如何在中职通信技术教学中提升教学效率

随着信息技术的快速发展,通信技术已成为现代社会不可或缺的一部分,中职通信技术教学是培养高素质技术人才的重要途径。中职通信技术教学的教学效率不仅关系到学生的学习成果,也关系到教师的教学水平和教学质量。随着职业教育的发展,提高中职生的综合素养已成为当前教学的重点,如何提升教学效率助使学生高质量学习已成为教育界关注的焦点。教师应从不同的角度出发探究切实可行的教学方案,以提升中职通信技术教学效率。

微课在中职通信技术教学中的应用分析

目前,多元化的教育模式开始被广泛应用,中职计算机教学也需要转变传统的教学观念,将全新的教学技术和模式引进现有的教学课程中。文章对微课在中职通信技术教学中的应用展开详细的分析,并结合当前微课教学方式与计算机应用基础课程的应用,进行了理论层面的阐述,以供参考。

论5G时代高职通信技术专业教学模式的变革

5G时代的到来带来了课堂教学的革命。文章在分析高等职业院校通信技术专业教学现状与难题的基础上,结合5G的各种应用场景,就如何在通信技术专业开展基于在线开放课程平台的线上线下混合式教学、基于5G场景的VR教学以及基于5G网络的远程在线精准教学等进行了阐述。

基于软件无线电的通信系统实验平台研制(3)—控制方法

为便于学生从系统角度全面领悟和体会现代无线电设备工作原理,研制基于软件无线电的通信系统实验平台。从硬件资源、片上系统、控制方法、射频电路、API接口、VITA-49协议等6个方面,对实验平台设计思想和工作原理进行全面剖析。资源的开放化和软件化、结构的层次化和模块化、信号的高速化和宽带化、接口的分类化和层级化、操作的可控化和网络化等,是实验平台的特点。用于教学后体会到,该实验平台不仅易于开展分级实践教学、利于从不同起点和不同角度掌握现代无线电设备工作原理,而且能够更好的发挥出学生个性化创造性。本专题重点介绍实验平台对传输信息的规范、分类和包格式结构及系统对各分类信息的解析和控制方法。

软件无线电的通信系统实验平台研制(1)——硬件资源

为便于学生从系统角度全面领悟和体会现代无线电设备工作原理,研制出基于软件无线电的通信系统实验平台。从硬件资源、片上系统、控制方法、射频电路、API接口、VITA-49协议等共六方面,以递进式对实验平台设计思想和工作原理进行全面剖析,并给出了利用实验平台进行软硬件二次开发的方法。总结出实验平台的五大设计特点,即系统资源的开放化和软件化、系统结构的层次化和模块化、适应信号的高速化和宽带化、驱动接口的分类化和层级化、管理操作的可控化和网络化。用于实践教学后体会到,采用该实验平台不仅易于开展分级实践教学,利于学生从不同起点和不同角度掌握现代无线电设备工作原理,而且能够更好发挥出学生的创造性。

基于软件无线电的通信系统实验平台研制(2)——片上系统

为便于学生从系统角度全面领悟和体会现代无线电设备工作原理,研制出基于软件无线电的通信系统实验平台。从硬件资源、片上系统、控制方法、射频电路、API接口、VITA-49协议等六方面,对实验平台设计思想和工作原理进行全面剖析。资源的开放化和软件化、结构的层次化和模块化、信号的高速化和宽带化、接口的分类化和层级化、操作的可控化和网络化等,是该实验平台的特点。该实验平台不仅易于开展分级实践教学,利于从不同起点和不同角度掌握现代无线电设备工作原理,而且能够发挥学生个性化创造性。本专题重点介绍实验平台主板上FPGA多重启动配置出片上系统的实现方法及片上系统基本工作原理。

基于软件无线电的通信系统实验平台研制(4)——射频电路

为便于学生从系统角度全面领悟和体会现代无线电设备的工作原理,研制基于软件无线电的通信系统实验平台。从硬件资源、片上系统、控制方法、射频电路、API接口、VITA-49协议等方面,对实验平台设计思想和工作原理进行全面剖析。资源的开放化和软件化、结构的层次化和模块化、信号的高速化和宽带化、接口的分类化和层级化、操作的可控化和网络化,是实验平台的特点。用于实验教学后体会到,该实验平台不仅易于开展分级实践教学,利于从不同起点和不同角度掌握现代无线电设备的工作原理,而且能够发挥出学生个性化创造性。本专题重点介绍宽带射频子板的电路组成和工作原理及实验平台主板通过管理接口控制射频子板方法。

