Integration Mechanism of Ideological and Political Education with Specialized Knowledge in the Course of Green Building Design

This paper aims to explore the integration of ideological and political education with specialized knowledge in the course of green building design.Through an analysis of the green building design course,combined with the current social development background and the need for ecological and environmental protection,the study investigates how to effectively integrate ideological and political education elements into course instruction to enhance the comprehensive quality and green design capabilities of architecture students.The paper analyzes the content and characteristics of the green building design course and proposes an integration mechanism for ideological and political education in green building design teaching,aiming to cultivate architecture talents with green design concepts and good ideological and political qualities.

Paradigms and Methodologies for Knowledge Building

A diversity of methodologies can be utilized for knowledge building in social sciences, particularly in education. Nevertheless, in order to give meaning to the research findings and progressively create theories, an awareness of the epistemological framework appears to be necessary. The aim of this article is to present the main epistemological paradigms and their coherent correspondence with respective ontologies and corresponding methodologies. This article supports and describes four paradigms or epistemological traditions: logic empiricism, constructivism, conceptualism or Aristotelian tradition, and phenomenology. Understanding the diverse possible epistemologies as well as the coherence with methodologies is a necessary step for presenting well-informed research. Knowledge building requires comparison, replication, generalization or integration of results in theories, and all these processes need the critical instance of the epistemological and methodological coherence. Additionally some concrete examples of methodologies have been detailed to illustrate the diversity of available ways of knowledge building in education. The Review of Educational Theory, as a new journal that aims to create a scientific community, will increase the research quality by enhancing the epistemological and methodological awareness of their pieces of research.

Historical Timber-Framed Buildings： Typology and Knowledge

This paperprovides a historical overview intending to clarify the methods of interpretation of timber-framed buildings by different authors of construction treatises, and structural intentions of the carpentry designers and master builders, throughout the centuries, until the period when it became scientific structural theory. It describes the ＂box-frame＂ construction that appeared in Lisbon, after the earthquake of 1755, characterized by its good seismic resistance. This knowledge is important to determine a strategy of an efficient restoration practice in historical constructions which require an intervention subordinated to its raised patrimonial and artistic value, minimum, which respects the authenticity of its structural and construction conception and which is reversible and compatible, in physical, chemical, mechanic and aesthetic terms. Empirical understanding of the most important properties of wood to structure purposes, the defects of structural timbers, the framing and the preliminary survey followed by the structural survey were some of the difficulties which can be overcame in practice.

A Semantic-based Clustering Method to Build Domain Ontology from Multiple Heterogeneous Knowledge Sources

In order to improve the efficiency of ontology construction from heterogeneous knowledge sources, a semantic-based approach is presented. The ontology will be constructed with the application of cluster technique in an incremental way. Firstly, terms will be extracted from knowledge sources and congregate a term set after pretreat-ment. Then the concept set will be built via semantic-based clustering according to semanteme of terms provided by WordNet. Next, a concept tree is constructed in terms of mapping rules between semant^me relationships and concept relationships. The semi-automatic approach can avoid non-consistence due to knowledge engineers having different understanding of the same concept and the obtained ontology is easily to be expanded.

知识创新教学过程的三层转换——以Knowledge Forum支持下的协作学习为例

学校中的知识创新教学是一种培养人的活动,这与企业的"创新"活动有很大不同,它要求学生能够切实开展知识的建构与创新。为了探索中国大陆知识建构课堂的知识创新过程,文章构建了一个不断转换的知识生成过程,通过KnowledgeForum(知识论坛,简称KF)的功能外化从个人知识、小组知识、社区知识的发展及转换过程开展研究,深入探讨学习者从知识建构走向知识创新的机理。文章认为师生在KF中进行创新性的知识创造活动,通过协作性的知识建构,保证创新性观点的产生以及社区知识的推进,为一线教师开展知识建构教学实践提供一定的指导。

Capacity Building and Transfer of Know-how in Radiation Protection. Dissemination of Enetrap Projects Results

The ENETRAP （European Network on Education and Training in RAdiological Protection） project series, since the first edition in 2005 till the current ENETRAP III, always have been the objective to maintain a high level of competence in radiation protection （RP）, assuring the continued development of suitable well-trained personnel and adequate knowledge management. This objective is crucial to ensure future safe use of ionizing radiations （IR） and the development of new technologies in a safe way. A big effort and lot of work has been done in these 11 years including the new definitions in the BSS for RP Expert （RPE）, RP Officer （RPO） and Medical Physics Expert （MPE） which are the basis for future national development and implementation and adequate the high-level education and training （E＆T） in the countries. In order to manage all the valuable results of the projects and to distribute them to the society, is required a tool, developed with this specific propose, that will be the object of this paper.

