【正文】 an ontology is an explicit specification of a conceptualization [6]. An ontology O is a 5tuple O=(C, I, R, F, A), where C, I are concepts and instances respectively. R is a relation set, F is a function above C, and A is a set of (ontological) axiomsspecifying the intended interpretation of the vocabulary in some domain of discourse. Base on Gruber’s definition, there are some types of ontology matching: concept to concept, property to concept, property to property, scenario and constraint and so on [6]. Ontology plays an important role in the construction of the educational resources library, which can achieve tripartite sharing [5]: Sharing of resources contents. It means that resource libraries provide resources to each other, at the same time get resources they do not have from each other. Sharing of technology. It means that when different organizations or individual build their own resources library, if they can follow the same standard , the same resource representation mode and the same attribute marking method, then they can share one interface. Sharing of concepts. It means that for achieving semantic understanding, make sure that the different objects being established, maintened and used of knowledge during this area share the same concept. III. FRAMEWORK OVERVIEW We designed an ontologybased application framework for work education resources library. It can realize the access and reuse of education resources, achieve the interoperability between the distributed repositories of educational resources and optimize resource lifecycle management mechanism. Most importantly, it provides semanticbased search, because such a system framework provides an integrated, globaloriented concepts and ontology representation mechanisms, and the semanticbased resource formulation. The structure of the framework consists of three parts. It is shown in figure 1. More technology details of this framework will be discussed in Part IV. A. Representation Layer It is the interactional interface between user and system. Users access the system through a browser. The user interface is responsible for receiving queries and displaying the search results to the user. In this layer, the ontologies are shielded to user’s web page, though they are adopted. So the semantic information of web page are transparent to the user. In order to achieve this separation of display and logic, JSP and Java Bean technology have been used in the development of this layer. B. Logic Layer As the main application logic layer, it carries on the retrieval of system knowledge. It consists of five parts, namely, ontology management ponent, semantic analysis ponent, inference engine, query ponent, and Web information access ponent. After user39。 附件 2：外文原文 （復印件） Ontologybased Application Framework for Network Education Resources Library Feng Yang1,2, Youquan Chen3 1(College of Computer Science and Technology, Jilin University, Changchun, China) 2(College of Information, Jilin Teacher’s Institute Of Engineering and Technology, Changchun China) 3(Department of Mechanical Engineering, Changchun Institute of Engineering Technology, Changchun China) , Abstract— In past twenty years, as the rapid growth of Inter application, work education has grown a main part of current education. At the same time, semanticbased work educational resource became an important research field in puter education technology and AI. So far, however, there is a serious of bottlenecks in the progress of their applications, . the criterion of web resource is not patible, the semantic defi nition is not strict and the validity and wellstructure are absent. Addressing this issue, the work presented in this paper shows the design, implementation of a new application framework for work education resources library. By using ontologybased semantic technology, it creates an open platform for new educational resources, achieves interoperation between heterogeneous resources and realizes the centralized management of resources and contents distributed stored. Keywords Network Education resources。 最后是 與 其他網(wǎng)絡教育資源庫 進行比較 。第一個是該體系結構的改善。這將是建設和 發(fā)展 教 育資源庫的重要方向。生產(chǎn)和教育資源的更新是越來越頻繁。 在此基礎上，資源庫可以成為共享 、 分布 、 開放和異構資源之間進行互操作得到支持。 圖 推理機的工作原理 五 、 結論與未來 在這個文件中，我們提出了一個新的網(wǎng)絡教育資源庫的應用框架設計 、 實施。在 Jena中 ， Garph也被稱為模型及其表現(xiàn)形式是 ModelInterafee。如圖 3 所示，推理機的工作原理是：推理引擎注冊機制，推理機的基礎上 創(chuàng)建基本的 RDF 三元組和本體。這樣做的目的從一般的文件 中讀取本體 ， 用特定的模式存儲是 為了方便處理，然后在 按照一定的規(guī)則進行 基于本體的語義推理，這是語義檢索的關鍵一步。通過推理和搜索， 將得到 知識用戶的需要 ，與此同時 ，智能教學方法和策略 也 可以得到。有人還指出，