cooperative interaction 中文意思是什麼

cooperative interaction 解釋
相互協同作用
  • cooperative : adj. 1. 合作的，協作的，共同的。2. 合作社的。3. 〈美國〉（大學文科）有關[包含]各種實習活動的。n. 合作社。adv. -ly ,-ness n.
  • interaction : n. 1. 相互作用，相互影響，互動。2. 【航空】干擾。
  1. In the virtual classroom, all of the members who involve in the education activity make a group, and the interaction among the members makes cooperative action. and computer supported cooperative work ( cscw ) means that members of the group who use the computers of a distributed networks system at the same time, accomplite a certain task

    而計算機支持的協同工作（ computersupportedcooperativework ，簡寫為cscw ）是指，一個群體中的多個成員，同時使用分散式網路系統上的多臺計算機協同工作，共同完成某項任務。
  2. Cooperative learning is based on interaction in classroom, emphasized on development of human resources, started a new angle of view for instructional theory research

    合作學習以課堂教學中的人際互動為基礎，強調課堂教學中人力資源的開發，為教學理論研究開辟了一個全新的視角。
  3. Case teaching in management, which emphasizing the interaction between the teacher and the students, attaching importance to training students ' ability of autonomous learning, cooperative learning, innovation, healthy personality and team awareness, will build up a bridge between management theory and practice and is bound to becoming the major trend of teaching with strong vital force in the teaching of management

    摘要管理案例教學強調師生互動，注重學生自主學習、合作學習與創新能力、思維能力以及健全人格、團隊意識的培養，在橫亙于管理理論與實踐之間的溝壑上架起一座橋梁，必將發展成為管理教學中生命力極強的主流教學模式。
  4. The performance of human - human iulvjiuui - jju uiccifacx : jirccily iffccis the quantity and efficiency of karalng. the existing human - human interaction interface and adaptive system ca n ' t offer enough cooperative awareness what cooperator need. their disadvantages are as follows : 1, without analyzing the characteristic of web - based learning, the existing adaptive system is limited in some ways

    人-人交互界面的好壞直接影響到協作者學習的質量和效率，而現有的人-人交互界面不能充分支持協作者之間所需的協同感知，一些自適應機制也沒能突出這一特點，主要表現在以下幾方面： 1 、缺乏對網路化學習這一特定領域的分析，自適應機制存在一定的局限性。
  5. In order to solve this problem, a new mechanism of cooperative coevolution with local interaction for collective complex cooperation behaviors is proposed based on system theory and nonlinear science theory

    針對這一問題，依據系統論和非線性科學理論，構造了一種引入局部交互的群體復雜協作行為協同進化機制。
  6. With nodes of cooperative awareness, the interaction of cooperative awareness information is necessary

    有了協同感知的設計結點之後，還必須有協同感知信息的交互。
  7. On the foundation of past research, author put forward a single - object tracking and detection algorithm based on background subtraction algorithm and a multi - object cooperative tracking and detection algorithm based on three layers dynamic interaction system, to implement credible unmanned active - scene detection and consecutive, real - time, concerted multiple active object tracking

    在前人研究的基礎上，引入了基於背景差分演算法的單目標入侵檢測及跟蹤演算法和基於三層動態交互體系的多目標協調跟蹤演算法，真正實現在無人狀態下對運動場景進行可靠的監控，對多運動目標進行連續、實時、協調的跟蹤。
  8. For the reason second language is developed by talking with each other that social interaction deriving from cooperative learning is beneficial for language learning. at the same time, the content knowledge and high thinking skills development can be acquired in negotiation with each other and authentic communication

    第二部分概述了合作學習與建構主義學習理論的關系，合作學習的產生背景、定義、有關教學策略和成效，並分析了合作學習與傳統教學方式的不同。
  9. This mechanism leads the cooperative coevolution to the correct direction by combining global elicitation information with local elicitation information detected by local interaction

