory, argues that identifying as team members and the team's performance norms should substantially influence the team's performance. This paper explores the influence of both these perspectives in university software engineering project teams. Eighty students worked to complete a piece of software in small project teams during 2007 or 2008. To reduce limitations in statistical analysis, Monte Carlo simulation techniques were employed to extrapolate from the results of the original sample to a larger simulated sample (2043 cases, within 319 teams). The results emphasise the importance of taking into account personality (particularly conscientiousness), and both team identification and the team's norm of performance, in order to cultivate higher levels of performance in student software engineering project teams. 相似文献
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This study identifies and analyses professional norms as a means of illuminating school cultures and how norms are distributed in the system. Of special interest is the role of school leaders and how they lead, organize and realise school development. The study research question is: What professional norms do school leaders highlight in change efforts? We are also interested in identifying the support mechanisms and obstacles to implementation and norm setting exhibited by school organisations. The case we used explores change processes in the implementation of education for sustainable development at three upper secondary schools in Sweden. It was conducted in three phases, starting with a questionnaire for all teachers and principals. In the second phase, each of the principals was interviewed individually. The third phase used focus groups consisting of the principals that made up the leadership groups. Our results indicate that professional norms are set when principals and teachers experience expectations from each other, from students and from policy documents. There is also a need for well-functioning communication in the organisation to set and disseminate norms. The school principal plays a crucial role in these norm setting processes. By becoming more aware of existing norms in the organisations, and how norms can be changed, this knowledge can support principals in change efforts. 相似文献
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The effects of social group norms (inclusion vs. exclusion vs. exclusion-plus-relational aggression) and school norms (inclusion vs. no norm) on 7- and 10-year-old children's intergroup attitudes were examined. Children (n = 383) were randomly assigned to a group with an inclusion or exclusion norm, and to 1 of the school norm conditions. Findings indicated that children's out-group attitudes reflected their group's norm but, with increasing age, they liked their in-group less, and the out-group more, if the group had an exclusion norm. The school inclusion norm instigated more positive attitudes toward out-group members, but it did not moderate or extinguish contrary group norms. The use of school norms to counteract the effects of children's social group norms is discussed. 相似文献
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Paul Shabajee 《British journal of educational technology : journal of the Council for Educational Technology》1999,30(2):101-113
This paper puts forward a prototype process for the development of educational multimedia materials, which can help educational multimedia software developers produce more coherent and effective learning resources by making explicit the value/belief system on which the project is founded. The prototype is presented as an object and stimulus for debate and discussion, around the many issues it raises.
The paper critically reviews some current models of educational multimedia software development with regard to the role of "values/beliefs" and discusses why there is a need for these factors to be taken into account. It particularly focuses on environmental issues and is more widely applicable to those subject areas which involve the teaching of "controversial issues".
The basic process put forward involves three steps: 1) identifying and agreeing a prioritized list of the core values and beliefs on which the project is based 2) using these to inform the specification/design process 3) using them as part of the evaluation/quality control process. The process is illustrated using a small number of examples and the paper ends by looking forward to a full trial of the prototype and suggestions for further work. 相似文献
The paper critically reviews some current models of educational multimedia software development with regard to the role of "values/beliefs" and discusses why there is a need for these factors to be taken into account. It particularly focuses on environmental issues and is more widely applicable to those subject areas which involve the teaching of "controversial issues".
The basic process put forward involves three steps: 1) identifying and agreeing a prioritized list of the core values and beliefs on which the project is based 2) using these to inform the specification/design process 3) using them as part of the evaluation/quality control process. The process is illustrated using a small number of examples and the paper ends by looking forward to a full trial of the prototype and suggestions for further work. 相似文献
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熊文红 《新疆师范大学学报(哲学社会科学版)》2006,27(4):96-98
随着网络技术的兴起和普及,网络游戏产业异军突起。文章通过对我国网络游戏产业的现状和存在的问题的分析,提出通过依托民族文化资源,培育网络游戏产业的自主创新能力；创造良好的网络文化市场环境；加快网络游戏软件人才的培养；正确处理网络游戏产业的经济效益和社会效益,促进我国网络游戏产业的快速发展。 相似文献
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根据图里翻译规范理论,译者的翻译会受到诸多社会文化约束力的制约和影响。按照这种社会文化约束力的大小,可归类为:规则、规范和癖好,其中"规则"与"癖好"分别被置于强与弱的两端,而"规范"便是其中的中间部分;同时"规范"通过其逻辑和时间先后顺序可划分为:原始规范、预先规范和操作规范。所以通过以描述性研究方法为指导的译本研究,我们可以重构译者在翻译过程中所受的规范制约,并以此来理解更多相关的翻译现象。该文以《哈利.波特》系列中第四部的人民文学出版社译文版和皇冠出版社译文版为对比研究对象,描述和解释译者在人名翻译时所受的翻译规范影响。 相似文献
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By Walter C. Allan Jeryl L. Erickson Phil Brookhouse and Judith L. Johnson 《TechTrends》2010,54(6):36-43
Maine’s one-to-one laptop program provides an ideal opportunity to explore conditions that optimize teacher integration of
technology-focused curriculum into the classroom. EcoScienceWorks (ESW) is an ecology curriculum that includes targeted simulations
and a code block programming challenge developed through an NSF-ITEST grant. The project was designed as a collaboration that
included simulation software developers; middle school science teachers; the Maine laptop program; environmental educators;
an external evaluator; and a lead organization experienced in teacher guided curriculum development. Thus, each of the elements
of TPACK (technology, pedagogy, and content knowledge) worked together to produce the final ecology simulation-centered curriculum.
In 2008–2009, the ESW curriculum became available statewide through the Maine laptop program. Partner teachers have transitioned
their classrooms to more learning-centered environments through the use of technology and have become teacher leaders. The
collaborative approach to technology focused curriculum development used in this project is a model for TPACK professional
development. 相似文献
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Janet E. Spector 《Psychology in the schools》1999,36(6):459-471
This study investigated normative precision in 14 preschool tests representing four domains: cognitive, language, adaptive behavior, and early academic skills. The purpose was to explore the consequences of using tests with more‐ vs. less‐precise age norms to identify disabilities in preschool children. As expected, on tests with more precise norms, standard scores associated with the same raw score shifted gradually across age groups. On the other hand, tests with less precise norms showed more dramatic standard score shifts across age groups. Examination of the degree of shift found in each test indicated that many preschool tests have norm tables that are potentially problematic for diagnosing disabilities, particularly for children near norm group cut‐off ages. On high stakes tests, an optimal span is one to three months. This standard can be achieved by using interpolation and/or increasing the size of norming samples at the preschool level. © 1999 John Wiley & Sons, Inc. 相似文献