Developing Theoretical Relativistic Framework for Research in Open and Flexible Learning： A New Trend in Educational Research

The purpose of research study was to develop a theoretical relativistic framework for research in open and flexible learning environment because it is a new dimension in the field of education. Developing a theoretical relativistic framework for any research study is first and prime step in walking on the track to reach the distinction set by the researcher. Open and flexible learning is a new trend in education, enriched with ICT-use as a basic demand of the 21st century generation in all parts of the globe. So, it requires a theoretical framework for its initiation, implementation, development and evaluation which is relatively developed and advanced from the existing framework. In any research study the literature review is carried out in order to develop, build or construct a theoretical framework. The researcher of the study has observed while attending the international conference on ODL （AAOU, 2013） that most of the studies require theoretical underpinning for ICT-use in education. The researcher assume that being a new trend in education to use ICT for teaching learning purpose; it requires conceptual clarity and theoretical background of the user and researcher, because, without theory the practice is wastage of money, time and energy and it becomes ineffective and requires relatively new conceptual development. So, the problem stated by the researcher for the study was： Developing theoretical relativistic framework for research in open and flexible learning： A new trend in educational research. The objective of the study was integrating the interrelated concepts to build a pnemonological network for identifying the constructs in ICT-rich open and flexible learning environment. The study was significant because it provided theoretical background for conducting research in ICT-use for teaching and learning through open and flexible systems; whether blended or online learning and training. The methodology used by the researcher was qualitative and interpretive because there were reviewing of literature and meta-analysis for building the framework. The data were analyzed and interpreted by the researcher for the findings and drawing conclusions. On the basis of conclusions the researcher has made suggestions and recommendations for conducting research in open and flexible learning environment by using this theoretical relativistic framework. The framework was named as Virtual Learning Environment Framework （VLEF）.

Utilizing Electronic Reading Device （Kindle） in English as Foreign Language Reading Class

With the evolutionary change in information and communication technologies （ICT）, the definition of literacy has undergone substantial change to include the skills and strategies required to successfully adapt to the rapidly changing ICT contexts. This new definition presents an urgent need to acknowledge the gap between the types of reading experiences students come across at school and those they regularly practice outside the school. One way to bridge such gap is to expand the reading instruction to incorporate electronic reading device, like Kindle, to engage students in electronic reading. Many e-books feature multimodal functionalities, including audio, video, hyperlinks, and interactive tools. Research on this form of reading is still in its infancy in spite of some positive prospects for fostering literacy development and reading comprehension. Therefore, adopting a mixed method approach with 36 college freshmen in central Taiwan, the current study intended to fill in the void by investigating any difference in readers＇ reading comprehension and reading motivation, between the Kindle group and the print-based group. The results indicate that embedding aspects of technology into a traditional reading instruction boosted the participants＇ motivation to read. Nevertheless, the novelty-driven enthusiasm for electronic reading might not sustain students＇ reading motivation long enough to cultivate long-lasting reading habits. The results indicate that there was no significant difference in reading comprehension between two groups. Implications for utilizing electronic readers in EFL classes are also provided.

Simulations of Using Vectors in Natural Sciences Education

The implementation of ICT （information and communication technologies） into the educational process is becoming a reality in the 21st century. Today＇s students grow up with technology. To keep their attention, scientific problems should be solved through visualization, which is made possible using ICT in the educational process. In the modem educational process, students still have difficulties in learning science concepts. Also, it is a very common problem that students cannot apply mathematical language and concepts into other science areas such as physics, engineering, etc. For example, students start learning about vectors in mathematics in secondary school. Vectors are very important because they have a wide area of applications especially in physics, engineering and navigation to represent forces, tension, velocity, etc.. Using the free mathematical software GeoGebra, a simulation of using vectors in these areas is made. It will be shown that such simulations increase students＇ interest, keep their attention, and make this knowledge more real and more understandable and connected to the physical world and thus more applicable to their other studies.

Application of ICT in Art Education： A Case Study of HIFA

This paper intends to expound the application of information and communication technology （ICT） in art education, making a case of study of Hubei Institute of Fine Arts （HIFA）. Despite financial pressure, HIFA has invested heavily in the infi＇aslructure. The classrooms at HIFA can be roughly divided into three kinds： studios, multimedia classrooms and computer labs with reference to ICT. There are three general approaches to the instructional use of the technology at HIFA, namely： learning about computers and the Intemet; learning with computers and the Intemet and learning through computers and the Internet. The utilization oflCT has shaped the art education model of HIFA considerably and has brought about a lot of changes and benefits to the faculty and students. However, its disadvantage may overweigh the advantage unless it is properly harnessed.

