Requirements elicitation step is of paramount importance in the requirements engineering process. In the distributed environment of so-called inter-company cooperative information system, this step is a thorny issue. ...Requirements elicitation step is of paramount importance in the requirements engineering process. In the distributed environment of so-called inter-company cooperative information system, this step is a thorny issue. To elicit require-ments for an inter-company cooperative information system, we early proposed a methodology called MAMIE (from MAcro to MIcro level requirements Elicitation) with an accompanied tool. In MAMIE methodology, requirements are the result of composing functional and non-functional concerns. Before non-functional concerns composition, it’s primary to identify relationships between them. According to the most existing approaches, a non-functional concern may have a negative, positive or null contribution on the other non-functional concerns. In this paper, we argue that using only these three contributions types is not sufficient to express relationships which may exist between non-functional concerns. Thus, we propose a process which aims to identify non-functional concerns’ relationships and model them using a fuzzy cognitive map. The resulting model is composed of non-functional concerns, relationships between them and the weight of these relationships expressed with linguistics fuzzy values. Using fuzzy cognitive maps to model non-functional concerns relationships allows moving from the conventional modelling toward developing a computer based model. An example from the textile industry is used to illustrate the applicability of our process.展开更多
In the process of oxidative phosphorylation, protons are pumped into the intermembrane space to establish the mitochondrial membrane potential (MMP). Relying on the electrochemical gradient, protons can return to the ...In the process of oxidative phosphorylation, protons are pumped into the intermembrane space to establish the mitochondrial membrane potential (MMP). Relying on the electrochemical gradient, protons can return to the matrix through the ATP synthase complex with ATP generation. MitoQ, a lipophilic cation drug, can be bsorbed to the inner mitochondrial membrane with the cationic moiety staying at the intermembrane space[1].展开更多
在高校教学改革中,如何将BOPPPS与PAD有效融合创新课堂混合式教学模式已成为研究重点。本研究通过构建BOPPPS与PAD相融合的多元课堂混合教学模式,并应用于“统计学”课堂改革。BOPPPS + PAD课堂混合式教学模式不仅优化了教学结构,提升...在高校教学改革中,如何将BOPPPS与PAD有效融合创新课堂混合式教学模式已成为研究重点。本研究通过构建BOPPPS与PAD相融合的多元课堂混合教学模式,并应用于“统计学”课堂改革。BOPPPS + PAD课堂混合式教学模式不仅优化了教学结构,提升了教学效率,还显著增强了学生参与度和学习兴趣。实践证明,该混合式教学模式能有效促进“高品质”课堂的构建,为人才培养的高质量发展提供了有力支撑。In the teaching reform of colleges and universities, how to effectively integrate BOPPPS and PAD to innovate the classroom blended teaching mode has become the focus of research. In this study, we constructed a multi-classroom hybrid teaching model that integrates BOPPPS and PAD, and applied it to the “statistics” classroom reform. The BOPPPS + PAD classroom blended teaching mode not only optimizes the teaching structure, improves the teaching efficiency, but also significantly enhances students’ participation and interest in learning. Practice has proved that this blended teaching model can effectively promote the construction of “high-quality” classrooms and provide strong support for the high-quality development of talent training.展开更多
传统的时间序列分析课程教学模式,考核方式只关注于学生对基本知识点的掌握情况,导致对于学生综合能力培养的教学效果不好。基于此,提出融合OBE (Outcome-Based Education)与PAD (Participation, Access and Diversity)理念的时间序列...传统的时间序列分析课程教学模式,考核方式只关注于学生对基本知识点的掌握情况,导致对于学生综合能力培养的教学效果不好。基于此,提出融合OBE (Outcome-Based Education)与PAD (Participation, Access and Diversity)理念的时间序列分析课程教学模式研究。根据时间序列分析课程教学的培养方案,按照逆向教学设计法,确定教学目标,在PAD理念下,以学生为教学主体,以培养综合能力为本位,根据教学目标设计教学环节,在考虑设计的教学环节基础上,基于OBE理念,使用综合评价方式设计教学综合评价方案。通过实践证明,使用融合OBE与PAD理念的时间序列分析课程教学模式进行教学,有效促进了学生综合能力的发展。The traditional teaching mode of time series analysis focuses solely on the students’ mastery of fundamental knowledge points, which results in a general lack of comprehensive ability among students. Therefore, the research on teaching mode of time series analysis course integrating OBE and PAD concepts is proposed. Based on the training plan for the time series analysis course, according to the reverse teaching design method, teaching objectives are determined. Under the PAD concept, students are regarded as the main body of teaching, with the training of comprehensive ability serving as the standard. The teaching process is designed according to the teaching objectives. Based on considering the designed teaching process, a comprehensive evaluation method is used to design a teaching comprehensive evaluation scheme based on the OBE concept. Through practice, it has been proven that the teaching mode of time series analysis courses integrating OBE and PAD concepts has effectively promoted the development of students’ comprehensive ability.展开更多
