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目前,将传统CAD软件改造成支持多成员协同工作的应用协同工具的常用方法是逐个地对传统CAD软件进行改造。在对现有改造方法存在的问题进行分析总结的基础上,设计实现了一个应用协同工具开发平台,该开发平台不但能提高改造效率,而且能保证采用该开发平台所构造的应用协同工具具有较好的健壮性。 相似文献
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本文根据CAD应用技术的发展及相关软件的开发情况,对CAD应用技术课程的教学进行探讨,其目的在于更有效地提高对该课程的教学效果,保证学生能及时、全面、系统地掌握CAD应用技术,从而满足社会对人才的需要。 相似文献
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根据模块化设计思想，以C#、Auto CAD Object ARX为工具，以Auto CAD2002图形软件包为图形支撑平台，SQL Server2000作为支撑数据库，开发了基于ADO技术的模具标准件CAPP系统软件．其设计思路和实现手段对开发其他零件的CAPP系统同样具有很大的推广价值。 相似文献
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随着信息化工作的不断发展,在企业中普遍存在着多套协同工作系统.这些系统的软件分散开发,硬件服务器独立部署,需要独立的管理维护人员,一定程度上造成了资源的冗余和浪费.因此,提出一种将多个协同工作系统部署到一个软件域不同组织单元中的方法.并使用此方法在Domino平台上构建一个协同工作系统支撑工具,实现无需开发即可在该平台上快速配置出多个单位协同办公系统的技术创新. 相似文献
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二次开发的必要性AutoCAD是目前Windows９５／９８／NT／２０００环境下应用最广泛、使用人数最多的CAD软件。AutoCAD具有开放的体系结构，允许用户和开发者采用高级编程语言对其进行扩充和修改，即二次开发，能最大限度地满足用户的特殊要求，给用户带来标准、廉价、方便、高效等益处，从而进一步占领了市场。用户通过对Auto－CAD系统的二次开发，可以结合自己的专业特点，开发属于自己的专用型CAD系统。目前，国内开发的工程制图软件大多采用AutoCAD作为其软件支撑平台，进行二次开发而成，为工程设计和制图行业创造了巨大的经… 相似文献
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现有软件应用程序可分为移动版本和Web版本两大类,但这些应用程序通常只能应用于其中一个平台（移动或Web平台）,而不能同时适用于另一个平台。目前的解决方案是开发两个不同程序,通过不同的设计方法和工具实现,但该方式需要双重的开发和维护成本。为解决该问题,提出一个名为WebRatio Platform的综合工具套装软件,用于Web和移动应用程序的模型驱动开发,能够同时支持Web和移动应用程序设计。该工具是根据IFML（交互流建模语言）中OMG标准语言的两个版本扩展而来,具有模型检查和全代码生成功能,可生成即时发布的Web和跨平台移动应用程序。 相似文献
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针对传统ERP软件的应用和商业逻辑是紧耦合、改造难度大这一特征,采用中间件技术设计一个ERP开发平台,从而保证了ERP应用的开发、部署、维护和升级等方面不受操作系统以及底层技术的限制. 相似文献
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"行企校"联动人才培养模式是建构在和生共赢理念基础上,推动校企合作深度、健康发展的新型人才培养模式之一。它以行业、企业、学校共同构建的合作办学理事会为平台,做到联动招生、联动培养、联动就业。同时,三方共同构建互利共赢的师资融通保障机制、实训实践条件共享机制,以及就业服务保障机制,真正做到人才共育中相互渗透、相互支持,紧密、有机地合作及和谐发展。 相似文献
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Wendy Jolliffe 《Education 3-13》2015,43(1):70-82
Cooperative learning (CL), in spite of extensive research and documented benefits, is not widely used in England. A review of the literature shows that it requires a staged and sustained approach to implementation, which has led to a gap between its potential and actual use. The case study cited here provides one example of bridging that gap through schools working together, with a community of facilitators, or experts, to provide support. As interest grows internationally into teachers cooperating in professional learning communities, this article argues that collaborative cultures provide the key to implementing and sustaining CL. In other words: teachers cooperating together also support pupils learning together. 相似文献
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作者首先给出了协作知识建构的定义和特点,接着详细论述了概念图应用在协作知识建构和反思评价中的具体过程,即确定构图任务、个人知识建构、共享作品、协作知识建构、形成小组概念图等6个步骤,文章最后讨论了应遵循的应用原则。 相似文献
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论高职英语实践课程中的案例教学法 总被引：1，自引：0，他引：1
李哲 《湖北广播电视大学学报》2008,28(2):21-22
案例教学法是一种教师与学生直接参与,共同对教学案例进行分析、讨论和寻求问题解决方案,培养学生分析和解决问题能力、理论联系实践的能力、团队合作能力和创新思维的教学方法。在高职英语商务,文秘,外贸及旅游等专业课程教学中引入案例教学法会产生许多传统教学法所不具备的特殊功能。本文就此方面论述了案例教学法的特点,教学步骤及对高职英语实践教学所产生的积极作用。 相似文献
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《Teaching and Teacher Education》2005,21(1):65-78
This study drew upon the recently developed Teaching Perspectives Inventory (TPI) to compare and contrast the teaching perspectives of cooperating teachers against a range of demographic data specific to cooperating teachers. The outcomes indicate, among other things, that a high percentage of cooperating teachers base their pedagogical relationship with learners upon a Nurturing perspective, that a Social Reform perspective among cooperating teachers is almost non-existent, and that a Transmission perspective is more prominent at the secondary school level than at other school levels. Collectively, the insights from this study provide one of the most comprehensive surveys of a single cohort of cooperating teachers reported in the literature. 相似文献
