文档库 最新最全的文档下载
当前位置:文档库 › 2009-Hudson-Smith-mapping for

2009-Hudson-Smith-mapping for

2009-Hudson-Smith-mapping for
2009-Hudson-Smith-mapping for

Mapping for the Masses

Accessing Web 2.0Through

Crowdsourcing

Andrew Hudson-Smith

Michael Batty

Andrew Crooks

Richard Milton

Centre for Advanced Spatial Analysis,University College London The authors describe how we are harnessing the power of web 2.0technologies to create new approaches to collecting,mapping,and sharing geocoded data.The authors begin with GMapCreator that lets users fashion new maps using Google Maps as a base.The authors then describe MapTube that enables users to archive maps and demonstrate how it can be used in a variety of contexts to share map information,to put existing maps into a form that can be shared,and to create new maps from the bottom-up using a combination of crowdcast-ing,crowdsourcing,and traditional broadcasting.The authors conclude by arguing that such tools are helping to define a neogeography that is essentially ‘‘mapping for the masses,’’while noting that there are many issues of quality,accuracy,copyright,and trust that will influence the impact of these tools on map-based communication.

Keywords:network economies;web-based services;map mashups;crowdsourcing;crowd-casting;online GIS

C rowdsourcing (Howe,2008)is the term often used for methods of data creation,where large groups of users who are not organized centrally generate content that is shared.In this article,we explore how crowdsourcing and the related concept of crowdcasting,facili-tated by developments in web 2.0technologies,is leading to the phenomenon of ‘‘volun-teered geographic information’’which,in turn,is revolutionizing the way in which maps are created and used (Goodchild,2007).This leads us into a foray into contemporary ideas about neogeography (Turner,2006),which might be defined as ‘‘geography for the masses’’or even as mapping for the masses.In telling the story of how maps can be created and dis-seminated as web-based services,we will draw on various applications that we have devel-oped,including GMapCreator,MapTube,and the London https://www.wendangku.net/doc/c54045688.html,works spin off from all these applications although to date there are very few applications that have specifically extracted networks from map usage and map users.

Authors’Note:Please address correspondence to Andrew Hudson-Smith,Centre for Advanced Spatial Analysis,University College London,London,United Kingdom;e-mail:https://www.wendangku.net/doc/c54045688.html, Social Science Computer Review Volume 27Number 4November 2009524-538#2009SAGE Publications 10.1177/0894439309332299https://www.wendangku.net/doc/c54045688.html, hosted at https://www.wendangku.net/doc/c54045688.html,

524

Hudson-Smith et al./Mapping for the Masses525

Crowdsourcing and Crowdcasting

The notion that there might be value in harvesting the knowledge of individuals is based

on the observation that,although a large number of individual estimates may be incorrect,

their average can be a match for expert judgment.Judiciously handled,randomly sampling

the opinions or calculations of a large number of users might lead to data and information

that is surprisingly accurate and that,in some cases,cannot be recorded in any other way

(Surowiecki,2004).

Essentially,this is called crowdsourcing when it is applied to the creation of content,

which is then accessible and sharable as a web-based service.In one sense,enabling users

to generate their own content is not a new idea,for it forms the basis of much group psy-

chology and problem solving.What is new is the notion that this kind of group dynamics is

uncoordinated and voluntary.In many contexts,the data simply accumulate and until inter-

action occurs between users,the only value added is because of the extent to which the data

represent some phenomena of interest.The law of large numbers dominates in this instance.

Where interaction begins to take place between users and where new derivative data come

from these interactions and social networks emerge,then the value added depends on the

wisdom of the crowd,albeit engineered in countless ways by the designers and managers

of the web-based services involved.

Typical web2.0social networking sites like Facebook and communal databases like

Flickr draw their users by word of mouth,using a whole range of media that potential users

respond to,but there is little of a direct push factor from the owners or managers or

designers of these sites.Where there is a more direct push digitally using online systems,

this is referred to as crowdcasting,which is the union of broadcasting and crowdsourcing,

with the potential crowd being‘‘pulled’’in as a direct result of the‘‘push.’’The incentives

for developing such systems clearly depend on the value that the crowd sees in interacting in

this way.Some crowdcasting systems actually introduce incentives for users to key in their

own data by offering rewards,even‘‘prizes,’’often of monetary value(e.g.,http:// https://www.wendangku.net/doc/c54045688.html,/offers money for user-designed T-shirts)in much the same way social psychologists entice participants into laboratory experiments.None of our

examples below involve such reward structures and,in fact,most of these depend on crowd-

sourcing,rather then crowdcasting.However,where we have invoked crowdcasting,the

push factor is simply one of making potential users aware of our desire for them to partic-

ipate,often through other web sites and related digital media such as e-mail.

By its very nature,it is impossible to discuss web-based services without invoking the

notion that everything is potentially linked to everything else.This means that crowdsour-

cing or crowdcasting,tagging data,deriving patterns,and correlations such as social net-

works can all take place in different web environments,which are linked to one another.

For example,one web site might broadcast to the world at large that users are required

to key in data and/or respond to requests that are captured on another web site which,in

turn,create data on a third.We do not yet have a good catalogue of such web-based services

that would enable us to generate a useful typology and certainly it is not yet possible to cre-

ate a series of ideal types.Thus,in the rest of this article,we will present examples based on

our experience of developing and using such services with respect to geographic informa-

tion,namely maps,which we take as instructive to the development of this field.However,

526Social Science Computer Review

first,we need to present a brief history of how mapping for the masses has emerged as part

of these web2.0technologies.

Web2.0,Geographic Information,and Map Hacks Web sites such as Multimap(https://www.wendangku.net/doc/c54045688.html,;and its many variants)

have been around almost since the web itself began,but these represent expertly organized

map data that is then accessed by lay users.It is organized in such a way that the user can

query the map data to get back a relevant segment related to their locational request.

Although most such web sites provide highly interactive user interfaces,they are largely

passive in terms of the choice of data they allow users to have access to and their lack of

support for collaboration between users.An early but still relevant example of the addition

of specific functionality to such mapping sites is UpMyStreet(http://www https://www.wendangku.net/doc/c54045688.html,),which contains information about property,crime,education,and so on for local neighborhoods,tagged,of course,to prespecified base maps(which in this

case are from Multimap,Microsoft Virtual Earth).

Tagging information to maps became more popular than expected early in the develop-

ment of the web.Many assumed that most users could not read a map and it was a surprise

that mapping web sites took off.Map bases of more generic form were introduced by Google

in their Google Maps in early2005,where immediately users could add some content,albeit

limited,which since then has increased in extent in various forms in particular through Goo-

gle MyMaps,which lets users add polylines and other content such as embedded logos of

locational features.Google Ride Finder and Google Transit enable users to plan trip services

using taxis,public transport,and so on,where such data have been added and now Google

Street View provides360 panoramic street-level views of various U.S.cities.Google have

made available an application program interface(API)that lets users embed their maps into

third-party applications,and we make use of this facility extensively in our demonstrations

below.This has enabled users to easily create mashups,that is,to combine two or more pieces

of complementary web-based content or functionality to create a new web application.

UpMyStreet,for example,is such a mashup,while Multimap is not.London Profiler,which

we sketch below,uses the Google Maps API(see Haklay,Singleton,and Parker(2008)for a

further review of web mapping applications and web2.0technologies).

Google Map mashups are now appearing everywhere as it is simple to include a Google

Map into a web page.What is harder is to use the map as a resource to direct queries of a

database that is locationally tagged,other than basic zoom,pan,and location queries,which

are intrinsic to the map product itself.As the functionality increases in sophistication,the

potential set of users narrows to more specialist and professional usage.A recent example is

Living Science which is a Google Map mashup(http://www.livingscience .ethz.ch).This site enables a user to search a database of scientific papers deposited on the open archive arXiv(https://www.wendangku.net/doc/c54045688.html,)1and then maps the data by city or by country.An example of its use is shown in Figure1a,where we have queried the number of papers written in condensed matter physics in the last year from July17,2007to July16, 2008in all countries of the world that feature within Google Maps.There are eight sub-categories that are displayed in terms of their proportions on pie charts,which are located

in each country.These pie charts are not mapped in proportion to their size,which is a limitation imposed on the mashup,but if one clicks on the map,then details about the number of papers emerges (see Figure 1b).

There are many other functions that could be added to such a mashup,such as providing data analysis facilities.For example,it is well known that size distributions with respect to numbers of papers produced scale with the size of the country or the city with respect to any disaggregation of the data into different categories.Thus,once a user selects a category and location type,then the scaling graph could be produced on demand (Carvalho &Batty,2006).There are other properties of these spatial distributions that could be produced and this would represent a routine set of extensions.

In contrast to web environments that take prespecified maps from proprietary sources (even if the map data is copyright free),web 2.0technologies are enabling users to create the data themselves.The notion of users creating the data themselves is fraught with con-troversy,but some data that are generic to all users such as our experience of the world around us can benefit from this approach.In the spirit of crowdcasting and the wisdom imparted from large numbers of individuals creating and improving content,there are now several sites where users can contribute their efforts to the creation of maps.Just as Wiki-pedia is a resource whose contents are continuously improved by individual contributions,so map systems created from the ‘‘bottom-up’’evolve.Why users do this is a mixture of pride,the notion that if something is wrong then it can be improved,but most of all,it is based on the idea that the world around us should not be ‘‘copyrighted’’as many mapping systems created by specialists are.OpenStreetMap (OSM)is a good example of user created content in mapping,broader than other alternatives such as WikiMapia (which is based on Google Maps but with much less user functionality to add content).

