C语言程序设计的教学方法探索

C程序设计是计算机相关专业的基础入门课程，其指导思想是：使学生通过学习既掌握高级编程语言的知识、编程技术和基本算法，又掌握程序设计的思想和方法，更具备利用计算机求解实际问题的能力，能灵活运用高级语言进行程序设计。其重点是培养学生掌握程序设计的思想和方法，难点是作为程序设计的入门课程，应当如何引导学生突破传统的思维方式，培养程序设计的新思想，本文从如何提高C语言课程教学质量、增强教学效果、培养和提高学生分析问题、解决问题能力和创新能力等方面，谈谈在教学上的一些经验和体会。     

程序设计语言课程教学方法探析

程序设计语言类课程的指导思想是:使学生通过学习既掌握高级编程语言的知识、编程技术和基本算法,又掌握程序设计的思想和方法,更具备利用计算机求解实际问题的能力,能灵活运用高级语言进行程序设计。其重点是培养学生掌握程序设计的思想和方法,难点是作为程序设计的入门课程,应当如何引导学生突破传统的思维方式,培养程序设计的新思想。本文从如何提高C语言课程教学质量、增强教学效果、培养和提高学生分析问题、解决问题能力和创新能力等方面,谈谈在教学上的一些经验和体会。     

C语言程序设计教学方法探析

C语言程序设计课程的指导思想是：使学生通过学习既能掌握C语言的知识和基本算法,又能掌握C语言程序设计的思想和方法,具备利用计算机求解实际问题的能力,能灵活运用C语言进行程序设计。其重点是培养学生掌握C语言程序设计的思想和方法,难点是学会灵活运用C语言编写程序解决实际问题。     

关于《C语言程序设计》课程教学的思考

C语言是当今广泛流行的高级程序设计语言,目前已成为国内高校计算机和相关专业的基础课程.本文说明了课程的教学不仅要让学生掌握程序设计的一些基本方法和技巧,还应从树立软件工程的思想、建立程序设计的思维模式、培养良好的编程风格以及提高职业技术人才的创新能力等方面提高学生的职业素质,并为其拓展学习和终身学习打...     

民族院校培养大学生高级语言程序设计能力的教学改革研究

"高级语言程序设计"是计算机类专业入门的必修课。是计算机编程技术的前提。本文根据民族学生学习高级程序设计的现状,总结民族院校培养民族学生高级语言程序设计能力过程中所面临的问题,同时提出国家精品课程教材翻译和校际间协同共建课程资源等适合民族院校高级程序设计教学改革方法;最终,实验分析教学效果,评价教学方法。     

C语言程序设计教学改革与实践

C语言作为人机交互的一种重要工具,在IT领域中具有举足轻重的作用;同时,C语言一般也是IT类学生学习高级程序设计的首选语言,其掌握程度直接影响到学生程序素养的培养和学习兴趣的提高。笔者根据自己长期C语言程序设计课程教学的体会,结合当前新的教学环境,指出在该门课程的教学改革中存在一些误区,并针对这些问题就如何提高教学效果提出了许多的建议。     

高职院校C语言程序设计的教学

针对＂C语言程序设计＂教学中存在的若干问题,以培养学生掌握C语言程序设计的思想和方法,提高学生能力为目标,给出了有效解决这些问题的方法。这些方法对于提高教学质量,提高学生求解实际问题的能力有明显的作用。     

在计算机基础教育中应用LEGO Mindstorms NXT

计算机应用能力的培养以程序设计为主线,使学生掌握基于计算机的问题求解策略和基本的程序设计方法,深入理解计算机系统。本文分析了机器人平台在计算机基础课程中的适用性,叙述了如何在计算机基础课程中利用LEGO机器人和Robot C编程语言辅助程序设计入门教学。     

浅论C语言教学方法

本文根据C语言的教学重点和目的，探讨如何提高C语言课程的教学质量，使学生更好的掌握C语言的基本语法和程序设计算法，培养和提高学生的编程能力。     

计算机专业高级语言程序设计课程改革探索

说明高级语言程序设计课程的目标和定位,分析C语言作为入门语言的不足和Python作为入门语言的优势,通过国内外调研分析和研究,以哈尔滨工业大学高级语言程序设计课程改革为例,阐述计算机专业高级语言程序设计课程的课程改革方案,介绍课程改革的实施效果。     

浅析高职院校计算机程序设计课程教学特点及教学方法

程序设计课程作为计算机专业的一门基础课程,它有利于提高学生的思维能力,对学生深人学习计算机专业知识有很大的帮助。其目的就是通过学习程序设计语言的基本思想、语法知识和编程方法,提高学生的程序设计能力、分析解决实际问题的能力,并培养形成严密的逻辑思维能力。那么如何根据社会经济发展变化,对程序设计语言课程的教学内容、教学方法、考核方式进行相应的改革,实现培养高等技术应用型和高技能型计算机人才目标,已经成为广大高职教师普遍关注和重点研究的课题。     

动态模糊逻辑程序设计语言探讨

动态模糊问题是普遍存在的,但是现存的程序设计语言中适合解决动态模糊问题的极少,本文试图作这方面的研究,设计一种适合解决动态模糊性问题的程序设计语言.本文仿照监督命令的程序结构,给出动态模糊逻辑程序设计语言的一个抽象模型,其内容包括:动态模糊逻辑程序设计语言的抽象语法、动态模糊语义.     

