Observation-based Inquiry in a Virtual Ambient Environment
Tom Moher, Andrew Johnson, Yongjoo Cho, Ya-Ju Lin
Electronic Visualization Laboratory
University of Illinois at Chicago
851 S. Morgan, 1120 SEO (M/C 154), Chicago, IL 60607
Tel: 312.996.4562, Fax: 312.413.7585
Email: moher@https://www.doczj.com/doc/e313682378.html,
Abstract: Design rationale and user experience are described for a virtual ambient environment
designed to support sixth grade students' learning of simple co-occurrence relationships and
systematic observational skills. User experience was characterized by enthusiasm, but with
significant data loss and navigational difficulties. Design implications and further extensions of
virtual ambient environments are suggested.
Keywords: Virtual reality, visualization, simulations, scaffolding.
Introduction
Scientists depend on organized and accurate observations of natural phenomena for the formulation and evaluation of hypotheses; indeed, for some sciences, such as astronomy, observation is everything. The importance of observation as a component of scientific inquiry (Friedler, et al., 1990; Norris, 1985) has led to explicit inclusion of the teaching of observation skills in national science (AAAS, 1993; NRC, 1996) and mathematics (NCTM, 1998) guidelines and standards, with particular emphasis on the importance of providing observation-based activities for young (K-6) learners.
Teachers of young children have always used the real world as the locus for observational activities. From kindergarten students gathering and categorizing fallen leaves to Internet-based projects involving the collection, aggregation, and analysis of global ozone readings, the real world offers authenticity, complexity, and true sensory immersion (Soloway, et al., 1999).
But reality has two important characteristics that may limit its utility in particular learning situations. First, for reasons of distance, time, expense, scale, or safety, real-world environments or tools appropriate to the targeted learning content area might simply be inaccessible. Schools don't have the budgets for field trips to the North Pole or the depths of the Atlantic Ocean, and they don't have the technology to take field trips to Mars, the human circulatory system, or Chicago at the turn of the century. If inquiry grows from the observation of phenomena, the lack of an environment within which one might draw that experience severely limits the range of accessible content domains.
A second, complementary, problem—and our focus in this paper—derives from the very richness of the real world. Even a small slice of the world offers nearly unlimited opportunity for observation. With so many phenomena to choose among, heavy-handed intervention may be needed to channel inquiries in the direction of learning content goals. Moreover, data derived from the real world can be messy, sometimes to the extent that it obscures the very relationships the activity is intended to uncover.
These problems—accessibility and complexity—are often addressed through the use of simulations. Simulations can provide access to otherwise inaccessible phenomena, and simulations afford a great deal of control over which abstractions to feature and the mathematical properties of the data derived from the simulation. Most simulations designed to support inquiry and discovery learning provide users with control over a set of independent variables and access to the resulting impact on one or more dependent variables (e.g., Friedler, et al., 1990; deJong, et al., 1999). Learners literally create the phenomena of interest; the challenge is to provide the scaffolding (Guzdial, 1995) that will help them to plan and conduct a meaningful investigation.
In this paper, we describe the design and pedagogical context for a different style of simulation, intended to support children's understanding of the earliest phases of scientific inquiry: systematic observation, data collection, aggregation, reduction, and representation, and hypothesis articulation. Our simulations are ambient environments within which users may navigate, observe and record phenomena, and take notes, but may not affect the state of the simulation. These environments reduce control affordances to navigation and visualization, activities which even young learners can understand. We argue that even such simple worlds can be the source of rich and authentic learning experiences for young learners, and are consistent with emerging design frameworks for technology-supported inquiry learning (Edelson, Gordin, & Pea, 1999). In the balance of this paper, we describe the design of an ambient environment—and concomitant learning unit—which we recently piloted with a sixth grade science class. The Correlations World
We have developed an ambient environment designed to support the learning of scientific inquiry skills in the context of introductory concepts of mathematical correlation. In the Correlations World (Figure 1), students collaboratively explore a large "natural" terrain populated with a variety of different plant types. In this environment, some plant types tend to co-occur in clusters with other plant types, while some combinations are never found. By exploring the Correlations World, students discover, represent, and report on the co-occurrence patterns found. The World itself has limited affordances: navigation, the ability to take "snapshots" automatically posted to a class web page, and the ability to plant an unlimited number of (biodegradable) "flags" in the ground. While the terrain (grass, gravel, sand) layout is fixed, the selection and location of plant types is a configurable option. In the Correlations World, the land mass is divided into regions in two independent ways: by the orthogonal arrangement imposed by the picket fences ("sectors"), and by the differential texture maps used on the ground ("terrain").
Figure 1. A scene from the Correlations World; countable plants are in the foreground.
The Correlations World has been implemented on an ImmersaDesk?, a 50 in. by 67 in. rear-projected video system with head- and hand-tracking, employing lightweight shutter glasses to present a stereoscopic display (Figure 2). The decision to implement the synthetic environment on an ImmersaDesk? rather than a desktop display was motivated by the desire to provide a wide visual field-of-view, support collaborative investigations (up to four students can share an ImmersaDesk? comfortably), and maximize the sense of immersion to enhance authenticity. The ImmersaDesk? has been installed on a semi-permanent basis in the Media Center at Lincoln elementary school in Oak Park, Illinois.
Learning Activities
For the past few months, we have been working with Lincoln teachers in planning the details of an intervention employing the Correlations World. The unit begins with a brief whole-class introduction conducted by the teacher. The purpose of the introduction is simply to inform the class of the existence of a new environment to be explored, and to select a "scouting team" responsible for a brief initial foray into the environment (with, of course, the concomitant promise that "everyone will get their turn") for the purpose of providing an initial report to the rest of the class on what they found.
Figure 2. Children exploring the Correlations World at an ImmersaDesk?.
During the class's time in the Media Center, the scouting team is "pulled over" to the ImmersaDesk?, where they are familiarized with the apparatus and asked to explore the virtual world. In order to support their subsequent report to the class, the team is asked to select a "recorder" who will take (paper and pencil) notes, and are informed that one of the buttons on the navigation controller will allow them to take "snapshots" of the space, which will automatically be saved for them on a web page to show the class; they are encouraged to find other affordances (i.e., the button which plants the flags in the ground).
