情境化教学中多元化考核方式的探讨

针对现代教育技术课程,从职教师资的需求入手,分析当前课程考核方式的不足,结合情景化教学方法提出多元化考核方式,明确考核项目的各项比例,实现过程与结果并重,通过加重过程考核的比例,激发学生的学习动力,提高动手操作能力,培养创新能力,对其他课程开展多元化考核方式起模范作用。     

高职网页课程考核方式改革探索

课程考核是课程教学过程中的一项重要活动,其目的是为了检查学生对所学知识的掌握和运用情况,同时也检验了教学效果,并促进教学的改革。在以技能应用为主要教学目标的高职教育中,传统的笔试考核方式已不能满足教学要求,所以,设计一种科学的课程考核方式越来越重要。     

跨学科程序设计类课程的考核方式改革

课程考核是一个困扰跨学科程序设计类课程教学的难题。针对该类课程考核中存在的问题,本文提出平时考核与期末大作业相结合的综合测评方式,并重点介绍期末大作业考核的具体实施过程及实施效果。实践证明,该考核方式明显提高了学生的实践操作能力、综合应用能力。     

数据结构与算法课程面向实践的教学方法研究

针对目前课程培养与考核方式不能真正体现课程培养目标的问题,提出面向实践的教学方法,并介绍基于在线评测系统的实验平台建设与实验教学开展过程及考核方式改革方法。     

延期返校背景下编程实践类课程考核工作改革和实践——以Web前端开发技术课程为例

在学生延期返校的背景下,通过分析编程实践类课程旧有考核方式的弊端,以Web前端开发技术课程为例,分析课程考核工作现状,提出与线上教学相适应的考核改革方案。从调整成绩评定标准、强化线上过程性考核、提高大作业质量控制、加强答辩环节设计和考虑特殊情况的处理等方面介绍了课程考核工作改革思路及实践过程。最后根据考核改革前后两个班级成绩对比说明课程教学改革效果。     

浅析数控技术实训课程的考核改革

本文是基于数控技术实训课程考核存在的问题,提出实施过程考核。分析了数控技术实训课程考核现状,并阐述实训课程过程考核包括考核内容、考核评定标准和考核方式等几方面,全面实施对学生技术知识和技术能力进行客观、公平和真实的评定。     

.Net方向软件开发课程群考核体系

软件学院的软件开发类课程的教学目标特点是强调实践能力的培养,不同阶段和不同层次的开发课程教学目标和重点又不同,因此需要不同的考核方式。文章基于多年的.Net方向软件开发课程群考核体系的研究与实践,提出课程群考核体系概念,总结软件开发课程群考核体系的建设思路、体系构成、实施过程和实施效果,为同类专业课程群的整体考核提供一整套的考核方案。     

基于严格标准与能力提升并重的考核体系构建

针对《大学计算机基础》课程考核方式教学导向性不强、教考分离、能力素质体系培养欠缺等问题,对考核方式改革进行了深入探究,提出了构建基于严格标准与能力并重的课程考核体系,包括以全数据分析视角推出的无纸化考核,以过程与结果并重视角推出的综合性考核,以因材施教视角推出的结业设计与期末考核并存的多层次考核。新的考核体系的构建,不仅有效调动了学生学习的积极性和主动性,也使教师对教学内容与方式的选择更具有针对性。     

线上课程考核的防学术作弊机制

疫情的爆发和延续,突如其来的线上课程考核对教育教学工作者提出新挑战,典型网络课程考核方式无法适应疫情特殊状况。如何在疫情下预防学术作弊,加强在线课程诚信考核已成为教师们的共同诉求。考核环境与作弊行为的关系构成经济效益混合模型,以人为本的线上课程考核能够预防和减少作弊,促进考核公平有效。     

高校课程过程式考核方法的思考与探索

针对过程式考核方式在具体实施过程中存在考核目标不明确、考核环节及考核内容设置不合理、考核结果缺乏及时反馈等问题,从课程考核目标定位、考核结果反馈、高分和高能统一等方面分析过程式考核的本质,总结过程式考核的一般过程。以计算机网络课程为例,说明网络工程本科实施过程式考核的一些具体实践情况。     

Efficiency of learning environment using GeoGebra when calculus contents are learned in collaborative groups

