谈C程序设计的教学

C程序设计课程是一门经典的课程,但上好这门课却很难,除了需要丰富教学的资源、好的老师,还要占主体地位的学生能积极自学,师生互动.在教学环节上,教师注重讲法,学生注重理解吸收;在实践环节上学生注重练习,自学自解,教师只解惑和总结.     

基于Web的全程教学环节网上教学系统的设计与实现

介绍了一个基于Web的包含全部教学环节的网上自学型教学系统的设计与实现。该系统包括了教学课件、网上虚拟实验室、习题测验、答疑、考试等全部教学环节在内的功能模块。通过Internet平台并利用浏览器软件，学生可采用自由灵活的方式完成该门课程的全部学习任务，教师也可轻松地完成该门课程的全部教学工作。     

《微机原理与接口技术》课程理论与实验教学改革初探

《微机原理与接口技术》是高职院校电气信息类专业的一门专业基础课程,其课程实践性很强。加强对学生创新能力的培养,充分发挥学生学习的主动作用是该课程改革的突破口。在理论教学环节上,注重对学生综合分析能力的培养,使之具备一定的微机硬件接口系统设计能力;在实践教学环节上,建立“微机接口虚拟实验平台”,突破传统实验对“时空”的限制,实现实验教学的“一体化”。     

最新自学考试Pascal程序设计试题解

引言Ｐａｓｃａｌ程序设计是高等教育自学考试计算机应用和计算机信息管理两个专业的必考的科目。每年都有很多学生参加考试。一些学生由于基础差,对该门课程的学习困难不少。怎样帮助这些学生学好这门课,是很多自学考试助学单位的有关教师和学生关心的问题。我们从事该门课程教学有多年,对自学考试的要求有些了解。我们认为教师和学生应该对近年考试试题进行学习和分析,从中可以知道自学考试对该门课程的基本要求是什么,哪些知识点是必须掌握,老师应怎样教,学生应怎样学。基于这样的认识,我们对最近Ｐａｓｃａｌ程序设计考试试题做…     

浅谈CDIO理念在高职院校计算机应用基础教学中的应用

计算机应用基础课程是高职学校公共基础课程之一,这门课程包括理论课与实验课.计算机应用基础课程教学是一门十分注重实践的课程,因此在理论教学上,要注重和实际相结合,加强学生的实验教学并不断参与实践,以此来激发学生的学习积极性和学习的兴趣.同时要不断提升教师的各项素质和水平,辅之以现代化的教学理念,才能达到教学的有效变革,也相应的让教师和学生的整体素质都能有所提高.而将CDIO理念应用于高职院校计算机应用基础教学中,是为了更好的解决理论与实践的失衡,培养学生的各项能力,本文简要阐述CDIO理念在计算机应用基础教学中的应用,以期为计算机应用基础教学改革提供思路.     

项目式教学在《网页设计与制作》课程中的应用探索

《网页设计与制作》课程是一门实践性和实用性都很强的课程,要提高教学效果,必须注重培养学生的实际操作能力、综合设计能力及团队协作能力,在实际教学工作中,必须不断改革传统的教学方法,注重课程的实践环节,提高实践环节的质量,选取符合教学内容的实验项目.该文根据作者近几年的教学经验,探讨和总结了项目式教学在《网页设计与制作》课...     

独立学院图像处理课程加强实践教学、提高学生学习兴趣的思考与实践

图像处理是一门理论性和实践性都很强的课程,而且与数学结合紧密,这使得独立学院的学生学习起来感觉枯燥难懂.针对这个问题,我们在教学内容和教学方法上都进行了改进;在教学内容上,减少理论教学内容,加强实践教学环节,让图像处理课程变得直观易懂;在教学方法上,注重提高学生的学习兴趣,让学生自主去学习,变被动接受为主动探索,从而达到事半功倍的效果.     