约束程序设计语言COPS的设计与实现

约束程序设计作为面向智能应用的实用型程序设计风格正在AI领域产生越来越大的影响，其关键问题是如何将说明性的知识表示、系统化和启发式的推理搜索能力以及合理的确定性计算开销统一起来。该文介绍了设计实现的并发约束程序设计语言COPS。COPS系统的主要目标是探索智能语言的实用化与工程化，使其能够真正解决现实世界中用常规语言难以实现的智能应用问题。还介绍了COPS语言的表示及涉及的主要推理技术。     

自动化控制中曲线拟合的应用及研究

文章从曲线拟合的基本原理出发,介绍了在无数学模型的情况下如何选取适当的函数来解决工业控制中的一些常见问题,并使用高级语言程序来对数学解析式进行求解。     

军队院校《C语言程序设计》教学策略研究

《C语言程序设计》是军队院校学员学习计算机编程的基础课程。如何优化《C语言程序设计》课程的教学策略,一直是广大计算机从教工作者关心的焦点问题。基于该课程的教学准备和教学实施过程,首先梳理并提出了在《C语言程序设计》教学中存在的问题;接着,针对这些问题给出了相应的解决策略,通过多种教学手段相互结合,充分增强学员的学习积极性,提高课程的教学效率;最后,指出了所提出的教学策略在提高《C语言程序设计》课程质量中的积极作用。     

Beyond jam sandwiches and cups of tea: An exploration of primary pupils' algorithm‐evaluation strategies

The long‐standing debate into the potential benefit of developing mathematical thinking skills through learning to program has been reignited with the widespread introduction of programming in schools across many countries, including England where it is a statutory requirement for all pupils to be taught programming from 5 years old. Algorithm is introduced early in the English computing curriculum, yet there is limited knowledge of how young pupils view this concept. This paper explores pupils' (aged 10–11) understandings of algorithm following their engagement with 1 year of ScratchMaths, a curriculum designed to develop computational and mathematical thinking skills through learning to program. A total of 181 pupils from 6 schools undertook a set of written tasks to assess their interpretations and evaluations of different algorithms that solve the same problem, with a subset of these pupils subsequently interviewed to probe their understandings in greater depth. We discuss the different approaches identified, the evaluation criteria they used, and the aspects of the concept that pupils found intuitive or challenging, such as simplification and abstraction. The paper ends with some reflections on the implications of the research, concluding with a set of recommendations for pedagogy in developing primary pupils' algorithmic thinking.     

pyOpt: a Python-based object-oriented framework for nonlinear constrained optimization

We present pyOpt, an object-oriented framework for formulating and solving nonlinear constrained optimization problems in an efficient, reusable and portable manner. The framework uses object-oriented concepts, such as class inheritance and operator overloading, to maintain a distinct separation between the problem formulation and the optimization approach used to solve the problem. This creates a common interface in a flexible environment where both practitioners and developers alike can solve their optimization problems or develop and benchmark their own optimization algorithms. The framework is developed in the Python programming language, which allows for easy integration of optimization software programmed in Fortran, C, C+ +, and other languages. A variety of optimization algorithms are integrated in pyOpt and are accessible through the common interface. We solve a number of problems of increasing complexity to demonstrate how a given problem is formulated using this framework, and how the framework can be used to benchmark the various optimization algorithms.     

Low-rank exploitation in semidefinite programming for control

Many control-related problems can be cast as semidefinite programs. Even though there exist polynomial time algorithms and excellent publicly available solvers, the time it takes to solve these problems can be excessive. What many of these problems have in common, in particular in control, is that some of the variables enter as matrix-valued variables. This leads to a low-rank structure in the basis matrices which can be exploited when forming the Newton equations. In this article, we describe how this can be done, and show how our code, called STRUL, can be used in conjunction with the semidefinite programming solver SDPT3. The idea behind the structure exploitation is classical and is implemented in LMI Lab, but we show that when using a modern semidefinite programming framework such as SDPT3, the computational time can be significantly reduced. Finally, we describe how the modelling language YALMIP has been changed in such a way that our code, which can be freely downloaded, can be interfaced using standard YALMIP commands. This greatly simplifies modelling and usage.     

透视C程序设计语言

从三个不同侧面透视了C高级程序设计语言:"结构化"的程序设计语言;"函数式"的程序设计语言;"面向过程"的程序设计语言。论述了C程序设计语言面向过程的模块化编程思想、用其编程解决实际问题的一般思路和具体程序中的实现形式,同时,总结了上述三个方面的内在联系和它们的统一性。得出了C高级程序设计语言的优点和其强大的生命力,具有较高的概括性和理论意义,对于学习和研究C程序设计语言提供了一个很好的典型案例。     

Teaching PROLOG programming in the secondary school

Abstract A PROLOG programming course was trialed on a class of twelve 16–17 year-old pupils who had varied previous experience of computing. The pupils were studying a variety of other subjects but would normally be considered to be of a high level of ability. The course was taught over a period of 15 weeks and lasted approximately 60 hours. Concepts covered included recursion and list processing. Most pupils were able to become reasonably competent over this period and one or two excelled. Previous experience of programming appeared to be an advantage if it had involved formal instruction in structured programming but indications were that self-taught BASIC proved to be an obstacle. It was concluded that further investigation of PROLOG as a school programming language would be worthwhile.