Users essentially put data in OSM using GeoPositioning Systems (GPS),which are sup-plemented by various text,voice records,digital pictures,and so on.There are rather strict

Figure 1

The Living Science Mashup:Relatively Sophisticated Functionality but Limited User

Interaction

Hudson-Smith et al./Mapping for the Masses 527

528Social Science Computer Review

rules involved in creating content so that some consistency is maintained,unlike perhaps, Wikipedia where any user can add an entry.Mapping,notwithstanding its immediately usable form,is considerably more technical in content than might appear at first sight and thus rules are required for any user to create content that is then added to the evolving map. Nevertheless,OSM like Wikipedia,is a process of evolving a good product,not a complete product in itself because there is no end goal in sight as to what constitutes the best map(or the best entry in the case of Wikipedia).Users must register to input data and upload GPS traces but the traces and diaries of those producing content can be viewed in the public domain,which is one of the criteria that OSM insist users as creators must agree to.In fact, OSM also uses whatever data it can get on maps that official or commercial agencies have created and which do not have any copyright attached.Much of the basic data produced by users are checked against map data produced by government agencies where this is in the public domain.2In Figure2,we show the basic map data from OSM,Google Maps,Multi-map,and MapQuest for an area of central London,which is the center of the postcode indexing EC1A.

MapTube:The Promise of Neogeography The problem in generating maps is that although nearly everyone understands a map in its generic form,the way a map is configured in digital terms is nontrivial for it involves a spatial database and some knowledge of geocoding.Thus,for users to add value to maps—for example,by overlaying them—or convert maps into a form that might exist on the web as pictures(as portrayed in all the images presented so far in this article),this involves some knowledge of the difference between vector and raster maps.A raster map is a map whose features and other content are captured and/or displayed on a fine grid—a raster—which often approximates to the pixilation of a computer screen.In vector maps,the data defining the map features are identified by polylines and other geometric attributes.For speed of pro-cessing,many map systems hold their data as a raster or a grid of‘‘tiles’’even though it may have been created in vector form.Google Maps,for example,load a grid of tiles from these data,whereas other maps load the data as a vector file that then becomes a raster for display on the screen.The latter is usually much more demanding of computer storage and process-ing time than the former.

To facilitate the creation of maps from user-sourced data,we have constructed a means of converting any vector-based map into a raster map,which can be overlaid on Google Maps.We call this software GMapCreator3and what it essentially does is to take a vector file that is composed of boundaries and attributes tagged to polylines or polygons(as well as point data),first converting these data into the map projection used by Google Maps and then rasterizing the data as set of preconfigured tiles that can be overlaid on the Google Maps base.As Google Maps has16layers of zoom,the user must then choose the right range of zoom,trading off the number of tiles to be created against the map scale and zoom required.Moreover,the colors of the attribute range also need to be chosen while the orig-inal projection of the map data needs to be known.GMapCreator creates a Google Map layer of the output and generates a web page into which the Google Map and its layer are inserted.The data format for the vector map data is the Environmental Systems Research

Institute (ESRI)proprietary shape file format,but there are numerous converters freely available in the public domain to convert other vector files to this format.We believe this software can be used to handle virtually any data format indirectly.

The details of how GMapCreator operates are presented in the MapTube web environ-ment,which we describe below.The crucial issue is judging the level of resolution needed for the map display because,if all 16levels are chosen (the slider in Figure 3b controls this operation),then this may be far too detailed for the data in question and also the number of tiles created might be so large that they take far too long to create.To an extent,this is a

Figure 2

A Comparison of Different Public Domain Map Systems With Respect to Detail and

Added

Content

Hudson-Smith et al./Mapping for the Masses 529

matter of gaining familiarity with the map interface and experimenting with the map data in question which is being converted.

A good example of the use of GMapCreator to create maps is the London Profiler (Gibin,Singleton,Mateos,&Longley,2008),4which contains a series of map layers that present data on various geodemographic attributes of the population at ward level in Greater Lon-don (see Figure 4).Information in the London Profiler consists of map layers taken from Census,Health Trust,and marketing company data,ranging from incidence of multiple deprivation to house prices.It is only possible to array one data set on the Google Map at a time,although one can flip between layers.It is possible to include map layers that are available as KML files (the Google Map format)from other sites by typing in the web address (URL)into the Profiler as any data that have been converted to KML format by any means can be accessed from within Google Maps.However,this environment is still ‘‘top-down,’’with data being fashioned centrally and,in this sense,the site is not one where users can create their own content.They simply manipulate the content provided by ourselves.MapTube,on the other hand,is much more in the spirit of crowdsourcing,although limited by a modest learning curve with respect to using GMapCreator to produce maps,which can then be stored in its archive or accessed via its user interface.

MapTube (https://www.wendangku.net/doc/c54045688.html, )is designed as an environment where users can create maps,view them,and engage in simple manipulation using the time-honored method of map overlay.In fact,GMapCreator is now part of MapTube in that those who use the software to create their own maps are exhorted to share their maps through the MapTube site.The site is not the usual type of archive because of difficulties over copyright of source data.As users can use GMapCreator to create map layers of any geographical data,this might lead to the infringement of some third-party’s copyright.The site protects against copyright breaches by asking users not to share their map but their web address (URL)where they place the Google Map.In this sense,MapTube is more like Napster than YouTube in that the site stores pointers to other sites where the user-generated maps have been placed.Many of the maps archived on MapTube so far are our own and we exercise appropriate restrictions with respect to copyright,but if a user breaks copyright,then all we have is a link to their site,not to the map data itself.This is feature of the user interface that is complicated but necessary.Arguably,it is too

Figure 3

GMapCreator:Creating a Google Map Layer From a Shape

File

530Social Science Computer Review

complex in that maps are not like CDs,and the notion of sharing where they are located rather than the data itself is problematic.

MapTube also enables users to create as many overlays as possible,although after three or four,their intersections can become unmanageable and of course unreadable.Currently,we are adding new functionality to make this feature more intelligible;but MapTube goes well beyond the London Profiler in that the overlay capability allows differential shading and related manipulation.

MapTube,like the London Profiler,allows users to link into other sites with KML files and this naturally extends to the MyMaps facility that is a local customization of Google Maps.Figure 5shows how we can relate a series of local maps created in MyMaps to wider,more professionally created data.In the summer of 2008(the time of writing),serious knife crime related to teenage murders has become a significant public issue in London.From casual reporting in the daily press,it is easy to extract the locations of these crimes and to compare these against national assaults in England,which had been uploaded to Map-Tube by another user.Data on such incidents are hard to come by from public sources as the police do not provide open access to incident locations,despite it perhaps being in the public interest.As such it is left to the ‘‘public at large’’to fill in the gaps.In the case of teen killings,a user with the pseudonym MapMan has created a map of teenagers murdered in

Figure 4

The London Profiler (https://www.wendangku.net/doc/c54045688.html,

)

Note:Showing the distribution of violence against the person measured as the ratio of reported crimes per 1,000population;note that high values can indicate places of high employment and low population where crimes are committed because of the concentration of employment,not the location of the resident population as in the west at Heathrow airport and in the center in the borough of Westminster.

Hudson-Smith et al./Mapping for the Masses 531

London since 2007.Created using MyMaps,the list has been compiled via various web sites (e.g.,https://www.wendangku.net/doc/c54045688.html,/article.asp?id ?532062)with street names identified in related press articles.Actual positions within the streets are not likely to be accurate but the street names themselves are.Note the map relates to all mur-ders,not just knife-related incidents and this is shown in Figure https://www.wendangku.net/doc/c54045688.html,ing MapTube,the map can be overlaid with other data sets,such as the map uploaded detailing assault using a knife or sharp objects extracted from all 2007hospital admissions,which are classified with code ICD-10X99.The map excludes all codes that may indicate accidental injury ICD10—W25,W26,self inflicted injury ICD10—X78,and undetermined intent ICD10—Y28.This is shown in Figure 5b.

Figures are standardized by age per 100,000population,while the actual counts were excluded from the map because of disclosure issues involving low numbers.By overlaying the two maps,one begins to get a picture of the extent of knife crime and the number of murders in London as we show in Figure 5c.Each link is clickable for more information.If one then uses MapTube to add in Regeneration Areas within London,a clear pattern between teenage murders and deprivation emerges.MapTube enables this layer to also be viewed against other indicators such as ethnic population density,barriers to housing,

Figure 5

MapTube and Google MyMaps:Local Reporting of Murders Correlated With the

National Pattern of

Assaults

532Social Science Computer Review

or any of the other 47maps relating to London in the archive.The visual correlations are of significance,thus illustrating how ‘‘professional’’and ‘‘amateur’’data 5can add real value to the sort of insights that these comparisons enable.This example illustrates how MapTube enables users to add value to maps in ways that their original creators cannot anticipate,and in this sense,it is driven from the bottom-up by whatever its users consider to be significant.MapTube also has the capability for much more effective crowdsourcing and,indeed,crowdcasting.The way this works is as https://www.wendangku.net/doc/c54045688.html,ing broadcast media such as TV or radio,people are invited to log onto a web site,respond to a series of questions,and specify their location using a postcode.The data are then uploaded to MapTube,which converts it every 30min,say,to a form where it can be displayed as a map.

This process was first used to create a mood map of the current economic recession in the United Kingdom,popularly known as the ‘‘Credit Crunch.’’Working in conjunction with the BBC Radio 4iPM show and BBC TV NewsNight (see Figure 6a),we created a short survey.

