当前的目标分割模型难以兼顾分割性能与推断效率,为此提出一种基于尺度注意知识迁移的自蒸馏目标分割方法。首先,构建了一个仅利用主干特征的目标分割网络作为推断网络,实现高效的前向推断过程。其次,提出了一种基于尺度注意知识的自蒸...当前的目标分割模型难以兼顾分割性能与推断效率,为此提出一种基于尺度注意知识迁移的自蒸馏目标分割方法。首先,构建了一个仅利用主干特征的目标分割网络作为推断网络,实现高效的前向推断过程。其次,提出了一种基于尺度注意知识的自蒸馏学习模型:一方面,设计了具有尺度注意机制的金字塔特征模块,利用尺度注意机制自适应地捕获不同语义水平的上下文信息,提取更具区分性的自蒸馏知识;另一方面,融合交叉熵、KL(Kullback-Leibler)散度和L2距离构造蒸馏损失,高效驱动蒸馏知识向分割网络迁移,提升泛化性能。该方法在COD(Camouflaged Object Detection)、DUT-O(Dalian University of Technology-OMRON)、SOC(Salient Objects in Clutter)等五个目标分割数据集上进行了验证:将所提推断网络作为基准网络,所提自蒸馏模型分割性能在Fβ指标上平均提升3.01%,比免教师(TF)自蒸馏模型增加了1.00%;所提网络与近期的残差分割网络(R2Net)相比,参数量减少了2.33×10^(6),推断帧率提升了2.53%,浮点运算量减少了40.50%,分割性能提升了0.51%。实验结果表明:所提方法能有效兼顾性能与效率,适用于计算和存储资源受限的应用场景。展开更多
本文深入研究了高中思想政治课程中概念教学的实践及其在促进学生知识迁移方面的效果。概念教学依托于建构主义学习理论和知识迁移理论,通过传授关键概念及其相互联系,旨在深化学生的理解并促进知识的系统化和应用。文章首先评析了概念...本文深入研究了高中思想政治课程中概念教学的实践及其在促进学生知识迁移方面的效果。概念教学依托于建构主义学习理论和知识迁移理论,通过传授关键概念及其相互联系,旨在深化学生的理解并促进知识的系统化和应用。文章首先评析了概念教学在高中思想政治课程中的应用现状,指出其在增强学生批判性思维和社会责任感方面的积极作用,同时识别了教师在实施过程中遇到的挑战,如教学理念和方法的调整需求,以及对教师专业素养和课程设计能力的高要求。为了克服这些挑战并优化教学效果,文章提出了一系列策略和路径,包括明确核心概念、构建跨学科的知识网络、实施跨学科教学、以及注重实际应用与情境学习。这些策略旨在为学生提供更系统、深入和挑战性的学习体验,培养他们将课堂知识应用于复杂社会情境的能力。文章最后探讨了概念教学在知识转化中的作用,并通过案例分析,展示了概念教学如何有效提升学生的知识迁移能力,使他们能够在多变的现实世界中自信地解决问题。This paper deeply studies the practice of concept teaching in ideological and political courses of senior high school and its effect in promoting students’ knowledge transfer. Based on constructivist learning theory and knowledge transfer theory, concept teaching aims to deepen students’ understanding and promote the systematization and application of knowledge by teaching key concepts and their interconnections. This paper first reviews the application status of concept teaching in high school ideological and political courses, points out its positive role in enhancing students’ critical thinking and social responsibility, and identifies the challenges encountered by teachers in the implementation process, such as the need for adjustment of teaching concepts and methods, as well as the high requirements for teachers’ professional quality and curriculum design ability. In order to overcome these challenges and optimize teaching results, the paper proposes a series of strategies and paths, including clarifying core concepts, building interdisciplinary knowledge networks, implementing interdisciplinary teaching, and focusing on practical application and situational learning. These strategies are designed to provide students with more systematic, in-depth and challenging learning experiences that develop their ability to apply classroom knowledge to complex social situations. Finally, the paper discusses the role of concept teaching in knowledge transfer, and through case studies, shows how concept teaching can effectively improve students’ knowledge transfer ability and enable them to solve problems confidently in the changing real world.展开更多
