基于国家气候中心新一代的海洋资料同化系统（BCCGODAS2.0）,对20042008年Argo温盐资料进行了同化试验,并利用TAO（International Tropical Ocean and Global Atmosphere/Tropical Atmosphere Ocean）、OISST（OptimallyZnterPolated Se...基于国家气候中心新一代的海洋资料同化系统（BCCGODAS2.0）,对20042008年Argo温盐资料进行了同化试验,并利用TAO（International Tropical Ocean and Global Atmosphere/Tropical Atmosphere Ocean）、OISST（OptimallyZnterPolated Sea Surface Temperature）和SODA（Simple Ocean Data Assimilation）数据集进行了检验和评估。同化结果对01000m的整层海洋的模拟都有改善,尤其在混合层更为明显,能够使温度的均方根误差（RMSE,Root Mean Squared Error）减小3℃,盐度的均方根误差减小0.2psu。尤其是减小了北半球中高纬地区、北大西洋温度模拟的显著误差。模拟结果中在中西太平洋、印度洋地区明显的暖异常也在同化结果中得到了校正。通过TAO时间序列资料的验证表明,同化后能很好地模拟出热带附近上层海洋的季节变化震荡幅度。此外,同化之后,模拟的效果能得到较为稳定的改善,证明系统是稳定的,这对在业务上的应用打好了良好的基础。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
文摘基于国家气候中心新一代的海洋资料同化系统（BCCGODAS2.0）,对20042008年Argo温盐资料进行了同化试验,并利用TAO（International Tropical Ocean and Global Atmosphere/Tropical Atmosphere Ocean）、OISST（OptimallyZnterPolated Sea Surface Temperature）和SODA（Simple Ocean Data Assimilation）数据集进行了检验和评估。同化结果对01000m的整层海洋的模拟都有改善,尤其在混合层更为明显,能够使温度的均方根误差（RMSE,Root Mean Squared Error）减小3℃,盐度的均方根误差减小0.2psu。尤其是减小了北半球中高纬地区、北大西洋温度模拟的显著误差。模拟结果中在中西太平洋、印度洋地区明显的暖异常也在同化结果中得到了校正。通过TAO时间序列资料的验证表明,同化后能很好地模拟出热带附近上层海洋的季节变化震荡幅度。此外,同化之后,模拟的效果能得到较为稳定的改善,证明系统是稳定的,这对在业务上的应用打好了良好的基础。
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.
