在线考试系统外文翻译
网页制作在线考试系统的开发(1)
毕业论文(设计)题目：网页制作在线考试系统的开发毕业设计（论文）原创性声明和使用授权说明原创性声明人郑重承诺：所呈交的毕业设计（论文），是我个人在指导教师的指导下进行的研究工作及取得的成果。
尽我所知，除文中特别加以标注和致谢的地方外，不包含其他人或组织已经发表或公布过的研究成果，也不包含我为获得及其它教育机构的学位或学历而使用过的材料。
对本研究提供过帮助和做出过贡献的个人或集体，均已在文中作了明确的说明并表示了谢意。
者签名：日期：导教师签名：日期：使用授权说明人完全了解大学关于收集、保存、使用毕业设计（论文）的规定，即：按照学校要求提交毕业设计（论文）的印刷本和电子版本；学校有权保存毕业设计（论文）的印刷本和电子版，并提供目录检索与阅览服务；学校可以采用影印、缩印、数字化或其它复制手段保存论文；在不以赢利为目的前提下，学校可以公布论文的部分或全部内容。
作者签名：日期：学位论文原创性声明本人郑重声明：所呈交的论文是本人在导师的指导下独立进行研究所取得的研究成果。
除了文中特别加以标注引用的内容外，本论文不包含任何其他个人或集体已经发表或撰写的成果作品。
对本文的研究做出重要贡献的个人和集体，均已在文中以明确方式标明。
本人完全意识到本声明的法律后果由本人承担。
作者签名：日期：年月日学位论文版权使用授权书本学位论文作者完全了解学校有关保留、使用学位论文的规定，同意学校保留并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅。
本人授权大学可以将本学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存和汇编本学位论文。
涉密论文按学校规定处理。
者签名：日期：年月日师签名：日期：年月日注意事项1.设计（论文）的内容包括：）封面（按教务处制定的标准封面格式制作）2）原创性声明3）中文摘要（300字左右）、关键词4）外文摘要、关键词5）目次页（附件不统一编入）6）论文主体部分：引言（或绪论）、正文、结论7）参考文献8）致谢9）附录（对论文支持必要时）2.论文字数要求：理工类设计（论文）正文字数不少于1万字（不包括图纸、程序清单等），文科类论文正文字数不少于1.2万字。
etest的名词解释
etest的名词解释etest是一个广泛使用的电子考试系统，它在教育领域发挥着重要的作用。
作为一种基于网络的在线考试平台，etest通过电子方式管理和进行各种考试，并且在一定程度上取代了传统的纸质考试。
etest提供了强大和灵活的功能，为学生和教师带来了许多便利。
etest具备多种考试方式，包括选择题、填空题、解答题等。
学生可以根据自己的需要选择参加具体形式的考试，并且在规定的时间和地点完成考试。
etest提供了一个友好和直观的界面，使学生能够轻松地进行考试。
此外，etest还具备自动评分功能，可以快速地对答案进行评分和统计，为教师减轻了批改作业的负担。
etest的优势之一是其便利性。
传统的纸质考试需要大量的物质和人力资源，例如印刷试卷、安排考试场地和监考人员等。
而etest无需纸张和传统的考试环境，只需要一台电脑和网络连接，学生就可以在任何时间和地点参加考试。
这种灵活性极大提高了学生参与考试的便利性，并且能够更好地适应现代社会的学习需求。
etest还具备高效性。
在传统考试中，收集和整理学生的答卷是一个比较繁琐的过程。
而etest系统能够即时收集和保存学生的答卷，减少了人工操作，并且可以提供即时的成绩反馈。
这对于学生和教师来说都是非常重要的，学生可以及时了解自己的得分情况，教师可以及时发现学生存在的问题并进行针对性的辅导。
etest还能够提供个性化的学习和评估。
传统的纸质考试通常只能测量学生掌握知识的范围，但是etest通过多种题型和技术手段，可以更全面地评估学生的学习情况。
通过设置不同的难度和复杂度的题目，etest可以评估学生的能力水平和应用能力。
此外，etest还可以根据学生的优势和不足，提供个性化的学习资源和建议，帮助学生更好地提高学习效果。
然而，etest也存在一些问题和挑战。
首先，有些学生可能不熟悉使用电脑和网络，需要额外的培训和指导。
其次，etest的安全性也是一个关键问题，例如避免作弊和保护学生隐私等。
iTEST 大学英语测试与训练系统产品简介
iTEST 大学英语测试与训练系统产品简介FLTRP iTEST大学英语测试与训练系统（以下简称iTEST）是为高校提供英语试题库资源和在线评测服务的综合测试管理平台。
平台提供大学英语四六级考试、英语专业四八级考试、研究生英语入学考试等高质量模拟题库和基础训练题库，支持学生进行词汇/语法等基础训练、听说读写译专项能力训练和自主模考训练，支持教师进行自动组卷、阅卷、成绩分析统计等个性化教学管理，支持学校组织和实施大规模英语测试，通过现代化手段有效提高考试效率，规范考试管理，从而提升大学英语教学与评估的整体质量。
iTEST集测试、自主训练、教学、科研平台于一体，可全面满足高校英语教学的四大需求:1. 在线标准化英语测试支持学校组织全校规模、班级规模的在线标准化测试，包括基于计算机和网络的大学英语四、六级模拟考试及各类教学评估类考试。
2. 个性化英语技能训练支持学生结合自身学习需要，有针对性地进行词汇、语法等基础训练、听说读写译专项能力训练和针对大学英语四、六级考试等考试的自主模考训练。
3. 专业化测试分析与教学诊断学校和教师使用专业化的考试统计、成绩分析统计报表了解和评估学生的英语能力，提高教学效果。
4. 开展课题研究教师根据需要收集测试相关数据，从事测试课题研究。
系统特色iTEST是国内同类大学英语测试平台中:唯一提供专业考试数据统计分析的测试平台唯一将测试、教学与科研相结合的测试平台首个题库经过专业预测调整的测试平台首个全真模拟大学英语四级网考的测试平台iTEST具有以下特点：权威：作为全国规模最大的外语出版机构，外语教学与研究出版社以专业力量和大规模投入，为大学英语提供值得信赖的高质量测试与训练资源；在语料的选择标准及试题设计上与大学英语四、六级考试高度一致；中国外语教育研究中心指导策划，保证系统设计的合理性与科学性。
科学：试题经过项目分析（Item Analysis），在实际使用前经过大规模样本试测与校正，确保科学的难度与区分度；题库建设基于项目反应理论（IRT），致力于为学校量身定做个性化测试解决方案。
大学外语测试与训练系统 - 武昌首义学院 会员登录
自建题库 支持听、说、读、写、译 全题型，操作简便，即建 即用
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卓越表现
iTEST 大学外语测试与训练系统3.0
iTEST 3.0 自2015年9月份上线以来，已成功支持几十所高校十万余人次完成在线测试。 支持2015届“Uchallenge全国大学生英语阅读能力测试”，三万多大学新生基于 iTEST 3.0 公网版完成在线阅读能力测试，并获取个性化阅读能力诊断报告。 支持“外研社杯”全国英语阅读大赛、全国英语写作大赛30多个省的复赛和全国总决赛。
在中国外语测评专家顾问团队的指导下，外研在线建立了专业的命题团队、规范的命题流程、高效的命题 平台，并与国内外研究机构合作，研究测评标准，分析反馈数据，优化试题资源。命题团队除参与出题外，外 研社将为命题人提供命题、测试研究等相关培训，并提供测试研究数据以及专家咨询支持以确保试题质量，助 力教师科研。
局域网模式 支持5000人同时在线考试
支持不同 使用模式
iTEST 3.0
支持全
题型、全语种
支持不同使用需求
浏览器端（B/S） 适用于班级测验、练习 试卷资源提前加载，提供安全保障
客户端（C/S） 适用于高利害、全校性考试 本地、服务器答题数据双重存储 屏蔽所有操作键，防止作弊 不受浏览器性能影响，稳定可靠
考前
试题管理系统 智能组卷系统 自建题库系统 考试管理系统
考中
机考系统 在线答题系统 监考系统 考试管理系统
后台管理系统 账号管理、班级管理 系统管理、升级管理 考试管理、数据管理
考后
阅卷管理系统 试卷分析系统 成绩分析系统 考试管理系统
适用 对象
高校外语院系、图书馆，培训机构等
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为什么选择iTEST 3.0?
在线学习考试系统操作说明书1
目录目录 (1)在线学习考试系统使用说明书 (2)1、用户登录 (2)1.1、系统登录 (2)1.2、系统最新提示信息 (3)2、个人信息管理 (3)2.1、个人资料修改 (3)2.2、学习进度查询 (4)2.3、考试历史查询 (4)2.4、系统消息提醒 (5)3、在线交流平台 (6)3.1、信息公告浏览 (6)3.2、在线调查中心 (7)3.3、在线答疑中心 (7)4、在线学习中心 (8)4.1、学习任务中心 (8)4.2、电子教材中心 (9)4.3、电子课件中心 (10)5、在线考试中心 (10)5.1、正规考试中心 (10)5.2、模拟考试中心 (11)在线学习考试系统使用说明书1、用户登录1.1、系统登录在IE浏览器的地址栏中输入本系统所在的服务器地址，确定后将出现系统登录界面。
1、输入“帐号”和“密码”点击“登录”按钮即可进入系统的主界面：点击“登陆”按钮即可进入系统主界面，界面如下图所示：最新考试试卷最新学习任务最新电子书籍最新电子课件公告信息中心在线调查中心功能菜单说明：左侧为系统的功能菜单栏，右侧是功能菜单具体的操作区域。
1.2、系统最新提示信息进入后考生应首先关注系统消息提示，点击界面上方系统信息提示栏，获取相应的考试消息和学习任务安排，如下图所示：2、个人信息管理2.1、个人资料修改点击左边的个人信息管理栏目下的“个人资料修改”，在其右侧显示了个人资料修改相应的操作，其操作界面如下：2.2、学习进度查询点击左边的个人信息管理栏目下的“学习进度查询”，在其右侧显示了学习任务进度表，可查看相应的学习进度情况，其操作界面如下：2.3、考试历史查询点击左边的个人信息管理栏目下的“考试历史查询”，在其右侧显示了考试历史查询相应的操作，其操作界面如下：考生可以通过此栏目查询自己的历史考试情况，包括考试名称、考试开始时间、结束时间、考试得分和考试状态。