Figure 6

MapTube and Crowdsourcing:The Credit Crunch Mood

Map

Hudson-Smith et al./Mapping for the Masses 533

534Social Science Computer Review

People were asked to chose from one of six options:mortgage or rent,fuel,food prices,holi-days,other,or‘‘the credit crunch is not affecting me,’’which they considered the singly most significant factor hurting their personal finances and to enter the first part of their postcode (postcode sector,e.g.,EC1A)so their responses could be geotagged(see Figure6b).

No personal information was collected and participants were reassured that their actual locations could not be identified.This was enabled through the use of postcode sector rather than the postcode unit or building address,therefore preserving data confidentiality.Each response updated the database element of the underlying shapefile with GMapCreator run-ning in the background to create a new map that was subsequently updated on MapTube as shown in Figure6c.Over time,as more participants entered information,the map went from blank to varying shades reflecting the responses with respect to what people were worried the most about in the postcode sector(see Figure6d).

The potential of this approach for gathering and disseminating spatially coded informa-tion is enormous for social science research.For example,it could easily be used to gather other information such as fear of household burglary,the quality of primary school educa-tion,access to local health facilities,and so on.Mapping the Credit Crunch represents one of the first near real-time geographic surveys of a nation’s perceptions about a specific issue.As each response includes a time stamp,it allows the nation’s mood to be visualized in both time and space.In excess of23,000people took part in the survey over a3-week period,creating a unique and interesting data set that is very much of its time.The Credit Crunch Map has since led to several other surveys,including BBC Look East,the nightly news program for East Anglia in association with BBC local radio,using the system to create a map of people’s perceptions of antisocial https://www.wendangku.net/doc/c54045688.html,ing a similar data gathering technique,viewers of BBC Look East were asked to answer a series of questions on their views on antisocial behavior at a postcode district level.The survey at the time of writing is ongoing with6,000plus respondents to date.Figure7illustrates its use as part of a news segment on BBC Look East.

Discussion

In a‘‘pre-Google’’world,‘‘mapping for the masses’’would have been impossible because the license to use the base map and aerial imagery would have been prohibitively costly and the behind-the-scenes GIS would undoubtedly have been slow and cumbersome to use.It is the essence of neogeography:6free,easy to use,and yet potentially very pow-erful in terms of its impact on geographical information sciences,social sciences,and its capacity to encourage a new partnership between professionals,lay practitioners,and the wider public.

However,a note of caution is in order.First,there is the issue of access to the technology. Analysis of the survey we carried out provides us with insights into the respondents. Demographically,these are mainly upper and middle income viewers or listeners, defined not only by the audience for Radio4and the BBC news programs but also by the differential take up of technological by different social groups(Longley&Singleton,in press).Second,it is important that we see the technologies for what they are.For example, Keen(2007)argues that web2.0should be used to encourage innovation and open

communication and progress while simultaneously preserving professional standards of truth,decency,and creativity (rather than plagiarism).Tapscott and Williams (2006)see such technologies as a means for growing a new economy driven by mass collaboration,peer production,and sharing.Others such as Haklay et al.(2008)believe the role of such technology lies between the two,depending on the challenge being faced.

Furthermore,while the tools and mashups presented here allow researchers not only to map their results but also to make such results accessible to anyone who has an Internet con-nection,this potentially allows one to make ‘‘mashups of mashups,’’removing the culture of silos of information seen within many areas of social research.How such technologies and tools evolve is not only dependent on advances in technology itself but also the users of such technology.While this article has portrayed such advances as a considerable achievement,there are issues of copyright,accuracy,trust,and accessibility,which need to be considered in much greater depth.All we can do here is to highlight these.There are also issues relating to quality of the data.As we discussed above,where large numbers of individuals are generating data by crowdsourcing can lead to either surprisingly accurate or inaccurate data.Moreover,these crowdsourcing methods are limited by their exposure and the time that the media make their listeners or viewers aware of the resource.They are sub-ject to all the problems posed by online surveys in terms of interpretation.Crowdsourced maps may not be ‘‘fit’’for purpose and may simply provide anecdotal evidence.The infor-mation provider who uses such methods may have agendas other than simply gathering and

Figure 7

Crowdcasting:Mapping Antisocial Behavior in East Anglia Using MapTube on BBC

TV Look

East

Hudson-Smith et al./Mapping for the Masses 535

536Social Science Computer Review

disseminating information such as using it for target marketing,while the abuse of such sys-tems through the provision of fake data either through sourcing or through the simple manipulation of the online map poses a severe problem.

The mashup itself might also be subject to volatility in the provision and persistence of the web sites which provide the services needed to create and archive them.If the Google Maps API were to change,sites such as MapTube may have problems in adapting to any new API.If the API is withdrawn,this kind of mapping for the masses could disappear over-night.There is a small learning curve that users who do not have knowledge of how geo-graphical information is represented visually have to negotiate before they can fully use the power of tools such as MapTube.The same issues apply to professionals and policy makers who might use such mashups to communicate with their peers or their clients.

Concluding Remarks:The Scope of Neogeography Thinking of relationships as networks is an old concept that has taken on a new urgency in an age when interactions are ever increasing and as new technologies allow us to com-municate in ways that previously were https://www.wendangku.net/doc/c54045688.html,work science may have helped us articulate immediate relationships in a much more coherent way but it is still limited in that the major barrier to an understanding of the great kaleidoscope of social relationships is that our ability to deal with networks is largely limited to two-way relationships;many of them are in great clusters but they are nevertheless always conceived of as two-way traffic.There is no coherent theory that tells us anything at all about how networks intersect,interlink, how networks that are spatial coalesce with networks that are manifestly nonspatial or aspa-tial,how networks that are temporal correlate with the spatial and the nonspatial,and so on. We do not even know if the social networks that emerge when users share spatial data and have spatial associations are meaningful.The fact that we can extract these types of patterns does not mean we can necessarily understand them.

Online mapping and maps represent an important forum for user interaction and cooper-ation as we have illustrated by examples,which seek to sample opinion using forms of crowdcasting and crowdsourcing.Maps built in this way may rival or surpass anything pro-duced in more conventional ways as they are likely to be more informative and benefit from continuous improvement in the style of other web2.0resources such as Wikipedia.Their promise,however,will only be realized when better ways of capturing locational informa-tion emerge.Nevertheless,crowdsourcing maps are in their infancy,and once they really begin to take off(and include much else about local environments),the prospect of delving into the patterns of association that underlie the social networks created in these environ-ments can begin in earnest.This is an area that promises to inform social science and social action in the near future in ways that presently we can barely anticipate.

Notes

1.The preprint server was established at Cornell University in August1991and it lets users freely post their papers to this database.It is a preprint service that is widely used in the Physics world but covers a range of papers in Physics,Mathematics,Computer Science,Quantitative Biology,and Statistics.

Hudson-Smith et al./Mapping for the Masses537

2.In the United Kingdom,the national mapping agency(the Ordnance Survey)operates in the commercial marketplace and these data cannot be used but several government agencies in other parts of the world make mappable data‘‘free’’in some sense.

3.See https://www.wendangku.net/doc/c54045688.html,/software/gmapcreator.asp

4.See https://www.wendangku.net/doc/c54045688.html,/;these maps are now a subset of MapTube that are accessible in MapTube style from https://www.wendangku.net/doc/c54045688.html,/london/

5.We are well aware that the whole web2.0movement throws up the ambiguity between what is a profes-sional and what is an amateur,see Shirky(2008).

6.Di-Ann Eisnor(2006),one of the founders of the mapping site https://www.wendangku.net/doc/c54045688.html,,defines neogeogra-phy as‘‘a diverse set of practices that operate outside,or alongside,or in the manner of,the practices of professional geographers’’;see Turner(2006).

References

Carvalho,R.,&Batty,M.(2006).The geography of scientific productivity:Scaling in US computer science.

Journal of Statistical Mechanics,10,P10012,1-11.

Eisnor,D.(2006).What is neogeography anyway?Retrieved December13,2008,from http://platial https://www.wendangku.net/doc/c54045688.html,/news/2006/05/what_is_neogeog.html

Gibin,M.,Singleton,A.D.,Mateos,P.,&Longley,P.A.(2008).Exploratory cartographic visualisation of London using the Google Maps API.Applied Spatial Analysis and Policy,1,85-97.

Goodchild,M.F.(2007).Citizens as sensors:The world of volunteered geography.GeoJournal,69,211-221. Haklay,M.,Singleton,A.D.,&Parker,C.(2008).Web mapping2.0:The neogeography of the geospatial Inter-net.Geography Compass,2,2011-2039.

Howe,J.(2008).Crowdsourcing:Why the power of the crowd is driving the future of business.New York: Crown Business.

Keen,A.(2007).The cult of the amateur.London:Nicholas Brealey Publishing.

Longley,P.A.,&Singleton,A.D.(in press).Linking social deprivation and digital exclusion in England.

Urban Studies.

Shirky,C.(2008).Here comes everybody:The power of organizing without organizations.London:Allen Lane at the Penguin Press.

Surowiecki,J.(2004).The wisdom of crowds:Why the many are smarter than the few and how collective wis-dom shapes business,economies,societies and nations.New York:Little,Brown and Company. Tapscott,D.,&Williams,A.D.(2006).Wikinomics—How mass collaboration changes everything.London, UK:Atlantic Books.

