Research on Blended Teaching Mode of Higher Vocational Computer Education under the Background of Information Technology

With the rapid development of information technology,higher vocational computer education is facing an unprecedented change.Under the background of information technology,this paper discusses the construction and practice of blended teaching mode of higher vocational computer education.By analyzing the theoretical basis of the blended teaching mode and combining the actual needs of higher vocational computer education,a blended teaching mode combining online and offline is proposed,aiming at enhancing students’independent learning ability,practical operation skills,and teamwork spirit,and providing new ideas and methods for the development of higher vocational computer education.

Exploration of Innovation Strategy in the Deep Integration of Information Technology and Education and Teaching

The rapid development of information technology provides a new opportunity and impetus for the reform of education and teaching.Deep integration of information technology and education and teaching is the only way to promote the modernization of education.Starting from the connotation of the deep integration of information technology and education and teaching,this paper analyzes the existing problems in the current integration process,and puts forward innovative strategies from the aspects of concept,resources,model,and evaluation.Through measures such as building a smart teaching environment,enriching high-quality teaching resources,innovating teaching organization models,and establishing multiple evaluation systems,we will realize the deep integration of information technology and teaching,promote the reform of teaching and learning methods,improve the quality of personnel training,and provide strong support for the modernization of education.

China’s Perspectives on the Modern Educational Value of Critical Information Literacy

Critical information literacy is a new and important direction of information literacy education for university students in the new media era.By comparing critical information literacy between China and the West,combining with the research on information literacy education in China in the past 20 years,and based on the three major relationships that Chinese philosophy is concerned about that people need to face in the world of life,i.e.,the individual and the self,the individual and nature,and the individual and the society,this paper defines critical information literacy as that individuals,as information subjects,discover,select,confirm,and evaluate the information they are exposed to by obtaining and discriminating the content elements of the information world(information sources,information,and information assets)and using critical thinking skills and methods,creatively interpret or solve the relevant problems arising from the interaction between individuals and self,individuals and nature,individuals and society,and form the literacy that represents the knowledge,ability,attitude,habit,and level of the information subject through continuous reflection and practice.In order for human beings to better understand the world and construct it responsibly,critical information literacy can play a greater role and educational value.It not only helps contemporary college students build knowledge of“good questioning”and enhance their“reasoning”skills,but also encourages them to maintain a“firm standpoint,”cultivate a habit of“healthy skepticism,”and enhance their“decision-making”skills.

Evaluation and Empirical Research on Teachers’ Information Literacy in the Context of Smart Education

The development of smart education has led to the integration of emerging technologies such as artificial intelligence with education.It is a prerequisite for teachers to have high information literacy for conducting education and teaching work.This study conducted a questionnaire survey on 412 teachers in a certain area.The results showed that teachers’information literacy is above the middle level,and there are significant differences in information literacy between teaching experience and educational background.The evaluation showed that information ethics,information awareness,and information application have a significant positive impact on professional development,and information knowledge and information awareness have a positive predictive effect on information ethics.

The Model of“Post,Course,Competition,Certificate”Integrated Education for Electronic Information Engineering Technology Major in Higher Vocational Colleges

The core education function of higher vocational colleges is to train technical talents with high quality,so as to meet the needs of talents in the development stage of our society.Under the guidance of talent training,higher vocational colleges need to pay attention to establishing an all-round and three-dimensional education model,and promote innovation of higher vocational education on the basis of this.It is also a way to promote the innovation of higher vocational education to vigorously promote the construction of“post,course,competition,certificate”mode in the construction of education mode.Through the construction of“post,course,competition,certificate”mode,the education mode of higher vocational colleges is gradually improved,so as to strengthen the effectiveness of talent training in higher vocational colleges.Therefore,in this paper,the author puts forward some suggestions to promote the construction of the integrated education mode of the electronic information engineering technology major in higher vocational colleges,so as to help improve the talent training level of higher vocational colleges.