TRANSITION TOWARDS GREEN FACILITY MANAGEMENT: BRIDGING THE KNOWLEDGE GAPS OF FACILITIES MANAGERS

The building industry has experienced a widespread transition towards green buildings and consequently a growing need for green facilities professionals to maximize green building potential in terms of energy efficiency,water conservation and waste reduc-tion in their operational stage.Green buildings have unique technological systems that require facility managers to have relevant knowledge and skills to conduct proper facilities management and maintenance planning to maximize the potential of green buildings.It is important,then,to investigate whether knowledge gaps for facil-ity managers exist with respect to green buildings,and if so,how these knowledge gaps could be bridged.Though several studies have investigated the operation and maintenance processes of green buildings,few studies considered facility managers’knowledge and skills regarding green facility management(GFM).Set in the context of Singapore,this study aims to holistically investigate the knowledge and skills of managing green buildings in the community of facility managers,including their per-ceived differences between green and conventional buildings,the difficulty of GFM,the knowledge gaps of GFM and the underlying reasons,as well as how the gaps could be bridged.A total of 90 survey responses were collected and eight interviews with key stakeholders were conducted,which indicate facility managers believe green build-ings do have special features that require unique knowledge and skills,and currently knowledge gaps do exist hindering the transition towards GFM.Therefore,this paper derives plausible solutions to bridge the knowledge gaps,such as establishing holistic subsidies for those facility managers participating in training programs of GFM.This study provides references for researchers and relevant governmental departments to better understand industry professionals’knowledge gaps in the transitioning process towards a green built environment,and to make better policy decisions bridging the knowledge gaps and thereby facilitating the green transition process.

Enhancing building pattern recognition through multi-scale data and knowledge graph:a case study of C-shaped patterns

Building pattern recognition is important for understanding urban forms,automating map generalization,and visualizing 3D city models.However,current approaches based on object-independent methods have limitations in capturing all visually aware patterns due to the part-based nature of human vision.Moreover,these approaches also suffer from inefficiencies when applying proximity graph models.To address these limitations,we propose a framework that leverages multi-scale data and a knowledge graph,focusing on recognizing C-shaped building patterns.We first employ a specialized knowledge graph to represent the relationships between buildings within and across various scales.Subsequently,we convert the rules for C-shaped pattern recognition and enhancement into query conditions,where the enhancement refers to using patterns recognized at one scale to enhance pattern recognition at other scales.Finally,rule-based reasoning is applied within the constructed knowledge graph to recognize and enrich C-shaped building patterns.We verify the effectiveness of our method using multi-scale data with three levels of detail(LODs)collected from AMap,and our method achieves a higher recall rate of 26.4%for LOD1,20.0%for LOD2,and 9.1%for LOD3 compared to existing methods with similar precisionrates.We,also achieve recognition efficiency improvements of 0.91,1.37,and 9.35 times,respectively.

How Social Network Position Relates to Knowledge Building in Online Learning Communities?

Social Network Analysis,Statistical Analysis,Content Analysis and other research methods were used to research online learning communities at Capital Normal University,Beijing.Analysis of the two online courses resulted in the following conclusions:(1)Social networks of the two online courses form typical core-periphery structures;(2)Social networks of the two online courses contain“structural holes,”where some actors position themselves to become potential opinion-leaders within their social networks;(3)Actors,variously positioned within a core-periphery structure,show quite significant differences in terms of knowledge building;(4)Taking“structural holes”into account,there exist considerable differences in knowledge building between opinion-leaders and non opinion-leaders;(5)Actors in the“core”and“structural hole”positions have very different characteristics in terms of knowledge building.These actors in particular play important roles in online learning communities,impacting on the level of the constructed knowledge.

Strengthening capacity-building in malaria and schistosomiasis control under China-Africa cooperation:Assessing a case study of Burkina Faso

Malaria and schistosomiasis are highly prevalent in Burkina Faso,whereas China has successfully eliminated malaria as well as schistosomiasis as a public health problem.To implement the China-Africa health cooperation initiative,a series of activities were launched since 2019 to enhance understanding and cooperation among malaria and schistosomiasis professionals in China and Burkina Faso.This study described the achievements of the First Virtual Symposium of China-Burkina Faso Cooperation on Schistosomiasis and Malaria Control.Pre-and post-test questionnaires were employed to study the knowledge changes of participants regarding malaria and schistosomiasis control and elimination,explore capacity-building priorities,and identify potential challenges.Chi-squared statistics were used to compare the differences between sub-groups,and p value<0.05 was considered statistically significant.Participants ranked their preferences for challenges and capacity-building priorities in future cooperation.The responses of participants from both China and Burkina Faso indicated effective improvement in their general knowledge about the diseases whereas the improvement in professional knowledge on malaria and schistosomiasis was limited.The total correct response rate increased from 54.08%to 66.78%.Chinese participants had better schistosomiasis knowledge than Burkina Faso participants did,but the same result was not found for malaria.Diseases control strategies,surveillance and response system,and diagnostics techniques were identified as the top three priorities for future capacity building.Participants from China and Burkina Faso shared almost the same views about challenges except with respect to pathogens,which the former saw as a major challenge and the latter did not.The study findings will help policymakers,health managers,and researchers to understand the future cooperation between Burkina Faso and China on malaria and schistosomiasis.

