A Survey into Teachers＇ Roles in Web-based College English Autonomous Learning

The paper, with the backdrop of web-based autonomous learning put forward by the recent college English teaching reform, aims to explore teachers＇ roles in this learning process in students＇ perception through the means of questionnaires and interviews. It further analyzes the possible reasons why students perceive their teachers＇ roles in such a way, in the hope of providing some implications for web-based college English autonomous learning.

Strategies on Promoting Transformative Learning of College English Teachers

Based on the previous case study in promoting transformative learning of college English teachers,who participated in a three-month online training courses,the article made a further research and concluded four strategies on promoting transformative learning of college English Teachers.

The Forming Mechanism of Foreign language Teachers＇ Professional Development Community

Learning community is an important approach to the professional development of foreign language teachers in colleges and universities. Based on the concept of professional development community, this paper analyzes the common connotation and classification of foreign language teachers＇ professional development community, and constructs the model and forming mechanism of foreign language teachers＇ professional development community, aiming at providing enlightenment and reference for the professional development of foreign language teachers in colleges and universities

A Case for Reevaluating Teacher's Role in Data-Driven Learning (DDL) of English Articles

A case study has been made to explore whether the teacher’s role in data-driven learning(DDL)can be minimized.The outcome shows that the teacher’s role in offering an explicit instruction may be indispensable and even central to the acquisi tion of English articles.

Research on the Transformation of Teaching and Research Form of Professional Teachers in Blended Learning at Colleges and Universities - Taking the Java Programming Course as an Example

In view of the current situation that offline teaching is the main mode of teaching Java Programming in higher vocational schools,this paper introduces the online and offline hybrid teaching method and expounds it from the aspects of blended learning design,teaching organization,and implementation.At the same time,combined with the characteristics of blended learning,this paper proposes that under the new mode,teachers should actively change the form of teaching and research,the teaching mode,and the role of teachers,take students as the center,and build an independent and effective classroom.

改进YOLOX-s的密集垃圾检测方法

针对密集堆放的多种类垃圾检测存在识别率低、定位不够准确和待测目标被误检、漏检问题,提出了一种融合多头自注意力机制改进YOLOX-s的垃圾检测方法。在特征提取网络嵌入SwinTransformer模块,引入基于滑窗操作的多头自注意力机制,使得网络兼顾全局特征信息和重点特征信息,减少误检现象;在预测输出网络中使用可变形卷积,对初始预测框进行精细化处理,提高定位精度;在EIoU损失的基础上引入加权系数,提出加权IoU-EIoU损失,自适应调整训练时不同阶段不同损失的关注程度,进一步加快训练网络的收敛速度。在公开204类垃圾检测数据集中进行测试,结果表明,所提改进算法的平均精度均值分别可达80.5%和92.5%,优于当前流行目标检测算法,且检测速度快,满足实时性需求。

Fostering Learner Autonomy by Developing Learners'Strategies in The Classroom

This paper intends to discuss how to develop the learners'autonomous English learning abilities through strategy teaching.The problems of learning strategies were analyzed.Developing learners'strategies through classroom teaching is an efficient way to foster learner autonomy.The results prove that using the content of regular classroom teaching,which is a meaning ful context for the development of responsibility,can not only enhance the learning effect,but also save time for strategy training.The teacher's guiding role in autonomous learning should never be ignored.Developing autonomous English learning in voca tional colleges in China is a long-term pedagogical goal.

基于改进YOLOX-s的风机叶片表面缺陷检测

提出一种改进YOLOX-s的缺陷检测方法。主要工作包括以下3个方面:第一,通过Imgaug数据增强策略重新构建了风机叶片缺陷数据集,弥补真实场景下的数据量不足;第二,采用模型压缩策略,对骨干网络的部分模块进行删减,并引入深度可分离卷积,提升模型的推理速度,重构CBS卷积块为DSCBM模块,用于稳定网络性能;第三,引入GiraffeNeck融合机制和CA坐标注意力机制,提高模型对不同尺度特征的融合能力以及对缺陷目标的检测能力,对Head层进行改进,删减部分冗余的卷积块,进一步提升检测速度。实验结果表明,与YOLOX-s模型相比,mAP值提升2.6%,检测速度提高39帧/s。