浅析学好VB程序设计

作为一名合格的大学生,至少学会一门计算机编程语言显得的非常重要,在众多的计算机编程语言课程中Visual Basic这门可视化编程语言显得更为实用,但是针对目前计算机课程教学手段单一以及实践环节重视程度不够等因素,使得学生学好这么门课显得比较困难,本文以Visual Basic这门课程为例,从学生学习方法、教师教学方法以及构建教学环境等方面进行分析和探讨怎么提高学生学习计算机程序设计这类课程的能力。     

物联网应用课程教学改革探索

物联网应用是物联网专业的一门专业核心课程,文章针对学生知识结构不足的情况,提出应在课程教学中补充互联网历史、行业经济规律、综合性实验等内容,并在教学各环节要注重培养学生的自学能力,体现以"学"为主、以"教"为辅的指导思想。     

《计算机图形学》开放式教学系统设计与探讨

针对<计算机图形学>课程的教学特点,研究与探讨了该门课程基于开放式的教学系统设计.该系统既可用于教师的课堂教学,也可用于学生课后自学,还可以让学生参与该系统的发展和完善,加强学生动手能力和教学效果的同时,系统的扩充性也得到了充分的提高.     

Fostering an informal learning community of computer technologies at school

Computer technologies develop at a challenging fast pace. Formal education should not only teach students basic computer skills to meet current computer needs, but also foster student development of informal learning ability for a lifelong learning process. On the other hand, students growing up in the digital world are often more skilled with computer technologies than their teachers. We describe an online course design project in which a group of students designed an online health course for their middle school, and teachers played the roles of facilitators and learners. We suggest fostering an informal learning community of computer technologies at school as a supplemental method of formal computer education to address the shift in educational context and as a place offering opportunities for students to work on real-life projects and solve real-life problems.     

论信息技术与体育教育信息化

信息技术的发展促进了教育信息化的进程,也促进了体育教育的信息化。一方面,全面提高了体育教师的信息素养与体育教学技能的专业化;另一方面,信息技术与体育课程的整合,提高了课堂教学效率,促进了个别化学习的实现以及因材施教的实施。     

网络编程实践课程的探索

针对在网络编程实践课程中存在的学生动手能力差距较大的问题,论述笔者以授课实践为基础,在课程的组织上结合精选推荐选题和自行选题两种方式,力求兼顾两类学生的需求和特点。从课程完成的情况看,取得了一定的效果,对相应的课程建设也有一定的借鉴作用。     

面向高职学生的计算机应用基础课程 学习需求分析

in the information age, the course of Computer Application Basics plays a fundamental and instrumental role, but there are a few researches on the learning needs of students in the existing literatures. Based on the classification of students with different learning experiences, the article studies on their learning needs for the course content. The results confirm that the correlation be- tween the learning needs of the four types of students with different basic levels and the current course content settings gradually de- creases. Aiming at the problems reflected in the research process, such as, the current curriculum adopts the non-discriminatory teaching in a unitary standard, which makes it impossible to achieve the teaching effect that "teachers teach students according to their aptitude and students take what they need", it puts forward improvement suggestions for reference.     

Qualitative investigation on the views of inquiry teaching based upon the cloud learning environment of high school physics teachers from Beijing,Taipei, and Chicago

The teachers' understanding or conceptual beliefs would reflect their basic views on education, the nature of the course, their students, and how learning should be conducted. Once formed, such views would remain relatively stable for a significant period of time and affect their teaching practice, the ability of their students to carry out inquiry learning as well as developments in corresponding techniques and mindsets. This research analyzed the differences in the level of understanding of inquiry teaching under the cloud learning environment (CLE) between high school physics teachers from Beijing, Taipei and Chicago. As part of the analysis, video recordings of four actual high school investigative physics course sessions were selected from the 4th Competition of Middle School Physics Teachers Instruction Skills held in 2014 and ranked by the high school physics teachers from the three different cities in terms of inquisitiveness of the course. Results revealed significant differences exist between teachers from the three different cities in terms of understanding of CLE-based inquiry teaching. Teachers from Chicago inclined towards the students' awareness of the problem as well as their ability to collect and question data. Teachers from Beijing, on the other hand, prioritized a procedural approach in inquiry and investigations for their students. Finally, teachers from Taipei shared characteristics from both cities. In essence, teachers from Beijing were more teacher-focused in their understanding of inquiry teaching, while teachers from Chicago were more student-focused. Teachers from Taipei, on the other hand, was somewhere in between.     

