“C程序设计”课程教学体系和模式探讨

本文针对"C程序设计"课程教学中存在的问题,探讨"C程序设计"课程的教学体系和模式,强调以培养学生分析问题能力、解决问题能力和创新能力在"C程序设计"教学中的重要性。     

“电力电子技术”课程教学改革与实践

为了克服目前"电力电子技术"课程在"教"与"学"环节上存在的不足与缺陷,本文从教学理念、教学方法及手段、学习及实践能力培养等多个方面给出了相关教学改革的思路及措施;实践表明,该教学改革不仅能提高"电力电子技术"课程的教学效果,还能很好地培养学生自主学习、实践操作及创新能力。     

计算机网络教学中的创新能力培养尝试

介绍了在计算机网络原理课程中"既是授人以鱼,更是授人以渔"的课程教学设计和讲课中的一些实践,在知识传授的过程中,尽可能地启发引导学生思考、分析,在课堂上与学生共同发现问题、设计解决方法、评估分析发现新的问题,最大程度地让学生参与问题发现和解决过程,培养他们的创新思维和创新能力。     

历史风格再设计——谈设计史教学改革

文章从合理设计课堂教学内容;教与学的角色互换;"历史风格再设计"的设计实践出发;以注重提高学生艺术设计创新能力的培养等方面去阐述如何更好地对设计史课程进行教学改革,以提高学生学习自主性、学习积极性和设计创新能力,提高设计史课程的教学质量。     

理实一体教学法在数字电路课程中的教学实践

从数字电路课程面临的的问题出发,分析"以学生为中心"创新能力培养面临的瓶颈问题,结合数字电路实践性、工程性、应用性强的特点,把虚拟仿真实验和电路板实作引入课堂教学。通过Multisim、Protues、Arduino等电路仿真与电路板实作,促进理论知识的消化和理解;培养学生基本操作技能、综合实践能力和创新能力,推进数字电路虚实结合、理实一体化教学改革,使学生能够学以致用,提高学生主动学习兴趣。     

解构北京大学嵌入式系统课程建设

"嵌入式系统"课程是"北京大学电子信息科学基础实验中心"为信息科学技术学院电子类高年级本科生和研究生新开设的一门以实验为主的选修课,目的是通过对嵌入式系统组成原理的学习和专题实验、项目实验的训练,培养学生的综合创新能力。"嵌入式系统"实验课程的建设注重对学生进行科研综合方法的培养,包括需求分析、方案论证、资料搜集、系统设计、电路调试、系统测试、报告撰写等。除了培养学生的分析问题、解决问题的能力外,还要引导学生发挥想象力,提出问题或见解,即培养创新能力。对于没有学过的或跨学科的知识,引导学生学会主动学习、理解,最终应用于系统中去。     

计算机专业师范生的“操作系统”课程教学

本文针对计算机专业师范生的特点,在研究了我国中小学信息技术课程标准并作了相关调研的前提下,设计了师范生的"操作系统"课程,修改了原来课程的内容、课时,并对课程的授课、实验和考核方式做出了调整,使学生所学内容能满足社会需要。课程上过后,学生反应良好,达到了课程效果,并能促进学生的个性发展,培养学生的自学和创新能力。     

基于OBE理念的课程考核体系研究与实践

根据以学生为中心、以成果为导向的核心理念,针对传统课程教学无法有效支撑学生能力培养的问题,提出基于OBE理念的课程考核体系改革.以"数据库原理与应用"课程为例,重新设计了课程考核评价方案,实现学习环节全监控,加强了过程管理,以达到培养具备创新能力的计算机类高素质人才的目标.     

编译原理课程的研究性教学

针对编译原理课程的教学现状,引入研究性教学模式,以"问题"为中心,以"学习"为目标,重新设计课堂教学、实践教学和教学评价环节,强调学生的主体性和教师的主导性,在提高教学质量的同时,培养学生的创新能力。     

"软件技术基础"课程教学与创新能力培养

本文强调"软件技术基础"课程教学必须顺应创新能力培养的要求,教学内容要既有利于创新能力培养又能解决实际应用问题.     

构建高校VC++教学的互动平台

互动教学是教师教学方法和学生学习方法的融合与统一。在VC 程序设计教学中通过师生互动,可以激发学生对程序设计知识的兴趣,充分调动其学习的积极性、主动性和创造性,从而达到提高教学质量的目的。     

基于原创工业案例的Flash设计课程教学模式

针对目前很多学生Flash动画设计缺乏创意的状况,笔者将Flash设计课程的教学分解成11个在剧本、音效、动画技巧、主题等方面各具特色的工业案例,综合电影制作、平面设计、声音处理等多方面的技巧,教学重心也从软件的使用上升到二维动画的设计与制作上。"原创"才是设计的核心,选取本校师生原创作品作为课堂案例能大大提高学生设计的自信心,激起学生浓厚的兴趣,促使每一个学生都有原创的Flash代表作品。     

Factors Influencing Creativity in Virtual Design Teams: An Interplay between Technology,Teams and Individuals

Creativity is a topic of interest across numerous disciplines and areas of study. Creativity constitutes a challenging aspect of engineering design, and scholars in the field of management claim that the increase in virtual teamwork calls for research as to how virtual configurations alter some of the management practices based on the collocated workplace. By reviewing the different literatures, we posit a knowledge gap regarding creativity in the virtual design context, where varying degrees of virtuality are likely to exert an influence on creativity. In our quest to start bridging this gap, we pursued an exploratory case study with a student‐based virtual design team project, known as the European Global Product Realization (EGPR). Thirty‐nine interview extracts, covering most participants, along with non‐participant observation and document review, gave us insights into the nature of the project, the participants' perceptions of creativity, and their experience of designing in virtual teams. In all, our study unearths and discusses a number of factors – and the extent to which – they are found to influence creativity in virtual design teams. The study has cross‐domain relevance from those interested in the management of virtual teams through to those looking at creativity and design.     