The teachers are included in the scouting team for the purpose of helping the students attend, at an appropriate level of detail, to the elements of the virtual world. Our experience (Moher, et al., 1999) is similar to that reported by other researchers involved in inquiry learning (Jackson, et al., 1997): it is easy for students to fixate on elements of the simulation which are unassociated with the content learning goal, or, in this case, to focus too tightly on detailed description of particular elements (i.e., low-level details of the plant renderings). The teacher ensures that the scouting team notes (and "photographs") at least the following features of the environment: the presence of different types of plants, the presence of picket fences bounding various regions of the space, the different "ground" types, and the presence of orientation elements (e.g., palm trees, silos, and a rainbow" in the distance corresponding to compass points).
The next phase of the unit takes place back in the classroom. The teacher talks about observation as an important, active component of scientific inquiry, involving more than simply noticing. The scouting team reports both its processes and its findings, hopefully including the observation that the plants grew in clusters, rather than individually, and that some of the clusters contained more than one kind of plant. If these observations are not forthcoming, the teacher might refer other class members to the photographs, and if all else fails, model the observation herself (Tabak & Reiser, 1999). The teacher finally introduces a question: how could we find the rules about which plants go together in this world?
The ensuing discussion might touch on many subjects (Roth and Bowen 1994). Three issues are of special importance: the nature of the data to be recorded, strategies for coverage (ensuring that the entire space is surveyed),
and the avoidance of duplicate counting (ensuring that each co-occurrence is counted only once). The outcome of the discussion should be the identification of observation teams and the assignment of teams to particular geographic regions in the Correlations World.
Next comes the actual exploration of the environment by teams. Each team is given approximately 30 minutes to explore their assigned space and to (manually) record co-occurrence groups. Team members are assigned roles (navigator, driver, and recorder) which are rotated during the session.
Once all teams have finished their explorations, activity resumes in the classroom. First, individual teams examine their co-occurrence lists in an attempt to provide a more compact characterization of the rules governing their assigned regions. Finally, individual teams orally report their findings, after which the class undertakes a process of data aggregation and attempts to produce rules capable of characterizing the entire Correlations world. Classroom Experience
In January, 2000, the first pilot study of the Correlations World project was completed. Two combined sixth grade classes (46 students total) participated in the unit, over the course of one week. All of the activities—both in class and at the ImmersaDesk?—were video- and audio-recorded. Eight distinct plant types were used in the pilot, with approximately 400 plants distributed over the landscape. Plants occurred in "patches" of approximately 6-10 plants apiece; each patch contained exactly two types of plants. Among the 28 different possible co-occurrence pairs, 16 were actually deployed, in two disjoint groups. Twelve of the pairs were distributed among seven of the "sectors" bounded by the fences, with each sector containing 6±1 unique pairs. The remaining two sectors contained four different co-occurrence pairs, with three unique pairs placed in each sector. Some sectors contained multiple occurrences of the same co-occurrence pair.
It was no surprise that the unit was well-received by the students; for most of them, this was their first experience with a VR environment, and the novelty of that environment, along with the presence of the researchers and recording equipment, generated a great deal of interest and excitement. This novelty effect confounds the assessment of the degree to which the children are engaged by the unit; indeed, overcoming the novelty effect is one of our long-term goals in establishing a semi-permanent facility at Lincoln.
Due to the large class size, two scouting teams of four students apiece performed the initial exploration of the Correlations World. Each group spent approximately 30 minutes at the ImmersaDesk?, with navigation control shared among participants. Navigational control was provided by a "wand" consisting of an isometric trackball and three button switches, and was quickly mastered by the students.
A significant amount of ad hoc scaffolding was required during the scouting sessions. Teams had to be reminded frequently to take "photographs" of the space for their subsequent presentation to the whole class; in the end, each group took about 10 pictures. The navigational strategies used by the teams were decidedly random. While we were careful to avoid pre-specifying the "interesting" features of the environment during scouting, intervention was required to ensure that the students did not spend all of their time exploring "ancillary" features at the expense of the recognizing the presence of the "patches" and the consistency of the "two plant types per patch" rule. Visual elements designed to provide navigational orientation, such as the rainbow, were of great interest to the children; however, they were placed at such extreme distances that allowing the children to navigate to one of their positions would have required almost 15 minutes at full speed. While paper and pencil were provided for the students, and they were encouraged to take notes, they were not required to do so, and in fact no written notes were taken by the students during the initial explorations. Only one of the groups happened upon the mechanism for placing the "biodegradable flags" (pushing the rightmost button on the wand). The scouting groups were subsequently given a short amount of time (about 15 minutes) to plan their presentations to the class, but were given no explicit directions or tools to support that planning.
The class discussion following the scouting activities lasted approximately one hour. The presentations by the scouting teams lasted about 30 minutes. While the presentations were somewhat haphazard, they did include an explicit articulation of the "two plant types per patch" phenomenon (among many other observations). The remaining students in the class were full of questions for the scouting team; indeed, we were finally forced to cut off questions in order to allow time for planning the subsequent activities.
Because the students did not spontaneously settle on the "co-occurrence problem" as a driving question, we were forced to explicitly introduce the task of developing a systematic survey of that phenomenon as their charge. When prompted, the scouting teams agreed that the task would be time-consuming; one girl estimated (with surprising accuracy) that a survey of the entire space would take about four hours. The class was provided with a map of the Correlations World, which clearly depicted the nine sectors, overlaid on a texture map representing the distinctive terrain types. After some discussion, they decided to split into teams of four students apiece, with each group assigned to one of the sectors bounded by the fences. The teacher told the class that she would assign individual students to teams.
The remainder of the available time focused on three problems, raised by the teacher. First, the students were asked how they could ensure that they didn't accidentally count the same "patch" twice. A girl from one of the scouting parties offered the suggestion that the teams leave a flag near each patch which they counted; this suggestion met general approval from the class, and was adopted as part of their standard strategy. Next, the teacher asked the students how they could be sure that they counted every patch in their assigned sector. There was consensus among the scouting parties that seeing the patches within a sector required navigation; they were not all immediately visible to the "naked eye." One girl suggested that a strategy similar to "mowing a lawn"; again, the class was in general agreement that this would be effective. Finally, the teacher asked the students exactly what data they would record when they encountered a patch. The students decided that they would record the two types of plants found in each patch. One boy followed up on this decision by suggesting that the terrain type might be related to the types of plants found; after some discussion, the class decided to also record, for each patch, the type of terrain on which it had been found.