AI视域下图书馆视听资源智慧化加工的探索

新技术环境下网络视听服务蓬勃兴起,深刻影响和推动公共文化服务行业的变革与发展。视听资源是图书馆立体馆藏资源体系的重要组成部分,与图书馆传统的平面化文献资源相比,其立体化的资源呈现形式更具感染力、亲和力和传播力。论文探讨人工智能技术在图书馆视听资源的应用场景、实现功能,特别对人工智能技术在视听资源内容自动化识别、知识内容发现、知识体系构建、知识关联服务等方面的探索与应用进行了探讨,以期为其他机构在拓展智慧图书馆多维服务领域上开辟新的应用范围提供思路与参考。

基于建筑信息模型数据驱动的铁路设备运维多模态知识图谱构建

铁路信号设备是保障行车安全、提高运输效率的核心装备,加强信号设备智能运维是降低铁路运行风险的必要基础保障。目前,针对我国基于建筑信息模型(BIM)的智能运维平台存在不能精准映射各设备的行为规律和相互之间互馈作用的机理,须同时依靠经验知识进行推断等问题。首先构建了铁路设备运维文本知识图谱;其次构建卷积神经网络(CNN)-团组图卷积神经网络(cgGCN)模型对BIM图像模态数据进行处理,完成对20种铁路信号设备零件图信息的标注,实验结果表明模型准确率达到95.38%,精确率和召回率的调和平均值F1达到95.58%;最后将BIM图像信息以视觉模态嵌入运维文本知识图谱,利用Neo4j图数据库实现多模态知识图谱可视化展示,从而精准映射各信号设备相互之间互馈作用的机理,为后续现场铁路运维人员实施安全管理和运维决策提供在线服务和指导。

重写文明史:建构中国自主知识体系的底座

中国自古便有完整的哲学体系、文论体系、史学体系、艺术体系、教育体系、医学体系、科学技术体系以及其他各个学科的自主知识体系。然而,中国原有的自主知识体系在现当代基本上不被承认。这一问题的根源在文明观,文明观是基础,是自主知识体系的底座。近现代以来支撑各学科知识生产的标准、内涵、体系都建立在西方文明的底座上。文明底座是西方的,所构建的知识体系也就必然唯西是从,直接导致了对中国文明的贬低,对中国知识体系的全盘否定,形成了中国自主知识体系整体性的垮塌,走上了自毁长城之歧途。建构中国自主知识体系,首先要“重塑文明观”,重塑文明观则必须“重写文明史”,再从文明底座上建构哲学、史学、医学、科学技术等各个学科的自主知识体系,重获各学科知识体系本来的“话语权”,向世界呈现“理论中的中国”“创新中的中国”“文明中的中国”,建构自立自强的中国自主知识体系。

基于知识图谱的建筑施工安全风险量化与分析

为了提高建筑施工安全风险管理的信息化水平,以建筑施工活动及事故风险类型为研究对象,建立施工安全知识图谱。通过知识图谱改进作业条件危险性评价法(LEC)实现安全风险的定量计算,并基于知识图谱进行风险位置识别和不安全因素分析。研究提出安全风险虚体实化理念,实现了安全风险信息在数字空间实体化表达;基于建筑信息模型(Building Information Modeling, BIM)和知识图谱技术,建立了建筑施工安全风险信息模型(Building Construction Safety Risk Information Model, BCSRIM)。该模型有效避免了传统LEC法中主观因素产生的影响,实现了建筑施工安全风险定量计算、风险位置识别、风险分析及可视化管理。利用Revit二次开发技术,在Microsoft Visual Studio中使用C#语言连接Neo4j图数据库,完成了基于知识图谱的BCSRIM的开发。试验显示,研究提出的BCSRIM对提高施工现场的管理水平具有较高的实用价值。

十年来“一带一路”研究:概况、成就与展望

2023年正值“一带一路”倡议提出十周年,及时总结十年研究成果、把握未来研究趋势对于促进“一带一路”研究高质量发展具有重要意义。本文利用Citespace文献计量可视化分析工具系统分析了2013—2023年我国“一带一路”研究的概况、成就与展望。结果显示:从研究概况来看,十年来国内“一带一路”研究在发文量上经历了“倒U型”发展趋势,在核心作者与重点机构方面呈现出专业化与区域性的特征;从研究成就来看,其在学理阐释、基建互通、经贸合作、产业金融、文化交流、全球治理六大方面取得巨大成就,并在研究范式上呈现出由传统经贸地缘政治向新型全球治理转型、由依赖单一学科向多学科融合、由定性研究向定量研究的转变。未来研究应当重点围绕构建自主知识体系、顺应中国式现代化建设需求、突出规则制定与机制构建、强化突发事件应对与风险防范、推动“一带一路”共建中新问题新主题研究等方面拓展深化。

