教育本体知识组织及其学习功能有关问题的解决  

A Key to Some Pedagogy Ontology-Building Problems in KOS's Authoring

作　　者：袁昱明[1] 

机构地区：[1]浙江广播电视大学图书馆,杭州310012

出　　处：《图书情报工作》2011年第6期119-123,共5页Library and Information Service

摘　　要：建立教育本体的常见矛盾包括:定义本体采取自上而下还是自下而上的方法;教材连续性与概念连续性顾及哪头;核心问题是自下而上路线能否表现教材结构。文章调和矛盾双方:在自下而上路线上批判地复用教材的半结构化知识组织元素,萃取术语集及关联;在自上而下路线上借用软件工程,在可视化顶部吸纳思维导图模式以顺应人的学习习惯,在概念下层接入本体,从而经济地推动机器思维和人类认识认知的统一,建成符合人类学习原理和认知特点的知识组织。The problems of building pedagogy ontology include define the ontology using top-down approach or bottom-up approach;concern more about teaching materials continuity or concept continuity;bottom-up approach whether can reveal the structure of teaching materials. The paper solves the problems using the methods that critically reuse the semi-structed element set in bottom-up approach and extract terms and their relations ;introduce software engineering into bottom-up approach and use the mind map on the top of visualization to adapt to people＇ s learning habits;use ontologies below the concept level and economical promote the unification of machine thinking and human learning, so as to construct the knowledge organization in accordance with the principles of human learning and cognition.

关 键 词：教育本体 知识组织 教育资源 课件 数字图书馆 

分 类 号：G40[文化科学—教育学原理]