On the following two days, students were pulled out of class by team and given approximately 30 minutes to explore their (chosen) sector. Each team was given a brief introduction to the apparatus, reminded of the data which they had decided as a class to collect, and were given assistance in navigating to their assigned sector. During the data collection process itself, the students operated largely independently; the researchers intervened only to (1) remind the students to record data, (2) ensure that navigation control was shared during the session, (3) prevent teams from going outside the bounds of their assigned sector, and (4) remind the students to collect sufficient information about the plants (color, shape) to ensure a common vocabulary upon completion. (This was necessary because the students had not had time to develop shared names for the plant types during the initial discussion, and because the scouting teams had not found all of the unique plant types during their initial explorations.) Data collection was inconsistent. Only two of the nine groups actually managed to find all of the patches contained in their sector. While the flags were used consistently (and effectively) to avoid double counting, not a single group (even the successful ones) employed a systematic algorithm for ensuring that they had found all of their patches. Responsibility for data collection was not assigned to individual students, but left to the group, and given the high level of engagement with the exploration itself, students were reluctant to assume that responsibility. As a consequence, some patches that were encountered were never recorded. Only four of the nine groups remembered to record the terrain type (as they had agreed to do in class).
Following data collection, the class met as a whole for an hour to discuss their findings. In an effort to settle upon a common vocabulary, the teacher again showed the class the pictures which the scouts had taken, and asked the class to compile a list of plant names. The class negotiated standard names for the plants which the scouts had found, and then identified two additional plant types which had been found only during the actual survey. Volunteers drew pictures on the blackboard of the new types, with vociferous input from other class members.
Next, the teacher drew a 3x3 grid on the blackboard and asked each team to write the results of their surveyed section in the appropriate cell. Because space was limited, the children settled on a strategy of using a single letter to represent each plant type (serendipitously, all of their chosen names began with a different letter of the alphabet). (An examination of the raw data sheets indicated that several pairs were lost during this transcription process.) The students were then asked whether they could see any patterns in the way that the co-occurrence pairs were distributed. They noted the presence of some common pairs across cells, as well as the non-uniformity of the distribution of patches, but were otherwise unable to make much progress.
The teacher asked them whether every type of plant occurred in a patch with every other type of plant; the students were confident that this was not the case. The teacher then asked them how many possible different types of
pairs there could be. After several random guesses were put forward, the teacher drew an 8x8 (co-occurrence) grid on the board, labeled the rows and columns by the plant types, and asked the class for a possible interpretation of each cell. One girl put forward the idea that each cell could be used to indicate whether that kind of (row,column) pair had been found. The students immediately offered the observation that they didn't need the diagonal of the 8x8 grid, since all of the patches contained two different types of plants. There quickly followed some confusion related to the unordered nature of the pairs, and the children recognized that only a triangular portion of the 8x8 grid was desirable. Upon counting, the students discovered that there were 28 possible co-occurrence pairs.
There followed an enthusiastic suggestion that we could systematically convert the data from our 3x3 (geographic) map to the triangular (co-occurrence) grid, putting a mark in a cell for each pair contained in the map.
A boy suggested that instead of a mark, we should indicate the number of the map sector in which the pair was found. Each team in turn converted their data to the new representation on the blackboard. About 10% of the data were initially lost during this process; however, since the rest of the class now had access to the initial geographic data, they vociferously corrected their classmates' errors of transcription.
A second, 30-minute session was held to try to discuss the aggregated data. The students focused most of their attention on the co-occurrence matrix. In spite of the data loss, the redundancy of plant distribution allowed them to find 14 of the 16 pairs. The students noted that some plants seemed to grow "next to almost any other kind," while some plants were contained in only a few type pairs. The students did not spontaneously report the fact that two of the sectors co-occurrence pairs were disjoint from those found in the other sectors. However, upon a query from the teacher, "are any of these sectors different from the others?," several students noted that the sectors 1 and 7 (the two special sectors) were either found alone in the cells of the co-occurrence matrix, or in combination with each other, but that sectors 1 and 7 were never in a co-occurrence cell with the other sector numbers. There followed a brief discussion of how to represent the aggregated findings: it was decided that instead of articulating a single rule set, they would produce two sets of rules: one for sectors 1 & 7, the other for the remaining sectors.
Finally, we asked the students whether they were confident that they had found all of the patches. In turn, each group expressed absolute confidence that they had successfully found all of their plants. However, when asked as a class whether the whole class had found all of the plants, there was split opinion. It was decided that a small "follow up" group would go back into the space to do some spot-checking. That group re-surveyed three of the sectors, and found (correctly) that two of the three had been counted incorrectly. Interestingly, the "follow up" team did make a strong (though not always successful) attempt to use the "lawn mower" algorithm to ensure coverage. They reported their findings to the class.
While the Correlations unit was received with enthusiasm by the sixth grade teacher and students, a great deal of scaffolding was required to help the students find their way through the learning unit:
Direction control. The isometric trackball was very useful for turning, but it is difficult to effect straight forward motion without weaving left and right. In the next version of the Correlations World, the user will be able to use the trackball as in the initial version, but will also be able to press the middle button for full-speed forward motion.
Navigation. Students had a great deal of difficulty settling on a systematic navigational strategy, and finding and staying within their sectors. We will improve the visibility of sector boundaries, and will experiment with the provision of a bird's-eye map (including current position), displayed on a laptop computer display adjacent to the Immersadesk?.
Data integrity. Data were lost at every stage of the process. Teams found patches and forgot to record them. They used names and recording techniques which led to the recording of ambiguous data. They failed to copy their group's data to the aggregate geographic table. They failed to correctly copy from the geographic table to the co-occurrence matrix. In the next version of the Correlations project, we will provide data collection forms, we will allocate time explicitly for class discussion of shared terminology, and we will extend the scouts' "snapshot" mechanism to all teams (to support the recording of new plant types).
Perhaps the main result was that we had significantly underestimated the amount of time which would be required for in-class activities; easily twice as much time could be profitably allocated. In future interventions, the in-class time period will be substantially increased.
Variations
By varying the number and arrangement of plants in the Correlations World, it is possible to reuse the system to explore a broad range of increasingly sophisticated issues in correlation and scientific exploration. In the simplest case, we can employ uniform co-occurrence rules across the entire space, so that the final aggregation activity serves only to extend and confirm team observations.