点击考试名称可以查看具体考卷，如点击“2009年4月考试”可查看此试卷，如下图所示：2.4、系统消息提醒点击左边的个人信息管理栏目下的“系统消息提醒”，在其右侧显示了系统消息提醒相应的操作，其操作界面如下：1、查询系统提醒信息：系统提醒信息可根据“信息标题”或“信息来源”进行关键字的模糊查询，点击“查询”按钮，在下面的“系统信息提醒列表”里将会显示符合查询条件的提醒信息。
全国翻译专业资格(水平)考试--CATTIPPT课件
可编辑
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中国外文局翻译专业资格考评中心
CATTI 等级划分与专业能力要求（二）
一级口译、笔译翻译 具有较为丰富的科学文化知识和较高的双
语互译能力，能胜任范围较广、难度较大的翻 译工作，能够解决翻译工作中的疑难问题，能 够担任重要国际会议的口译或译文定稿工作。
可编辑
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中国外文局翻译专业资格考评中心
CATTI 等级划分与专业能力要求（三）
二级口译、笔译翻译 具有一定科学文化知识和良好的双语互译
能力，能胜任一定范围、一定难度的翻译工作。 三级口译、笔译翻译
具有基本的科学文化知识和一般的双语互 译能力，能完成一般的翻译工作。
全国翻译专业资格考试浙江培训中心：浙江省翻译协会
地址：浙江大学西溪校区西四楼105室（杭州市天目山路148号） 网址：浙江翻译网（） 电话：0571--87048006
可编辑
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中国外文局翻译专业资格考评中心
两类证书之比较（四）
职业资格证书制度是促进教育培训与就 业有机结合的重要纽带。
职业资格证书在就业市场有极高权威性，求 职者的职业资格证书在求职过程中起着至关 重要的作用，用人单位对职业资格证书的重 视，连续呈上升趋势。
学历证书和职业资格证书并重的局面会进一 步得到巩固，获取“双证”是现在求职者顺 利实现就业的唯一办法。
获得翻译证书并符合《翻译专业职务试行条例》 的人员，用人单位可根据需要直接聘任相应职 务。
—— 引自国家人事部《翻译专业资格（水平）考试 暂行规定》（人发〔2003〕21号文件）
全国翻译专业资格考试浙江培训中心：浙江省翻译协会
地址：浙江大学西溪校区西四楼105室（杭州市天目山路148号） 网址：浙江翻译网（） 电话：0571--87048006
网络在线学习外文文献翻译中英文
网络在线学习外文翻译中英文英文Online learning: Adoption, continuance, and learning outcome—A review ofliteratureRitanjali Panigrahi, Praveen Srivastava, Dheeraj Sharma AbstractThe use of Technology to facilitate better learning and training is gaining momentum worldwide, reducing the temporal and spatial problems associated with traditional learning. Despite its several benefits, retaining students in online platforms is challenging. Through a literature review of the factors affecting adoption, the continuation of technology use, and learning outcomes, this paper discusses an integration of online learning with virtual communities to foster student engagement for obtaining better learning outcomes. Future directions have been discussed, the feedback mechanism which i s an antecedent of students’ continuation intention has a lot of scopes to be studied in the virtual community context. The use of Apps in m-learning and the use of cloud services can boost the ease and access of online learning to users and organizations.Keywords: Online learning, Virtual community, Technology adoption, Technology continuation, Learning outcomeIntroductionOnline learning and training are gaining popularity worldwide, reducing the temporal and spatial problems associated with the traditional form of education. The primary factors behind using online learning are not only to improve access to education and training, and quality of learning, but also to reduce the cost and improve the cost-effectiveness of education (Bates, 1997). Online learning is mainly provided in two ways—in synchronous and asynchronous environments (Jolliffe, Ritter, & Stevens, 2012). The time lag attributes of asynchronous learning unlike synchronous learning in online platforms take the advantage of accessing materials anytime and anywhere, ability to reach a greater mass at the same time, and uniformity of content. Online learning along with face-to-face learning is successfullyused in industry as well as academia with positive outcomes (Chang, 2016). The geographically distributed team in an organization can get their skill training through online platforms at the same time, gaining a greater level of competitiveness. Online learning is also beneficial for students as they can learn at their own pace with the availability of online materials. The e-learning market is becoming popular and widely adopted by the education sector and industry. The growth of the e-learning market can be demonstrated by the fact that the global e-learning market is expected to reach 65.41 billion dollars by 2023 growing at a cumulative average growth rate of 7.07% (Research and Markets, 2018a). In addition to this, the global learning management system (LMS) is expected to increase from 5.05 billion USD in 2016 to 18.44 billion USD by 2025 growing at a rate of 15.52% (Research and Markets, 2018b).Despite several advantages of online learning such as improving access to education and training, improving the quality of learning, reducing the cost and improving the cost-effectiveness of education, retaining students in such platforms is a key challenge with a high attrition rate (Perna et al., 2014). Several strategies such as briefing, buddying, and providing feedback on the platform are proposed to retain and engage students (Nazir, Davis, & Harris, 2015). It is also noted that more self-discipline is required by students in online education, unlike traditional classroom education (Allen & Seaman, 2007). Keeping users enrolled and engaged is a challenging job as a personal touch by the instructor is missing or limited. The learning engagement which is an important antecedent for learning outcome is lower for technology-mediated learning than face-to-face learning (Hu & Hui, 2012). As a higher amount of money is spent on infrastructure, staff training, etc., organizations seek to take maximum benefit from online learning which requires an understanding of the factors that drive the adoption, continuation intention, and learning outcome of users on online learning platforms. Therefore, the primary focus of research remains on how to retain online learning users, and increase the efficiency of the online learning.Users may learn inside and outside the classroom; inside classroom learning isthrough instructors either from face-to-face, pure online or blended learning (combination of face-to-face and pure online learning) whereas outside classroom learning is conducted by users anytime and anywhere after the class. The exponential growth of the Internet has enabled individuals to share information, participate, and collaborate to learn from virtual communities (VC) anytime and anywhere (Rennie & Morrison, 2013). In a virtual community, people do everything that they do in real life but leaving their bodies behind (Rheingold, 2000). Virtual communities keep its users engaged based on familiarity, perceived similarity, and trust by creating a sense of belongingness (Zhao, Lu, Wang, Chau, & Zhang, 2012). It is essential to assess the role of a less constrained informal mode of learning (Davis & Fullerton, 2016) like virtual communities in the formal learning to engage and retain students.DiscussionGetting a new idea adopted even when it has obvious advantages is often very difficult (Rogers, 2003). Consistent with the previous statement, despite the advantages of online learning such as improving accessibility, quality, and reducing cost, it has a long way to go to be adopted and used by organizations because of the resistance at different levels (Hanley, 2018). The reasons for resistances offered by the employees in an organizations include perceived poor focus of the e-learning initiative, lack of time to learn new way of working, too much effort to change, lack of awareness, and resistance to change (Ali et al., 2016; Hanley, 2018). It is crucial from an institutional point of view to overcome the resistance to adopt and implement the online learning systems successfully.Understanding the factors of online learning adoption, continuation use intention, and learning outcomes are vital for an e-learning platform providing organization because the success of the platform depends on the successful adoption, continuation use, and finally achieving the desired outcomes. From the literature, it is found that the national culture affects the adoption and moderates the relationship between variables of adoption and use. Therefore, the results of adoption and use of technology might differ in different counties with different cultural dimensions. At a broader level, the perceived characteristics of innovation (of online learning) such as relativeadvantage, compatibility, complexity, trialability, and observability play a significant role in adoption. At an individual level, the primary factors of adoption are the individual expectancies such as the perceived usefulness, perceived ease of use, perceived enjoyment, performance expectancy, effort expectancy, etc., and the external influences such as subjective norm, social norms, surrounding conditions, national culture, social network characteristic, etc. On the other hand, the primary factors of continuation of technology use are the experiences of the individuals in the technology such as satisfaction, confirmation, self-efficacy, flow, trust, we-intention, sense of belongingness, immersion, IS qualities, etc. The perceived usefulness and perceived ease of use are found to be vital for both the technology adoption and continuation use. This implies that the usefulness of the technology and how easy the technology to use determines the adoption and continuation of technology. Apart from these technology enablers, the platform providers should consider the technology inhibitors which negatively impact the acceptance of the technology. The factors of the learning outcomes such as self-efficacy, virtual competence, engagement, design