基于S变换D-SVM AlexNet模型的GIS机械故障诊断与试验分析

机械故障是气体绝缘组合电器(gas insulated switchgear,GIS)最主要的故障之一,尚缺乏有效的在线诊断方法。为此该文利用GIS断路器激振能力强的优势,以GIS断路器分合操作为激振源,根据振动信号所包含的设备机械特性信息对GIS各构件的机械状态进行评估。搭建了包含3种GIS典型机械故障的试验模拟测试系统,并提出了一种基于S变换D-SVMAlex Net模型的GIS机械故障诊断方法。利用S变换处理断路器动作激发的非平稳振动信号,得到含有设备机械特征的时频图谱;建立D-SVM AlexNet模型,使用预训练的Alex Net神经网络模型提取S变换图像特征作为预测变量,通过Fitcecoc函数拟合支持向量机(support vector machine,SVM)进行图像预分类,根据模糊矩阵显示的分类结果筛选出有效测点;将有效测点的时频图送入AlexNet进行迁移学习,获得经微调后的神经网络模型。实验验证发现,训练完毕的卷积神经网络的故障诊断训练准确率达到99%,验证准确率达到92%,具备较好的时频图像分类效果,可实现GIS机械故障的有效诊断。

基于WSDL-S的轻量级语义Web服务匹配模型

针对现有大多数基于语义的Web服务发现方法实施难度大,实用性不强的问题,提出了一种基于WSDL-S描述的轻量级语义Web服务匹配模型。该模型最大的特点是只需用户输入简单的服务查询字符串就能自动实现Web服务的匹配和调用。服务匹配经过领域本体匹配和基于WordNet词典的同义词匹配两个步骤,特别是领域本体匹配过程中的学习模块能有效提高系统性能。实验结果表明,该系统性能提高在20%到82%之间。

基于S变换和极限学习机的高压断路器机械故障诊断

机械故障是高压断路器最常见的故障,研究高压断路器机械故障诊断方法对于提高电力系统可靠性具有重要意义。为提高高压断路器机械故障诊断的效率,文中提出一种基于S变换和极限学习机(ELM)的高压断路器机械故障诊断新方法。首先,对高压断路器动作期间产生的振动信号进行S变换处理,获得相应的时—频矩阵;然后,对S变换模值矩阵进行时域和频域划分,计算振动信号在不同时段和频段的局部奇异值,并选择各子矩阵的最大奇异值作为故障诊断的特征向量;最后,采用ELM对高压断路器机械状态进行分类。对高压断路器在正常和故障状态下进行诊断实例测试,实验结果表明,该方法能够快速准确地识别断路器机械状态,具有较高的诊断效率。

成效·局限·改革:“G-U-S”三位一体协同育师机制审思

“G-U-S”三位一体协同育师机制是指,政府、高校、中小学(含幼儿园)三方各司其职,责任共担、协同培育教师的一种制度形式与工作方式。现有的三位一体协同育师机制尽管促进了教师培育成效提高、教师教育资源整合、区域教育均衡发展及教师专业水平持续提升,但仍然存在相关决策主体单一、三元主体权责不明、培育方案不够成熟、协同培育管理不够协调等局限。为进一步提升“三位一体”协同育师机制的成效,理应构建具有一定行政职能的协同育师主体联盟,明晰“三位”主体各自的权责,完善协同育师培育方案,促进协同培育管理更加协调。

教师教育U-G-S合作模式的实践研究——以南昌师范学院校地教育合作为例

师范院校与中小学校“本是同根生”,在中小学教师培养问题上有共同的使命和担当,应避免彼此隔膜、疏离的情形。在地方政府及其教育行政部门的支持下,全面、深入推进合作,通过U-G-S合作机制的建立,师范院校与中小学校“共研课题,共磨课堂,共育团队,共搭平台,共炼成果,共推教研,共培特色”,实现“双赢”:提升师范院校学科教学论教师队伍的实践素养,提高师范生的培养质量;提高中小学校整体办学品质,提升中小学教师的理论功底和教研、教科研素养。为此,院校地教育合作应以情感为纽带,以平等交往为准则,建立价值认同,尊重彼此关切,建立并完善U-G-S合作机制的维护体系。