The data set we employed with the Lincoln sixth grade varied the co-occurrence rules based on an external variable: rectangular sector. Assuming that students choose to assign teams to sectors for the exploration activity, we can introduce complexity into the data aggregation phase of the unit by introducing differential co-occurrence rules among those sectors. Instead of finding that the findings of individual groups are confirmed or extended by the other groups' findings, conflicting rule sets will arise, leading to the need for the students to represent and report their aggregate findings in a new way.
Varying co-occurrence rules by terrain type leads to a different problem. If students organized teams by sector, they may discover discrepancies even within their assigned area of exploration. (In the current texture map, some sectors have a uniform terrain, while others contain up to three terrain types within a single sector.) Some groups will find a coherent set of co-occurrence rules; others may conclude that the rules are inconsistent, or even non-existent. An ensuing discussion might lead to two important conclusions: that the assignment of teams to sectors was the wrong way to organize activity, or that, in retrospect, it was necessary to collect an additional piece of data during exploration (i.e., terrain type). In either case, the result will be that the students have to undertake a second survey, using different methods.
A different problem arises when the co-occurrence relations between pairs of plants are governed not by an external variable, but by the presence or absence of a third plant type. For example, one plant type might be assigned the role of a triplet inhibitor; that is, it might co-occur with other types of plants on a pairwise basis, but preclude the co-occurrence of otherwise "friendly" plants by its presence. The possibilities here are almost arbitrarily complex, providing opportunities for the re-use of the environment at more advanced grade levels, or for providing activities with differential levels of challenge within heterogeneous classrooms.
By introducing a single empirical exception to an otherwise consistent set of co-occurrence rules, we raise the opportunity for an interesting discussion of the differences between mathematical proof and scientific evidence. The plants can be arranged so that, for example, there are dozens of instances of each co-occurrence pairs, except in a single case, where there is only a single co-occurrence, discovered by only one group. Does this invalidate the other co-occurrence rules? How should it be reported; does frequency matter?
The addition of a confirmation phase to the learning unit (e.g., by leaving one sector uninvestigated until the rules have been discovered) further extends the learners' introduction to scientific inquiry. In the early grades, confirmation may simply be motivated as a necessary step for "checking your work," an important component of scientific investigations in its own right. By varying co-occurrence rules in the confirmation phase in later grades, we gain the opportunity to discuss the important concept of the generality of scientific findings.
Beyond Correlations
The ambient environment paradigm easily extends to content areas beyond the early stages of mathematical correlation. The aforementioned designs are predicated on the assumption that the entire population under consideration can be observed. Alternatively, by limiting the time allocated for initial exploration, we could introduce the notion of population sampling. Then, by conducting a second, complete survey, students could discuss the power and limitations of sampling, noting both time efficiency relative to surveying a complete population, and the inaccuracies introduced by failing to discover the complete co-occurrence rules.
Replacing the flora with fauna opens the way for a whole new style of exploration, and raises questions about our exploration methods ("The animals are moving; do we sit still and watch, or do we move around?"),