interventions, etc. should be considered before designing and delivering the content in the online learning platform to achieve optimum learning outcomes. The learners’ intention to use full e-learning in developing countries depends on the lea rners’ characteristics, and learners’ adoption of blended learning (Al-Busaidi, 2013). Studies for example by Verbert et al. (2014) have shown that blended learning yields the best outcome in terms of grade when students learn in online collaborative learning with teacher’s initiation and feedback. On the contrary, some studies have shown that contents such as business games do not need the interaction with the instructor; in fact, they are negatively related to perceived learning (Proserpio & Magni, 2012). MOOC (Massive Open Online Course) users have organized face-to-face meetings to fulfill their belongingness or social connectedness as a part of their learning activity (Bulger, Bright, & Cobo, 2015). This indicates that not everyone is good with a digitized form of learning, and hence both face-to-face and online components should be integrated for better outcomes.Lack of human connection is one of the limitations of online learning (Graham,2006) which may reduce the satisfaction level. To address this limitation, personalization functions of e-learning systems began. The satisfaction level, perceived and actual performance, self-efficacy scores increase in personalized online learning where learning materials are provided according to the cognitive capability and style of each individual (Xu, Huang, Wang, & Heales, 2014). Although personalization of e-learning systems is beneficial, they are socially and ethically harmful, and special attention should be given to issues such as privacy compromisation, lack of control, the commodification of education, and reduced individual capability (Ashman et al., 2014). Personal e-learning systems collect user information to understand the users’ interests and requirements for the learning which violates the privacy of individuals. The system utilizes the user information to show the personal content where the individuals do not have control over the learning content. Hence they are limited to certain personal contents which reduce their individual capabilities.Studies, for example, Zhao et al. (2012) have shown that VCs create a sense of belongingness and keeps the members engaged which results in improving the learning outcome, and users with same age groups are less likely to attrite (Freitas et al., 2015). Studies have shown that engagement is promoted when criteria such as problem-centric learning with clear expositions, peer interaction, active learning, instructor accessibility and passion, and using helpful course resources are met (Hew, 2015). Social interactions through social networking produce an intangible asset known as social capital (Coleman, 1988) in terms of the trust, collective action, and communication. Social capital is positively related to online learning satisfaction in group interactions, class interactions, learner-instructor interactions, as well as increasing students’ e-learning performance in groups (Lu, Yang, & Yu, 2013).The continuous development of mobile technology has expanded the opportunity to learn from mobile devices anywhere, anytime. M-Learning is much more beneficial for accessing education in remote areas and developing countries. The success of M-learning in organizations depends on organizational, people, and pedagogical factors apart from technological factors (Krotov, 2015). A range of mobiletechnologies such as laptops, smartphones, and tablets are embraced by students to support informal learning (Murphy, Farley, Lane, Hafeez-Baig, & Carter, 2014). Learning through mobile devices poses both opportunities as well as challenges; it provides flexibility in learning, on the other hand, it is a limitation for those who do not have connectivity and access to these devices. In student-centered learning especially collaborative and project-based learning, the use of mobile devices can be promoted by the mobile apps (Leinonen, Keune, Veermans, & Toikkanen, 2014). The use of mobile apps along with guidance from teachers integrates reflection in the classroom learning (Leinonen et al., 2014).Cloud computing provides organizations with a way to enhance their IT capabilities without a huge investment in infrastructure or software. The benefits of cloud computing are low