基于“预训练+微调”范式的实体关系联合抽取方法依赖大规模标注数据,在数据标注难度大、成本高的中文古籍小样本场景下微调效率低,抽取性能不佳;中文古籍中普遍存在实体嵌套和关系重叠的问题,限制了实体关系联合抽取的效果;管道式抽取方法存在错误传播问题,影响抽取效果。针对以上问题,提出一种基于提示学习和全局指针网络的中文古籍实体关系联合抽取方法。首先,利用区间抽取式阅读理解的提示学习方法对预训练语言模型(PLM)注入领域知识以统一预训练和微调的优化目标,并对输入句子进行编码表示;其次,使用全局指针网络分别对主、客实体边界和不同关系下的主、客实体边界进行预测和联合解码,对齐成实体关系三元组,并构建了PTBG(Prompt Tuned BERT with Global pointer)模型,解决实体嵌套和关系重叠问题,同时避免了管道式解码的错误传播问题;最后,在上述工作基础上分析了不同提示模板对抽取性能的影响。在《史记》数据集上进行实验的结果表明,相较于注入领域知识前后的OneRel模型,PTBG模型所取得的F1值分别提升了1.64和1.97个百分点。可见,PTBG模型能更好地对中文古籍实体关系进行联合抽取,为低资源的小样本深度学习场景提供了新的研究思路与方法。
随着大数据、人工智能等前沿技术的不断变革与发展,数字生命将不再只是电影中的场景。人类数字化生存样态正加速形成,人工智能时代、大数据时代已然来临。如何将人工智能技术更好地融入《高等数学》的课程思政教学,成为当前高等教育实践中普遍关注的问题。通过AI可以精准分析学生的学习需求,进而提供定制化的学习方法,助力教师高效管理教学资源。为了更好地推动教育与AI的深度融合,从《高等数学》课程的传统教学模式存在的问题出发,探索人工智能技术赋能《高等数学》课程思政教学的4条作用路径。同时,通过具体的教学案例展示人工智能技术作为“资源”、“工具”、“环境”与《高等数学》课程思政教学的3种整合方式,并对实施的路径与不足之处分别进行了分析。With the continuous transformation and development of cutting-edge technologies such as big data and artificial intelligence, digital life will no longer be just a scene in movies. The digital survival of human beings is accelerating, and the era of artificial intelligence and big data has arrived. How to better integrate artificial intelligence technology into the ideological and political teaching of the course “Advanced Mathematics” has become a widely concerned issue in current higher education practice. Through AI, students’ learning needs can be accurately analyzed, and customized learning methods can be provided to assist teachers in efficiently managing teaching resources. In order to better promote the deep integration of education and AI, starting from the problems existing in the traditional teaching mode of “Advanced Mathematics” course, this paper explores four paths for artificial intelligence technology to empower ideological and political teaching in “Advanced Mathematics” course. At the same time, specific teaching cases were used to demonstrate three integration methods of artificial intelligence technology as a “resource”, “tool”, “environment” and ideological and political teaching in the course of “Advanced Mathematics”, and the implementation paths and shortcomings were analyzed separately.
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