Enabling teachers to explore grade patterns to identify individual needs and promote fairer student assessment

Exploring student test, homework, and other assessment scores is a challenge for most teachers, especially when attempting to identify cross-assessment weaknesses and produce final course grades. During the course, teachers need to identify subject weaknesses in order to help students who are struggling with a particular topic. This identification often needs to happen across multiple assessment data points and should be considered in comparison to the class’s progress as a whole. When determining grades, fairness to all is essential, but there are special needs for students who did poorly on one exam or had a steadily increasing grasp of the subject. We present eduViz, a visualization tool designed to help teachers explore and assign grades. Teachers can see the trajectory of student scores, the relationship of a particular student to the class, and use categories they have defined in order to filter their assessment information. Query response is immediate and all logical comparisons are possible. Teachers can easily compare their query to the class or per student average as well as view scores by raw point total or percentage. Additionally, eduViz provides a grade assignment interface which allows teachers to view sorted student scores in a scatterplot. This scatterplot is coupled with a unique partition slider which allows users to move color coordinated bands on the scatterplot to indicate grade ranges. As these grade ranges are set, a histogram is updated to show the number of students assigned to each grade range. These features give teachers new and powerful ways to explore and assign grades so that they can better understand student strengths and weaknesses and make the most of the time they have available. Interviews with 16 expert teachers indicate that eduViz is a success across fields, provides teachers with a useful tool to understand and help their classes, and encourages reflective practice.     

Enabling teachers to explore grade patterns to identify individual needs and promote fairer student assessment

Exploring student test, homework, and other assessment scores is a challenge for most teachers, especially when attempting to identify cross-assessment weaknesses and produce final course grades. During the course, teachers need to identify subject weaknesses in order to help students who are struggling with a particular topic. This identification often needs to happen across multiple assessment data points and should be considered in comparison to the class’s progress as a whole. When determining grades, fairness to all is essential, but there are special needs for students who did poorly on one exam or had a steadily increasing grasp of the subject. We present eduViz, a visualization tool designed to help teachers explore and assign grades. Teachers can see the trajectory of student scores, the relationship of a particular student to the class, and use categories they have defined in order to filter their assessment information. Query response is immediate and all logical comparisons are possible. Teachers can easily compare their query to the class or per student average as well as view scores by raw point total or percentage. Additionally, eduViz provides a grade assignment interface which allows teachers to view sorted student scores in a scatterplot. This scatterplot is coupled with a unique partition slider which allows users to move color coordinated bands on the scatterplot to indicate grade ranges. As these grade ranges are set, a histogram is updated to show the number of students assigned to each grade range. These features give teachers new and powerful ways to explore and assign grades so that they can better understand student strengths and weaknesses and make the most of the time they have available. Interviews with 16 expert teachers indicate that eduViz is a success across fields, provides teachers with a useful tool to understand and help their classes, and encourages reflective practice.     

基于两种交互模式的STITP系统的设计与实现

为提高大学生科技创新项目管理水平,营造更好的大学生科技创新氛围,文中根据大学生科技创新训练计划（STITP）的业务流程设计并开发了STITP管理信息系统,实现了项目申报、项目评审、项目结题等流程的在线管理。整个系统分为管理子系统和用户子系统两个模块,其中管理子系统模块采用C／S架构设诗;用户子系统模块采用B／S架构设计实现。系统运行后,极大地提高了各级管理人员和师生的工作效率,提高了教学管理酌信息化水平。     

基于VB的习题库系统的建立

计算机技术、网络技术的发展,使网络教学变成了可能,而且逐步会成为未来教育的主要方法。该文以VB为开发平台设计的习题库练习系统,充分利用Access强大的数据功能,既减轻了教师的工作量,又方便学生利用一切可以利用的时间去练习,达到了事半功倍的教学效果。