外文资料翻译-基于本体的应用框架的网络教育资源库-教育教学

1、毕业设计外文资料翻译学 院： 信息科学与工程学院 专 业： 计算机科学与技术 姓 名： xxx 学 号： xxx (用外文写)外文出处：_FengYang,Youquan Chen.Ontology-based Application Framework for Network Eduction Resources Library. J.Tsinghua Science and Technology, 2007,(4):3545. 附 件： 1.外文资料翻译译文；2.外文原文。 指导教师评语： 签名： 年 月 日附件1：外文资料翻译译文基于本体的应用框架的网络教育资源库冯阳1，2，陈友全31计

2、算机科学与技术，吉林大学，长春，中国学院2信息学院，吉林教师的工程技术，长春中国研究所3机械工程系，长春工程技术研究所，长春中国摘要在过去的二十年，随着互联网应用的迅速增长，网络教育已经开展成为现行教育的主要组成局部。同时，基于语义的网络教育资源成为教育技术在计算机和人工智能的重要研究领域。到目前为止，然而，在其申请的过程中了出现了一系列严重的瓶颈，例如：对网络资源的标准是不兼容的，定义不严格和没有有效性的语义，缺乏良好的结构。解决这一问题，本文提出的工作显示了网络教育资源库的新的应用框架设计、实施。通过使用基于本体的语义技术，它创造了一个新的教育资源的开放式平台，实现异构互操作资源，实现资源

3、的集中管理和分布存储的内容。关键词：网络教育资源、语义Web、本体论一、引言随着网络技术的进一步开展和应用需求的不断出现，语义Web成为一个在WWW研究领域的热点和智能网络效劳的关键技术1。语义网在机器理解的根底上可以提供关更多的功能，执行语义层次的计算。它不仅能提供更清晰和更全面的语义的网络信息和知识，而且还实现了计算机可以了解网络信息和知识，以及网络数据处理和网络效劳的智能化。语义网络在网络效劳，基于代理的分布式计算，基于语义的搜索引擎，基于语义的数字图书馆等领域成为一个更重要的应用。在同时，随着应用研究的持续的深入，作为语义网络的关键技术本体论技术趋于成熟，语义元数据描述方法的形成和语义

4、网络的开展开始进入实际应用阶段，例如基于语义的信息表示和语义为根底的数字图书馆、数字博物馆有了初步的探索和应用和其他应用程序搜索应用2。网络教育资源是计算机教育和人工智能的重要研究领域。建构主义学习理论认为学习环境的四个要素是：上下文、协作、会话和意义建立。随着计算机网络和多媒体技术的开展，由于建构主义理论的影响，人们学习的方式改变了很多，从以传统的教学资源为根底的教学到以资源为根底的学习3。随着建构主义学习理论作为指导，它是人类社会在21世纪的数字识字开展的重要方向，建立巩固的网络教育资源，它可以选择教学内容和教学模式，根据学生的实际情况、实施个性化指导学生。网络教育资源起源于电脑辅助教学系

5、统的开展，其主要特征是，根据用户的具体情况提供适当的教材，换句话说，它有个别教学的功能，此功能的实现是通过人工智能的手段4。但是，当前网络教育资源的也有一些问题，如下：1检索效率低教授的知识过多而且广泛，传统的基于关键字的搜索技术无法满足需要。使用适当的本体来描述教育资源库和建立以本体论为根底的知识架构来解决这些问题是非常必要的。2弱语义高的语义对于应用不同的教育平台之间的交流是必要的。使交流和知识共享成为困难的原因是描述教学知识的根本标准并不是任何时间都是一样的，知识以不同的方式表示5。3缺乏情报当前的很多教学系统不能学生做有针对性的学习，使教师无法准备适宜的学习内容跟随学生的认知模式，通过

6、了解他们的认知特点和学习的变化来引导学生。为应对当前的教育资源建设和应用需求的问题，本文介绍了语义的关键技术是建设教育资源，提出了基于语义网络技术为根底的教育资源的主要框架，开始于教育资源建立的有意义的方面，如基于语义的元数据描述、教育、资源库本体模型、资源池之间的模式匹配、讨论了框架和关键技术的核心理念。二、本体在本节中，提出了最容易被人接受的本体理解。由于本体是用于描述在语义和知识层次的信息系统中的概念模型，它已被用于许多领域。由于本体是不是一个静态的模型，它必须有能力获取意义和关系的变化。在人工智能领域的研究，有许多关于本体的定义。其中，最经常采用的是格鲁伯的关于本体的定义，即本体是一个