cost, scalability, centralized data storage, no maintenance from user side (no software needed), easy monitoring, availability and recovery, and the challenges include it requires fast and reliable internet access, and privacy and security issues (El Mhouti, Erradi, & Nasseh, 2018). The primary factors for adoption of cloud computing in e-learning are ease of use, usefulness, and security (Kayali, Safie, & Mukhtar, 2016). Private cloud inside educational institutes can acquire the additional benefits in non-compromising the security and data privacy concerns associated with cloud computing (Mousannif, Khalil, & Kotsis, 2013). Cloud computing provides support to the online learning platforms to store and process the enormous amount of data generated. The problem of managing the increasing growth of online users, contents, and resources can be resolved by using cloud computing services (Fernandez, Peralta, Herrera, & Benitez, 2012).Future directionsFuture directions of research in online learning are as follows: First, the feedback mechanism used in online learning in institutions has not been used to measure the continuation intention in VCs. Feedback enables learners to define goals and track their progress through dashboard applications to promote awareness, reflection, and sense-making (Verbert et al., 2014). The students who received teachers’ feedback along with online learning achieved better grades than those who did not receivefeedback (Tsai, 2013) and students positively perceive the feedback systems more than the educators (Debuse & Lawley, 2016). Although immediate feedback is one of the dimensions of the flow (Csikszentmihalyi, 2014), the factor has not been studied in a VC context. It is vital for managers to check if feedback on a community post fosters the members’ continuation intention, and they should design user interfaces which encourage providing feedback. Second, it is high time to develop an integrated model for formal learning (online and blended) with VCs for students’ engagement. Informal learning as itself, not limited to the body of knowledge, rather, is the result of the interaction of people via communities of practice, networks, other forms, etc. (Rennie & Mason, 2004). The networked communities build intimacy and support which helps in self-directed learning (Rennie & Mason, 2004) which is an important parameter for online learning. Community commitment (Bateman et al., 2011), immersion (Shin et al., 2013), we-intentions (Tsai & Bagozzi, 2014), sense of belongingness (Zhao et al., 2012), etc. from the VC would help students to continue the engagement for a better learning outcome. Moreover, it is found that collaborative chat participation in MOOCs slows down the rate of attrition over time (Ferschke, Yang, Tomar, & Rosé, 2015). It is of great importance to check if learning outcome improves when the virtual community is integrated or embedded in the learning environment (online and blended). The educators and managers should encourage their students and employees to participate in VCs. Third, the growth of the adoption of mobile devices has expanded the arena of e-learning platforms. Integrating the virtual communities via a mobile platform with online learning can foster the student engagement resulting in higher learning outcome. Fourth, cloud computing has great potential in dealing with the scalability issues arising from the rise in numbers of users, content, and resources in online learning. Furthermore, it can provide tremendous benefits to organizations as well as users in terms of ease of access, flexibility, and lower cost. Although a few studies cover cloud computing infrastructure in education and pedagogic processes, the empirical research on the cloud computing for education is very shallow (Baldassarre, Caivano, Dimauro, Gentile, & Visaggio, 2018). As the mobile devices are often limited by storage space,future researchers are invited to carry out effective research on the integration of cloud computing and mobile learning to understand the factors affecting learning outcome.ConclusionUnderstanding the antecedents of e-learning adoption, continuance, and learning outcomes in online platforms are essential in ensuring the successful implementation of technology in learning and achieving the maximum benefits. This study shows factors such as PU, PEoU, PE, culture, attitude, subjective norms, system and information inhibitors, etc. contribute to the adoption of