将现场实验得到的相思树根系的探测信号图与利用Gpr Max V2.0软件模拟的根系信号图对比分析,得出根的埋深、水平间距、根的直径是根目标反射信号产生差异的主要影响因素。为得到更接近实际根系生长状况的图像数据,利用Gpr Max V2.0模拟...将现场实验得到的相思树根系的探测信号图与利用Gpr Max V2.0软件模拟的根系信号图对比分析,得出根的埋深、水平间距、根的直径是根目标反射信号产生差异的主要影响因素。为得到更接近实际根系生长状况的图像数据,利用Gpr Max V2.0模拟了交错根系的图谱,并对其反射信号进行了分析;探查出交错根系不同角度的模拟图像的差异及其产生原因,进一步证实了利用Gpr Max V2.0软件模拟探地雷达探测树木根系的有效性。展开更多
职业院校教师数字素养是一项综合能力体系,涵盖了专业素养、实践素养及社会素养三大维度,其提升是响应经济社会发展、满足时代需求的关键,也是职业教育信息化2.0推进的核心。针对当前职业院校教师数字素养提升面临观念滞后、课程体系不...职业院校教师数字素养是一项综合能力体系,涵盖了专业素养、实践素养及社会素养三大维度,其提升是响应经济社会发展、满足时代需求的关键,也是职业教育信息化2.0推进的核心。针对当前职业院校教师数字素养提升面临观念滞后、课程体系不完善、制度不健全、资源投入不足等问题,文章提出强化职业院校教师主体意识、制定科学合理的保障制度、加强教师数字能力专题培训、构建数字素养提升共同体等措施,全面提升职业院校教师数字素养,促进职业教育数字化转型,培养更多适应未来需求的技术技能型人才。The digital literacy of vocational college teachers constitutes a comprehensive capability system, encompassing professional literacy, practical literacy, and social literacy. Enhancing this literacy is crucial for responding to economic and social development, meeting the demands of the era, and serving as the core of advancing Vocational Education Informatization 2.0. Currently, the enhancement of vocational college teachers’ digital literacy confronts challenges such as lagging perceptions, incomplete curriculum systems, inadequate institutional frameworks, and insufficient resource investments. This article proposes measures including strengthening teachers’ subjective awareness, establishing scientific and reasonable safeguard systems, intensifying specialized training in digital competencies, and constructing a digital literacy enhancement community. These initiatives aim to comprehensively elevate the digital literacy of vocational college teachers, facilitate the digital transformation of vocational education, and cultivate a greater number of technically skilled talents adept at meeting future demands.展开更多
文摘将现场实验得到的相思树根系的探测信号图与利用Gpr Max V2.0软件模拟的根系信号图对比分析,得出根的埋深、水平间距、根的直径是根目标反射信号产生差异的主要影响因素。为得到更接近实际根系生长状况的图像数据,利用Gpr Max V2.0模拟了交错根系的图谱,并对其反射信号进行了分析;探查出交错根系不同角度的模拟图像的差异及其产生原因,进一步证实了利用Gpr Max V2.0软件模拟探地雷达探测树木根系的有效性。
文摘职业院校教师数字素养是一项综合能力体系,涵盖了专业素养、实践素养及社会素养三大维度,其提升是响应经济社会发展、满足时代需求的关键,也是职业教育信息化2.0推进的核心。针对当前职业院校教师数字素养提升面临观念滞后、课程体系不完善、制度不健全、资源投入不足等问题,文章提出强化职业院校教师主体意识、制定科学合理的保障制度、加强教师数字能力专题培训、构建数字素养提升共同体等措施,全面提升职业院校教师数字素养,促进职业教育数字化转型,培养更多适应未来需求的技术技能型人才。The digital literacy of vocational college teachers constitutes a comprehensive capability system, encompassing professional literacy, practical literacy, and social literacy. Enhancing this literacy is crucial for responding to economic and social development, meeting the demands of the era, and serving as the core of advancing Vocational Education Informatization 2.0. Currently, the enhancement of vocational college teachers’ digital literacy confronts challenges such as lagging perceptions, incomplete curriculum systems, inadequate institutional frameworks, and insufficient resource investments. This article proposes measures including strengthening teachers’ subjective awareness, establishing scientific and reasonable safeguard systems, intensifying specialized training in digital competencies, and constructing a digital literacy enhancement community. These initiatives aim to comprehensively elevate the digital literacy of vocational college teachers, facilitate the digital transformation of vocational education, and cultivate a greater number of technically skilled talents adept at meeting future demands.
