摘要
为提升高校C语言课程教学质量,解决传统教学中重记忆轻思维、学生实践能力薄弱等问题,提出融合UBD理论的探究式教学框架,以C语言循环单元为例,逆向设计教学过程,从确定预期结果、确定合适评估证据、设计学习体验3方面介绍教学设计,最后说明教学成效。该教学框架旨在助力高校一线教师精准锚定教学目标,提高教学效率,为完善高等教育跨学科教学设计提供全新思路。
To improve the teaching quality of the C language course in colleges and universities and address problems in traditional teaching—such as overemphasizing memorization while neglecting critical thinking,and students’weak practical abilities—this study proposes an inquiry-based teaching framework integrated with the UBD theory.Taking the loop unit of C language as an example,the teaching process is designed in a reverse way.The teaching design is elaborated from three aspects:identifying expected results,determining appropriate assessment evidence,and designing learning experiences.Finally,the teaching effects are explained.This teaching framework aims to help frontline teachers in colleges and universities accurately align teaching objectives,improve teaching efficiency,and provide new ideas for optimizing interdisciplinary teaching design in higher education.
作者
张君茹
周伟
谭振江
Junru Zhang;Wei Zhou;Zhenjiang Tan(the school of Mathematics and Computer Science,Jilin Normal University,Siping 136000,China;Provincial Key Laboratory of Numerical Simulation for Universities,Jilin Normal University,Siping 136000,China)
出处
《计算机教育》
2025年第11期182-187,共6页
Computer Education
基金
首批国家级一流课程项目“C语言程序设计”(2020140183)
全国高等学校计算机教育研究会课题“信息安全现代产业学院建设探索与实践”(CERACU2024R13)。