7、明确的标准概念化6。一个本体O是一个五元组O=(C, I, R, F, A)，其中C，I是分别的概念和实例。R是一个关系集，F是C上面的函数，A是一系列本体论公理- 指定了在一些论述领域的词汇的解释。以格鲁伯为根底的定义，还有一些本体匹配类型：概念与概念、属性的概念、属性与性质，场景和约束等6。本体论在教育资源库的构造中起着重要的作用，它可以实现三方共享5：(1)资源内容共享。这意味着，资源库像每个人提供资源，与此同时，从每个人那里获取自己本身没有的资源。(2)技术分享。这意味着，当不同的组织或个人建立他们自己的资源库，如果他们按照相同的标准，同样的资源表示方式和相同的属性标记方法，那么他们可

8、以共享同一接口。(3)概念共享。这意味着，在实现语义理解，确保不同的对象建立，维护和使用过程中这方面的知识分享同一个概念。三、框架概述 我们为网络教育资源库设计了一个以本体论为根底的应用程序框架。它可以实现教育资源的访问和重用，实现教育资源和优化资源之间的生命周期管理机制的分布式资料库的互操作性。最重要的是，它提供基于语义的搜索，因为这种制度框架提供一个综合的、面向全球的本体表示的概念和机制，以及基于语义的资源规划。该框架结构由三局部组成。如图1所示。这一框架的更多的技术细节将在第四局部讨论。A、表示层它是用户和系统之间的互动界面。用户通过浏览器访问系统。用户界面负责接收查询和显示搜索结果给用

9、户。在这层，虽然他们是被采用的，但是本体保护用户的网页。因此，网页语义信息对用户是透明的。为了实现显示与逻辑别离这一目标，JSP和JavaBean技术已被用于在本层的开发。B、逻辑层作为主要的应用程序逻辑层，它进行系统的知识检索。它由五个局部组成，即本体管理组件、语义分析组件、推理引擎、查询组件、Web信息访问组件。在用户的查询请求被搜索引擎提交后，语义分析组件获得概念和语义关系，用户通过语义分析需求，然后Jena OWL的推理引擎负责对这个概念和语义关系的根底上的推理，最终查询Beans类访问此资源的本体库和查询结果返回给用户。C、数据层数据层是由三个局部组成：本体库、教育资源描述数据库和M

10、ySQL/DB2/oracle数据库。作为知识资源本体的存储介质，这一层是负责建立和从新结构性的描述OWL为根底的知识本体，这是知识检索的直接来源。此外，为了实现知识共享和重用，它会进行语义标注相关资源的网页并存储在数据采集元件本体库中。图1、本体论为根底的框架的网络教育资源库四、框架的关键技术本节中对这一框架的关键技术进行介绍。它包括网络效劳、用户的要求处理、语义分析和推理引擎。A、网络效劳表示层也可以作为网络效劳层称，其主要任务是实现与用户的交互。在很多资源建设方式的情况下，选择网络效劳技术，以集成分布式有效的教育资源库和共享它们之间的信息。在各种平台的异构根底上，网络效劳可用来建立一个共

11、同的与平台无关，语言无关的技术，不同平台的应用程序依赖于去实现连接以及它们之间的融合。在整个资源库，作为效劳供给商，每个地方的资源制定自己的效劳和功能补充全球系统，它的UDDI通用描述，发现和集成。UDDI是负责注册和发送工作。在此，所有的信息通过SOAP简单对象访问协议被发送到整个系统。B、用户请求处理在我们的框架，用户通过普通的连接方法进行资源搜索，这些领域被限制或自然声明。学习对象属于不同的本地资源，它们在地理位置上分开。不同的资源库通常根据不同的计算机平台、数据格式和编程语言建立，它提供了他们自己的机制来查询和访问资源。在这种情况下，中央效劳器需要一定的机制来确定当地的可提供效劳器资源

12、库，然后用户的请求将被发送到本地效劳器。在具体系统设计我们指的是一系列数学的方法8。图2说明了用户要求如何由这些模块处理。C、语义分析 在我们的框架中，语义分析是负责通过搜索引擎，提交用户的请求。该机器的用户表示需要语义本体库查询，分析用户意图和使用Jena Owl推理机制来完成。由于用户查询在一定程度上的不确定性，根据用户的需要扩大查询的概念集合是可行的。语义扩展规那么的定义为：如果O是Literlas类型，那么S是扩张中心，查询的概念可根据学的概念和属性关系获得。如果S不存在，这些概念是不能采取。 如果O是一种资源，那么O是扩张中心，查询的概念可根据O的概念和属性关系获得。查询处理是语义检