教育信息化2.0时代高校体育专业实践教学平台建设研究

教育信息化2.0时代是数字化技术与教育教学相融合的新时代,高校体育专业实践教学平台建设研究成为教育信息化2.0新时代高校教育教学改革的必然要求。分析当前高校体育专业实践教学面临的问题和挑战,探讨高校体育专业实践教学平台的建设理念、目标和构成要素,同时介绍高校体育专业实践教学平台建设的关键技术和实施策略。研究表明,高校体育专业实践教学平台建设可以促进教育教学创新、提高学生的实践能力和综合素质,为高校体育专业学生的就业和发展奠定坚实的基础。

教育信息化2.0时代职业本科“五维”教育新生态构建

教育信息化2.0可推动职业本科教育办学定位、发展路径、培养方式、专业教学的迭代升级,对促进职业本科教育高质量发展具有重要意义。为适应教育信息化2.0时代,职业本科院校教育办学定位需要坚持“职业”类型和“高等”层次属性并重,发展路径需要遵循“省级政府、教育部与职业本科院校”统筹规划联动,培养方式需要强调“人才培养目标+办学资源+教师团队”与时俱进,专业教学需要倡导“发挥特色、注重实践与追求高质量”。结合教育信息化2.0时代教育发展理路,职业本科院校可从教学、学习、主体发展、动力、要素交互五个维度,构建以信息化、个性化、多样化、协同化、层次化为特征的职业本科“五维”教育新生态。

等保2.0下堡垒机在高职信息系统安全管理中的应用

等保2.0是高职院校网络安全建设的具体依据,为达到等保2.0关于信息系统安全运维管理的相关要求,需要部署堡垒机实现对信息资产、运维人员访问身份和权限的集中管控和安全审计。通过提出规范信息系统运维管理的必要性,介绍堡垒机作为运维管理中的重要设备可以实现的功能,及其在信息系统安全管理中的具体应用。

基于Web 2.0的软件工程实践教学平台设计

软件工程实践教学平台在运行过程中,存在没有全方位整合教学资源的问题。为此,提出基于Web 2.0的软件工程实践教学平台设计研究。将恩智浦iMX8MM开发板DB11作为平台硬件装置,构建Web 2.0技术为支撑的软件工程实践教学平台构架,动态整合工程实践教学资源,并引入单参数项目信息函数作为软件工程实践教学资源的属性进行划分。在测试结果中,进程/线程交换率不仅能够结合并行请求规模实现适应性调整,而且调整的幅度较大。

行业院校创新型人才培养:从产教融合1.0到2.0

产教融合以科技和人才为核心要素,贯通教育和产业两大系统,与产教融合1.0的依托企业、引企入校,主动建构“师资共享、人才共育、资源共建、基地共用”的校企合作理念相比,产教融合2.0以总体格局和战略拥抱行业为理念,以创新型人才培养为核心,着眼于行业发展人才总体需求,聚焦行业创新型人才能力要求,依靠科研创新载体作用赋能,依托产教共同体平台应用新技术,推动行业院校创新型人才改革。产教融合2.0人才培养实现了“跳出知识看知识、跳出产业看产业、跳出教育看教育”的跨越,培养理念的践行将带动行业院校创新型人才培养能力的持续提升。

基于网络安全等级保护2.0的测评管理系统设计与实现

在传统的信息安全等级保护测评过程中,当测评人员完成测评工作后,由于人员水平参差,形成的最终报告往往差别较大。为了规范测评结果报告的生成,并方便测评人员对测评结果进行管理,该文基于网络安全等级保护2.0(等保2.0)国家标准要求,设计并实现信息安全等级保护测评管理系统。本系统具有创新性的多方参与管理体系,将用户根据身份的不同划分成不同的角色,不同身份级别的角色对系统中的测评结果拥有不同的查看或修改权限。系统基于B/S架构与MVC框架,利用PHP语言开发,并采用HTML、CSS、JavaScript等前端技术实现系统的可视化、动态化。