文摘当前的目标分割模型难以兼顾分割性能与推断效率,为此提出一种基于尺度注意知识迁移的自蒸馏目标分割方法。首先,构建了一个仅利用主干特征的目标分割网络作为推断网络,实现高效的前向推断过程。其次,提出了一种基于尺度注意知识的自蒸馏学习模型:一方面,设计了具有尺度注意机制的金字塔特征模块,利用尺度注意机制自适应地捕获不同语义水平的上下文信息,提取更具区分性的自蒸馏知识;另一方面,融合交叉熵、KL(Kullback-Leibler)散度和L2距离构造蒸馏损失,高效驱动蒸馏知识向分割网络迁移,提升泛化性能。该方法在COD(Camouflaged Object Detection)、DUT-O(Dalian University of Technology-OMRON)、SOC(Salient Objects in Clutter)等五个目标分割数据集上进行了验证:将所提推断网络作为基准网络,所提自蒸馏模型分割性能在Fβ指标上平均提升3.01%,比免教师(TF)自蒸馏模型增加了1.00%;所提网络与近期的残差分割网络(R2Net)相比,参数量减少了2.33×10^(6),推断帧率提升了2.53%,浮点运算量减少了40.50%,分割性能提升了0.51%。实验结果表明:所提方法能有效兼顾性能与效率,适用于计算和存储资源受限的应用场景。
文摘本文深入研究了高中思想政治课程中概念教学的实践及其在促进学生知识迁移方面的效果。概念教学依托于建构主义学习理论和知识迁移理论,通过传授关键概念及其相互联系,旨在深化学生的理解并促进知识的系统化和应用。文章首先评析了概念教学在高中思想政治课程中的应用现状,指出其在增强学生批判性思维和社会责任感方面的积极作用,同时识别了教师在实施过程中遇到的挑战,如教学理念和方法的调整需求,以及对教师专业素养和课程设计能力的高要求。为了克服这些挑战并优化教学效果,文章提出了一系列策略和路径,包括明确核心概念、构建跨学科的知识网络、实施跨学科教学、以及注重实际应用与情境学习。这些策略旨在为学生提供更系统、深入和挑战性的学习体验,培养他们将课堂知识应用于复杂社会情境的能力。文章最后探讨了概念教学在知识转化中的作用,并通过案例分析,展示了概念教学如何有效提升学生的知识迁移能力,使他们能够在多变的现实世界中自信地解决问题。This paper deeply studies the practice of concept teaching in ideological and political courses of senior high school and its effect in promoting students’ knowledge transfer. Based on constructivist learning theory and knowledge transfer theory, concept teaching aims to deepen students’ understanding and promote the systematization and application of knowledge by teaching key concepts and their interconnections. This paper first reviews the application status of concept teaching in high school ideological and political courses, points out its positive role in enhancing students’ critical thinking and social responsibility, and identifies the challenges encountered by teachers in the implementation process, such as the need for adjustment of teaching concepts and methods, as well as the high requirements for teachers’ professional quality and curriculum design ability. In order to overcome these challenges and optimize teaching results, the paper proposes a series of strategies and paths, including clarifying core concepts, building interdisciplinary knowledge networks, implementing interdisciplinary teaching, and focusing on practical application and situational learning. These strategies are designed to provide students with more systematic, in-depth and challenging learning experiences that develop their ability to apply classroom knowledge to complex social situations. Finally, the paper discusses the role of concept teaching in knowledge transfer, and through case studies, shows how concept teaching can effectively improve students’ knowledge transfer ability and enable them to solve problems confidently in the changing real world.