“互联网+”背景下U-S教师学习共同体的构建策略

"互联网+"作为优化和变革传统产业的新兴理念和技术将为教师学习共同体的构建带来有效的助力和全新的指导。在"互联网+"理念和技术的推动下,通过加强网络建设、构建讨论平台、加强互联网技术的培训等策略,必将实现U-S教师学习共同体构建的资源共享、空间屏障、时间阻隔等问题的有效解决。

学习者共同体在美国教师教育中的实践研究——以美国加州暑期写作研讨班SCwrip为例

文章以美国加州暑期写作研讨班SCwrip为例,分析了美国的教师教育实践中如何体现建构主义学习理论,探讨了学习者共同体对教师专业发展的支持作用以及如何构建学习者共同体,探讨了网络环境下大学英语教师职业发展的有效途径以促进教师的职业发展。

S-PET协同育人模式的路径与机制研究

S-PET协同育人模式是由大学教授(P)、教研员及有关专家(E)、中小学骨干教师(T)三方组成的教师教育团队共同指导学生(S)成长的职前教师培养模式。该模式具有两个方面的特点:一是职责明确、优势互补;二是多方协同、知行合一。通过观摩、扮演、沉浸三种路径的引领,以及具身认知、情感同化、实践互动、场域支持四种机制的推动,S-PET协同育人模式得以全面实施,并在提升职前教师教学能力、开发职前教师教研潜能、促进教师教育团队建设三个方面取得显著成效。

“U-G-S”三方协同的农村教师在线开放课程学习支持体系构建研究

农村教师的质量和整体素质一直是困扰我国基础教育高质量均衡发展的一个薄弱环节。在"互联网+教育"发展的大环境下,在线开放课程为农村教师的多元化专业发展提供了新的选择和支持路径。论文从"U—G—S"三方协同的视角,以河南省一流线上本科课程"应用学习科学改进教学策略"应用为个案,研究和分析了农村教师在线开放课程学习的现状和学习支持需求,构建了"U—G—S"三方协同的农村教师在线开放课程学习支持体系。

Machine Learning and Data Fusion Approach for Elastic Rock Properties Estimation and Fracturability Evaluation

Accurate rock elastic property determination is vital for effective hydraulic fracturing,particularly Young’s modulus due to its link to rock brittleness.This study integrates interdisciplinary data for better predictions of elastic modulus,combining data mining,experiments,and calibrated synthetics.We used the microstructural insights extracted from rock images for geomechanical facies analysis.Additionally,the petrophysical data and well logs were correlated with shear wave velocity(Vs)and Young’s modulus.We developed a machine-learning workflow to predict Young’s modulus and assess rock fracturability,considering mineral composition,geomechanics,and microstructure.Our findings indicate that artificial neural networks effectively predict Young’s modulus,while K-Means clustering and hierarchical support vector machines excel in identifying rock and geomechanical facies.Utilizing Microscale thin section analysis in conjunction with fracture modeling enhances our understanding of fracture geometries and facilitates fracturability assessment.Notably,fracturability is controlled by specific geomechanical facies during initiation and propagation and influenced by continuity of geomechanical facies in small depth intervals.In conclusion,this study demonstrates data mining and machine learning potential for predicting rock properties and assessing fracturability,aiding hydraulic fracturing design optimization through diverse data and advanced methods.

STEAM教师学科教学知识的基本构成与建构逻辑

教师学科教学知识(PCK)的形成是STEAM教育的发展之基。STEAM教师PCK是教师面对具体的跨学科的内容主题时,所特有的将不同学科的知识和技术转化为学生易于理解的教学形式的整合性知识,具有知识范畴的跨学科性、知识来源的实践性和知识形成的融合性等特点。通过对已有PCK研究的梳理,结合STEAM教育的特征,STEAM教师PCK可分为跨学科内容知识、教学对象知识、教学情境知识和教学策略知识。在此基础上,STEAM教师PCK的建构逻辑:一是立足理论性学习为教师建构PCK打“地基”,促进公共性PCK向个体性PCK转化;二是基于经验性学习为教师建构PCK竖“框架”,推动内隐性PCK向实践性PCK转化;三是通过实践性学习为教师建构PCK添“砖瓦”,实现陈述性PCK向程序性PCK转化。