Turner,A.(2006).Introduction to neogeography.O’Reilly,PDF Publication.Retrieved November27,2007, from https://www.wendangku.net/doc/c54045688.html,/catalog/neogeography/

Andrew Hudson-Smith manages the GeoVUE and GENeSIS Nodes of the National Centre for e-Social Sci-ence(NCeSS)at the Centre for Advanced Spatial Analysis(CASA)University College London,where he is senior research assistant.His research work is in digital visualization,3D GIS and CAD,and in web2.0–based interfaces for urban planning and design.He recently published a monograph Digital Geography(see http:// https://www.wendangku.net/doc/c54045688.html,/).He can be reached at asmith@https://www.wendangku.net/doc/c54045688.html,

Michael Batty is the director of CASA and Bartlett Professor of Planning,University College London.His research work is in urban simulation models and their visualization.His most recent book is Cities and Complex-ity(MIT Press,Cambridge,Massachusetts,2005).He is the editor of the journal Environment and Planning B. He can be reached at m.batty@https://www.wendangku.net/doc/c54045688.html,

Andrew Crooks is the GLA economics research fellow in urban systems at CASA.His expertise is on agent-based modeling,where he is working on urban applications to residential segregation and to embedding these models within virtual worlds using map interfaces pioneered under the GeoVUE project.He runs the GIS and

538Social Science Computer Review

agent-based modeling blog(https://www.wendangku.net/doc/c54045688.html,/),which contain links to his publica-tions in this area.He can be reached at andrew.crooks@https://www.wendangku.net/doc/c54045688.html,

Richard Milton is a research fellow at CASA,where he has developed the GMapCreator software and Map-Tube portal.He has worked as a programmer in various projects at the Meteorological Office and at Criterion before coming to UCL to work on programming applications connected to e-Science.His work on pollution has been featured on BBC TV and he has published a series of articles on this work which can be found at the CASA web site(https://www.wendangku.net/doc/c54045688.html,/).He can be reached at https://www.wendangku.net/doc/c54045688.html,ton@https://www.wendangku.net/doc/c54045688.html,

C语言FOR循环说课稿

C语言FOR循环说课稿 各位评委老师上午好,我今天说课的内容是“FOR循环”(板书),下面我将从教材的地位及作用、学生学情、教学目标、教学重难点、教法、学法、教学过程、教学效果的预测与反思这八个方面开始本次的说课。 教材的地位及作用: C语言程序设计是中职学校计算机专业的一门重要的课程,该课程旨在培养学生严谨的程序设计思想、灵活的逻辑思维及较强的动手能力,是其他专业课程学习的基础,。 该课程可以分为四大模块,分别是C基本概念、三种基本程序设计结构、数组与指针、函数。三种基本程序设计结构分别是顺序结构、选择结构和循环结构,三种结构中循环结构是重点,并且也是较难的一种,而循环中for循环是程序中运用最多的。在学习本节内容之前已经学习了顺序结构和选择结构,学生已经有了一定的结构化程序设计思想,这为本节课的学习起到了一个很好的铺垫作用。同时for循环作为循环结构的第一课时,是学习循环结构的基础,同时也为即将学习的while循环和do-while 循环以及多重循环做准备,因此本节课的学习在本课程中具有举足轻重的地位,起着承上启下的作用。 学生学情: 对教材有了一定的了解之后,我们来说一下学生 我所面向的是中职学生,这些学生有一定的数学逻辑思维基础,之前已经学习过顺序、选择结构程序,并具有编写调试简单程序的能力。但是C语言这门课程知识逻辑性强,较为枯燥,部分学生的学习兴趣不高,并且中职学生对于上机实际操作要比学习理论知识更为兴趣,但解决实际应用问题的能力较差,同时学生编写代码、调试程序的能力,存在较大差异。因此,在教学中要立足学生之间的差异,合理安排教学活动,在教学过程中注意激发学生的学习兴趣,培养学生理论联系实际的能力,从而达到最佳的教学效果。 教学目标: 基于以上对教材和学生学情分析,结合大纲要求,我制定了了如下教学目标: 教学重难点: 基于以上分析,我将本节课的教学重点确定为:for语句语法规则、for语句执行过程,而教学难点则是深入理解循环的思想、对for语句执行过程的理解、利用for循环解决实际问题。 教法和学法: 教师的职责是授人与渔而不是授人以鱼,要教会学生自己学习和自主探索的能力。有由于学生在基础知识状况、兴趣爱好、智力水平、潜在能力、等方面存在差异,因此:本课采用的主要教学方法有讲授法、演示法、范例分析法、任务驱动法,体现了以学生为主体,以“学生发展为本”的新课程教学理念。 学法上选取自主探究学习、小组协作学习为主的方法并配合练习法,让学生自己发现问

For循环语句说课稿

《FOR 循环语句》说课稿 一、教材分析: 1、地位和作用 《FOR循环语句》是信息技术选修模块1《算法与程序设计》中第二章“程序设计基础”里的第四节“程序的循环结构” 。这一节的前面是顺序结构和选择结构,紧接FOR语句后面是DO语句和循环嵌套。本节课是FOF语句的初次学习,着重介绍FOR语句的基础知识:格式和执行过程,不涉及双重循环等较难的运用。 FOR循环语句是程序设计中很重要的一个语句,这个语句是通过设置初值、终值、步长值来控制循环次数的,相对于DO语句用条件来控制循环来说,它的循环次数是已知的。FOR语句因为已知循环次数的特点,在程序中使用频率非常高,穷举法、查找、排序……里面都有FOR的身影。如果学生没有掌握好FOF循环语句的基础知识,后面第四章“算法”几乎寸步难行。 2、教材处理教材以“统计超级水稻种植试验数据”引入循环概念,这个例子涉及的数据多、不直观,用来引入教学,缺乏吸引力。因此在实施教学时,用“做操”和“老和尚给小和尚讲故事” 的例子来说明循环引入教学,并配以轻松有趣的动画和视频,调动学生的积极性。 教材中有4 道读程序习题,这几道题难度适中,但是不太全面,没有涉及“退出循环后循环变量的值”这个问题,没有涵盖“退出循环的条件是循环变量要超出终值”这个知识点,没有涉及步长值大于1 的递增循环。因此对习题进行了改动,增加了对这些知识点或情况的练习。 教材中最后的编程练习是计算10户家庭的电费,这个程序调试运行时要输入10 次数据,比较费时,因此改成了和前面读程序习题中类似的编程题。这样一方面节约时间提高效率,另一方面由于和前面读程序的习题类似,学生容易调试通过。在设置编程作业时提供了难度不同的二道题,分层次练习让学生自行选择完成一题。 本课的下一节是DO循环语句,为了承上启下,增设了思考题。思考题的设置,一方面强调了FOR语句的适用范围是已知循环次数,另一方面提出如何用条件来控制循环、为DO 语句的学习做了铺垫。 、学情分析 1、学生基本情况:本课教学对象是高一学生。通过第一章的学习,学生已掌握了流程图的使用,读流程图不是问题,这为本节课要通过流程图来分析FOR语句的执行过程做好了铺垫。教材第一章已涉及循环概念,可是时间久了,学生遗忘率高,因此教学引入时必须讲解循环概

Unit7 What does he look like SectionA 说课稿

Unit 7 Section A 1a--3 (Go for it 1B) 一、教材分析: 1、教学内容 本单元是Go for it七年级下册中的第七单元“What does he look like?”。本单元的核心话题是谈论人的外表形象(look), 教材内容围绕着描述人的外貌特点展开,让学生学会谈论人的身高、体重、发型、面部特征及着装特点,因此描述人物外貌是教学重点。本节课是这一单元的第一节课,内容包括新词及关键句型的呈现,操练和熟练使用。 2、教材的地位及作用 以人的外貌特征为主线,兼顾交际功能的学习,用一种循序渐进的学习程序,引导学生学会用英语介绍自己或他人的外表特征。本单元的教学内容与学生的实际生活密切相关,易于引发学生运用简单的英语进行交际和交流。在学习活动中,学生能通过交换对不同人物的描述及看法,促进学生之间和师生之间的情感交流,增进情谊。 二、教学设计 1、设计思路 本课采用任务型教学法,借助多媒体辅助教学,通过设计看图描述、竞猜、听力训练、对话、游戏等多项活动,利用较强的视觉效果加强学生对新词和句型的理解能力,增添课堂教学的趣味性和互动性,使学生始终保持浓厚的学习兴趣,培养学生的参与意识和实践能力。 2、教学目标:(情感目标、知识目标、能力目标、学习策略目标) ①情感目标: 通过本课学习,培养学生的正确审美观,并培养学生学习英语的强烈兴趣及乐于参加各种活动的积极情感。同时通过学生之间外部特征的描述,加强彼此的沟通。但当个别学生在对人物进行描述带有人身攻击时,教师应给与适当的引导,让他们懂得心灵美比外表美更重要。 ②知识目标:

学习有关描述人物外貌的词汇:short, long, build, medium height, medium build, long hair, short hair, curly hair, straight hair, sunglass, heavy. 熟练掌握谈论人物外貌的句型,让学生从身高,身材,头发,发型及着装描述人物. ③能力目标:帮助学生听的懂有关描述人物外表的信息并对人物外表能做简单的描述。 ④学习策略目标:培养学生积极参于,善于合作的精神。 确立教学目标的依据: 根据学生的实际情况; 根据英语课程标准规定:通过听、说、读、写的训练,使学生获得英语基础知识和为交际初步运用英语的能力,激发学生的学习兴趣,为进一步学习打好初步的基础。 3、教学重点与难点: 重点:描述人物外部特征的词汇及基本句型。 难点:如何把本课所学的词汇用在句子中来回答“What does he /she look like?”这个句型。 三、教法: (1)情景交际法:本单元话题源自生活,立足这一点,充分利用学生已有的知识和经验,创设生活化的真实情境,引导学生在运用中学习语言,然后在学习新的语言知识后创造性地运用语言(为用而学,在用中学,学了能用)。 (2)任务型语言教学法:设计多种任务活动,提供给学生合作交流的空间和时间,促使学生为完成任务和同学进行合作,设计一些游戏环节,让学生在“玩中学,学中玩”。 四、学法: (1)善于抓住用英语交际的机会,充分感知,积极体验,大胆实践。例如,在各个环节学生可以利用很多机会说,听,练。 (2)积极参于,善于合作。例如,本课设计了几个任务,操作简单,学生一定很感兴趣并且积极地参与其中,从而合作完成任务,培养了团队精神。 五、教具: 多媒体:多媒体课件集图像、声音、文字于一体,通过生动形象、活泼的形式使学生

《For循环语句》

《F o r循环语句》教学设计 池州市第八中学杜亦麟 课题 2.4.1 For循环语句 教学内容 粤教版信息技术(选修1)《算法与程序设计》第二章《程序设计基础》第四节《程序的循环结构》第一小节《For循环语句》 教学目标 知识与能力: 1.理解循环结构的基本思想及For语句的执行过程。 2.培养和提高学生逻辑思维能力,使其可以独立完成简单循环结构算法的设计。 3.能够利用For循环语句实现循环结构,解决实际问题。 过程与方法: 1.通过简单的数学问题的分析、讲解,让学生掌握For循环语句语法知识,及其执行原理。 2.以任务驱动,学生分组合作探究的方式,进一步让学生理解For循环语句的基本思想,同时培养学生自主探究和合作学习的能力。 3.通过自评和互评活动,培养学生语言表达能力和归纳总结能力。 情感态度与价值观: 1.提高学生学习兴趣,培养学习的主动性和探究性。 2.培养学生团结协作精神,体验成功的快乐。 教学重点 1.掌握For循环语句的格式和功能; 2.理解For循环语句的执行过程。 教学难点 控制循环的条件、确定循环体的内容 教材分析 第二章是程序设计基础,也是全书的基础。它沿着分析问题、设计算法、编写程序等运用计算机解决问题之路,开始学习如何使用VB程序设计编写程序解决问题。本节课的主要内容For语句的基本格式、执行过程及语句的实际应用。又是本章的重点和难点内容。而循环结构是程序设计的三种基本结构之一,其作用是使一段程序反复执行。For循环语句在程序设计中频繁出现,也是三种结构中较难的一种,因此,学好本节课非常重要,本节课的学习会使学生对算法有一个更深刻的理解,为以后的程序设计打下一个良好的基础,也可以培养学生的创新能力、分析问题和解决问题的能力以及探究精神。

高中信息技术高一选修《使用循环语句解决问题——for-循环》说课稿

《使用循环语句解决问题--- for 循环》说课稿 尊敬的各位评委,各位老师,大家好!今天我说课的题目是《使用循环语句解决问题---FOR 循环》,是选修教材《算法与程序设计》中第二单元程序设计基础的第四节,本课时为这一节的第一课时,本节课学习的内容是使用for循环语句解决实际问题。与必修模块《信息技术基础》第四单元第三节尝试开发技巧内容相衔接。新课程标准对这部分内容的要求是会使用程序设计语言实现循环控制结构。 通过对本节课的学习,学生可以在逐步完成任务的过程中感知解决问题的方法,从而达到会使用for语句实现循环。循环结构是程序设计的三种基本结构之一,是程序设计的基础。而for循环是循环结构的重要组成部分,因此学好本课对于学生掌握循环结构的知识尤为重要。我所授课的对象是民族中学高一2班的学生,该班学生的总体素质在全年级是比较优秀的,学生特点是聪明、活泼好动、善于思考,并且具备了一定的自学能力和分析问题能力。在学习了顺序结构和分支结构后,基本可以使用程序设计语言通过填写程序实现以上两种控制结构,但是由于个体差异的问题,有的同学在学习程序设计时还是有一定的困难,为了让学生始终保持高度的学习热情,我设置了不同层次的任务,实施分层次教学,由学生根据自身掌握的情况自主选择完成,让他们在课堂上都有所收获。 根据本单元教学要求和本课的特点,我制定了以下教学目标: 1、知识与技能: 了解循环语句的功能,掌握for循环语句的使用方法;理解循环语句的执行过程;学会使用循环语句解决实际问题。 2、过程与方法: 通过自主学习,理解循环语句的结构和for循环;通过任务的实战演练,感受利用循环语句解决问题的思想方法,从而达到会使用循环思想解决实际问题;通过在线测试,使学生在分析、总结后能概括出FOR循环的特点。 3、情感、态度与价值观: 在一个个任务的驱动下,逐步深化对知识的理解,提高分析问题、解决问题的能力,激发探究热情;通过教师的引导,在相互讨论中完成协作学习,培养协作意识;培养学生对问题的解决能力、规划能力;通过自己的努力可以为本组争得明星小组的称号,培养学生的集体荣誉感。 根据教学目标,本课的重点是:掌握FOR循环语句的基本格式;理解FOR循环语句的执行过程。难点是:根据实际问题,确定程序中的循环变量、循环条件和循环体。关键是:会使用for循环解决实际问题。 在教学中根据该班学生的特点选择了以下教学方法: (1)教师引导、学生自主探究 (2)使用小组协作的教学方法培养学生合作学习的能力 (3)关注全体学生,分层次教学 本课通过自主探究,小组协作,在线测试等方式,帮助学生在不断探索,不断交流、不断评价中自然达成学习目标,改善学习方法,转变学习方式,提高学习能力。 计划使用下列设备、软件、课件或资源 设备:多媒体网络教室、投影仪 软件:记事本程序,TextPad软件 课件:PowerPoint课件 资源:学习网站 教学过程

循环语句说课稿

《循环语句》说课稿 各位老师: 大家好!我叫***,来自**。我说课的题目是《循环语句》,内容选自于新课程人教A 版必修3第一章第二节,课时安排为一个课时。下面我将从教材分析、教学目标分析、教学方法与手段分析、教学过程分析等四大方面来阐述我对这节课的分析和设计: 一、教材分析 1.教材所处的地位和作用 本节课主要内容是两种循环语句。 学生在前面已经学习了算法的三种基本结构的框图,学习了输入语句、输出语句、赋值语句和条件语句,这些都是学习本节内容的知识基础。 本节在教材中起着承上启下的作用。一方面把框图转化为语言,将循环结构在计算机上实现,另一方面为学习较复杂的流程图打下基础。本节课对学生算法语言能力、有条理的思考与清晰地表达的能力,逻辑思维能力的综合提升具有重要作用。 2.教学的重点和难点 重点:理解for 语句与while 语句的结构与含义,并会应用 难点:应用两种循环语句将具体问题程序化,搞清for 循环和while 循环的区别和联系 二、教学目标分析 1.知识与技能目标: 初步掌握三种不同的循环语句的形式、执行过程和比较对循环语句的作用。 2.过程与方法目标: 通过本节课的教学,培养学生分析问题,解决问题,创造性思维的能力和自学能力。 3.情感,态度和价值观目标 在学习过程及解决实际问题的过程中,尽可能的用基本算法语句描述算法、体会算法思想的作用及应用,增进对算法的了解,形成良好的数学学习情感、积极的学习态度。 三、教学方法与手段分析 1.教学方法:充分发挥学生的主体作用和教师的主导作用,采用启发式,并遵循循序渐进 的教学原则。这有利于学生掌握从现象到本质,从已知到未知逐步形成概念的学习方法,有利于发展学生抽象思维能力和逻辑推理能力。 2.教学手段:通过各种教学媒体(计算机)调动学生参与课堂教学的主动性与积极性。 四、教学过程分析 1.复习引入 复习循环结构,目的是承上启下,以旧引新,一方面引起学生对旧知识的回忆,另一方面为引入循环语句作铺垫。 操作方法:师生共同在黑板上画出框图,并对重点适当强调。 例1.设计一个计算100321++++ 的算法并写出相应的框图。 直到型 当型

循环语句说课稿

《循环语句》说课稿 各位老师: 大家好!我叫***,来自**。我说课的题目是《循环语句》,内容选自于新课程人教A版必修3第一章第二节,课时安排为一个课时。下面我将从教材分析、教学目标分析、教学方法与手段分析、教学过程分析等四大方面来阐述我对这节课的分析和设计: 一、教材分析 1.教材所处的地位和作用 本节课主要内容是两种循环语句。学生在前面已经学习了算法的三种基本结构的框图,学习了输入语句、输出语句、赋值语句和条件语句,这些都是学习本节内容的知识基础。 本节在教材中起着承上启下的作用。一方面把框图转化为语言,将循环结构在计算机上实现,另一方面为学习较复杂的流程图打下基础。本节课对学生算法语言能力、有条理的思考与清晰地表达的能力,逻辑思维能力的综合提升具有重要作用。 2.教学的重点和难点 重点:理解for 语句与while语句的结构与含义,并会应用 难点:应用两种循环语句将具体问题程序化,搞清for循环和while循环的区别和联系二、教学目标分析 1.知识与技能目标: 初步掌握三种不同的循环语句的形式、执行过程和比较对循环语句的作用。