面向“卓工计划2.0”的地方本科高校建筑学专业人才培养模式探索与实践

“卓工计划2.0”作为“卓越工程师教育培养计划”的升级版,是新工科发展中,突出产业需求导向、强调跨界融合、支撑服务社会,由校企共建的、突出产教融合的高水平工程技术人才培养计划。文章以地方应用型本科院校的省级一流专业建设点建筑学专业为例,探讨基于“卓工计划2.0”的“强基·强创”人才培养模式,构建在此架构下的“一观·二练·三结合”实践创新能力培养体系,解析将真案例、真项目、真合作、真融合贯穿于“3年校内+1年校企+1年企校”的分阶段、分层次人才培养体系,梳理面向“卓工计划2.0”人才培养的初步成效,以此为地方同层次应用型本科高校的“卓越工程师”培养提供参考。

Relationship between clinical belonging,professional identity,and nursing information ability among nursing interns:Model construction

BACKGROUND Clinical belonging refers to the feeling that clinical medical staff feel recognized and accepted by others or groups.The level of clinical belonging of nursing interns affects students’learning motivation and confidence,which in turn affects their clinical practice behavior.AIM To explore the effects of professional identity and nursing information ability on clinical belonging among nursing interns and establish a relationship model for these factors.METHODS The researchers used the convenience sampling method to select 682 nursing interns from China.The survey was conducted using a general information questionnaire,clinical sense of belonging scale,nursing information ability self-assessment scale,and a nursing student professional identity questionnaire.The mediating effect of nursing information ability between their professional identity and clinical sense of belonging was analyzed using SPSS 21.0 and the path analysis in structural equation modeling.RESULTS The total scores of clinical belonging,professional identity,and nursing information ability of nursing interns were(104.29±13.11)points,(57.89±7.16)points,and(70.29±6.20)points,respectively.Nursing information ability had a direct effect on the clinical sense of belonging(effect value=0.46,P<0.05).Occupational identity had a direct effect(effect value=0.52,P<0.05)and an indirect effect(effect value=0.21,P<0.05)on clinical belonging.CONCLUSION Nursing administrators in nursing colleges and hospitals should take effective measures to improve the professional identity and nursing information ability of nursing interns,as well as the clinical sense of belonging among nursing interns.

Reform and Innovation of Education and Teaching in the Information Age--Comment on “Research on Education and Teaching Theory and Practice in the Information Age”

This paper takes“Research on Education and Teaching Theory and Practice in the Information Age”as the main research object,and discusses the importance and influence of education and teaching reform and innovation in the information age.First,it introduces the background of education in the information age,including the characteristics of the information age and the development status of education.Secondly,it summarizes the main content of the book“Research on the Theory and Practice of Education and Teaching in the Information Age.”Lastly,the key points of education and teaching reform in the information age are discussed in order to provide effective guidelines and support for the practice of future education and teaching reform.

教育信息化2.0背景下智慧校园建设的探索与实践

智慧校园利用大数据、人工智能等技术手段,能够实现对教学过程的精准分析,帮助教师更好地了解学生的学习情况,制定个性化的教学计划.在教育信息化2.0背景下,智慧校园的建设不仅可以为学生提供开放互动的学习环境,鼓励学生主动探索、创新实践,培养学生的创新思维和实践能力,而且能够打破地域、资源的限制,推动教育公平性的实现.基于此,文中主要对教育信息化2.0与智慧校园建设进行简要概述,解析教育信息化2.0背景下智慧校园建设的意义,探究行之有效的建设路径,探索其在学校教育教学中的实践应用,旨在推进智慧校园建设,加快教育信息化发展步伐,为学生的健康成长和未来发展创造更加有利的条件.

