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(编辑修改稿)

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(编辑修改稿)内容摘要：

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 situation of students, implement individualized instruction for students. Network Educational Resources originated in the development of puteraided education systems, its main feature is that according to the specific circumstances of the user to provide appropriate teaching material, in other words, 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 keywordbased search technology can not meet the needs. It is necessary to use appropriate ontology to describe educational resources library and build ontologybased knowledge architecture for solving these problems. (2) Weak semantic High semantic is necessary for munication between different educational application platforms. 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 ways[5]. (3) Lack of intelligence A lot of current teaching systems can not provide Student Information 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 education 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 resources, such as Semanticbased 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 presented. 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 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 5tuple O=(C, I, R, F, A), where C, I are concepts and instances respectively. R is a relation set, F is a function above C, and A is a set of (ontological) axiomsspecifying the intended interpretation of the vocabulary in some domain of discourse. Base on Gruber’s definition, there are some types of ontology matching: concept to concept, property to concept, property to property, scenario and constraint 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 other. 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 means 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 ontologybased application framework for work education resources library. It can realize the access and reuse of education resources, achieve the interoperability between the distributed repositories of educational resources and optimize resource lifecycle management mechanism. Most importantly, it provides semanticbased search, because such a system framework provides an integrated, globaloriented concepts and ontology representation mechanisms, and the semanticbased resource formulation. The structure of the framework consist。