technology. Factors such as satisfaction, confirmation, user involvement, system quality, information quality, feedback, self-efficacy, social identity, perceived benefits, etc. determine the continuation of technology use. This implies factors for adoption, and continuation intentions vary; the attitude and usefulness of a system are essential for adoption while the experience and satisfaction in the environment lead to continuation intention. It is also found from the literature that the learning outcomes depend on the self-efficacy, collaborative learning, team cohesion, technology fit, learning engagement, self-regulation, interest, etc.The contribution of the paper can be summarized as: understanding the factors that are studied for adoption, continuance, learning outcomes in an online environment, and the provision of future research directions for educators and managers for successful implementation of technology in online platforms to achieve maximum benefits.中文在线学习的采用，持续性和学习成果:文献综述摘要在全世界范围内，使用技术促进更好的学习和培训的势头正在增强，减少了与传统学习相关的时空问题。
在线考试系统 开题报告
在线考试系统开题报告在线考试系统开题报告一、研究背景随着信息技术的快速发展，网络已经深入到我们生活的方方面面。
在线考试系统作为一种新兴的教育技术工具，为学生和教师提供了更加便捷和高效的考试方式。
传统的纸质考试不仅耗费大量纸张，还需要大量的人力投入来组织和管理。
而在线考试系统则可以实现自动化的考试过程，节省时间和资源。
因此，研究在线考试系统的设计和实施，对于教育教学的改进具有重要意义。
二、研究目的本研究旨在设计和实施一套高效、安全、可靠的在线考试系统，以提高教育教学的效率和质量。
具体目标包括：1. 开发一个用户友好的在线考试平台，方便学生和教师的使用。
2. 设计一套完善的考试管理系统，包括试题库管理、考试安排和成绩统计等功能。
3. 提供多样化的考试形式，包括选择题、填空题、简答题等，以满足不同科目和教学目标的需求。
4. 加强系统的安全性，保护考试内容和学生隐私的安全。
三、研究方法本研究将采用以下方法来实现研究目标：1. 调研：通过查阅相关文献和调研现有的在线考试系统，了解其设计和实施的经验和问题。
2. 需求分析：与教师和学生进行访谈和调查，收集他们对在线考试系统的需求和期望。
3. 系统设计：根据需求分析的结果，设计系统的功能和界面，确定系统的技术架构和数据库设计。
4. 系统开发：使用合适的开发工具和编程语言，开发在线考试系统的前后端功能。
5. 系统测试：进行系统的功能测试和性能测试，修复系统中的bug和问题。
6. 系统部署：将开发完成的在线考试系统部署到服务器上，确保系统的稳定运行和安全性。
四、研究意义在线考试系统的研究和实施将对教育教学产生积极的影响：1. 提高效率：在线考试系统可以自动化地完成试卷的生成、批改和成绩统计等繁琐的工作，大大节省了教师的时间和精力。
2. 提升质量：在线考试系统可以提供实时的反馈和评估，帮助学生及时发现和纠正学习中的问题，提高学习效果。
3. 促进公平：在线考试系统可以确保考试的公平性和准确性，避免了传统纸质考试中的作弊和人为评分的问题。
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J2EE文献及翻译1 引言本文分析了Hibernate和Struts的机制，提出了一种基于Hibernate和Struts 的J2EE应用开发策略。
在这种策略中，模型层用Hibernate实现，视图和控制器则用Struts框架实现。
这样可大大降低代码的耦合性以及提高系统的开发效率。
关键字 Hibernate，Struts，MVC，持久层。
随着Java技术的逐渐成熟与完善，作为建立企业级应用的标准平台，J2EE平台得到了长足的发展。
借助于J2EE规范中包含的多项技术：EnterpriseJavaBean(EJB)、Java Servlets(Servlet)、Java Server Pages(JSP)、Java Message Service(JMS)等，开发出了许多应用系统。
但是，在传统J2EE应用的开发过程中也出现了一些问题：1）数据模型和逻辑模型之间的矛盾。
目前使用的数据库基本上都是关系型数据库，而Java本质上是一种面向对象的语言，对象在存储和读取时使用SQL和JDBC进行数据库操作，降低了编程的效率以及系统的可维护性；2）传统的J2EE应用多采用基于EJB的重量级框架，这种框架适合于开发大型企业应用，但是使用EJB容器进行开发和调试需要耗费大量时间。
为了降低代码的耦合性，提高系统的开发效率，本文提出了一种基于Struts框架和Hibernate框架的J2EE应用开发策略。
2 J2EE开源技术介绍数据持久层及Hibernate，Hibernate是一个数据持久层框架，是一种实现对象和关系之间映射（O/R Mapping）的工具，它对JDBC进行了轻量级的对象封装，使程序员可以使用对象编程思想来操作数据库。
它不仅提供了从Java类到数据表的映射，也提供了数据查询和恢复机制。
相对于使用JDBC和SQL来操作数据库，使用Hibernate能大大的提高实现的效率。
Hibernate框架用配置文件的形式来定义Java对象和数据表之间的映射关系，同时在更深的层面将数据表之间的关系解释为Java对象之间的继承及包含等关系。
通过使用HQL语句将复杂的关系算法用对象的方式描述，在很大程度上简化了对数据的查询，加快了开发的效率。
在Hibernate中有一个简单而直观的API，用于对数据库所表示的对象执行查询。
要创建或修改这些对象，只需在程序中与它们进行交互，然后告诉Hibernate保存即可。
这样，大量封装持久化操作的业务逻辑不再需要编写烦琐的JDBC语句，从而使数据持久层得到了极大的简化。
用Struts实现MVC架构 MVC（Model-View-Controller）由Trygve Reenskaug 提出，首先被应用在SmallTalk-80环境中，是许多交互和界面系统的构成基础。
根据界面设计可变性的需求，MVC把交互系统的组成分解成模型、视图、控制器三部分。
模型（Model）是软件所处理问题逻辑在独立于外在显示内容和形式情况下的内在抽象，封装了问题的核心数据、逻辑和功能的计算关系，独立于具体的界面表达和I/O操作。
视图（View）把表示模型数据及逻辑关系和状态的信息及特定形式展示给用户。
它从模型获得显示信息，对于相同的信息可以有多个不同的显示形式或视图。
控制器（Controller）是处理用户与软件的交互操作的，其职责是控制提供模型中任何变化的传播，确保用户界面于模型间的对应联系；它接受用户的输入，将输入反馈给模型，进而实现对模型的计算控制，是使模型和视图协调工作的部件。
通常一个视图对应一个控制器。
模型、视图与控制器的分离，使得一个模型可以具有多个显示视图。
如果用户通过某个视图的控制器改变了模型的数据，所有其它依赖于这些数据的视图都应反映到这些变化。
因此，无论何时发生了何种数据变化，控制器都会将变化通知所有的视图，导致显示的更新。
这实际上是一种模型的变化-传播机制。
Struts框架最早是作为Apache Jakarta项目的组成部分问世运做，它继承了MVC的各项特性，并根据J2EE的特点，做了相应的变化与扩展。
Struts框架很好的结合了Jsp，Java Servlet，Java Bean，Taglib等技术。
在Struts中，承担MVC 中控制器角色的是ActionServlet。
ActionServlet是一个通用的控制组件。
这个控制组件提供了处理所有发送到Struts的HTTP请求的入口点。
它截取和分发这些请求到相应的动作类（这些动作类都是Action类的子类）。
另外控制组件也负责用相应的请求参数填充Action Form（FromBean），并传给动作类（ActionBean）。
动作类访问核心商业逻辑，即访问Java Bean或调用EJB。
最后动作类把控制权传给后续的JSP文件，由JSP文件生成视图。
所有这些控制逻辑利用Struts-config.xml文件来配置。
在Struts框架中，视图主要由JSP生成页面完成，Struts提供丰富的JSP标签库，这有利于分开表现逻辑和程序逻辑。
模型以一个或多个Java Bean的形式存在。
在Struts中，主要存在三种Bean，分别是：Action，ActionForm，EJB或者Java Bean。
Struts框架没有具体定义模型层的实现，在实际开发中，模型层通常是和业务逻辑紧密相连的，并且要对底层数据进行操作。
下面介绍一种开发策略，将Hibernate引入到Struts框架的模型层中，使用它来进行数据封装和映射，提供持久化的支持。
下面结合开发实践，以在J2EE应用中非常普遍的用户登录过程为例，来说明上述体系结构是如何具体运用的。
登录的流程非常清晰：用户从登录页面login.jsp输入登录信息，系统对登录信息进行验证，如果正确则成功登录，否则提示相应错误信息。
在开发过程中，使用Eclipse做为开发环境，同时加载了对Struts及Hibernate提供更好的控制和支持的第三方插件MyEclipse，Web服务器使用Tomcat，数据库选用了Mysql。
