数字文本时代阅读教学范式转型的挑战与应对     

李功连 《课程.教材.教法》2020,40(4):90-95

与口头文本、“物”质文本和纸质文本相比,数字文本具有超文本性、交互共享性、虚拟性和沉浸性特征。这对阅读教学范式转型提出了挑战:线性思维与离散思维的阅读思维差异;深度阅读与浅表阅读的阅读行为层次;知识建构与情感交流的双重阅读过程。为应对这三大挑战,实现阅读素养培养,需要深化阅读思维理论研究,建构面向个体的数字阅读教科书和基于活动的阅读教学模式。  相似文献   

浅析数码相机与传统相机     

刘新业 《沈阳教育学院学报》2001,3(4):117-119

近十几年来，数码相机逐渐成为摄影者关注的焦点。数码相机和传统相机之间究竟存在什么区别和联系，是许多人想了解的。我们可以从它们的对比中，来体会数码相机的独特之处。  相似文献   

数字图书馆员素质研究   总被引：2，自引：0，他引：2  

赵水森 《洛阳师范学院学报》2002,21(6):135-137

数字图书馆员素质是数字图书馆建设和发展的关键因素。数字图书馆员的一般素质、必备 素质、特殊素质三个方面是数字图书馆员素质的基本构成。  相似文献   

数字水印技术综述   总被引：4，自引：0，他引：4  

郑涵容  祁亨年  陈孝威 《湖州师范学院学报》2006,28(2):100-103

简单介绍了数字水印技术的概念、原理和特点,根据水印所附载体不同,将数字水印分为图像水印、音频水印、视频水印、文本水印、网格水印和软件水印,并描述了其原理和各种不同的实现方法.最后介绍了数字水印技术目前在各个领域的应用,并指出数字水印技术的发展方向.  相似文献   

提高馆员素质 适应时代需要     

于静 《石家庄学院学报》2001,3(3):94-95

知识经济的崛起,对作为社会主义事业的图书馆产生了巨大的冲击.在新的时期,传统图书馆不会消亡,它将和数字图书馆互补共存,并且从文化素质和思想素质两个方面对馆员提出了更高的要求.  相似文献   

高职院校《数字通信原理》课程教学改革的探讨     

刘俊 《深圳信息职业技术学院学报》2006,4(2):52-55

《数字通信原理》是高职院校通信类专业的一门重要专业基础课,其教学改革的目的是提高教学水平和完善教学质量。针对目前教学中存在的一些问题及高职院校学生实际情况,该文对教学内容、教学方法及教学实践环节进行了改革探讨。教学实践结果表明,其教学效果良好。  相似文献   

基于XML与Web服务的图书馆资源整合与集成模式的探讨     

禹蒲阳  刘艳斌 《怀化学院学报》2007,26(2):92-93

通过分析XML与Web服务技术,设计了一种基于XML和Web服务技术的数字图书馆资源整合和集成模型体系:以XML为标准的数据交换格式,以Web服务为分布式计算机制.通过该模型解决了新形势下分布、异构和自主的数字图书馆资源给读者检索和利用带来的困难.  相似文献   

Students and society in the 2020s. Three future ‘histories’ of education and technology     

Felicitas Macgilchrist  Heidrun Allert  Anne Bruch 《Learning, Media and Technology》2020,45(1):76-89

ABSTRACT

As social science fiction, this paper imagines three possible futures for education and technology. Among the most important technologies emerging today are data-aggregating technologies such as AI, affective computing, adaptive or predictive software, clouds and platforms. The paper is not, however, directed at specific technologies, but at indeterminate sociotechnical configurations. Set in 2040, it offers three ‘histories’ of the 2020s. Might students become (i) ‘smooth users’, improving themselves in the pursuit of frictionless efficiency within a post-democratic frame created by large corporations, (ii) ‘digital nomads’, seeking freedom, individualism and aesthetic joy as solopreneurs exploiting state regulations and algorithmic rules while stepping out of the state and deeply into the capitalist new economy, or (iii) participatory, democratic, ecological humans embedded in ‘collective agency’ that see institutions as spaces for exploring more equitable ways of living? The paper reflects on the future research and the political, educational and technological decisions which would make each of these three fictional future histories more or less likely.  相似文献   

数字化测图中偏心测量用法的改进探讨     

孙方飞  葛小三 《漯河职业技术学院学报》2006,5(4):1-3

在数字化采集过程中,当遇到棱镜难于直接安置在目标点时,采用偏心测量方法能够获得较好的测量效果。本文对偏心测量方法进行了一些改进,对实际测量有指导意义。  相似文献   

The Information Seeking Strategies of High School Science Students   总被引：2，自引：0，他引：2  

Andrew T. Lumpe  Kyle Butler 《Research in Science Education》2002,32(4):549-566

This study focused on the use of the Artemis web-based interface http://artemis.goknow.com/artemis/index.adp). This program provides a digital library for students to search, organise, and evaluation science information related to project-based investigations. The primary feature of the Artemis interface is a focused search tool. Key scaffolding features in Artemis include the collections of web sites, driving question folders, a persistent workspace for notes, cataloging of past search results, and the viewing of sites shared by other students. The primary goal of this study was to describe high school science students' use of the scaffolding features embedded in the Artemis interface. The researchers were interested in identifying the scaffolding features students use and describing how they use them in the context of finding science information related to investigations. In addition, to look at scaffolding interaction, relationships between feature use and student learning were examined. The context of this study was a four-week science investigation conducted by 43 high school biology students. Students worked in dyads to answer driving questions related to their topics of study (e.g., What do the conditions need to be in order for green algae to survive?). It was found that students relied heavily upon Organisational Feature scaffolds (persistent workspace) to help them organise information that was ultimately used by the students to produce domain specific artifacts. In addition, students spent much of their time conducting searches and saving results. However, classroom performance success was only significantly correlated with the use of Organizational Feature scaffolds – scaffolding features that students use to create driving questions, write notes about the information they found as a result of their searches, and keep track of their investigations. No other search tool used by the students possessed this important scaffolding feature. The students did not automatically use Collaborative Features – scaffolding features hypothesised to be powerful cognitive tools.  相似文献