coverage ("How do we know we've found all the animals in the environment?"), and preventing duplicate counting ("With the plants, we left flags to indicate they were counted; what do we do with animals that move around?").
Even simpler worlds might focus more directly on the acquisition of skill in the detailed observation of individual objects or the classification of objects based on similar or dissimilar features. Marginally richer (but still simple) worlds could equip students with transducers (e.g., thermometers, rules, scales), to extend their powers of observation beyond those available to the naked eye.
References
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Acknowledgments
We wish to express our appreciation to Marilyn Rothstein, Betty Smitherman, Carol Dudzik, and the sixth grade students at Lincoln school. Thanks also to Jason Leigh for technical support and design assistance. This research was made possible through major funding from the National Science Foundation, specifically EIA-9802090, EIA-9720351, and DUE-9979537.
The ImmersaDesk is a trademark of the Board of Trustees of the University of Illinois.
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【摘要】黄自先生是我国杰出的音乐家，他以艺术歌曲的创作最为代表。而黄自先生特别强调了钢琴伴奏对于艺术歌曲组成的重要性。本文是以黄自先生创作的具有爱国主义和人道主义的艺术歌曲《天伦歌》为研究对象，通过对作品分析，归纳钢琴伴奏的弹奏方法与特点，并总结黄自先生的艺术成就与贡献。 【关键词】艺术歌曲；和声；伴奏织体；弹奏技巧 一、黄自艺术歌曲《天伦歌》的分析 （一）《天伦歌》的人文及创作背景。黄自的艺术歌曲《天伦歌》是一首具有教育意义和人道主义精神的作品。同时，它也具有民族性的特点。这首作品是根据联华公司的影片《天伦》而创作的主题曲，也是我国近代音乐史上第一首为电影谱写的艺术歌曲。作品创作于我国政治动荡、经济不稳定的30年代，这个时期，这种文化思潮冲击着我国各个领域，连音乐艺术领域也未幸免――以《毛毛雨》为代表的黄色歌曲流传广泛，对人民大众，尤其是青少年的不良影响极其深刻，黄自为此担忧，创作了大量艺术修养和文化水平较高的艺术歌曲。《天伦歌》就是在这样的历史背景下创作的，作品以孤儿失去亲人的苦痛为起点，发展到人民的发愤图强，最后升华到博爱、奋起的民族志向，对青少年的爱国主义教育有着重要的影响。 （二）《天伦歌》曲式与和声。《天伦歌》是并列三部曲式，为a+b+c，最后扩充并达到全曲的高潮。作品中引子和coda所使用的音乐材料相同，前后呼应，合头合尾。这首艺术歌曲结构规整，乐句进行的较为清晰，所使用的节拍韵律符合歌词的特点，如三连音紧密连接，为突出歌词中号召的力量等。 和声上，充分体现了中西方作曲技法融合的创作特性。使用了很多七和弦。其中，一部分是西方的和声，一部分是将我国传统的五声调式中的五个音纵向的结合，构成五声性和弦。与前两首作品相比，《天伦歌》的民族性因素增强，这也与它本身的歌词内容和要弘扬的爱国主义精神相对应。 （三）《天伦歌》的伴奏织体分析。《天伦歌》的前奏使用了a段进唱的旋律发展而来的，具有五声调性特点，增添了民族性的色彩。在作品的第10小节转调入近关系调，调性的转换使歌曲增添抒情的情绪。这时的伴奏加强和弦力度，采用切分节奏，节拍重音突出，与a段形成强弱的明显对比，突出悲壮情绪。 c段的伴奏采用进行曲的风格，右手以和弦为主，表现铿锵有力的进行。右手为上行进行，把全曲推向最高潮。左手仍以柱式和弦为主，保持节奏稳定。在作品的扩展乐段，左手的节拍低音上行与右手的八度和弦与音程对应，推动音乐朝向宏伟、壮丽的方向进行。coda 处，与引子材料相同，首尾呼应。 二、《天伦歌》实践研究 《天伦歌》是具有很强民族性因素的作品。所谓民族性，体现在所使用的五声性和声、传统歌词韵律以及歌曲段落发展等方面上。 作品的整个发展过程可以用伤感――悲壮――兴奋――宏达四个过程来表述。在钢琴伴奏弹奏的时候，要以演唱者的歌唱状态为中心，选择合适的伴奏音量、音色和音质来配合，做到对演唱者的演唱同步，并起到连接、补充、修饰等辅助作用。 作品分为三段，即a+b+c+扩充段落。第一段以五声音阶的进行为主，表现儿童失去父母的悲伤和痛苦，前奏进入时要弹奏的使用稍凄楚的音色，左手低音重复进行，在弹奏完第一个低音后，要迅速的找到下一个跨音区的音符；右手弹奏的要有棱角，在前奏结束的时候第四小节的t方向的延音处，要给演唱者留有准备。演唱者进入后，左手整体的踏板使用的要连贯。随着作品发展，伴奏与旋律声部出现轮唱的形式，要弹奏的流动性强，稍突出一些。后以mf力度出现的具有转调性质的琶音奏法，要弹奏的如流水般连贯。在重复段落，即“小
商务英语公司简介填写模版 使用方法：按照括号中提示填写相应的英文即可。 模版A： Established in (成立年份), (公司英文名称) is a manufacturer (生产兼贸易，可用manufacturer and trader) specialized in the research, development and production of (公司主打产品). We are located in (公司所在城市), with convenient transportation access.All of our products comply with international quality standards and are greatly appreciated in a variety of different markets throughout the world. If you are interested in any of our products or would like to discuss a custom order, please feel free to contact us. We are looking forward to forming successful business relationships with new clients around the world in the near future. 对应中文翻译： ABC公司成立于XX年，专业生产XXX产品，集产品研发和生产于一体。我公司地处XX 市，交通便利。我司所有产品采用国际质量标准，产品远销海外，享誉海内外众多市场。 如果贵司对我们任一款产品有意或有订单意向，欢迎随时联系我们。我们期待与全球客户携手合作，共创未来。 模版B： Established in （成立年份）, （公司英文名称）is a professional manufacturer and exporter that is concerned with the design, development and production of(行业产品). We are located in (公司所在城市), with convenient transportation access.All of our products comply with international quality standards and are greatly appreciated in a variety of different markets throughout the world. We have over (员工人数) employees, boast an annual sales figure that exceeds USD (销售额) and currently export(出口比例) of our production worldwide. Our well-equipped facilities and excellent quality control throughout all stages of production enable us to guarantee total customer satisfaction. As a result of our high quality products and outstanding customer service, we have gained a global sales network reaching(主要出口国家). If you are interested in any of our products or would like to discuss a custom order, please feel free to contact us. We are looking forward to forming successful business relationships with new clients around the world in the near future. ABC公司成立于XX年，专业生产和出口XXX产品，集产品设计、研发和生产于一体。我公司地处XX市，交通便利。我司所有产品采用国际质量标准，产品远销海外，享誉海内外众多市场。
