文献类型：期刊文献

中文题名：知识图谱在城乡基础设施规划课程中的应用与反思

英文题名：Application and reflection of knowledge graphs in the Urban and Rural Infrastructure Planning course

作者：武艺 吴安杰

第一作者：武艺

机构：[1]贵阳信息科技学院土木工程学院,贵州贵阳550025;[2]贵州理工学院土木工程学院,贵州贵阳550003

第一机构：贵阳信息科技学院土木工程学院,贵州贵阳550025

年份：2025

期号：17

起止页码：134-137

中文期刊名：科教文汇

外文期刊名：Journal of Science and Education

基金：贵州省教育科学规划课题“新工科背景下理工类高校专业课程教学质量提升策略研究”(2024B076);贵州省教育科学规划课题“数智化时代背景下地方应用型高校微专业教育建设路径探索与实践”(2024B032);贵州省高等学校教学内容和课程体系改革项目“智慧教育背景下‘城乡基础设施规划’课程知识图谱构建研究”(GZJG2024466)。

语种：中文

中文关键词：知识图谱;城乡基础设施规划;课程知识体系;超星泛雅;可视化

外文关键词：knowledge graphs;Urban and Rural Infrastructure Planning;course knowledge system;Chaoxing Fanya;visualization

摘要：传统的知识表示方法往往难以应对复杂的知识结构和关联关系,为了实现知识点及相关资源的有效整合与可视化展示,提升教学质量与学习效率,该文引入一种有效的知识组织与管理工具——知识图谱及延伸图谱(问题图谱、目标图谱和课程思政图谱),阐释了智慧教育与OBE(成果导向教育)理念的内在逻辑关系及其背景下课程图谱建立的必要性,探讨了基于超星泛雅平台的知识图谱与延伸图谱的构建策略,剖析了四种图谱之间的关系,并应用于城乡基础设施规划课程。实践表明,图谱对实现学生价值塑造、能力培养与知识探究“三位一体”的教学目标具有显著促进作用,为课程教学提供了新的视角和方法,但尚存在自动化构建精度低、人工辅助耗时多和个性化学习程度有限等问题。
Traditional knowledge representation methods often struggle to cope with complex knowledge struc-tures and associations.In order to effectively integrate and visually present knowledge points and related re-sources,thereby enhancing teaching quality and learning efficiency,this article introduces an effective knowledge organization and management tool—knowledge graphs and extended graphs(including problem graphs,goal graphs,and ideological and political education graphs for courses).It elaborates on the intrinsic logical relation-ship between smart education and Outcome-Based Education(OBE),as well as the necessity of establishing a cur-riculum map under the guidance of these concepts,explores the strategies for constructing knowledge graphs and extended graphs based on the Chaoxing Fanya platform,analyzes the relationships among the four,and applies them to the urban and rural infrastructure planning course.Practice shows that these graphs significantly contrib-ute to achieving the“trinity”teaching goals of shaping students’values,cultivating their abilities,and fostering knowledge exploration,providing new perspectives and methods for course teaching.However,challenges such as low accuracy in automated construction,time-consuming manual assistance,and limited personalized learning still exist.