2.过程与方法目标: 通过本节课的教学,培养学生分析问题,解决问题,创造性思维的能力和自学能力。 3.情感,态度和价值观目标 在学习过程及解决实际问题的过程中,尽可能的用基本算法语句描述算法、体会算法思想的作用及应用,增进对算法的了解,形成良好的数学学习情感、积极的学习态度。 三、教学方法与手段分析 1.教学方法:充分发挥学生的主体作用和教师的主导作用,采用启发式,并遵循循序渐进 的教学原则。这有利于学生掌握从现象到本质,从已知到未知逐步形成概念的学习方法,有利于发展学生抽象思维能力和逻辑推理能力。 2.教学手段:通过各种教学媒体(计算机)调动学生参与课堂教学的主动性与积极性。 四、教学过程分析 1.复习引入 复习循环结构,目的是承上启下,以旧引新,一方面引起学生对旧知识的回忆,另一方面为引入循环语句作铺垫。 操作方法:师生共同在黑板上画出框图,并对重点适当强调。 例1.设计一个计算100321++++Λ的算法并写出相应的框图。 直到型 当型

FOR循环语句说课稿

《FOR循环语句》说课稿 一、教材分析: 1、地位和作用 《FOR循环语句》是信息技术选修模块1《算法与程序设计》中第二章“程序设计基础”里的第四节“程序的循环结构”。这一节的前面是顺序结构和选择结构,紧接FOR语句后面是DO语句和循环嵌套。本节课是FOR语句的初次学习,着重介绍FOR语句的基础知识:格式和执行过程,不涉及双重循环等较难的运用。 FOR循环语句是程序设计中很重要的一个语句,这个语句是通过设置初值、终值、步长值来控制循环次数的,相对于DO语句用条件来控制循环来说,它的循环次数是已知的。FOR语句因为已知循环次数的特点,在程序中使用频率非常高,穷举法、查找、排序……里面都有FOR的身影。如果学生没有掌握好FOR循环语句的基础知识,后面第四章“算法”几乎寸步难行。 2、教材处理 教材以“统计超级水稻种植试验数据”引入循环概念,这个例子涉及的数据多、不直观,用来引入教学,缺乏吸引力。因此在实施教学时,用“做操”和“老和尚给小和尚讲故事”的例子来说明循环引入教学,并配以轻松有趣的动画和视频,调动学生的积极性。 教材中有4道读程序习题,这几道题难度适中,但是不太全面,没有涉及“退出循环后循环变量的值”这个问题,没有涵盖“退出循环的条件是循环变量要超出终值”这个知识点,没有涉及步长值大于1的递增循环。因此对习题进行了改动,增加了对这些知识点或情况的练习。 教材中最后的编程练习是计算10户家庭的电费,这个程序调试运行时要输入10次数据,比较费时,因此改成了和前面读程序习题中类似的编程题。这样一方面节约时间提高效率,另一方面由于和前面读程序的习题类似,学生容易调试通过。在设置编程作业时提供了难度不同的二道题,分层次练习让学生自行选择完成一题。 本课的下一节是DO循环语句,为了承上启下,增设了思考题。思考题的设置,一方面强调了FOR语句的适用范围是已知循环次数,另一方面提出如何用条件来控制循环、为DO语句的学习做了铺垫。

《for循环语句》说课稿

《for循环语句》说课稿 一、教材分析 《for循环语句》一课是清华大学出版社《C程序设计》这一教材第六章中的内容。它是在学生掌握了C语言的语法基础和程序的基本结构,学习了while 语句和do while语句后,对循环语句的进一步学习,是整个C语言程序结构中的一个重点内容。 (一)目标确定 根据教材的地位及特点,我确定以下教学目标: 1、认知目标:掌握for循环语句的一般形式,理解for循环的执行过程。 2、技能目标:能使用for循环语句编写简单的C语言程序。 3、能力目标:培养学生探索、探究学习能力。 (二)重点、难点确定 掌握语句的正确格式,并能够正确的理解for语句中各个表达式的作用,对于学生学习和使用for循环编写程序相当重要,所以我将本节课的重点确定为“掌握for语句的结构”。 学生掌握语句的结构和用法并不困难,难的是在实际的应用中哪些时候该使用哪种循环来解决问题比较简洁、高效,所以我把本节课的难点确定为“for语句的应用”。 二、教法、学法: 我主要采用启发式教学法,为了充分调动学生学习的积极性,使学生变被动学习为主动学习、愉快的学习,提高上课效率。教学从复习while和do while 语句的结构入手,利用知识的正迁移效应,在总结了while和do while语句在使用中容易出现的问题后,利用学生“有没有一种语句和方法能解决这些问题”的悬念来激发学生学习本节课内容的兴趣。 为培养学生的自学能力、探究学习能力,这节课主要采用教师适当引导,学生主动探究、归纳总结学习内容,在教学中,启发、诱导贯穿于始终。在重点的突破上,我采用的方法是比较法,通过和已有的while、do while语句的结构的比较,让学生快速的掌握for循环语句的结构。 根据编程语言学习操作性很强的特点,在教学中,及时布置相应的练习,让学生巩固所学内容,增强实践能力。 三、教学过程:

三年级上册英语说课稿-Unit 3 Family Lesson 1 This is my mother. 鲁科版(五四制)

Unit 3 Family Lesson 1 This is my mother.说课稿 一、说教材 本课的话题为“This is my mother.”。具体内容是:Jenny向大家介绍她的家庭成员。本课的重点句型是“This is….”。 本单元的语言结构学习内容是句型This is ....“This is....”是在2单元中学过的句型,在本单元中再次出现,以此来巩固学生的运用能力。在2单元中,我们学过的是通过这个句型介绍自己的朋友。而在3单元中,又用到同一句型介绍自己的家人。这样可以为刚接触英语的孩子降低学习难度,用同一句型来介绍多个人物,甚至为以后用此句型来介绍物品也打下基础。所以本课的重点是:灵活运动句型“This is ....” 本单元的词语学习目标是新授单词family、father、mother、brother、sister。在下一课中还将学到grandpa、grandma 等单词。显然一次学完这些单词对与三年级的孩子来说太多了,所以本教材采用了分散与集中结合的办法,利用已学句型“This is ....”把新的单词带出,在下一课中又用已学单词带出新的单词和句型,从而达到循环往复,以旧带新的效果,让知识滚动复现,让学生可以巩固复习提高。 本单元功能是向他人介绍自己的家人。 本功能的语用目的是学会介绍,以便自己可以向他人介绍自己的家人。 从以上分析可知,本单元的教材设计的教学目标是: 一、教学目标: 知识目标:1.能听懂、会说、认读、下列单词: mother,father,brother,sister。 2.能听懂、会说句型“This is my….” 技能目标:1.能运用所学的知识简单的谈论家庭成员。 2.培养低年级学生听、说、表演的能力。 3.培养学生小组合作的精神和学生自学的能力。 情感目标:1.对学生进行感恩教育,孝敬父母、关爱家人。 2.热爱我们的祖国,我们共同的家园—China。 运用目标:运用所学的句型,可以向他人介绍自己的家庭成员,把知识运用到实际生活中。 二、教学重点: 灵活运用重点句“This is my….”。 三、教学难点: 1. 单词this,father,mother和brother中“th”的发音。 2.运用表演介绍家庭成员。 二、说教法 我将采用情景法、全身反应法、直观法等教学方法,以学生为主体,以Family这个话题为核心,以语言功能为主线,以任务型活动为媒介,从学生的学习兴趣、生活经验和认知水平出发,使学生通过感知、体验、实践、参与、合作与交流的方式实现任务目标,使课堂活起来,让学生动起来,从而达成上述的知识与技能目标。 三、说学法 我采用chant和歌曲贯穿整堂课中,利用单词卡、头饰、简笔画、实物投影、课件等多种手段,创设生活中的情境,采用多种形式的操练方式,让学生在交流中理解,在交流中掌握,在交流中记忆,让学生在不同的活动中感知语言和习得语言,从而来突出重点和突破难点。学情分析:

《程序的循环结构》说课稿

《程序的循环结构》说课稿 纪中三鑫双语学校张可玉 尊敬的各位评委、老师,大家好! 我是来自广东中山纪中三鑫双语学校的张可玉。很开心能有这个机会来到美丽的佛山顺德,就《程序的循环结构》一课谈谈我的设计思路与想法。本课最大的特点是:生活化、趣味化,通过一系列有趣的循环实例让学生体验程序设计的乐趣。下面我将从教材分析、学情分析、教学目标与重难点、教学过程、特色设计这五大方面对本课进行一一阐述。 一、说教材 今天,我带着由我市教研室组织编写、广东科技出版社出版的信息技术教材,准备给同学们上的是八年级第十四课《程序的循环结构》,循环结构是vb程序设计的重点与难点,提到“循环结构”,大家的印象往往是难、枯燥,而对初中生而言,有趣、实用的循环实例更能激发起他们的学习热情,因此,本课将以“生活化、趣味化”作为设计理念。 二、说学情 本节课教学对象是初二年级学生,这个阶段的学生具有一定的逻辑思维能力和分析问题的能力。在学习本课之前,学生本应对vb程序设计有初步的了解和认识,并能用顺序结构、选择结构编写简单程序解决问题。 然而,据了解常德教材中程序设计类内容安排在八年级下册,在此课之前,学生从未接触过程序设计和vb环境,作为初学者他们一开始就接触“循环结构”学习难度较大,因此本课从他们感兴趣的例子入手,重在让学生理解循环思想,任务设置均以半成品形式呈现。 三、说教学目标与教学重难点 根据《教学大纲》的要求和学情分析,我确定了以下教学目标: 1、知识与技能: 掌握for next循环语句的语法格式、功能、执行过程; 并能够运用for next循环结构编写简单程序,解决实际问题; 2、过程与方法: 通过观察、比较、修改和分析程序、实践探究,逐步深化对For-Next循环思想和循环过程的理解。 3、情感态度价值观: 通过贴近学生生活的循环实例,激发学生对程序设计的学习兴趣; 运用半成品加工策略,发展学生的分析问题的能力。 教学重点、难点 教学重点:掌握for next循环语句的语法格式、功能、执行过程; 教学难点:根据实际需要确定循环变量、循环条件和循环体。 四、说教学过程 基于以上的思考与认识,本课教学按以下五个步骤来进行: 1、创设情境,游戏导入 本课从抽奖游戏开始,在欢乐的学习氛围中引导学生对比两个抽奖程序,学生通过观察发现有数字滚动的抽奖程序2效果更好,直观地感受到循环的特点和