13、索最重要的局部。它可以被描述为以下国际扶轮模型：本体模型和基于本体的网络资源、识别模型。在这些中，网络资源R和查询Q是基于本体O构建的，他们是有关的，当且仅当R满足Q：它描述了R和O意味着逻辑上查询Q：OR-Q9。图2、用户要求处理有两种行之有效的方法，可以把查询关键字转换本钱体描述。文献10提出了一种基于语义的检索方法：本体匹配图，也就是语义实在本体、关系和本体图之间的相关性提出来的。根据这些语义的相关性，本体图匹配的框架，它可以计算这些相互关系设计。在文献11中给出了另外一种语义检索想法。它提出了一个搜索的体系结构，它结合激活扩散应用于一个特定领域的语义模型古典搜索技术。给定的本体，权衡被

14、分配给连接基于特定本体的属性，因此他们测量的关系的强度。激活扩散技术用于寻找在本体相关概念给出的概念和相应的初始值，初始设置激活。这些初始值是从应用到与本体的概念相关的数据古典搜索的结果。两个测试例实施，具有非常积极的成果。有人还指出，提出的混合激活扩散，结合象征和子象征性的方法，当和每个单独的方法相比取得了较好的结果11。D、推理引擎这是整个框架的关键控制模块。通过推理和搜索，将得到知识用户的需要，与此同时，智能教学方法和策略也可以得到。推理引擎负责解析和推理owl文件负责。这样做的目的从一般的文件中读取本体，用特定的模式存储是为了方便处理，然后在按照一定的规那么进行基于本体的语义推理，这是

15、语义检索的关键一步。此过程使用Jena开发套件来执行。如图3所示，推理机的工作原理是：推理引擎注册机制，推理机的根底上创立根本的RDF三元组和本体。经过这一过程，模型对象中包含推理机制，InefreneeGnarh和InGfraph可以生成。在Jena中，Garph也被称为模型及其表现形式是ModelInterafee。然后，它可以对运行和处理这一模式利用该模型API和Onotlogy空气污染指数，因此语义层次上的信息检索可以实现。图3、推理机的工作原理五、结论与未来在这个文件中，我们提出了一个新的网络教育资源库的应用框架设计、实施。通过使用基于本体的语义技术，我们创立了一个新的教育资源的开放

16、平台，实现异构资源之间的互操作，实现资源的集中管理和分布存储的内容。在此根底上，资源库可以成为共享、分布、开放和异构资源之间进行互操作得到支持。随着教育的快速开展，课程也在发生变化。生产和教育资源的更新是越来越频繁。通过利用本体论表达和工作流程的标准化，建立教育资源库的根底上的共同标准，广泛的资源共享和再利用可以到达的理念和形成共识。这将是建设和开展教育资源库的重要方向。在今后的工作中，我们将沿着三个方向延伸我们当前的工作。第一个是该体系结构的改善。第二个方向是实现当设计到我们这个框架的数据集可用时，设计出更复杂的本体。最后是与其他网络教育资源库进行比拟。鸣谢这项工作是受国家自然科学基金委员会

17、中国委员会NSFC，410073No.60873044和专项科研基金批准号：20060183044下的中国高等教育的教育博士课程。附件2：外文原文复印件Ontology-based Application Framework for Network Education Resources LibraryFeng Yang1,2, Youquan Chen31(College of Computer Science and Technology, Jilin University, Changchun, China)2(College of Information, Jilin Teachers

18、 Institute Of Engineering and Technology, Changchun China)3(Department of Mechanical Engineering, Changchun Institute of Engineering Technology, Changchun China)yangfeng06 , Quan3168sina AbstractIn past twenty years, as the rapid growth of Internet application, network education has grown a main par

19、t of current education. At the same time, semantic-based network educational resource became an important research field in computer education technology and AI. So far, however, there is a serious of bottlenecks in the progress of their applications, e.g. the criterion of web resource is not compat

20、ible, the semantic definition is not strict and the validity and well-structure are absent. Addressing this issue, the work presented in this paper shows the design, implementation of a new application framework for network education resources library. By using ontology-based semantic technology, it