The Current Situation and Improvement of Informatization Construction in Universities in the Era of Digital Education—Taking the Nanchong Campus of Southwest Petroleum University as an Example

Digitization of education is an important component of Digital China Strategy. China is deeply implementing the digitalization of education strategy, promoting educational reform and innovation, and accelerating the construction of a learning society and a learning country where everyone can learn, learn everywhere, and learn at all times [1]. As the cradle and gathering place of talent cultivation, universities should be at the forefront of educational informatization construction. As a comprehensive energy university in the northeastern region of Sichuan, the Nanchong Campus of Southwest Petroleum University plays an irreplaceable role in the local economic development. This article summarizes the current situation of educational informatization construction on this campus and proposes suggestions for its improvement path, providing constructive reference opinions for the development of similar universities.

教育信息化2.0时代职教本科学生信息素养评价研究

教育信息化2.0时代,学生信息意识逐渐由“物本位”向“人本位”转变、信息应用由“平面化”向“立体化”升级、信息伦理由“无序化”向“秩序化”演变。据此,以职教本科学生信息素养评价面临的重点和难点为抓手,以教育信息化2.0时代职教本科学生信息素养内涵的新定位,构建职教本科学生信息素养评价指标体系,并采用因子分析法进行验证。结果表明,评价指标体系具有较强信度与效度,能够客观评价职教本科学生信息素养状况,但需要根据实际变化不断完善。因此,建议从以下三方面进行改进:评价指标更为“立体化”与“特色化”;评价方法更为“多样化”与“合理化”;评价主体更为“层次化”与“多元化”。

Information Management: Knowledge, Emancipation, and Metaphysics in the 21st Century

This text is trying to discuss an approximation to the concept of human emancipation,as part of our well-being,in terms of Education and Knowledge.Without abandoning our metaphysical perception of wholeness,as an extension of the continuity principle which connects our conscious and unconscious world,emancipation is considered as a personal struggle against all oppressions.Some of these are grounded in our inner world.In accordance with the Enlightenment request,reasoning and knowledge can help us to structure new forms of acceptances which are shaping our own emancipatory meaning.Under the impact of social influence and personal interpretation,the perceived knowledge is considered as a mental tool containing an upgraded valid information.Taking under consideration that this validity is not able to overcome the metaphysical origins of human thought,it is suggested that when this mental tool is functioning in a self-transformative,self-constructed,and flexible form,human intelligence is structuring a compatible information management mechanism,which can enable us to formulate our personal acceptances,bridge our empirical and hyper-empirical inner world,and enlighten our request for self-criticism,self-determination,and above all emancipation.

教育信息化2.0时代中小学英语教学视频的发展模式——以教视网为例

教育信息化2.0时代,以“互联网+”技术为核心的教育装备为中小学英语教学提供了新形式,教学视频即其中一种,且经过教视网等平台的探索,已取得初步成效。实践证明,发展中小学英语教学视频是由“人工智能+教育”的大背景决定,受翻转课堂、“金课”等理念影响,同时也是深度学习的具体表现。教视网率先开发并提供了大量的中小学教学视频,但录制软件单一、部分模块缺失对应的内容、更新速度缓慢等问题依然存在。国家相关部门和教育主体应以此为鉴,创新教学视频的发展模式,从活跃教学视频开发市场入手,不断丰富内容、完善平台,开拓特色化的教学视频发展路径,实现教学视频的普及。

等保2.0标准下网络渗透测试研究

该文旨在探讨等保2.0标准下进行网络渗透测试的方法和技术。通过研究等保2.0标准对网络渗透测试的要求和影响,以及针对等保2.0标准下网络渗透测试的挑战和解决方案,旨在为实施等保2.0标准提供更有效的安全保障。在研究中,重点关注等保2.0标准下网络渗透测试的方法和流程,包括渗透测试目标的确定和规划、渗透测试工具的选择和使用、渗透测试的技术和策略,以及渗透测试结果的分析和报告等方面。