知识建构社区群体认知涌现的系统建模及仿真分析

知识建构社区诉诸能动性的集体认知责任与生命性的客观知识进化,契合群体认知主体间建构以及变动性与涌现性的系列路径。为推演知识建构社区群体认知涌现机理,研究通过追溯复杂系统科学视阈与知识创造隐喻,从理论上厘清知识建构与群体认知的内涵和关系脉络。基于SEIR信息传播模型及弗罗姆涌现层级分析思路,建立知识建构社区群体认知涌现的定量分析模型。以实证数据为支撑,采用计算机建模与仿真方法,测度知识建构社区群体认知系统演化态势。研究发现,知识演化对群体认知涌现具有自下而上的驱动作用,群体认知涌现同时自上而下役使知识演化,知识建构社区为群体认知涌现提供了必要的界域性保障。在复杂教育情境中实现高效群体认知与知识创新,还需从解蔽知识固化、促发认知生成与重塑学习空间三方面加以关注。

“行为-认知”二元视角下协同创作知识建构特征研究——基于过程挖掘和认知网络的方法

协同创作作为协作学习的重要形式,对培养学习者高阶思维和深层次认知能力具有重要意义。协同创作产生的大量伴随式数据能映射学习者知识建构过程,进而发掘出学习者阶段性知识建构特征。基于此,从“行为-认知”二元视角,运用过程挖掘和认知网络分析方法,对协同创作过程中不同阶段、不同水平学习者的研讨话语数据进行深入挖掘,分析学习者内隐的行为与认知,揭示其知识建构特征与规律。结果表明:(1)从行为视角看,社交和共享型行为是知识建构的核心活动;高分组知识建构发展遵循“共享-冲突-协商-共识”规律,低分组在对话中的探索、协商行为难以推进知识建构交互层次;当出现认知冲突时,高分组易同化同伴观点,而低分组易顺应同伴观点。(2)从认知视角看,随着知识建构的深入,高阶思维和深层理解逐渐凸显,认知结构随时间多元化发展,但“分析-关联结构”始终保持为基础路径,且活动中期是高、低分组学习者认知发展分水岭。分析学习者的知识建构特征有助于教育工作者更好地诊断学习者协作过程中存在的潜在问题,从而调整教学策略以促进其知识构建过程。

知识建构理论的本土化:教授校长整体推进课程改革的探索

课堂教学方式的变革是世界各国课程改革的难题,也是中国课程改革最难突破的瓶颈之一。笔者自2021年起担任南京师范大学附属邗江实验小学校长,聚焦中国课堂的真实问题,引入国际学习科学前沿的知识建构理论,依托所在实验小学进行课程改革:学校为实施知识建构理论营造良好的内外部环境;改革的关键是教师,学校从理论、行为、方法三个层面开展进阶式教师培训活动。这种改革是将国际前沿理论与中国实践相结合的探索,是将大学精神融入小学管理的探索。多维层面的矛盾冲突与系统化解决,为其他国际前沿理论的本土化教改实践提供了有益的借鉴。

面向知识建构的跨学科主题学习:模型构建及实践研究

跨学科主题学习作为培育核心素养的重要途径,受到教育研究领域的关注。然而,其相关教学实践仍处于摸索阶段,存在重知识轻素养、重教学轻学习、重预设轻生成等问题。知识建构凭借其目标高阶性、建构主动性、过程生成性等特性,为跨学科主题学习发展提供了新思路。基于此,文章首先梳理了知识建构与跨学科主题学习的研究现状;然后,文章采用扎根理论探索知识建构和跨学科主题学习的核心要素,并结合逆向设计教学理念与知识建构双循环框架,构建了面向知识建构的跨学科主题学习模型;最后,文章以河南省A市某小学的信息科技课为例,利用模型开展准实验研究并验证其成效,结果表明该模型能够有效促进学生高阶思维能力和协作交互行为的发展。文章通过研究,旨在为跨学科主题学习的发展提供理论参考和实践支持。

基于创新实践能力培养的控制学科研究生教学改革与研究

针对控制科学与工程学科研究生创新实践能力培养存在的问题,从课程体系、实践平台建设、导师团队建设等方面入手,开展一系列相关研究,构建了“知识-创新-思政”一体化的教学内容,围绕学科发展方向完善了实践基地建设,形成了导师团队协同指导研究生的培养模式。通过改革有效提升了课程的教学质量,增强了研究生的创新实践能力。