Mastering Presenters by Means of Visual Aids： Assessing Students＇ Oral Presentations

The introduction of the ICTs （Information and Communication Technologies） in education has set a new paradigm in knowledge acquisition. The Internet, overhead projectors and interactive boards, presentation and animation software, and online databases are only some resources that teachers use in order to present information in a more dynamic, immediate, and stunning way, transforming and revitalizing the teaching-learning process. The ICTs have been established in the university classroom and nowadays, they have become an essential part in this teaching-learning process. Lecturers make use of them in the same proportion as they make of traditional materials. At the same time, students have to be acquainted with these new technologies and they also have to be able to deal with them. The objective of this paper is twofold： On the one hand, we study and show how our students make use of the technologies when they have to face their oral presentations in the subject Advanced English： Professional Settings （English Studies Degree at Universitat Jaume I in Castellen, Spain）. It is acknowledged that visual aids can be helpful to support a speech, but we want to analyze if the visual aids are successfully applied, how and to which extent. On the other hand, we want to make out the opinions of their classmates about the use of these graphical resources （students fill in a questionnaire about the effectiveness of the visual aids in their classmates＇ presentations and how they would improve them）. Results demonstrate that not only teachers make advantage of the new technological resources, we show, based on the students＇ oral presentations and their peer-reviews, that also our university students are increasingly aware of the advantage and importance of the ICTs in the classroom.

New Information and Communication Technologies and University Education Renovation in Vietnam

The introduction of new information and communication technologies in Vietnam has had significant impacts on every sector, and changed the face of the whole Vietnamese society. New cultures, customs, and norms have been introduced to compete with the country＇s traditional values. In the context of Vietnamese sustained economic growth and social development, university education in Vietnam falls behind those from regional countries, partly because the influences of＇ information and communication technologies to the society as well as the education system at the paradigm levels have not been properly understood. In order to reverse this trend, a comprehensive renovation in university education must be carried out, and one of the first issues to be addressed is to reach a national consensus on the traditional and emerging social and educational values in Vietnam.

A Comparison of Different Communication Tools for Distance Learning in Nuclear Education

Recent advancement in nuclear education learning has been through the use of computers and simulation related tasks such as the use of industry codes. Further enhancements in nuclear education are being considered through the use of distance learning technologies. The purpose of this work is to explore distance learning related tools to determine if they can provide an enhanced learning environment for nuclear education. In this work, a set of tools are examined that can be used to augment or replace the traditional lecture method. These tools are Mediasite, Adobe Connect, Elluminate, and Camtasia. All four tools have recording capabilities that allow the students to experience the exchange of information in different ways. This paper compares recent experiences with each of these tools in providing nuclear engineering education and assesses the various constraints and impacts on delivery through direct feedback from students and instructors. In general, the tools were found to be useful for mature students on the condition that the lecturer was comfortable with the tools and in some cases, adequate support from IT groups was provided.

E-Learning Islamic Studies for Form Four Students

Despite the efforts by Ministry of Education to promote Information and Communication Technology （ICT） in education in Malaysia, the Islamic education syllabus is far behind the intended plan in ICT usage in learning and teaching. Concern was raised that Islamic Studies faced the risk of being misunderstood if the lessons were taught through self-accessing method with minimal intervention from teachers. Using the Dick and Carey instructional model as a framework, an e-learning version was devised for the national Form 4 Islamic Studies syllabus, ＂The steps and procedures of Hajj and Umrah＂. The Islamic Studies textbook for national secondary schools in Malaysia was reviewed using a systematic approach, from identifying the instructional goal through to formative and summative evaluation processes. Interview sessions with students were conducted to assess the developed e-learning Islamic Studies content. A subsequent survey with students was conducted. Results from the study indicated the e-learning Islamic Studies content had the potential to help students, being easy to use, and attracting and retaining students＇ attention.

Integrating Information and Communication Technology into Interpreter Training in China: State-of-the-Art and Prospect

The past decade has witnessed dramatic changes and impressive progress in interpreter training in China due to technological innovations, policy support from the Ministry of Education, increasing demand for qualified interpreters in the market, and ceaseless efforts from interpreting trainers and researchers. Meanwhile, research efforts have been made in the integration of information and communication technology （ICT） into interpreter training. Chinese researchers have explored a wide range of pedagogical factors in this regard, including training models, principles, materials and strategies as well as autonomous learning, assessment and trainer/trainee roles. This paper reviews the major studies in this field and may serve as a reference for international interpreting practice and research. It argues that more attention should be focused on micro-perspectives, more empirical research methods are to be adopted, and more professional training tools are to be developed and tried out.