论文字数:24752,页数:57  有开题报告，任务书
摘 要

 随着Internet的迅速发展和全球对终身教育的需求，以异步教育方式为主要特征的E-learning正成为Internet上的一种重要应用，它使不同时间、不同地点的人们开展高效率的学习成为可能。
 但是，传统的网络学习系统往往以系统自身为中心，并没有充分考虑用户的个性化需求，要求人来适应系统而不是系统去适应用户，没有充分按照学生的个人学习特点来进行教育，所以造成了交互性差、学习效果不明显等诸多问题。这些问题的解决都要求语义采用明确、一致的方式表达。元数据标准是为了统一资源的描述而提出的规范，本体是为了解决语义问题、实现某种程度的共享与重用而提出的技术，因此，本文使用元数据和本体从学习资源的描述、组织及基于语义的学习资源查询等方面来解决上述问题。主要研究内容如下:：
 1、个性化实现。通过个性化学习问卷调查的结果分析，主要通过学习策略推荐机制、资源浏览记录机制、资源质量评价机制、测试机制及历史学习记录机制等实现个性化学习。
 2. 元数据标准。为了统一学习资源的描述，研究了描述教育资源的元数据标准。
 3. 本体构建。 本文构建了四种本体:学科类别本体、知识体系本体、课程本体、资源本体，本体间是上下从属关系。
 4. 学习资源的导航检索。提出了根据课程本体、资源本体对学习资源进行分类组织的方法，学习资源之间的概念导航给学习者提供一种直观的检索资源的方式。
 
关键词：E-learning；个性化学习；本体；应用本体
Research and Application of Individual Learning System
Based on Applied Ontology
                                                   
 
Abstract
With the rapid development of Internet and global requirement for life education, E-Learning  which provides asynchronous education has been becoming an important application on Internet. E-Learning enables people from different place and at different time to learn efficiently.
However, in the traditional web-based instruction system, without the full consideration of user's requirements and individualities, the system self is centric,learners have to adapt to the system instead of adapted by the system. This kind of system doesn't carry out instructions according to people's learning rule, resulting in the poor interaction and bad learning efects. In order to resolve these problems, semantics is required to be expressed in a formal and unambiguous way. Metadata standard is the criterion proposed for unifying the description of resources, and Ontolgoy is the technology proposed for expressing semantics and realizing a certain extent of reusing and sharing. So, in this paper, metadata and Ontology are used to resolve these problems from the description and organization of learning resources, and semantic-based information retrieva l. The main researches are focused as follows:
1,Personalized achievement. Through a personalized study the findings of the survey analysis , I primarily use learning strategies recommended mechanism,View resources records mechanisms, resources and quality eva luation mechanisms testing mechanism to achieve individualized learning.
2. Relevant metadata standards. In order to unify the description of learning resources, I study the relevant metadata standards that describe educational resources.
3. Ontology. In this paper, four kinds of ontologies are constructed: subject ontology,lore ontology, course ontology and resource ontology.
4. The navigation of learning resources. The method of classifying learning resources in terms of course ontology and resource ontology is proposed. The corresponding algorithm is introduced. The navigation provides an intuitionistic retrieva l way for learners.

Key words: Ontology; E-learning; Personalized learning; Applied ontology
目录
1．绪论 1
1.1课题的研究背景 1
1.2 E-learning的定义与特征 2
1.3课题的研究现状 3
1.3.1 E-learning的主要研究方面 3
1.3.2 E-learning研究中存在的问题 5
1.4本文的主要工作 5
1.5本文的组织结构 6
2．个性化学习与本体理论 7
2.1个性化学习 7
2.1.1 个性化学习的必要性 7
2.1.2 个性化学习问卷调查结果分析 8
2.2本体理论 10
2.2.1 本体的概念 10
2.2.2 本体的分类 11
2.2.3 领域本体 12
2.2.4 应用本体 13
2.2.5 本体理论在系统中的运用 14
3．基于应用本体的个性化E-learning系统的需求分析 15
3.1系统用户简介 15
3.2系统用例描述 15
4．基于应用本体的个性化E-learning系统的设计与实现 25
4.1开发环境介绍 25
4.2数据库设计 25
4.2.1 数据库逻辑设计 25
4.2.2 物理结构设计 30
4.2.3 数据结构与程序的关系 30
4.3系统功能模块划分 30
4.3.1 系统功能模块框架 30
4.3.2 数据访问层介绍 30
4.3.3 业务逻辑层介绍 34
4.4系统详细设计节选—教师部分 37
4.5部分主要页面设计图 42
4.6系统测试 45
4.6.1 测试环境 45
4.6.2 单元测试 46
4.6.3 系统测试与集成测试 46
4.6.4 测试结果 46
总    结 47
致    谢 49
参考文献 50