Creativity and Problem-Solving: Closing The Skills Gap

Innovation, creativity, and entrepreneurship are becoming key focus areas for employers looking for the 21st century employee. This means the academic side of the create-a-better-employee relationship should adapt the curricula to address this need by including problem-solving and creativity; and, this introduction should occur as early as possible in a student’s course of study. This article relates the development and implementation of a problem-based learning (PBL)-modeled class in a business-oriented curriculum designed to help freshman and sophomore students learn about problem-solving and creativity techniques. One learning goal of the class is to have students be able to describe at least five problem-solving methods or activities. Results showed a clear majority—88% of the students satisfied this short-term, course goal. Additional results show observable changes that indicate more long-term learning concerning creativity and problem-solving occurred. Finally, some implications for upper division business curricula are discussed.     

谈数据库课程中的E-R建模方法教学

E-R建模方法是数据库原理与实践等数据库课程中的一个重要教学内容,文章根据笔者多年的教学经验,结合学生学习时存在的常见问题,总结教学工作中的一些具体做法和措施,旨在培养学生自主学习能力和创新思维能力,提高学生的学习兴趣和学习效果。     

Using virtual reality for industrial design learning: a methodological proposal

ABSTRACT

Nowadays, the different computer tools available enable designers to create complex industrial prototypes. The use of these tools is constrained by the limitations imposed by common devices, such as screens and displays. Recently emerged virtual and augmented reality techniques have started being used as supports in many learning and industrial environments. Beyond the new possibilities that these tools offer for designing industrial objects, the underlying question is whether these new technologies could improve the creativity of designers to enable them to get a better understanding of the designing process itself. This paper presents a methodological proposal for the deployment of an industrial design engineering course aimed not only at learning different design techniques, but also at assessing the creativity skills of students. The practical contents include the use of virtual reality devices, to help the designer overcome the limitations of prototype visualisation and make better designing decisions. Moreover, a creativity test will be performed at the beginning and at the end of the course to assess the changes in creativity skills taking place within the experiment group versus the changes in a traditional learning (control) group.     

Creative Potential and Practised Creativity: Identifying Untapped Creativity in Organizations

This study examines the construct validity of creative potential and practised creativity, two overlooked aspects of creativity that may be useful for identifying untapped creative resources in organizations. Results of an exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA) utilizing structural equation modelling techniques provide some initial evidence in support of the construct validity of these concepts. These findings appear to have important managerial implications for increasing creativity and overall organizational effectiveness. The results presented here also suggest some directions for future research aimed at examining the relationships between creative potential, practised creativity and other variables of interest.     

空间教学模式下大学计算机基础分层教学探究

针对大学计算机基础课程教学中存在的学生个体差异性,专业差异性等问题,结合空间教学模式开放性、互动性、协作性、方便性等优势。提出在空间教学模式下实行大学计算机基础课程的分层教学模式。该模式从学生专业上进行了分层,从学生学习基础上进行了分组分层,克服了传统教学中＂快慢班＂的缺点,极大的提高了学生学习的兴趣,鼓舞了学生创造性思维。通过空间互动平台,学生间情感的交流、自信心的获取,自主性创造性都得到了增强。     

Creativity in Communication: A Theoretical Framework for Collaborative Product Creation

Most creative acts occur in a collaborative context. Recent research contributions see the relevance of collaborative creativity but they lack a theoretical basis. What exactly is understood by collaborative creativity and above all, how it is examined, appears not to be the focus of well‐founded analyses. The key objective of this paper is to present a new model characterizing collaborative product creation. This model describes theoretical essence needed for any creative collaboration. As a result, the phenomenon of communication is crystallized as the driving force for collaborative creativity. The article is divided into three sections. First, the paper focuses on creative collaboration in previous creativity research. It is shown that a different understanding of collaborative creativity exists. Second, four dimensions of the new model are presented: type of communication, course of performance, working style and the relation between the nature of problems and the implication of solutions. Lastly, the relevance of the observations for future research and creativity management is discussed briefly.     

Consumers' Creative Talent: Which Characteristics Qualify Consumers for Open Innovation Projects? An Exploration of Asymmetrical Effects

Virtual customer integration and open innovation are considered as appropriate means to improve the success of new product development. However, only when consumers are qualified and motivated to contribute promising ideas and relevant know‐how they are able to add value to a producer's innovation process. In this study, we explore the symmetric and asymmetric impact of various creativity components on consumers' idea generation, concept development, or prototype building abilities as well as interest in co‐creation projects. Our results show that creativity components are of different importance. While some characteristics are needed above certain thresholds to successfully accomplish a certain development task, exceeding those does not necessarily lead to better outputs. Other characteristics improve the creative output only if they exceed specific levels.