文摘Requirements elicitation step is of paramount importance in the requirements engineering process. In the distributed environment of so-called inter-company cooperative information system, this step is a thorny issue. To elicit require-ments for an inter-company cooperative information system, we early proposed a methodology called MAMIE (from MAcro to MIcro level requirements Elicitation) with an accompanied tool. In MAMIE methodology, requirements are the result of composing functional and non-functional concerns. Before non-functional concerns composition, it’s primary to identify relationships between them. According to the most existing approaches, a non-functional concern may have a negative, positive or null contribution on the other non-functional concerns. In this paper, we argue that using only these three contributions types is not sufficient to express relationships which may exist between non-functional concerns. Thus, we propose a process which aims to identify non-functional concerns’ relationships and model them using a fuzzy cognitive map. The resulting model is composed of non-functional concerns, relationships between them and the weight of these relationships expressed with linguistics fuzzy values. Using fuzzy cognitive maps to model non-functional concerns relationships allows moving from the conventional modelling toward developing a computer based model. An example from the textile industry is used to illustrate the applicability of our process.
基金Key Program of National Natural Science Foundation of China (U1432248), National Natural Science Foundation of China (11505245), Western Talent Program of Chinese Academy of Sciences (Y460040XB0)
文摘In the process of oxidative phosphorylation, protons are pumped into the intermembrane space to establish the mitochondrial membrane potential (MMP). Relying on the electrochemical gradient, protons can return to the matrix through the ATP synthase complex with ATP generation. MitoQ, a lipophilic cation drug, can be bsorbed to the inner mitochondrial membrane with the cationic moiety staying at the intermembrane space[1].
文摘在高校教学改革中,如何将BOPPPS与PAD有效融合创新课堂混合式教学模式已成为研究重点。本研究通过构建BOPPPS与PAD相融合的多元课堂混合教学模式,并应用于“统计学”课堂改革。BOPPPS + PAD课堂混合式教学模式不仅优化了教学结构,提升了教学效率,还显著增强了学生参与度和学习兴趣。实践证明,该混合式教学模式能有效促进“高品质”课堂的构建,为人才培养的高质量发展提供了有力支撑。In the teaching reform of colleges and universities, how to effectively integrate BOPPPS and PAD to innovate the classroom blended teaching mode has become the focus of research. In this study, we constructed a multi-classroom hybrid teaching model that integrates BOPPPS and PAD, and applied it to the “statistics” classroom reform. The BOPPPS + PAD classroom blended teaching mode not only optimizes the teaching structure, improves the teaching efficiency, but also significantly enhances students’ participation and interest in learning. Practice has proved that this blended teaching model can effectively promote the construction of “high-quality” classrooms and provide strong support for the high-quality development of talent training.
文摘传统的时间序列分析课程教学模式,考核方式只关注于学生对基本知识点的掌握情况,导致对于学生综合能力培养的教学效果不好。基于此,提出融合OBE (Outcome-Based Education)与PAD (Participation, Access and Diversity)理念的时间序列分析课程教学模式研究。根据时间序列分析课程教学的培养方案,按照逆向教学设计法,确定教学目标,在PAD理念下,以学生为教学主体,以培养综合能力为本位,根据教学目标设计教学环节,在考虑设计的教学环节基础上,基于OBE理念,使用综合评价方式设计教学综合评价方案。通过实践证明,使用融合OBE与PAD理念的时间序列分析课程教学模式进行教学,有效促进了学生综合能力的发展。The traditional teaching mode of time series analysis focuses solely on the students’ mastery of fundamental knowledge points, which results in a general lack of comprehensive ability among students. Therefore, the research on teaching mode of time series analysis course integrating OBE and PAD concepts is proposed. Based on the training plan for the time series analysis course, according to the reverse teaching design method, teaching objectives are determined. Under the PAD concept, students are regarded as the main body of teaching, with the training of comprehensive ability serving as the standard. The teaching process is designed according to the teaching objectives. Based on considering the designed teaching process, a comprehensive evaluation method is used to design a teaching comprehensive evaluation scheme based on the OBE concept. Through practice, it has been proven that the teaching mode of time series analysis courses integrating OBE and PAD concepts has effectively promoted the development of students’ comprehensive ability.
