本文選題：本體　切入點(diǎn)：E-Learning　出處：《首都師范大學(xué)》2008年碩士論文　論文類型：學(xué)位論文

【摘要】： 隨著互聯(lián)網(wǎng)的迅速發(fā)展和全球?qū)K身教育的需求,E-Learning正成為互聯(lián)網(wǎng)上的一種重要應(yīng)用。E-Learning的應(yīng)用越來(lái)越廣也使網(wǎng)上的學(xué)習(xí)資源日益豐富,但是目前E-Learning應(yīng)用中還存在一些不足,例如學(xué)習(xí)資源不能夠被有效地檢索、資源的共享性差、資源重復(fù)建設(shè)及信息孤島的存在等。 學(xué)習(xí)資源的標(biāo)準(zhǔn)化建設(shè)和學(xué)習(xí)對(duì)象理念的提出在一定程度上促進(jìn)了資源的共享,文章首先探討了學(xué)習(xí)對(duì)象的概念及其發(fā)展歷程,著重分析了學(xué)習(xí)對(duì)象的分類方法和國(guó)內(nèi)外學(xué)習(xí)對(duì)象的組織建設(shè)現(xiàn)狀。接著研究了學(xué)習(xí)對(duì)象的標(biāo)準(zhǔn)化,重點(diǎn)分析我國(guó)對(duì)學(xué)習(xí)對(duì)象相關(guān)標(biāo)準(zhǔn)的應(yīng)用及主要不足。在以上研究的基礎(chǔ)上提出資源共享性差這一問題的根本原因在于資源缺乏語(yǔ)義,以及共享機(jī)制弱。 問題的解決要求網(wǎng)上資源在語(yǔ)義層次上采用明確、規(guī)范、一致的表達(dá)方式,因此元數(shù)據(jù)標(biāo)準(zhǔn)為統(tǒng)一資源的描述而被提出,學(xué)習(xí)對(duì)象也邁出了走向標(biāo)準(zhǔn)化的步伐。但學(xué)習(xí)資源標(biāo)準(zhǔn)有其局限性,它們過(guò)于著重對(duì)屬性的規(guī)范說(shuō)明,且不能描述學(xué)習(xí)材料的主觀信息。 本體作為一個(gè)概念模型,可以表達(dá)出一個(gè)領(lǐng)域中的基本知識(shí)體系,論文充分研究了語(yǔ)義網(wǎng)和本體的基本理論以及本體在網(wǎng)絡(luò)資源應(yīng)用中的必要性和可行性,進(jìn)而提出使用本體來(lái)描述學(xué)習(xí)對(duì)象的語(yǔ)義,并將這一應(yīng)用實(shí)現(xiàn)在語(yǔ)義網(wǎng)框架中,通過(guò)增強(qiáng)語(yǔ)義互操作能力來(lái)提高學(xué)習(xí)對(duì)象的共享水平。論文探討了RDF、OIL和OWL等本體描述語(yǔ)言的語(yǔ)義表達(dá)能力,對(duì)比分析了多種本體創(chuàng)建工具,并采用OWL作為本體描述語(yǔ)言,用Protégé作為本體的開發(fā)工具建立了學(xué)習(xí)對(duì)象本體OntoLo。文中對(duì)本體中的概念集、關(guān)系集、屬性集和實(shí)例作了討論,為全面的實(shí)現(xiàn)共享提供了語(yǔ)義基礎(chǔ)。最后提出了在語(yǔ)義Web環(huán)境下基于本體的學(xué)習(xí)對(duì)象的共享模式。
[Abstract]:With the rapid development of the Internet and the global demand for lifelong education, E-Learning is becoming an important application on the Internet. E-Learning is becoming more and more widely used and makes the learning resources on the Internet more and more abundant. However, there are still some shortcomings in E-Learning applications at present. For example, learning resources can not be effectively retrieved, resource sharing is poor, resources repeat construction and the existence of isolated information islands, and so on. The standardization of learning resources and the idea of learning objects promote the sharing of resources to a certain extent. This paper first discusses the concept of learning objects and their development process. The classification methods of learning objects and the present situation of the organization construction of learning objects at home and abroad are analyzed, and then the standardization of learning objects is studied. On the basis of the above research, it is pointed out that the fundamental reason for the poor resource sharing lies in the lack of semantics of resources and the weakness of sharing mechanism. Problem solving requires that online resources be expressed in a clear, standardized and consistent way at the semantic level, so the metadata standard is proposed to unify the description of resources. But the standards of learning resources have their limitations, they focus too much on the specification of attributes, and they can not describe the subjective information of learning materials. As a conceptual model, ontology can express the basic knowledge system in a field. The basic theory of semantic web and ontology and the necessity and feasibility of ontology in the application of network resources are fully studied in this paper. Furthermore, ontology is used to describe the semantics of learning objects, and the application is implemented in the framework of semantic web. This paper discusses the semantic expression ability of ontology description languages such as RDF oil and OWL, compares and analyzes several ontology creation tools, and uses OWL as ontology description language. In this paper, the concept set, relation set, attribute set and examples of ontology are discussed by using Prot 茅 g 茅 as an ontology development tool. It provides a semantic basis for the overall implementation of sharing. Finally, an ontology-based learning object sharing model is proposed in the semantic Web environment.
【學(xué)位授予單位】：首都師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2008
【分類號(hào)】：G434

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