面向课程组资源的辅助教学网站的研究与设计

笔者在调研当前高校信息化教学现状时发现信息化教学中存在着诸多问题,其中在校大学生的针对性课程资源建设成为发展信息化教学的瓶颈,严重阻碍教学信息化。由此,笔者大胆提出研究和建设面向课程组资源的辅助教学系统,以解决此瓶颈并深化高校信息化教学。     

人工智能课程设计问题的探讨

人工智能课程设计是人工智能课程中重要的综合性实践环节,对提高学生理解和掌握人工智能基本概念和算法的能力、对培养学生从智能设计的角度考虑和解决问题的素养都具有重要的作用。结合多年教学实践,从课程设计的重要性、设计的选题、指导方式以及设计报告撰写等方面进行探讨和总结。     

电子类专业计算机网络课程实践教学体系

针对电子类专业人才对网络技术的新需求,以该专业的网络应用为背景,从培养具有创新精神的电子类应用型人才角度出发,提出一个电子类专业计算机网络课程的实践教学体系,以提高教学效果和学生的综合应用能力。     

基于职业岗位能力的教学案例设计过程研究

案例教学作为一种教学方法,早已广泛应用于医学、工商管理、计算机等各个专业领域中。尤其在计算机领域,案例的选择是否恰当尤为重要,是关系到案例教学是否能取得预期成效的关键因素。本文就审计案例教学中教学案例的设计过程进行了探讨。提出依据变量互补性标准来选择和设计教学案例,引导学生体验实验的过程,完善自身的认知结构,给学生足够的时间,真正实现自主学习。     

计算机类课程小班教学模式研究

本文阐述了计算机类课程开展小班教学的基本理念,提出小班教学具体实施原则。针对推广小班教学面临的各种障碍,结合国内高校计算机教学实际情况,提出了若干建设性意见与措施方法。     

基于TLM2.0的SPARC事务级建模

为提高可扩展处理器体系结构(SPARC)的设计抽象层次和仿真速度,设计一种符合第8版SPARC(SPARC V8)的事务级模型。该模型基于TLM2.0标准,采用解释型指令集仿真方法实现程序执行。通过构建验证环境,证明该事务级模型能够正确运行并跟踪SPARC V8程序,仿真速度比寄存器传输级提高2个数量级。     

基于指令相对吞吐率的虚拟机检测方法

对于常见的虚拟机检测方法仅适用于特定配置的虚拟机的不足,设计并实现一种基于特权指令与非特权指令的相对吞吐率变化的检测虚拟机的方法,检测过程采用查询-验证的方式。该方法可以成功地分辨出物理机环境与虚拟机环境的不同,并且事先只需了解较少的待检测目标的配置信息,对不同硬件配置的依赖性较小。     

Applying a 3D virtual learning environment to facilitate student’s application ability - The case of marketing

In order to understand whether a 3D virtual learning environment is effective in facilitating students’ application ability, we designed a 3D virtual supermarket (3DVS) to help business students to transform abstract class theory into concrete application ability in the real world. In the 3DVS, a virtual customer poses questions to the participant, and then the participant, as a simulated clerk, has to reply to the questions. All of the questions in the 3DVS were developed from marketing mix theory and given a scenario-based form. To understand the effects of the 3DVS, the participants were randomly divided into control group (CG) and experiment group (EG), and only the EG participants were trained with the 3DVS. After examined by pretest and posttest, the results of posttest indicated that the participants of the EG performed significantly better in terms of knowledge application than did those of the CG.     

Design guidelines for Classroom Multiplayer Presential Games (CMPG)

In a Classroom Multiplayer Presential Game (CMPG) peers interact collaboratively with the virtual world and amongst themselves in a shared space. The design of this kind of game, however, is a complex process that must consider instruction strategies, methodology, usability and ludic aspects. This article’s aim is to develop and systematize guidelines for the design of CMPGs. To develop these guidelines we used a three-step process: evaluating an initial implementation of a CMPG and finding its problems; defining guidelines that can help overcome these problems; and redesigning the game based on the guidelines before testing it in a real class scenario to assess how helpful the guidelines were in solving the initial problems.     

An interactive whiteboard student survey: Development,validity and reliability

The interactive whiteboard (IWB) has become a popular technology for instructors over the last decade. Though research asserts that the IWBs facilitate learning in different ways, there is a lack of studies examining actual IWB use in classroom settings based on learners’ perspectives by means of valid instruments. The purpose of this study is to develop a valid and reliable interactive whiteboard student survey in order to evaluate the IWB use based on perceptions of students who have been taught with IWBs. In establishing the theoretical base of the survey, the Technology Acceptance Model (TAM) and constructivist learning theories were considered. In addition, with respect to IWB use in classrooms, a number of studies emanated from countries such as the UK, the USA, and Australia were examined, and similar research questionnaires and findings and also reflections of students about IWBs were utilized to create an item pool. A 39-item survey was conducted among middle school students (N = 263) from the city of Istanbul in Turkey. Collected data was exposed to exploratory factor analysis and resulted in a 26-item, three-factor survey, whose factors were named as the perceived efficiency of IWB, perceived learning contribution and motivation, and the perceived negative effects of IWB. The results of the analyses illustrated that this new IWB student scale, which explains 50% of the total variance with a good level of Cronbach’s Alpha coefficient (0.93) is a valid and reliable instrument designed specifically for measuring the use of IWBs in real classroom settings. Besides, theoretical foundations of interactive whiteboard use, the development process of the instrument, and results of validity and reliability analyses were discussed in detail.