Internal learning-based video inpainting methods have shown promising results by exploiting the intrinsic properties of the video to fill in the missing region without external dataset supervision.However,existing int...Internal learning-based video inpainting methods have shown promising results by exploiting the intrinsic properties of the video to fill in the missing region without external dataset supervision.However,existing internal learning-based video inpainting methods would produce inconsistent structures or blurry textures due to the insufficient utilisation of motion priors within the video sequence.In this paper,the authors propose a new internal learning-based video inpainting model called appearance consistency and motion coherence network(ACMC-Net),which can not only learn the recurrence of appearance prior but can also capture motion coherence prior to improve the quality of the inpainting results.In ACMC-Net,a transformer-based appearance network is developed to capture global context information within the video frame for representing appearance consistency accurately.Additionally,a novel motion coherence learning scheme is proposed to learn the motion prior in a video sequence effectively.Finally,the learnt internal appearance consistency and motion coherence are implicitly propagated to the missing regions to achieve inpainting well.Extensive experiments conducted on the DAVIS dataset show that the proposed model obtains the superior performance in terms of quantitative measurements and produces more visually plausible results compared with the state-of-the-art methods.展开更多
People-to-people diplomacy refers to nongovernmental external relations by NGOs including foreign exchanges and cooperation in certain areas of expertise that could influence state foreign relations.People-to-people d...People-to-people diplomacy refers to nongovernmental external relations by NGOs including foreign exchanges and cooperation in certain areas of expertise that could influence state foreign relations.People-to-people diplomacy has five characteristics:firstly,it is non-governmental,thus it neither represents the state or the展开更多
Autonomous learning emphasizes that students are the masters of learning and learning is the independent behavior of students, but it needs the help of teachers and parents. In educational activities, only by actively...Autonomous learning emphasizes that students are the masters of learning and learning is the independent behavior of students, but it needs the help of teachers and parents. In educational activities, only by actively enabling students to become knowledge seekers, allowing them to actively study and use in an innovative spirit, and by acquiring knowledge to improve their learning ability and innovation awareness, can students' subjective initiative be brought into full play, positive research and development be promoted, and positive self-efficacy be created. Then, how should we achieve the ideal state of letting students study independently? The following is a study on this.展开更多
Purpose This study examines the relationship between teachers’professional collaboration and their use of cognitively activating teaching practices.It equally considers whether and the extent to which collective teac...Purpose This study examines the relationship between teachers’professional collaboration and their use of cognitively activating teaching practices.It equally considers whether and the extent to which collective teacher innovativeness might make a difference in this relationship.Design/Approach/Methods We used a pooled sample in the Teaching and Learning International Survey(TALIS)dataset by the Organisation for Economic Co-operation and Development(OECD)in 2018.We employed multilevel models in the analysis.Findings The results suggested that teachers’professional collaboration is significantly and positively related to their use of cognitively activating teaching practices.They also highlighted the moderating role of collective teacher innovativeness in this relationship.These results do not necessarily imply any causal relationships.Originality/Value This study provides empirical evidence,based on an analysis of a large-scale dataset,on the importance of collective teacher innovativeness in promoting the potential benefits of professional collaboration in relation to innovative classroom teaching.展开更多
Teaching autonomy is an important power of teachers as professionals and also a key factor affecting instructional quality.Based on the relevant data of the Teaching and Learning International Survey(TALIS)2018,this s...Teaching autonomy is an important power of teachers as professionals and also a key factor affecting instructional quality.Based on the relevant data of the Teaching and Learning International Survey(TALIS)2018,this study analyzes teachers’teaching autonomy and its effect on instructional quality.It finds that,firstly,as compared to those in the countries of the Organization for Economic Co-operation and Development(OECD),teachers in Shanghai,China,have greater teaching autonomy,but there is still room for improvement in this regard.They have sufficient autonomy in determining the instructional content and disciplining students,but not in assessing students’learning.Secondly,increasing the teaching autonomy in Shanghai can significantly improve instructional quality.Increasing their autonomy in assessing students’learning has the greatest effect on improving instructional quality,while increasing the autonomy in choosing teaching methods has the least effect,which is culturally different from the situation in OECD countries.Thirdly,the influence of teaching autonomy on instructional quality is positively moderated by teaching efficacy,which means that teachers need to have the“ability”in addition to the“autonomy.”Based on this,suggestions are also made.展开更多