我国艺术歌曲钢琴伴奏-精 2020-12-12 【关键字】传统、作风、整体、现代、快速、统一、发展、建立、了解、研究、特点、突出、关键、内涵、情绪、力量、地位、需要、氛围、重点、需求、特色、作用、结构、关系、增强、塑造、借鉴、把握、形成、丰富、满足、帮助、发挥、提高、内心 【摘要】艺术歌曲中，伴奏、旋律、诗歌三者是不可分割的重 要因素，它们三个共同构成一个统一体，伴奏声部与声乐演唱处于 同样的重要地位。形成了人声与器乐的巧妙的结合，即钢琴和歌唱 的二重奏。钢琴部分的音乐使歌曲紧密的联系起来，组成形象变化 丰富而且不中断的套曲，把音乐表达的淋漓尽致。 【关键词】艺术歌曲；钢琴伴奏；中国艺术歌曲 艺术歌曲中，钢琴伴奏不是简单、辅助的衬托，而是根据音乐 作品的内容为表现音乐形象的需要来进行创作的重要部分。准确了 解钢琴伴奏与艺术歌曲之间的关系,深层次地了解其钢琴伴奏的风 格特点,能帮助我们更为准确地把握钢琴伴奏在艺术歌曲中的作用 和地位，从而在演奏实践中为歌曲的演唱起到更好的烘托作用。 一、中国艺术歌曲与钢琴伴奏 “中西结合”是中国艺术歌曲中钢琴伴奏的主要特征之一，作 曲家们将西洋作曲技法同中国的传统文化相结合，从开始的借鉴古 典乐派和浪漫主义时期的创作风格，到尝试接近民族乐派及印象主 义乐派的风格，在融入中国风格的钢琴伴奏写作，都是对中国艺术 歌曲中钢琴写作技法的进一步尝试和提高。也为后来的艺术歌曲写 作提供了更多宝贵的经验，在长期发展中，我国艺术歌曲的钢琴伴 奏也逐渐呈现出多姿多彩的音乐风格和特色。中国艺术歌曲的钢琴
写作中，不可忽略的是钢琴伴奏织体的作用，因此作曲家们通常都以丰富的伴奏织体来烘托歌曲的意境，铺垫音乐背景，增强音乐感染力。和声织体，复调织体都在许多作品中使用，较为常见的是综合织体。这些不同的伴奏织体的歌曲，极大限度的发挥了钢琴的艺术表现力，起到了渲染歌曲氛围，揭示内心情感，塑造歌曲背景的重要作用。钢琴伴奏成为整体乐思不可缺少的部分。优秀的钢琴伴奏织体，对发掘歌曲内涵，表现音乐形象，构架诗词与音乐之间的桥梁等方面具有很大的意义。在不断发展和探索中，也将许多伴奏织体使用得非常娴熟精确。 二、青主艺术歌曲《我住长江头》中钢琴伴奏的特点 《我住长江头》原词模仿民歌风格，抒写一个女子怀念其爱人的深情。青主以清新悠远的音乐体现了原词的意境，而又别有寄寓。歌调悠长，但有别于民间的山歌小曲；句尾经常出现下行或向上的拖腔，听起来更接近于吟哦古诗的意味，却又比吟诗更具激情。钢琴伴奏以江水般流动的音型贯穿全曲，衬托着气息宽广的歌唱，象征着绵绵不断的情思。由于运用了自然调式的旋律与和声，显得自由舒畅，富于浪漫气息，并具有民族风味。最有新意的是，歌曲突破了“卜算子”词牌双调上、下两阕一般应取平行反复结构的惯例，而把下阕单独反复了三次，并且一次比一次激动，最后在全曲的高音区以ff结束。这样的处理突出了思念之情的真切和执著，并具有单纯的情歌所没有的昂奋力量。这是因为作者当年是大革命的参加者，正被反动派通缉，才不得不以破格的音乐处理，假借古代的
play a part in的用法 Do you know this pretty girl Right! She is Audrey Hepburn who played many classic roles in a great many famous films. For example, < Roman Holiday> is the one of the films which earned Hepburn her first Academy Award for Best Actress. Audrey Hepburn played the part/role of Princess Ann in this film. play the part/role of…扮演……角色
Audrey Hepburn played a leading part in
Audrey Hepburn also played leading roles in < Funny Face>and < My Fair Lady〉.( My Fair Lady 窈窕淑女影片讲述下层卖花女被语言学教授改造成优雅贵妇的故事，从头至尾洋溢着幽默和雅趣 .Funny Face 甜姐儿) Play a role in…在……中扮演角色，在……中起作用 play a part/role in doing sth. 在做某事方面起作用,参与做某事 We can?all?play?a?role/part?in?reducing?our?dependence?on?plastic, if we started to?take some small?steps?in?our?everyday?lives?to?be
Establishment of Correspondent Relationship Letter 1 (Letter from a Foreign Bank Suggesting the Establishment of Correspondent Relationship) We are a bank recently incorporated and established in the CCC Republic, wholly owned by citizens of the CCC Republic. We commenced our operation on Sept. 7, 1965 with a capital of US$ 10,000,000.00 fully paid. We have been receiving a number of requests from our customers to open irrevocable letters of credit or
to make remittances by mail and by cable in favour of beneficiaries in China. Until now we have been advising these transactions to you through our London correspondent, DEF Bank Ltd. , who has been acting as our reimbursing bank. Accordingly, it has long been our intention to establish direct correspondent relations with you in order to facilitate the handling of the above-mentioned transactions. Should this be agreeable to you, we will arrange for our Authorized Signatures and Telegraphic Test Key to be forwarded to you. We should be grateful if you would inform us too of the names of the banks to whom you would want us to remit the cover for our transactions, particularly for those expressed in Pound Sterling, U. S. dollars and Swiss francs. In order to acquaint you with the
在开始决定考研的时候，确定方向很重要，要全面的了解自己，对哪些方面感兴趣。有很多人由于各种原因，在大学学的专业并不是自己所喜欢的，那么考研就是另一个转折点了，你完全可以选择自己喜欢的，感兴趣的或者是就业前景好的专业。确定好了专业之后，就要确定学校了，建议自己先把目标院校定的高一些，这样的话，这样你复习起来就会更努力。但是最好还是能够定下一个适合自己的目标。相信每个人都有一个梦想的大学，为了自己的梦想而奋斗，你会更有动力和干劲的。下面先说说公共课部分。 数学:我一直是用陈文灯的书，好像叫什么复习指南的。然后网上都有他的视频，正好可以配套来听。当然也可以用李永乐的复习全书。但是陈文灯有一些地方是别人所没有的，比如微分算子法等等，还有一些记不清了。如果你用了陈文灯的全书，那么一定要买一本李永乐的线性代数讲义，很薄的一本书，但是真的很有用，基本上线性代数靠这一本书就完全可以搞定了。同样在网上也能下载到相应的视频，可以配套来听。当然数学做主要的还是做题，不仅是做题，是要做真题，真题至少做两遍。也可以做模拟题，但是模拟题毕竟只是代表出题老师的观点，并不能完全的契合考试大纲，所以真题至关重要。真题用谁的书都无所谓了，基本上都差不多，我用的是李永乐的真题，但是里边有些细微的地方，还是有些争议的。我手里还有一本陈文灯的真题，这两本真题有些答案就不一样。还有一些什么660题，400题，还有张宇的什么18套卷啊之类的，可以选择的做些。题不在多，而在精。最后再强调一下真题很重要。