首先对Hibernate进行配置，只需要对系统自动生成的hibernate.cfg.xml进行修改，配置好数据库连接的各种参数以及定义数据映射文件。
由于Hibernate所带的连接池主要用于测试，性能不是很好，可以通过JNDI将其修改为使用Tomcat的连接池。
附件：外文资料原文J2EEAndrew Glover1 IntroductionThis text analysis the mechanism of Hibernate and Struts, put forward 1 kind EE according to the J2 of the Hibernate and the Struts application development strategy.In this kind of strategy, the model layer use a Hibernate realization and see diagram and controller to then use a Struts frame a realization.So can consumedly lower the development efficiency that the Ou of code match sex and exaltation system. The key word Hibernate, Struts, the MVC, hold out for long time a layer one prefacealong with the Java technique of gradual mature and perfect, Be establishment business enterprise class application of standard terrace, the J2EE terrace got substantial of development.Several technique asked for help from to include in the J2 EE norm:Enterprise JavaBean(EJB), Java Servlets(Servlet), Java Server Pages(JSP), Java Message Service(JMS).etc., development many application system.But, also appeared some problem in the tradition J2 the EE the application of the development the process: the antinomy of of data model and logic model.Currently the database of usage basically and all is relation type database, but the Java be essentially a kind of the language which face to object, object at saving with read usage SQL and JDBC carry on a database operation and lowered plait distance of efficiency and system of can maintenance; tradition of J2 EE application much the adoption is according to the EJB heavy weight frame, this kind of frame suitable for develop a large business enterprise application, but usage the EJB container carry on development and adjust to try to need to be waste a great deal of time.For lowering the Out of code to match sex, exaltation system of development efficiency, this text put forward 1 kind EE according to the J2EE of the Struts frame and the Hibernate frame application development strategy.2 Open Source Technology of J2EEDatas' holding out for long time layer and Hibernate is one piece according to hold out for long time layer frame, is a kind of realization object and relation of the tool which reflect to shoot(O/R Mapping), it carried on the object of the lightweight to pack to the JDBC and make procedure member can usage object plait distance thought to operation database.It not only provided to shoot from Java to reflect of data form, but also provided a data a search and instauration mechanism.Opposite in usage JDBC and SQL to operation database, use a Hibernate ability consumedly of exaltation realization of efficiency.The Hibernate frame use allocation document of the form come to the reflect of the definition Java object and data form to shoot relation, in the meantime at more deep of level of data form of relation explanation for the relations such as inherit of and containment etc. of Java object.Pass the usageHQL language sentence complications of relation the calculate way use the way of object description, to a large extent simplification logarithms according to of search, speed development of efficiency.Have in the Hibernate a simple but keep the API of view, used for to the database mean of object performance search.Want to establish or the modification be these objects, need in the procedure carry on with them to hand over with each other, then tell Hibernate to keep.So, a great deal of pack hold out for long time turn operation of business logic no longer demand write a trivial JDBC language sentence, make data last long thus the layer got biggest of simplification.Use the Struts realization MVC structure MVC(Model-View-Controller) is put forward by the Trygve Reenskaug, first drive application in the environment SmallTalk-80, is many to hand over with each other with interface system of constitute foundation.According to the need of variable of the interface design, MVC hand over with each other constitute of system to resolve into model and see diagram, controller three part. Model(Model) is software processing problem logic at independence in outside manifestation under contents and form circumstance of inside abstract, packed the core data, logic of problem and function of calculation relation, independence in concrete of interface expression and I/O operation.See diagram(View) mean information and particular form demonstration of model