In this paper we present a modern approach of teaching mathematics based on the computer supported collaborative learning (CSCL) of calculus contents. The collaborative learning was used in calculus course at the University of Novi Sad, Serbia, for examining functions and drawing their graphs. In 2012 the authors decided to improve the collaborative learning introducing GeoGebra application. Small four member groups were formed by using Kagan's (1994) principles. Two groups of students, the experimental, and the control one were observed. The students in the experimental group learned with the help of GeoGebra, and the students in the control group learned without using GeoGebra.Comparison between those two groups of the first year calculus students, regarding their way of learning and the results achieved, is described below. Before the students' collaborative learning, they were tested with a pre-test and their knowledge necessary for examining functions was verified. The pre-test showed that there was no significant statistical difference between the experimental and the control group. The experimental group worked with the help of the computer and the control one without it. After the collaborative learning, the students were tested with a test (colloquium) and the results of the experimental group were significantly better than the results of students in the control group. At the end of the course the students did their exams (post-test), and the results of the experimental group were significantly better than the results of students in the control group.Some students from the experimental group had to answer questions in an interview related to the use of GeoGebra during their collaborative learning. In order to see the students' difficulties in solving problems, students in the experimental group were asked to cross out incorrect parts of solutions, not to erase them. The teachers reviewed the students' tasks done during the collaborative learning and after that the students who had corrected their mistakes were invited for an interview about using GeoGebra for overcoming their difficulties. Based on the students' results in the tests, answers in the questionnaire and in the interview, it can be concluded that GeoGebra has enabled an easier learning of this material. The GeoGebra package enables the students to check whether each step in the process of solving a task was correctly done or not. The results of our research show that GeoGebra can help those students having insufficient knowledge (necessary for solving those tasks) to improve it.We can say that our research shows that the students' learning achievement in examining functions and drawing their graphs is better when they use GeoGebra, working in collaborative groups than without using it. Also, GeoGebra enables creation of effective learning environment for examining functions and drawing their graphs.     

组网实验辅助平台的研究实现

《网络技术与实践》作为《计算机网络》的后续课程,实验部分占一半以上,要求学生具备较强的动手能力、自主学习能力和创新精神。他基于课程实验教学过程的特点,设计实现了组网实验教学辅助平台,学生通过此平台．可以方便地进行预习、复习、提交实验进度、小组间互相学习及在线考试,从而加强学习效果;教师可以通过此平台,监控学生组网实验的进程,同时实时进行答疑解惑,从而促进了学生组网实验的学习。结果表明,此平台的部署通过加强师生的互动,大大促进了实验课程课堂教学的效果。     

面向工程的《数据挖掘》课程教学方法探讨

《数据挖掘》课程是一门理论性和实践性都很强的课程。针对《数据挖掘》课程现有的教学局限性,以工程教育为导向,从教学内容、教学方法实验教学考核方式等方面阐述如何促进学生正确理解数据挖掘的基本原理,熟练掌握数据挖掘的设计方法和相关的项目实施过程。通过教学实践检验,证明面向工程的教学模式能有效提高学生的学习积极性,教学效果良好。     

在线评测系统的设计与实现

在对目前高校考核学生学习程序设计课程效果的过程中,笔者发现,仅通过卷面考试并不能反映出学生学习的真实效果。程序设计课程的性质和特点决定了它的考核手段——通过让学生动手实践来检验其学习效果。有鉴于此,笔者在了解和学习了众多自动评测系统的基础上,自主开发了能基本满足学生"基于实践"的学习在线评测系统。     

Computer support of effective peer assessment in an undergraduate programming class

Abstract Active learning is considered by many academics as an important and effective learning strategy. Assessment is integrated in learning as a tool for learning, but traditional assessment methods often encourage surface learning (passive learning) rather than deep learning (active learning). Peer assessment is a method of motivating students, involving students discussing, marking and providing feedback on other students' work, and is one of the successful approaches which can be used to enhance deep learning. Students are required to think critically about what they are learning during the peer assessment process. Tutors' marking is usually accepted as reliable, but student peers' marking in a peer assessment process is suspect. As part of a study investigating whether peer assessment can be an accurate assessment method in a computer programming course, a novel web-based peer assessment tool has been developed. In this paper, we describe the tool and report the results of evaluating the tool through experiments involving large programming classes. The results suggest that computer-mediated peer assessment is a valuable assessment approach which promotes active learning and is an accurate assessment method in a programming course.     