21、 creates an open platform for new educational resources, achieves interoperation between heterogeneous resources and realizes the centralized management of resources and contents distributed stored. Keywords- Network Education resources; Semantic Web; Ontology I. INTRODUCTION With the further develo

22、pment of network technology and the unceasing emergence of application requirements, semantic web becomes a hotspot in www research field and a key technology of intelligent network services 1.The semantic web can provide more extensive application functions on the basis of the machine understanding

23、 and perform computation at the semantic level. It does not only give clearer and more completely semantic to the network information and knowledge, but also achieves that computers can understand the network information and knowledge, and the intelligentization of the network data processing and ne

24、twork services. Semantic web becomes a more important application in the fields as network services, agent-based distributed computing, semantic-based search engine, semantic-based digital library and so on. At the same time, with the continuous deepening of the applied research, the ontology techni

25、que as a key research of semantic web tends to be sophisticated, and there is a formation of semantic metadata describing methods, and development of semantic web begins to enter the practical application stage, such as that there is an initial exploration and application of semantic-based informati

26、on representation and semantic-based searching in digital libraries and digital museums and other applications2. Network educational resource is an important research field on computer education technology and AI. Constructivist learning theory holds that the four elements of the learning environmen

27、t are context, collaboration, conversation, and meaning built. With the development of computer network and multimedia technology, the ways people learn changed a lot under the influence of the constructivist theory, from traditional teaching to the resource-based teaching, and then to resource-base

28、d learning 3. With constructivist learning theory as a guide, it is an important direction of the development of human society in the 21st century digital literacy to build the stablish Network Educational Resources which can select teaching content and teaching pattern according to the actual situa

29、tion of students, implement individualized instruction for students. Network Educational Resources originated in the development of computer-aided education systems, its main feature is that according to the specific circumstances of the user to provide appropriate teaching material, in other words,

30、 it has the function of individual teaching, this feature is achieved by means of AI 4. But, there are some problems of current Network Educational Resources as follows: (1) Low Retrieval efficiency For teaching knowledge is excessive and extensive, the traditional keyword-based search technology ca

31、n not meet the needs. It is necessary to use appropriate ontology to describe educational resources library and build ontology-based knowledge architecture for solving these problems. (2) Weak semantic High semantic is necessary for communication between different educational application platforms.

32、The reason why making the exchange and sharing of knowledge difficult is that standard of describing the teaching knowledge base is not the same all the time and the knowledge represents in different ways5. (3) Lack of intelligence A lot of current teaching systems can not provide Student Informatio

33、n automatically for students to do targeted studying, and make teachers unable to prepare the suitable learning content following the cognitive model of students, and guide the student to learn by their cognitive characteristics and the changes in learning. In response to problems of the current edu

34、cation resources construction and application needs, this paper introduced key technology of semantic to the building of education resources, presented the primary frame of education resources based on semantic web technologies, started with the significant aspects of the building of education resou

35、rces, such as Semantic-based metadata description, education and resource library ontology model, pattern matching between the resource pool, and discussed the core concept of the framework and key technology. II. ONTOLOGY In this section the most generally accepted understanding of ontology is pres

36、ented. Since Ontology is a Conceptual Model which is used for describing information systems on the level of semantics and knowledge, it has been used in many fields. Since Ontology is not a static model, it has to have the ability to capture the changes of meanings and relations. In research field

37、of AI, there are many definitions of ontology. Among them, the most frequently adopted is Gruber, that is, an ontology is an explicit specification of a conceptualization 6. An ontology O is a 5-tuple O=(C, I, R, F, A), where C, I are concepts and instances respectively. R is a relation set, F is a

38、function above C, and A is a set of (ontological) axioms-specifying the intended interpretation of the vocabulary in some domain of discourse. Base on Grubers definition, there are some types of ontology matching: concept to concept, property to concept, property to property, scenario and constraint

39、 and so on 6.Ontology plays an important role in the construction of the educational resources library, which can achieve tripartite sharing 5: Sharing of resources contents. It means that resource libraries provide resources to each other, at the same time get resources they do not have from each o

40、ther. Sharing of technology. It means that when different organizations or individual build their own resources library, if they can follow the same standard , the same resource representation mode and the same attribute marking method, then they can share one interface. Sharing of concepts. It mean