英语：英语这个东西真的和平时的积累有关。现在还是考研的早期阶段，建议大家多读读英语的文章，培养一下语感。语感很重要英语阅读靠的就是语感。给大家推荐两个微信公共账号，这两个账号每天都会推送一些英文文章和语音，像是新概念英语啊，经济学家啊还有一些学习英语的方法等等。微信号1：wrenglish（图文）微信号2：renglish（语音）。 好多人都问单词应不应该背，这个个人觉得还是应该背的，虽然是背了忘，忘了背。但是这个过程还是要有的。只要次数多，你一定会背起来的。随便买一本词汇书，买那种按照考研出现频率排序的单词书，现在市面上有很多种。每天坚持背一点，一天天坚持，总会有收获的。如果你觉得这样记不住的话，那么就至少把历年真题里的词汇全部背下来，这是最低要求了。对于阅读这块，就是建议大家多读一些文章，就像上边我介绍的那个微信账号推送的英文文章就可以。作文呢，这个也是背，但是你要根据别人给出的范文或者模板给自己总结出一个考试时用的，又不会和别人重复的模板。总之英语的学习就是一个字，背！同数学一样，英语真题也应该做两遍以上，比如完形填空的考点就会有重复的等等。 政治：这个不需要过早的准备，等到考试大纲出来后，买本大纲解析看看就行了。还有1000题什么的做做。在从网上搜索一下视频看看就可以了。后期的肖四很重要。我连大纲解析都没买。就是最后在网上看了一下阮晔老师马克思主义基本原理概论的冲刺班。主要是熟悉一下原理，政治第一道大题，肯定会用到那些原理的某一个。然
I Fashion Co.Ltd. 6 2 1 – 1 2 # Student’s Apartment Business College of Shanxi University Taiyuan City, Shanxi Province China 9 May 2011 Mr. Rabbit: Sales Manager Empire Typewriters 190C Happy Street New York America Dear Mr. Rabbit Re: Office Furniture Details Thank you for your letter of May 8. We are grateful to you for your interest in our office furniture. In reply to your inquiry in your last letter, we hereby send you our illustrated catalogue and price list with details as follows. 20 Solid Wood Desks @ RMB 1,000 RMB 20,000 20 Office Swivel Chairs @ RMB 300 RMB 6,000 20 Solid Wood Bookcases @ RBM 1500 RMB 30,000 RMB 56,000 Less 15℅ discount for payment within 30days RMB 8,400 TOTAL RMB 47,600 The above quoted price includes transportation and insurance. Please note that this quotation is subject to acceptance within three weeks, we can guarantee delivery five days of receipt of a firm order. We look forward to your order and long-term cooperation with you. Yours sincerely for I FASHION
《大学计算机基础》选择题———复习题（2） (2010-11-15 15:20:49) 转载▼ 分类：计算机教学 标签： 杂谈 Lhg 1. TCP/IP是一种（C） A.网络操作系统 B. 网络地址 C.网络通信协议 D.网络部件 2.超文本的含义是（D） A.该文本中包含图像 B. 该文本中包含声音 C.该文本中包含二进制字符 D.该文本中有链接到其他媒体的链接 3.http是一种（D） A.网址 B. 高级语言 C.域名 D.超文本传输协议 4.以下不属于IP地址的是（D） A. 100.78.65.3 B. 128.0.1.1 C. 192.234.111.123 D.333.24.45.56 5.用计算机拨号入网的用户必须使用的是（A） A. MODEM B.电话机 C. CD-ROM D.鼠标
6.URL最接近的解释是（B） A.与IP地址相似 B.资源定位地址 C.一种超文本协议 D.可解释为域名 7.IP的中文含义是（A） A. INTERNET协议 B. 程序资源 C.软件资源 D. 文件资源 8.拨号入网条件有一台调制解调器（Modem）和（A） A.有ISP提供的用户名、注册密码 B.打印机 C.声卡 D.网卡 9.IP地址是一组长度为（C）的二进制数组成 A. 8位 B. 16位 C. 32位 D.20位 10.从https://www.doczj.com/doc/e313682378.html,可以看出它是中国的一个（D）站点 A A. B.军事机构 C.商业组织 D.教育部门 11.下面哪一项不是Internet的主要功能（D） A.．共享资源 B．发布和获取信息C．交流信息 D. 文献查询
商务英语写作 外贸询盘英语常用语 询盘 Inquiry (一) Heavy enquiries witness the quality of our products. 大量询盘证明我们产品质量过硬。 As soon as the price picks up, enquiries will revive. 一旦价格回升，询盘将恢复活跃。 Enquiries for carpets are getting more numerous. 对地毯的询盘日益增加。 Enquiries are so large that we can only than allot you 200 cases. 询盘如此之多，我们只能分给你们200箱货。 Enquiries are dwindling. 询盘正在减少。 Enquiries are dried up. 询盘正在绝迹。 They promised to transfer their future enquiries to Chinese Corporations. 他们答应将以后的询盘转给中国公司
Generally speaking, inquiries are made by the buyers. 询盘一般由买方发出。 Mr. Baker is sent to Beijing to make an inquiry at China National Textiles Corporation. 贝克先生来北京向中国纺织公司进行询价。 We regret that the goods you inquire about are not available. 很遗憾，你们所询的货物现在无货。 In the import and export business, we often make inquiries at foreign suppliers. 在进出口交易中，我们常向外商询价。 To make an inquiry about our oranges, a representative of the Japanese company paid us a visit. 为了对我们的橙子询价，那家日本公司的一名代表访问了我们。 We cannot take care of your enquiry at present. 我们现在无力顾及你方的询盘。 Your enquiry is too vague to enable us to reply you. 你们的询盘不明确，我们无法答复。 Now that we’ve already made an inquiry about your articles, will you please reply as soon as possible?
