發(fā)布時間：2018-04-09 02:35

  本文選題：教育本體　切入點：知識組織　出處：《圖書情報工作》2011年06期

【摘要】：建立教育本體的常見矛盾包括:定義本體采取自上而下還是自下而上的方法;教材連續(xù)性與概念連續(xù)性顧及哪頭;核心問題是自下而上路線能否表現(xiàn)教材結(jié)構(gòu)。文章調(diào)和矛盾雙方:在自下而上路線上批判地復(fù)用教材的半結(jié)構(gòu)化知識組織元素,萃取術(shù)語集及關(guān)聯(lián);在自上而下路線上借用軟件工程,在可視化頂部吸納思維導(dǎo)圖模式以順應(yīng)人的學(xué)習(xí)習(xí)慣,在概念下層接入本體,從而經(jīng)濟地推動機器思維和人類認(rèn)識認(rèn)知的統(tǒng)一,建成符合人類學(xué)習(xí)原理和認(rèn)知特點的知識組織。
[Abstract]:The common contradictions in the establishment of educational ontology include: defining ontology to adopt a top-down or bottom-up approach; where the continuity of teaching material and conceptual continuity are taken into account; and the core question is whether the bottom-up approach can express the structure of the teaching material.The paper reconciles the two sides: critically reusing the semi-structured knowledge organization elements of the textbook on the bottom-up route, extracting the glossary of terms and their associations, and borrowing software engineering from the top-down route.At the top of visualization, the mode of thinking mapping is absorbed to conform to the study habits of human beings, and the ontology is connected to the lower level of the concept, thus the unity of machine thinking and human cognition is promoted economically, and the knowledge organization that conforms to the principles and characteristics of human learning is built.
【作者單位】： 浙江廣播電視大學(xué)圖書館;
【分類號】：G40

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本文編號：1724493