Nonlinear process monitoring using kernel dictionary learning with application to aluminum electrolysis process

In practice, because of complex mechanism processes, such as heating process, volume heterogeneity, and various chemical reaction characteristics, there is a nonlinear relationship among variables in industrial systems. The nonlinearity brings some difficulties to process monitoring. In order to ensure that the process monitoring system can work normally in nonlinear production processes, the nonlinear relationship between variables ought to be considered. In this work, a new fault detection and isolation method based on kernel dictionary learning is presented. In detail, the linearly inseparable data is mapped to a high-dimensional space. Then, a new nonlinear dictionary learning method based on kernel method was proposed to learn the dictionary. After obtaining the dictionary, the control limit can be calculated from the training data according to the kernel density estimation (KDE) method. When new data arrive, they can be represented by the well-learned dictionary, and the kernel reconstruction error can be used as a classifier for process monitoring. As for the fault data, the iterative reconstruction based method is proposed for fault isolation. In order to evaluate the effectiveness of the proposed process monitoring method, some extensive experiments on a numerical simulation, the continuous stirred tank heater (CSTH) process, and a real industrial aluminum electrolysis process are conducted. The proposed method is compared with several state-of-the-art process monitoring methods and the experimental results show that the proposed method can provide satisfactory monitoring results, especially for some small faults, thus it is suitable for process monitoring of nonlinear industrial processes.     

基于网络课程本体的语义查询推理系统

针对网络课程知识点相对孤立、共享性与重用性差、学习资源查找困难、不能提供个性化服务等问题,提出使用基于本体查询推理的解决方法,设计了检索、查询和推理的功能模块和工作流程,并综合运用了Jena和SPARQL实现了相应的原型系统。通过具体的课程本体进行测试,验证了该解决方法的有效性和可行性。该系统能够将网络课程知识内容有机组织到一起,达到共享、重用的效果,可以提供个性化的学习服务,为进一步开发智能化的网络课程平台提供了条件。     

信息检索能力层次模型及实验教学方案

为在教学过程中切实提升学生信息素养和检索能力,本文引入心流学习理论,提出了让学生在心流通道内完成任务的理论模型和操作方法。把信息检索课程的教学内容和任务目标根据挑战和技能需求分成不同的层级阶梯,课程目标要求和能力需求两个维度的层次共同构成了信息检索课程能力要求的层次模型。该模型可以用于指导课程的教学内容设计和教学实施过程,提出了让学生在心流通道内完成实验任务的理论模型和操作方法。设计实验方案需要考虑目标实现的主体、客体、媒介等因素。反馈方面考虑实验过程即时状态和实验最终结果状态。实验内容分成3种类型,分别是基础性实验内容、方法性实验内容和资源性实验内容。依据该方案实施实验教学活动,能有效地调动学生掌握文献检索的相关知识的主观能动性,促成主动学习,有利于提升学生综合运用文献信息资源的能力,从而有效提升学生信息素养和检索能力。     

编译原理课程实验教学改革与探索

编译原理是计算机专业的主要课程之一,讲述的内容是程序设计语言编译构造的基本原理以及实现方法.它是一门技术性较强的学科,在讲课的过程中为了使学生更好的掌握课程内容,提高学生的学习兴趣,必须设计一套不同于其它学科的教学方法,实现教学效果的提高.本文主要从实验教学的问题及现状方面出发,探讨编译原理教学改革措施.     

Revealing the hidden structure of physiological states during metacognitive monitoring in collaborative learning

Using hidden Markov models (HMM), the current study looked at how learners' metacognitive monitoring is related to their physiological reactivity in the context of collaborative learning. The participants (N = 12, age 16–17 years, three females and nine males) in the study were high school students enrolled in an advanced physics course. The results show that during collaborative learning, the students engaged in monitoring in each self-regulated learning phase such as task understanding, planning and goal setting, task enactment, adaptation and reflection. The results of the HMM indicated that the learners' physiological reactivity was low when monitoring occurred. The associations between the states based on the HMM provide insights not only into how learners engage in metacognitive monitoring but also about their level of physiological reactivity in each state. In conclusion, exploring aspects of metacognitive monitoring in collaborative learning can be done with the help of physiological reactions.