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首页> 外文期刊>Computer assisted language learning >Toward an Ontological Approach in Goal-oriented Language Courseware Design and its Implications for Technology-independent Content Structuring
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Toward an Ontological Approach in Goal-oriented Language Courseware Design and its Implications for Technology-independent Content Structuring

机译：面向目标的语言课件设计中的本体论方法及其对与技术无关的内容结构的启示

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摘要

The term 'design' is being understood more and more as a methodological process, together with its acceptance as the result of such a process. As a process, it is a stage in the courseware engineering life cycle which primarily focuses on rendering the development process more effective and on enhancing the qualities of the finished system, especially its linguistic-didactic functionalities. More importandy for CALL as a discipline, the design process should be research-based and research-oriented; it should integrate accepted findings, principles and methodologies on the one hand, and it should also generate new research findings which can lead to new working hypotheses, on the other. In this article we will focus on two essential design aspects: concept and content. We will show how both concept and content can remain independent from any technology so that they become as reusable, exchangeable, and sustainable as possible. The key activity is specification. The ontological approach in specification states that what can be specified can be developed. This working hypothesis does not depend on technology but on a sound conceptualisation of what is needed in a particular learning situation. As far as content is concerned, an intermediate level of content structuring in relational databases facilitates a rapid output to different or successive learning environments.
机译：术语“设计”被越来越多地理解为一种方法论过程，并且被这种过程的结果所接受。作为一个过程，它是课件工程生命周期中的一个阶段，主要集中在使开发过程更有效和提高完成系统的质量（尤其是其语言学功能）上。对于CALL作为一门学科来说，它的重要性更高，其设计过程应以研究为基础，以研究为导向；它一方面应整合公认的发现，原理和方法，另一方面还应产生新的研究发现，从而得出新的工作假设。在本文中，我们将重点关注两个基本的设计方面：概念和内容。我们将展示概念和内容如何与任何技术保持独立，从而使它们尽可能地可重用，可交换和可持续。关键活动是规范。规范中的本体论方法指出可以开发什么。这个可行的假设不依赖于技术，而是依赖于对特定学习情况所需的合理概念化。就内容而言，关系数据库中内容结构的中间级别有助于快速输出到不同或相继的学习环境。

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