For循环语句说课稿

尊敬的各位评委、老师,您们好! 今天我说课的课题是《用FOR语句实现循环》。下面我对本课题进行分析:我将从教材,学生,教法,教学过程和教学预测效果五个方面进行我的说课。 一、教材分析 《用for语句实现循环》是谭浩强编著的《C语言程序设计教程》第三章3.44节。 它是学生在掌握了C语言的语法基础和程序的基本结构后,又学习了while循环语句的基础上,对循环程序的进一步学习,是整个C语言程序结构中的一个重要内容,它在整个教材中起着承上启下的作用。根据以上对教材地位和作用以及本教材的结构和内容分析,结合者学生的认知结构及其心理特征,我制定了以下的教学目标: 1)知识目标:学生了解循环语句的执行过程,正确使用for语句编写程序 2)能力目标:学生体会人与计算机处理逻辑思维过程的相同之处 3)情感目标:学生从有到无的探索过程中感受喜悦 4)重点与难点 教学重点:for语句的一般格式 for语句的执行过程; 教学难点:for语句的综合利用,解决实际问题,编写简单程序。 二、学生情况分析 针对高职学生缺乏自主学习能力的实际情况,我在教学过程中特别重视学法的指导。让学生从机械的“学答”向“学问”转变,从“学会”向“会学”转变,成为学习的真正的主人。 三、教法

本节讲解首先采用课堂讲授,给出主要内容,讲解其基本格式,分别指出一般形式中各个表达式,执行过程用流程图和例题进行详细说明。 四、教学过程 在这节课的教学过程中,我注重突出重点,条理清晰,紧凑合理,最大限度的调动学生参与课堂的积极性、主动性。通过对前面内容的复习,了解学生对循环结构的相关知识的掌握情况,为引入这一节内容做一个铺垫。开始采用引导法引导学生进入新课,提出一个问题导出本课内容for语句,然后与while语句相比较,突出for语句的优势。 然后写出For语句的一般形式,对照while语句所编写的程序,对语句中各个表达式的作用进行讲解。接下来对For语句的执行过程进行讲解。 五、教学效果预测 组织学生探究知识形成新的知识,我从学生的生活体验入手,运用案例等形式创设情境呈现问题,使学生在自主探索、合作交流的过程中,发现问题、分析问题、解决问题。正是由于这些认识来自于学生自身的体验,因此学生不仅“懂”了,而且“信”了,从内心上认同这些观点,进而能主动地内化为自己的情感、态度、价值观,并融入到实践活动中去,有助于实现知、行、信的统一。 六、结束语 各位领导、老师们,本节课我根据学生的心理特征及其认知规律,采用直观教学和活动探究的教学方法,以‘教师为主导,学生为主体’,以学法为重心,放手让学生自主探索的学习,主动地参与到知识形成的整个思维过程,力求使学生在积极、愉快的课堂气氛中提高自己的认识水平,从而达到预期的教学效果。我的说果完毕,谢谢!(下面进入我的课堂内容讲解,谢谢)

小学英语说课稿获奖

小学英语说课稿获奖 小学英语说课稿获奖 篇一: 201X年小学英语说课比赛获奖稿 4B Unit 7 At a snak bar(说课稿)各位老师各位评委: 大家好! 让学生愉快地、充满自信地走进我的英语课堂,是我最大的愿望,让学生在我的英语课堂上享受快乐和成功是我孜孜以求的。我为实现自己的愿望和追求不懈地努力着。很荣幸今天有此机会,可以与大家一起分享我的说课,让我们一起探讨,共同成长。我说课的内容是牛津小学英语4B的第七单元《At a snak bar》 一、设计理念: 在新课程下,我把“以学生发展为本”作为基本理念。开展能充分发挥学生自主探究、合作互动的课堂教学模式,创设丰富的英语情景,让学生在课堂上能得到更多更好的练习英语的机会,使学生在有限的学习时间里,提高学习效率,让学生真正体会到英语学习的乐趣。 二、教材分析本节课的主要教学内容是“征求别人意见”和“询问价格”。要求学生围绕食品饮料类的英语单词,在一定的情景下正确用What ould ou like?I’d like .Ho muh are the is it?进行交谈。通过活动培养学生的英语交流能力,让学生体验语言、体验生活、体验学习的过程与快乐。我本次向各位陈述的是第二课时A部分的教学。 三、教学目标根据《英语课程标准》的教学理念,教材特点以及四年级学生的实际情况,本课的教学目标确立为: 知识目标、能力目标、情感目标。

1、知识目标: 听得懂、会说、会读和会写所学句子。What ould ou like? I’d like asome?, please; Ho muh is it are the? 听得懂、会说、会读和会用所学句子Something to eat? Something to drink? Ho about ou? Anthing else? 能用所学句型表达自己的意愿,进行购物。 2、能力目标: 通过将词句编入对话中,培养综合运用语言的能力。 3、情意目标: 在创设的情境中大胆的说英语,大胆的表演,从而激发学习英语的兴趣。 四、教学的重、难点能用所学句型表达自己的意愿,进行购物。 五、.教学方法教学策略: Task-based language Teahing 途径: game,group ork, pair ork ,role piaing理论依据:任务型教学强调了语言的运用,充分体现了语言的交际本质。教学辅助手段: 利用媒体,充分利用网上资源,扩大学生的知识面,激发学生的兴趣和求知欲。采用多种形式的操练方式,让学生在交流中理解,在交流中掌握,在交流中记忆,让学生在不同的活动中感知语言和习得语言,从而来突出重点和突破难点。 六、教具准备: 课件,食物,服务员衣服 七、教学过程: 我将在把课分成4部分。 一、呈现教学目标,儿歌导入,热身运动。 1、在上课之前我让学生先听一首韵律歌<hat ould ou like?设计思路: 是让学生对今天所学内容有所了解,提前渗透,也复习了一下已会的句型hat ould ou like?歌曲创设了良好的学习氛围。等一上

For循环语句教案

C语言《用For语句实现循环》教学设计授课时间15分钟 课程名称C语言程序设计基础教程第3章第3.4节《For结构》 教学目标 1、知识与技能目标 ● FOR循环语句的基本结构 ● FOR循环语句的执行过程 ●用For循环结构编写简单的程序 2、过程与方法目标 通过教学初步培养学生分析问题,解决实际问题,培养学生运用知识的能力和加强理论联系实际的能力 情感态度与价值观目标 通过教学引导学生从现实的生活经历与体验出发,激发学生学习兴趣 教学重、难点: 重点:1. FOR循环语句的基本格式 2. FOR循环语句的执行过程 难点:for语句的综合利用,解决实际问题,编写简单程序。 教学方法 1、课堂讲授,给出主要内容。 2、讲解其基本格式。 3、应用示例,结合相应的知识讲解。 4、执行过程用流程图和例题用(演示法和讲解法)进行详细说明。 师生互动设计: 1.利用课件教学,演示教学相关知识点,采用设问、引导教学。 2.利用阶段性课堂练习、点评和提问,及时掌握教学反馈信息。 课前准备 根据我确定的教法,在教学前要做必要的准备,这里我准备了多媒体设备、PPT 课件等。

教学过程 教学环 节 教学内容师生互动设计意图 复习引入(2分钟)任务1:假如毕业你想买房,所以你从现在开始存钱, 第一天存1块钱,第二天存2块钱,第三天存3块 钱··第一百天存100块钱,那么请问你这一百天一共 存了多少钱? 提问:有没有一种语句可以让三个部分写在同分位 置,让读者更加清晰明了? 教师布置任务学生解答:用 while语句作出程序解答。 提出问题导出本课内 容for语句,与while语句 相比较,突出for语句的优 势(增加可续行)。 通过对前面内容 的复习,了解学生对 循环结构的相关知识 的掌握情况,为引入 这一节内容做一个铺 垫。 新课讲解(8分钟)写出For语句的一般形式: For(表达式1;表达式2;表达式3) 循环体语句 表达式1:循环变量的初始化 表达式2:循环条件 表达式3:循环变量自增或自减 教师将for语句的结构 写在黑板上,对照while语 句所编写的程序,对语句中 各个表达式的作用进行讲 解。 重点突破 For语句的执行过程: 先计算表达式1; 然后计算表达式2,如果表达式2条件成立,即 循环条件成立,就执行一次循环体;接着计算表达式 3,为下一次判断循环条件是否成立作准备,到此完 成一次循环。 对for语句的执行过程进行 讲解。 学生根据教师的讲解画出 流程图,教师指出学生所犯 的错误并给出正确的流程 图。(流程图板书) 为学生引入for 语句的执行过程,并 练习画流程图,帮助 学生正确理解执行过 程,加深他们的记忆。

