信息与计算科学专业教学团队的建设与实践——以德州学院为例

结合德州学院信息与计算科学专业教学团队建设的实际,阐述了教学团队的内涵与特征、教学团队的梯队建设、教学团队建设的策略,以及教学团队建设已取得的成果。     

深入浅出讲解“Windows程序设计—Visual C++”课程

针对Windows程序设计——Visual C++课程涉及知识面广、实践性强、复杂难学的特点,分析了该课程难点之所在及传统教学过程中存在的问题,并从教学内容、教学方法和模式等方面采取了一些改革措施。实践证明,改革措施能够激发学生的编程兴趣,提高学生自主学习的能力,使学生较快进入状态,提高教学质量。     

独立学院大学计算机基础课程教学的几点思考

针对当前独立学院大学计算机基础课程教学中面临的一些问题,结合教学实践,提出了分层教学模式,以期更好地为独立学院培养计算机技能上手快,后劲足的应用型人才:对不同层次的对象采取不同的教学内容和方式;面向专业,将计算机基础教学内容模块化,结合专业划分必修与选修模块,在内容深度和广度上更好地为专业服务;教学内容面向实用,兼顾体系,突出重点,精讲精练.     

高职计算机网络课程内容改革的探索与实践

分析了目前高职院校计算机网络课程存在的问题,从优化教学内容、改革教学方法、提高实践能力等几方面着手,结合教学的实践经验,探讨了计算机网络课程改革的有关问题。     

精品课程教学录像的建设现状分析与建议

教学录像是精品课程建设的重要内容之一。为了开发集教学性、科学性、技术性与艺术性于一体的精品课程教学录像,针对精品课程教学录像的性质,参照其上网技术指标及网上浏览的特点,对其建设现状进行分析,并提出了精品课程教学录像建设的建议。     

多维计算机网络实践教学系统的构建

为提高"计算机网络"课程的教学效果和学生实践能力,将课程的实践分为验证型实验、配置型实验、设计型实验、创新性实验四个层次;分别采用网络协议分析软件、神州数码路由器和交换机、Packet Tracer软件以及NS2等仿真软件,构建多维的计算机网络实践教学系统。此手段能够由浅入深,从简单到复杂,引导和帮助学生进行计算机网络的课程实践,并达到了提高教学效果的目标。     

病理学精品课程网站“在线测试”的建设和应用探讨

介绍了病理学精品课程网站的建设以及在线考试系统的实现技术,从提高网站建设和在线测试质量的角度研究探讨了在线测试系统。该系统对病理学课程教学质量和水平的提高能起到积极的促进作用,并可在其他课程的标准化考试中推广应用。     

面向新时代水利新形势的水利类本科专业的建设与改革——基于工程教育专业认证的思考

新时代的治水方针和水利工程补短板、水利行业强监管的水利改革发展总基调对水利科技人才培养提出了多样化的需求。为适应需求,在列举专业认证对水利类专业建设与改革的促进以及分析尚存不足的基础上,提出了应通过加强学习、深入思考和顶层设计以加快推进专业建设与改革,并建议从着力培养复合型人才、加快培养模式改革、推进课程体系与课程设置改革、加强实践教学体系建设、创新课程与师资队伍建设、强化校企合作与产教融合、改进教育教学方式方法、完善质量保证体系等八方面加以实施。     

The impact of risk and protective factors on online teaching experience in high school Italian teachers during the COVID-19 pandemic

The lockdown due to COVID-19 in Italy resulted in the sudden closure of schools, with a shift from traditional teaching to the online one. Through an online questionnaire, this survey explores teachers' experience of online teaching, the level of risk factors (e.g., stress) and protective factors (e.g., locus of control) and their impact on satisfaction levels during the social distancing. One hundred seven high school teachers from Lombardy, an Italian region very affected by the COVID-19 outbreak, participated. Results show that depression and stress are the main predictors of satisfaction levels for online teaching. In addition, coping, locus of control and self-efficacy emerge as important protective factors. Finally, although there is great satisfaction with the online teaching experience, critical elements emerged. This study is relevant because it describes the critical elements of the online teaching experience, and identifies some protective factors and the main risk factors in teachers operating in an area strongly marked by social restrictions imposed by the pandemic. High school teachers emerge as a sub-group of the general population with specific psychological reactions. Considering the results, it is possible to suggest providing high-quality educational support and crisis-psychological oriented services to teachers, and help to maintain the psychological well-being.     

Promoting the integration of technology in teaching: An analysis of the factors that increase the intention to use technologies among Italian teachers

Background: The rapid spread of COVID-19 forced many countries to adopt severe containment measures, transferring all didactic activities into virtual environments. However, the integration of technology in teaching may present difficulties, especially in some countries, such as Italy. Objectives: The present study analyzed how the two main factors of the Technology Acceptance Model (TAM), namely perceived usefulness and perceived ease of use, combined with online teaching self-efficacy, were associated with the intention to use technology to teach. We posited a moderated moderation model in which perceived usefulness represented the main predictor, with self-efficacy and perceived ease of use as moderators of intention to use technology to teach. Method: The model was tested through multiple regressions, using the PROCESS macro on SPSS 26 with a sample of 178 upper secondary school teachers in Italy. Results and conclusions: Regressions showed that each variable significantly predicted the intention to use technology. In addition, a moderation effect of self-efficacy on the perceived usefulness of using technology was found for medium and high-level of perceived ease of use of technology. Implications: The present study provides targeted implications for distance education policy and practice to promote its adoption (or the blended modality) in Italian upper schools.