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Much attention has been given to the impact of cooperative teachers on the pedagogical behaviour of student teachers. In many cases, however, cooperating teachers gain as much from the student teacher as the student teacher acquires from them. This study was designed to elicit answers to the following two questions: (1) What are the perspectives of early childhood cooperating teachers regarding early reading instruction in the Jordanian context? and (2) Does the perspectives of early childhood cooperating teachers engaging in early reading instruction change as a result of working with student teachers? The study targeted a sample of 25 cooperating teachers and 28 student teachers who participated in the study by completing a questionnaire, and follow-up interviews were also conducted with 13 cooperating teachers. Results of this study indicate that cooperating teachers endorse the phonics method more than the whole language (WL) approach. Unlike past research, the results of this study revealed that (1) the student teaching experience had no effect on the perspective of cooperating teachers regarding early reading instruction and (b) the perspectives of cooperating teachers do not become similar to those of their student teachers who were WL-oriented. The results have implications for early childhood teacher education programmes and professional development for kindergarten teachers. 相似文献
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Theresa J. Gurl 《Teaching Education》2019,30(2):177-199
This study examined the complexities of the collaborative relationship between student teachers and cooperating teachers in secondary mathematics from the perspectives of the student teachers. Four cohorts of student teachers (N = 170) in secondary mathematics were surveyed using a questionnaire that measured their perceptions of two dimensions of their student teaching experience: collaboration with their cooperating teachers and the classroom practices of their cooperating teachers. Although analysis of the responses revealed that student teachers were generally satisfied with the amount and quality of the collaboration, two important results were revealed. First, about half of the respondents reported spending less than an hour collaborating weekly with their cooperating teacher in various contexts. Second, certain classroom practices of the cooperating teachers were found to be significantly associated with whether they spent more or less than an hour collaborating with their student teachers, and were significantly correlated in most cases. This explicit linkage suggests that the classroom practices of cooperating teachers may extend to the mentoring approach they take when working with student teachers. Suggestions for teacher education programs and cooperating teacher support are shared. 相似文献
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In this paper, we examine the role of reflection in teacher preparation, specifically within a mentoring relationship between cooperating and preservice teacher. We report findings from a case analysis of this pair who engaged in problem-posing dialogue within pre- and post-conferences around practice over one year of their work together in an elementary-level classroom. The context is an innovative programme in which cooperating teachers pursue their Master’s degree while undergraduates (preservice teachers) complete their elementary education degrees. Our analysis of talk about teaching during six coaching cycles as well as supporting documents illustrates how Jane’s mentoring supported reflective practices and disrupted a notion of a field experience as simply a place to ‘practice’ pedagogical knowledge with corrective feedback. Additionally, we explore the tensions in this approach to mentoring. This case study has implications for teacher educators who seek to bolster teacher preparation through the support of mentoring relationships. 相似文献
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社区教育是终身教育体系的重要组成部分,是创建学习化社会的重要途径。解放思想,更新观念,抢占非学历教育的制高点;与政府职能部门联手,共同打造社区教育新平台;坚持开放办学,不断创新社区教育的思路,是新时期电大发展社区教育的基本思路与对策。 相似文献