data and logic relation and appearance to the customer.It acquire a manifestation information from the model, there can be many for homology of information dissimilarity of manifestation form or see diagram.The controller(Controller) is a processing the customer hand over with software with each other operation of, its job is control provide model in any variety of dissemination, insure a customer interface among the model of rightness should contact;It accept a customer of importation, give°the importation feedback model, then realization compute model control, is make model and see diagram to moderate work of ually 1 see a diagram rightness should a controller.Model, see separate of diagram and controller, make a model be able to have many manifestation to see diagram.If the customer pass a certain see the controller of diagram change the data of model, all other dependence in these see of data diagram all should reflection arrive these variety.When therefore and regardless occurrence what data variety,controller all would variety notice allly see diagram, cause manifestation of renewal.This is actually a kind of variety of model-dissemination mechanism.The Struts frame is to be the item of Apache Jakarta to constitute part to publish luck to do at the earliest stage, it inheritted MVC of each item characteristic, and did according to the characteristics of J2 EE correspond of variety with expand.The Struts frame was good to combine Jsp, Java Servlet, Java Bean, Taglib etc. technique.In the Struts, what to undertake the controller role in the MVC be an ActionServlet.The ActionServlet is an in general use control module.This control module provided a processing all HTTP claim which send out Struts of entrance point.Its interception with distribute these claim to arrive correspond of action type.(these action all of type is Action son type)Moreover the control module is also responsible for using to correspond of claim the parameter fill Action Form(FromBean), and pass action type(ActionBean).Action type the business logic of the interview core, then interview Java Bean or adjust to use EJB.End action type control the power pass follow-up of JSP document, from JSP document born see diagram.All these control logic make use of Struts-config.xml the document come to allocation.See diagram in the Struts frame main from JSP born page completion, the Struts provide abundant of JSP label database, this is advantageous to separating performance logic and procedure logic.The model is with 1 or the form existence of several Java Bean.In the Struts, main existence three kinds of Bean, respectively BE:Action, ActionForm, EJB perhaps Java Bean. The Struts frame have no concrete definition model layer of realization, in actually the development, model layer usually is close with business logic connect with each other, and want to carry on operation to the first floor data.The underneath's introduction is a kind of development strategy, lead the Hibernate into the model layer of Struts frame, usage it to carry on a data to pack with reflect to shoot, provide hold out for long time turn of support. 4 usage Hibernate and the Struts development J2 EE application 4.1 system structure diagram 3 manifestation according to Hibernate and Struts development strategy of system structure diagram.Development practice underneath combine a development practice, with in the J2the EE the application very widespread customer register process for example, elucidation above-mentioned system structure is how concrete usage.The process of register is very clear:Customer from register page login.jsp importation register information, system to register the information carry on verification, if exactitude success register, otherwise hint correspond mistake information. In the development process, the usage Eclipse be used as development environment and added to carry to provide to the Struts and the Hibernate in the meantime better control and support of three square plug-in MyEclipse, Web server usage Tomcat, the database chose to use Mysql. Carry on an allocation to the Hibernate first, need to the system auto the born hibernate.cfg.xml carry on modification, allocation good database conjunction of various parameter and definition the data reflect to shoot a document.Because the Hibernate take of conjunction pond main used for test, the function isn't very good, can pass JNDI will it modification is usage Tomcat of conjunction pond.。