Python程序设计 循环结构说课稿

循环结构程序设计——实现复杂计算程序 一、说教材 1.教材地位分析 教材是由湖北省中小学教材编写组编写的义务教育教科书《信息技术》。其中《循环结构程序设计》是初中信息技术课本第三册的第七单元“Python程序设计(下)”的第26课的内容。本节课的内容是在上节课选择结构的基础上进行的。循环结构作为Python程序设计的三大基本结构之一,有助于学生更好的解决生活中的实际问题,通过这节课的学习,学生会对循环结构有个更深入的了解,并为三种结构的综合学习奠定基础,所以是本单元的重点之一。 2.学情分析 学生在上一单元学习了Python的变量和输出,对Python程序设计基本语法有了一定的解,在这一单元中又学习了顺序结构、选择结构,知识难度慢慢提高。随着知识难度的递增或者是说知识的抽象度提升了,在学习过程中学生们的学习兴趣和热情可能会逐渐减退,可能不情愿将自己埋身于难题当中进而去尽全力的解决问题。所以本节课的重点在于让学生做中学,在实践中去探索,让学生主动参与进来,跟上节奏,学习相关知识。 3.教学目标 (一)知识与技能 (1)掌握循环结构的语句、功能,以及如何执行的; (2)能够编制运行程序,解决真实的问题; (二)过程与方法 (1)通过教师讲解与学生实践,理解循环结构的语句和实现; (2)分析具体实例,探讨出问题相应步骤,并能解决身边的实际问题; (3)体会用任务分布式进行问题求解的过程,潜移默化的内化这种思维方式;(三)情感态度价值观 (1)通过和具体问题情境联系在一起,调动学生们的参与性和热情; (2)内化思维,学以致用,从中体验学习算法的乐趣和奥秘。 4.教学重难点 教学重点:理解掌握什么是循环结构,思考和解决生活中的问题,以及了解for循环与while循环的差异与联系。 教学难点:提高学生分析问题和解决问题的能力,以及如何正确使用两种循环结构。 二、说教法

《Java程序设计--循环语句》说课稿

《循环语句》说课稿 尊敬的各位领导: 大家好! 我叫***,来自于***,2002年毕业于郑州大学计算机及应用专业,毕业后直接来我院信息工程系,一直从事计算机相关课程的教学工作。 在不耽误工作的前提下,也为了不断地给自己充电,我于2005年考取了华中科技大学在职研究生,并于2008年顺利毕业取得工学硕士学位,同年被评为讲师。 今天我说课的题目是计算机应用专业二年级《Java程序设计》第三章第3节《循环结构—for语句》(转身书写题目)。本教学内容分2课时完成(其中理论和实训各位1学时),现我就教材、教法、学法及教学程序四方面进行说明。 说教材:本节课是第一课时是for语句,包括for语句的格式和功能以及简单的应用。for语句作为第一课时,是学习循环结构的基础,蕴藏着重要的循环思想、结构化程序设计思想。本节课的学习,同时也为即将学习的while、do-while 循环以及多重循环做准备,因此本节课的学习在java的循环控制结构中具有举足轻重的地位。 说目标:以布鲁姆的教学目标分类法的知识、能力、情感三个维度,结合本节教学内容和特点以及在教材中的地位,制定如下教学目标: ⒈知识目标:理解循环的概念;理解并掌握for循环语句的格式和功能,会运用流程图分析for循环语句的功能和执行流程;学会编写for的小程序。 ⒉能力目标:培养学生分析问题解决问题的能力; ⒊情感目标:渗透人文精神,即既要注重学生智慧的获得,又要注意学生情感的发展。 基于以上分析,我将本节课的教学重点确定为for循环语句的格式和功能,而教学难点则是理解循环的思想并尝试独立编程。 说学情:在此之前,学生已经学习了算法设计、输入语句、输出语句、赋值语句,并且接触了顺序结构以及分支结构的程序设计,有了一定的结构化程序设计思想,这就为本节课的学习起到了一个很好的铺垫作用。 说学法:而在学法上,选用以自主探究、合作学习为主的方法,以一系列问题促进主体学生的学习活动,让学生自己发现问题、解决问题,得到一般性结论,从而达到知识与能力的目标。 说教法:在教法上,我采用以任务驱动法为主,辅以引导发现、讲练结合的方法,旨在培养学生的探究型思维目标,实现学生在教师指导下的发现探索,让学生愉快的学习,在发现与探索中建构知识,发展能力,有效地渗透数学思想。 说教学过程:在具体的教学程序上,我分为七大版块: ①、课题引入、创设问题情境;(直接引入法) ②、新课讲解; ③、解决问题,分析执行过程: ④、设置“陷阱”,强调语句格式(阅读程序,分析功能); ⑤、突破难点,尝试独立编程; ⑥、归纳小结,再度延升。 在课题引入方面,我选用直接引入法,开始就画5个竖行排列的“*”,学生

《VB—For循环语句》说课稿

《VB—For循环语句》说课稿 各位老师:大家好! 今天我说课的课题是《VB—For循环语句》。我将从教材分析、教学目标、教法与学法、教学过程几个方面加以说明。 一、教材分析 1.《VB—For循环语句》是高中信息技术二年级下册的内容。本课是浙江教育出版社出版的,由陶增乐主编的《算法与程序设计》的第四章《VB程序设计初步》中的第三节《语句》的循环语句部分。 2.学情分析 在本节课之前,学生已学习了VB基础知识。学生的优势在于他们思维较活跃,接受新事物的能力较强,基于会考,有学习动力。劣势在于自学能力,实践能力,合作协调能力较薄弱,需结合英语,缺乏学习兴趣。 二、教学目标: 1.认知目标:图片框的添加与设置; for/next循环语句。 2.能力目标:提高学生观察、思维、探索、实践、总结能力。 3.情感目标:培养学生自主学习,协作学习,勇于实践,大胆探索的学习品质。 4.重点:for/next循环语句。 5.难点:for/next循环语句。 三、教法与学法 我在以学生为主体,教师为主导的原则下,构建一个真实的情境来引导学生探究。 主要教学方法:情境模拟法、项目教学法、任务驱动法、分层教学法、赏识教育。 本课教给学生的学法是自主探究、小组协作、合作学习。 四、教学过程: (一)创设情境引出项目 学校组织校园十佳歌手评比活动,请同学们帮忙设计一款评分器,要求在屏幕上显示每一位评委的头像及亮分,然后计算平均分作为该选手的得分。 设计意图:联系生活实际,创设实际生活中的问题情境,调动学生的积极性,激发学生的学习兴趣,使学生在情景中主动、积极地接受任务。 (二)师生互动分析项目 请学生根据任务要求讨论出项目界面应该怎么设计,又应该怎样实现任务功能.老师再根据学生的讨论结果绘制参考界面并展示。 设计意图:引导学生在遇到问题时应如何分析问题、解决问题,培养他们自己思考的习惯,而不是等老师的分析结果。

FOR循环语句说课稿

FOR循环语句说课稿

《FOR循环语句》说课稿 一、教材分析: 1、地位和作用 《FOR循环语句》是信息技术选修模块1《算法与程序设计》中第二章“程序设计基础”里的第四节“程序的循环结构”。这一节的前面是顺序结构和选择结构,紧接FOR语句后面是DO语句和循环嵌套。本节课是FOR语句的初次学习,着重介绍FOR语句的基础知识:格式和执行过程,不涉及双重循环等较难的运用。 FOR循环语句是程序设计中很重要的一个语句,这个语句是通过设置初值、终值、步长值来控制循环次数的,相对于DO语句用条件来控制循环来说,它的循环次数是已知的。FOR语句因为已知循环次数的特点,在程序中使用频率非常高,穷举法、查找、排序……里面都有FOR的身影。如果学生没有掌握好FOR 循环语句的基础知识,后面第四章“算法”几乎寸步难行。 2、教材处理 教材以“统计超级水稻种植试验数据”引入循环概念,这个例子涉及的数据多、不直观,用来引入教学,缺乏吸引力。因此在实施教学时,用“做操”和“老和尚给小和尚讲故事”的例子来说明循环引入教学,并配以轻松有趣的动画和视频,调动学生的积极性。 教材中有4道读程序习题,这几道题难度适中,但是不太全面,没有涉及“退出循环后循环变量的值”这个问题,没有涵盖“退出循环的条件是循环变量要超出终值”这个知识点,没有涉及步长值大于1的递增循环。因此对习题进行了改动,增加了对这些知识点或情况的练习。 教材中最后的编程练习是计算10户家庭的电费,这个程序调试运行时要输入10次数据,比较费时,因此改成了和前面读程序习题中类似的编程题。这样一方面节约时间提高效率,另一方面由于和前面读程序的习题类似,学生容易调试通过。在设置编程作业时提供了难度不同的二道题,分层次练习让学生自行选择完成一题。 本课的下一节是DO循环语句,为了承上启下,增设了思考题。思考题的设置,一方面强调了FOR语句的适用范围是已知循环次数,另一方面提出如何

相关文档
相关文档 最新文档