    該機制通過局部交互作用探測局部啟發信息，並結合全局啟發信息共同引導協同進化過程，從而使求解過程朝著正確的方向進化。
  10. It is difficult for the existing models of cooperative coevolution to effectively produce collective complex adaptive cooperation behaviors because of their deficiency in solving problems with interaction between subsystems

    摘要現有協同進化模型在求解子系統間存在相互關聯作用的問題時存在不足，使其難以高效產生群體復雜適應性協作行為。
  11. 4, we construct an adaptive human - human interactive interface supporting cooperative awareness. the research on cahhi further perfects the existing adaptive system and makes the cooperative awareness naturally and variously. it contributes to solving the problem of web - based learning ' s interactive interface, enhances the awareness and interaction and makes the interactive environment more flexibly, friendly and efficiently

    論文對支持協同感知的人一人交互界面自適應機制cahhi的研究，進一步完善了現有的自適應機制，使協同和感知變得更為自然和豐富，促進了信息化學習中交互界面問題的解決，提高學習者之間的感知性和交互性，使交互環境成為一種更靈活、友好、高效的界面形式。
  12. The five essential elements of cooperative learning : positive reliance, personal performance responsibility, active face - to - face interaction, social techniques, the internal connections among party coursed, are discussed in detail. their influences on the development of primary students and the mechanism under the influences are deeply analyzed. at the last part of the dissertation the author points out the details that need attention while practicing and some questions that need further discussion

    在論證過程中，詳細闡述了合作學習的五個基本要素：積極的正向依賴、培養個人的績效責任、面對面的積極互動、增進社會技巧、團體歷程之間的內在聯系，從整體上較全面的揭示了合作學習的諸要素對于小學生發展的影響，並分析了產生影響的內在機制。
  13. Based on analysis of network security and network applications, the paper emphatically discuss necessity and feasibility on applying corba technology and cooperative technology to safeguard network. the distributed cooperative detection and security protection system model in large - scale network, dcds, is proposed. several key issues in dcds, for example, object interaction, group communication, cooperative data analysis and cooperative response are discussed in detail

    本文在分析目前網路安全及其應用發展趨勢及存在問題的基礎上，重點分析、論證了將corba技術和協同技術引入到網路安全領域的必要性和可行性，提出了一個分佈、協同的大型網路監測與安全保障系統（ dcds ）模型及其實現方案，深入研究了系統實現中對象交互、群組通信、協同分析和協同響應等關鍵技術問題及解決方法。
  14. Based on the necessity and possibilities, and aimed at students " amazement in " choosing by themselves " in cyber culture. during the practice of the subjectivity ' s reshape in internet culture, we suggests improving their self - determinations through self - construction by instructing, cultivating their creativity through developping inertnet resocurces, fostering their self - discipline through internet ethic, developing students " cooperative ablity in internet learning by organizning their interaction and corporations. sequentially, we ought to achieve the accomplishment of subjectivity reshape in internet culture

    基於重塑網路文化中學生學習的目的自控性等主體性的必要與可能，針對學生在網路「由自」下學習主體性的迷失問題，在重塑網路文化中學生學習的主體性實踐中，首先是要引導自主建構學習、培養學生的自主性；其次要通過網路資源開發與設計，培養學生的創造性：再是是通過網路倫理教育、培養學生的自律性；最後是要通過互動協作學習、提高學生的合作能力，從而達到重塑網路文化中學生主體性之目的。
  15. After that paper expatiates on multi - object cooperative tracking algorithm based on three layers dynamic interaction system including coherence differentiate algorithm, two object identification, and protocol used for multi - video combine intra - agency layer and inter - agency layer, introduces dynamic memory between two levels, resolve the resource distribution problem of multi - object tracking. at last paper carries out single active object detection and tracking experiment, object coherence judgment experiment and multi - video communication and cooperative experiment

    接著，重點闡述了基於三層動態交互體系的多目標協調跟蹤演算法，其中包括目標一致性判別演算法，兩種物體標識，以及用於多攝像機協調的agency內部層和agency互連層的相關協議，並簡單介紹了在這兩層中動態存儲器的作用，解決了多個ava對多目標進行協調跟蹤時的資源合理分配問題。
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