41、s that for achieving semantic understanding, make sure that the different objects being established, maintened and used of knowledge during this area share the same concept. III. FRAMEWORK OVERVIEW We designed an ontology-based application framework for network education resources library. It can re

42、alize the access and reuse of education resources, achieve the interoperability between the distributed repositories of educational resources and optimize resource life-cycle management mechanism. Most importantly, it provides semantic-based search, because such a system framework provides an integr

43、ated, global-oriented concepts and ontology representation mechanisms, and the semantic-based resource formulation. The structure of the framework consists of three parts. It is shown in figure 1. More technology details of this framework will be discussed in Part IV. A. Representation Layer It is t

44、he interactional interface between user and system. Users access the system through a browser. The user interface is responsible for receiving queries and displaying the search results to the user. In this layer, the ontologies are shielded to users web page, though they are adopted. So the semantic

45、 information of web page are transparent to the user. In order to achieve this separation of display and logic, JSP and Java Bean technology have been used in the development of this layer. B. Logic Layer As the main application logic layer, it carries on the retrieval of system knowledge. It consis

46、ts of five parts, namely, ontology management component, semantic analysis component, inference engine, query component, and Web information access component. After users query requests are submitted by search engine, semantic analysis component obtains the concepts and semantic relations that user

47、needs through the semantic analysis, and then Jena OWL inference engine takes on reasoning on the basis of this concepts and semantic relations, ultimately the query Beans accesses this resource ontology library and returns the query results to the user. C. Data Layer Data Layer is composed of three

48、 parts: ontology library, education resource Description Database and MySQL/DB2/oracle Database. As the storage medium of knowledge resource ontology, this layer is responsible for creating and refining a structural description of the OWL-based knowledge ontology, which is the direct source of knowl

49、edge retrieval. In addition, in order to achieve knowledge sharing and reuse, it will carry out semantic annotation to the relevant resources in the web page and store them in the ontology library by the data acquisition components.Fig 1. Ontology-based Framework for Network Education Resources Libr

50、aryIV. KEY TECHNOLOGIES OF FRAMEWORK In this section the key technologies of this framework are presented. It includes web services, processing of user request, semantic parsing and inference engine. A. Web Services Representation Layer may also be known as the Network Service Layer, its main task i

51、s to achieve interaction with the user. Under the case of a variety of the resource building ways, the web service technologies are selected in order to integrate distributed resource library of education effectively and share information between them. On the basis of a variety of heterogeneous plat

52、forms, Web Services are available to build a common platform-independent, language-independent technical level, which applications of different platform rely on to implement the connection and integration between them. Throughout the resource library, as a service provider, each local resource make

53、their own services and features promulgate to the global system, which UDDI (Universal Description Discovery and Integration) on it. And then the UDDI is responsible for the registration and sending. In this, all the information is send to the entire system through the SOAP (Simple Object Access Pro

54、tocol). B. Processing of user request In our framework, user takes on resource search by an ordinary combination method that fields are limited or natural statement. Learning objects belong to different local resources, they are geographically separated. Different resource libraries are usually buil

55、t on different computer platforms, data formats and programming languages, which provide their own mechanisms to query and access resources. In this case, the central server needs a certain mechanism to orient local resource libraries that can provide server, and then user request will be sent to lo

56、cal servers. In the specific system design, we refer to a number of mathematical methods 8. Figure 2 illustrates how a user request to be processed by these modules. C. Semantic parsing In our framework, semantic parsing is responsible for the transition from the user requests submitted by search en

57、gine to concepts of ontology. The conversional process of user semantic to machine presentation need query ontology library, analyze user intents and use Jena Owl inference mechanism to complete. As user query are uncertainty in a certain degree, it is feasible that expand the concept set of queries

58、 according to the needs of users. Semantic expansion rule is defined as: If O is Literlas type, then S is the center of expansion, the concepts for a query can be obtained according to the concepts and attribute relations of S. If S does not exist, the concepts are not to be taken. If O is a resourc

59、e, then O is the center of expansion, the concepts for a query can be obtained according to the concepts and attribute relations of O. The query processing is the most important part of semantics retrieval. It can be described as the following RI model: ontology model and ontology-based web resource

60、s identity model. In those, web resources R and the query Q are built based on ontology o and they are relevant if and only if R satisfy Q. It describes that R and O imply logically the query Q: OR-Q 9. Fig 2. Processing of user requestThere are two proven methods that can convert the query keyword