计算机类部分核心期刊投稿经验 (2010-05-31 19:05:39) 转载▼ 分类：计算机与 Internet 标签： 杂谈 1、计算机工程与应用：审稿费100元，审稿周期60-70天左右，版面费930-1100元不等。该刊是旬刊，从录用到出刊大概需要12个月，有时看运气，如果运气好点四个月左右。最大特点是该刊的承载的论文数量较大，相对来说比较好中，但大家都看中的这一特点，所以从论文的数量上来说，须有点创新点较好，比较看重博士论文。可以加急出刊，但费用较高。总结：容易。 2、计算机工程与设计：审稿费100元，（加急审稿200元，一个月审回），审稿周期60 天左右，版面费900-1100元左右。该刊是半月刊。从录用到出刊大概10个月左右。论文的质量一般，比较好中。该刊比较注重项目的基金号或是重大科研课题，如果有比较牛基金号录用率一般在90%以上。可以加急出刊，费用较高，一般是版面费的一半左右。总结：容易。 3、计算机工程：审稿费100元，（加急审稿200元，20天审回），审稿周期是45天左右，版面费950-1100不等。该刊是半月刊，该刊曾是EI收入源（2007年以前）现在不是。该刊对论文质量把关比较严格，对创新性论文比较感兴趣，注重基金号和重大科研课题。录用率基本保持在30%左右，比较难中，对博士论文比较依赖，有严格的字数和参考文献限制（一般是7000字和5篇参考文献），个人觉得没有必要。出刊时间一般情况下是10-12个月左右可以加急出刊，费用较高。总结：较难。 4、计算机应用研究：不需要审稿费，但版面费比较费1600元左右。审稿周期30天左右，比较快。该刊为月刊。从录用到出刊需要10个月。该刊非常注重基金号（特别是国家级基金号），如果没有国家级基金号（至少是省部级基金号）一般情况下都是增刊。论文质量还算可以，可以加急出刊，费用超高，没有必要。总结：较难。 5、计算机科学：审稿费150元，不可以加急审稿，审稿周期是60天，基本上不会超过65天。版面费1000-1100元不等。该刊为月刊。曾被一些重点院校定为重点核心期刊。审稿非常严格，对理论数据验证和推导十分看重同时也非常注重仿真结果，比较喜欢录用基金号的论文。对作者的工作单位和学历也是比较看重。博士学历的论文录用较高。出刊时间一般情况10个月左右。总结：较难。 6、计算机应用：审稿费50元，版面费1000元左右。该刊为月刊。审稿周期50天左右，论文质量还算可以，对论文格式和论文创新性要求比较严格，比较注重作者工作和作者的学历，但一般高校研究生只要挂一个博导也是比较好中，对基金号并不十分看重，是研友们不错的选择。出刊时间6-7个月左右。总结：一般。 7、计算机仿真：审稿费100元（可以加急审稿200元，30天左右），版面费1300-1500不等。审稿周期70天左右，该刊给本人感觉并不像研友们说的那样，给钱就发。该刊审稿比较严格，对论文的创新性和仿真要求比较高，对论文的格式需求非常高，如有一点没有按照要求排版，它都会退给作者重新排版。出刊时间特别慢，一般来说要13-14个月才能出刊。总结：一般。 8、计算机测量与控制：审稿费待录用后一起收。版面费+审稿费：1300-1500不等。审稿周期40-50天左右。该刊为月刊。 该刊主要录用计算机控制方面的论文，如写计算机理论方面和图像方面的论文录用率基本为零。论文质量一般，不过现在有所提升，比较注重基金号的论文和作者出身。出刊时间10个月左右。总结：容易。
Unit 7 Will people have robots?知识 点整理 Unit7willpeoplehaverobots?知识点整理 一、词组、短语： 、oncomputers在电脑上， 2、onpaper在纸上， 3、livetobe200yearsold活到200岁， 4、freetime空闲时间， 5、indanger 在危险中， 6、ontheearth在世界上 7、playapartinsth在某方面出力/做贡献， 8、spacestation太空站， 8、lookfor寻找， 9、computerprogrammer电脑程序师， 10、inthefuture 在将来， 11、hundredsof成百上千的， 12、thesame…as与…一样， 13、overandoveragain反复， 14、getbored 无聊，
15、wakeup醒来/唤醒， 16、looklike 看起来像， 17、falldown倒下/落下 二、重要句子（语法） 、will+动词原形 将要做 2、fewer/more+可数名词复数更少/更多… 3、less/more+不可数名词 更少/更多 4、trytodosth. 尽力做某事 5、havetodosth 不得不做某事 6、agreewithsb. 同意某人的意见 7、such+名词（词组） 如此
8、playapartindoingsth 参与做某事 9、makesbdosth 让某人做某事 10、helpsbwithsth 帮助某人做某事 11、Therewillbe+主语+其他 将会有…. 12、Thereis/are+sb.+doingsth 有…正在做… 13、Itis +形容词+forsb+todosth 做某事对某人来说… 语法： whatwillthefuturebelike? citieswillbemorepolluted.Andtherewillbefewertrees. willpeopleusemoneyin100years?
商务英语写作 外贸英文书信——具体询盘 How to write: (1)acknowledge receipt of the letter (2)introduce the strengths of your company as well as the market potential in your area (indicating the importance of good quality and competitive price) (3)request for an offer and samples (4)state your intention to place a trial order if the goods are found agreeable e.g. Special Enquiry Dear Sirs, We acknowledge with thanks receipt of your letter of March 11 (1)enquiring about the possibilities of selling your Men’s Shirts, Tiantan Brand in our market. In reply, we wish to inform you that we are well
connected with major dealers (2)in the line of textiles. There is always (3)a ready market here for men’s shirt, provided they are of good quality and competitive in price. Therefore, it will be appreciated if you will let us have your (4)best firm offer, preferable by fax, and (5)rush us samples by airmail. If your shirts agree with the taste of our market, we feel confident of (5)placing a trial order with you. Please (6)give this enquiry your prompt attention. Yours faithfully, (1)询问，咨询 (2)在……行业 (3)畅销市场 (4)最优惠的实盘 (5)向……试订…… (6)对……进行及时处理
数据架构杂谈 （来源：毕马威大数据挖掘微信公众号，2017-09-30） 我们通常所说的“数据架构”与“应用架构”和“技术架构”并列，三者共同组成IT架构。IT架构由业务架构驱动，从业务架构出发分析业务流程、定义数据架构，流程和数据结合定义应用架构，根据数据架构和应用架构设计技术架构。 值得注意的是：业务架构和应用架构均包含数据架构的内容，业务架构中数据架构即数据概念模型，分析重点是数据领域、主数据和核心业务对象。业务运营的两条重要线索是流程和数据，业务流程离不开数据流转，业务运营状况通过数据反映，基于业务架构的端到端流程建模过程中会衍生出对应的业务数据对象，需要与数据架构的数据模型对接。流程模型和数据模型对接后落实到应用（系统）层面，就形成了应用架构。应用架构将业务对象转换为数据对象或具体的数据库表对象，数据模型进一步转换到具体应用（系统）的逻辑模型和
物理模型，在此基础上分析数据对象和应用（系统）功能之间的创建、引用、修改或删除CRUD关系，以明确功能边界划分，对应数据架构中最终的数据分布。 可以将数据架构简单分解为数据分布、数据模型、数据标准和数据治理。数据架构为数据资产的管理和应用奠定基础，支撑数据的存储、访问、整合和分析，包含相对静态部分如元数据、业务对象数据模型、主数据、共享数据，也包含相对动态部分如数据流转、ETL、整合、访问应用和数据全生命周期管控治理。 数据是企业的关键业务资产，通过有效的组织、存储、分发和管理实现在不同业务条线之间的共享。狭义的数据架构可以用来特指数据分布，包括数据业务分布与数据应用（系统）分布。数据业务分布指数据在业务各环节的CRUD关系，数据应用（系统）分布指单一应用（系统）中数据架构与应用（系统）各功能模块间的引用关系，以及数据在多个应用（系统）间的引用关系，数据业务分布是数据应用（系统）分布的基础和驱动。 数据架构层面通过数据分类、分层部署等手段，从非功能性视角将数据合理布局。通过整体架构管控和设计，支持业务操作类和管理分析类应用（系统），满足业务发展及IT转型对数据的需求，架构的扩展性和适应性能够提升数据分析应用的及时性、灵活性和准确性。最简洁的分类方法可将数据分为基础数据和衍生数据，基础数据一般为业务操作过程中采集和加工的数据。衍生数据将业务基础数据按照不同维度加工计算，形成统计指标供管理分析使用。可以按照数据的生命周期、功能及其流转范围进一步把基础数据分为4类，并在此基础上进行分布设计： 参数数据：保证应用（系统）运行的控制信息，包括业务类控制信息如国家、行政区划、币种、利率等，也包括技术类