基金Shenzhen Science and Technology Programme,Grant/Award Number:JCYJ202308071208000012023 Shenzhen sustainable supporting funds for colleges and universities,Grant/Award Number:20231121165240001Guangdong Provincial Key Laboratory of Ultra High Definition Immersive Media Technology,Grant/Award Number:2024B1212010006。
文摘Internal learning-based video inpainting methods have shown promising results by exploiting the intrinsic properties of the video to fill in the missing region without external dataset supervision.However,existing internal learning-based video inpainting methods would produce inconsistent structures or blurry textures due to the insufficient utilisation of motion priors within the video sequence.In this paper,the authors propose a new internal learning-based video inpainting model called appearance consistency and motion coherence network(ACMC-Net),which can not only learn the recurrence of appearance prior but can also capture motion coherence prior to improve the quality of the inpainting results.In ACMC-Net,a transformer-based appearance network is developed to capture global context information within the video frame for representing appearance consistency accurately.Additionally,a novel motion coherence learning scheme is proposed to learn the motion prior in a video sequence effectively.Finally,the learnt internal appearance consistency and motion coherence are implicitly propagated to the missing regions to achieve inpainting well.Extensive experiments conducted on the DAVIS dataset show that the proposed model obtains the superior performance in terms of quantitative measurements and produces more visually plausible results compared with the state-of-the-art methods.
文摘People-to-people diplomacy refers to nongovernmental external relations by NGOs including foreign exchanges and cooperation in certain areas of expertise that could influence state foreign relations.People-to-people diplomacy has five characteristics:firstly,it is non-governmental,thus it neither represents the state or the
文摘Autonomous learning emphasizes that students are the masters of learning and learning is the independent behavior of students, but it needs the help of teachers and parents. In educational activities, only by actively enabling students to become knowledge seekers, allowing them to actively study and use in an innovative spirit, and by acquiring knowledge to improve their learning ability and innovation awareness, can students' subjective initiative be brought into full play, positive research and development be promoted, and positive self-efficacy be created. Then, how should we achieve the ideal state of letting students study independently? The following is a study on this.
文摘Purpose This study examines the relationship between teachers’professional collaboration and their use of cognitively activating teaching practices.It equally considers whether and the extent to which collective teacher innovativeness might make a difference in this relationship.Design/Approach/Methods We used a pooled sample in the Teaching and Learning International Survey(TALIS)dataset by the Organisation for Economic Co-operation and Development(OECD)in 2018.We employed multilevel models in the analysis.Findings The results suggested that teachers’professional collaboration is significantly and positively related to their use of cognitively activating teaching practices.They also highlighted the moderating role of collective teacher innovativeness in this relationship.These results do not necessarily imply any causal relationships.Originality/Value This study provides empirical evidence,based on an analysis of a large-scale dataset,on the importance of collective teacher innovativeness in promoting the potential benefits of professional collaboration in relation to innovative classroom teaching.
基金funded by the key project“Studies on Teachers’Competency and the Teacher Training System under the Background of the New Wave of Scientific and Technological Revolutions”and supported by the National Social Science Fund of China(No.AFA210017)。
文摘Teaching autonomy is an important power of teachers as professionals and also a key factor affecting instructional quality.Based on the relevant data of the Teaching and Learning International Survey(TALIS)2018,this study analyzes teachers’teaching autonomy and its effect on instructional quality.It finds that,firstly,as compared to those in the countries of the Organization for Economic Co-operation and Development(OECD),teachers in Shanghai,China,have greater teaching autonomy,but there is still room for improvement in this regard.They have sufficient autonomy in determining the instructional content and disciplining students,but not in assessing students’learning.Secondly,increasing the teaching autonomy in Shanghai can significantly improve instructional quality.Increasing their autonomy in assessing students’learning has the greatest effect on improving instructional quality,while increasing the autonomy in choosing teaching methods has the least effect,which is culturally different from the situation in OECD countries.Thirdly,the influence of teaching autonomy on instructional quality is positively moderated by teaching efficacy,which means that teachers need to have the“ability”in addition to the“autonomy.”Based on this,suggestions are also made.
