Cucker-Smale系统中每个个体与其相邻个体的联系对其他个体产生有限的局部影响,最终实现全部个体状态一致。该系统被广泛应用于生态网络、控制理论、通信工程、模式识别和仿生学等领域。本文根据Cucker-Smale系统的控制研究现状,介绍了近期取得的理论成果,包括Cucker-Smale系统渐进和牵引蜂拥、带有噪声和时滞影响下的Cucker-Smale系统蜂拥、具有leader-follow关系的Cucker-Smale系统蜂拥。进一步详细介绍了牵引蜂拥及具有leader-follow关系的Cucker-Smale系统蜂拥控制的优点,同时给出下一步需要解决的具体问题。In the Cucker-Smale system, the interaction between each individual and its neighboring individuals exerts a limited local influence on other individuals, ultimately leading to consensus among all individuals. This system has been widely applied in various fields such as ecological networks, control theory, communication engineering, pattern recognition, and bionics. In this article, based on the current status of control research on the Cucker-Smale system, we introduce recent theoretical achievements, including asymptotic and pinning swarming of the Cucker-Smale system, swarming of the Cucker-Smale system with noise and time delay effects, and swarming of the Cucker-Smale system with leader-follow relationships. Further detailed introduction was given to the advantages of pinning swarming and the crowding control of the Cucker-Smale system with the leader-follow relationship while providing specific issues to be addressed in the next step.
本文旨在构建一套符合现代职业教育需求的职业技术师范教育教师教育类课程体系。在理论层面,基于《职业技术师范教育专业认证标准》和《中学教育专业师范生教师职业能力标准(试行)》提出课程体系构建方案;在实践层面,立足新疆职业教育实际需求,编制针对性课程体系,聚焦四大能力培养。课程体系构建遵循对标标准、智能融合、学生中心三项核心原则,涵盖职业教育理论、教学设计与实施、教学技能训练、教育实践四大模块。经过四年实践,该课程体系在提升学生教学能力、实践能力、职业素养和区域适应能力方面取得显著成效,为新疆职业教育师资培养提供了有力支持。This paper aims to construct a vocational and technical teacher education curriculum system that meets the needs of modern vocational education. In theory, it proposes a curriculum system construction plan based on the “Vocational and Technical Teacher Education Professional Certification Standard” and the “Middle School Education Professional Teacher Student Teaching Professional Ability Standard (Trial)”. In practice, it compiles a targeted curriculum system based on the actual needs of vocational education in Xinjiang, focusing on the cultivation of four major capabilities. The curriculum system construction follows three principles: benchmarking standards, intelligent integration, and student-centeredness, covering four modules: vocational education theory, teaching design and implementation, teaching skills training, and educational practice. After four years of practice, this curriculum system has achieved remarkable results in enhancing students’ teaching ability, practical skills, professional literacy, and regional adaptability, providing strong support for vocational education teacher training in Xinjiang.
