2010-07-C9会议发言-西安交通大学教师个人主页.PPTVIP

6) Using the Internet to find information and resources （利用因特网来查找信息和资源） 7) Using a computer to communicate with others （使用计算机与他人交流） 8) Using a spreadsheet to model simple processes or financial tables（使用电子表格建立简单的程序模型或财务报表） 9) Using a database system to set up and access useful information（使用数据库系统，建立和访问有用的信息） 10) Using instructional materials to learn how to use new applications or features（使用教材来学习使用新的应用程序或功能）  根据这个报告要求，开设非计算机专业计算机或信息基础课程的学校在美国较为普遍，较为著名的有华盛顿大学的 CSE100: Fluency in Information Technology。 FIT 100:?Fluency in Information Technology?课程网站首页： /fit100/wi10/  the overall success rate (leaving the course with an A, B, or C—not counting those students who received a D, a failing grade, or withdrew from the course) was 78%. * communications of the ACM | may 2009 | vol. 52 | no. 5 推荐者：程向前 西安交通大学 计算机教学实验中心 作者：马克.古士德奥 佐治亚理工 教授 2010.7 西安C9会议上的发言 all students must take a course in computing. We started before publication of the National Research Council (NRC) 1999 report Being Fluent with Information Technology (美版《大学计算机基础》基本要求，类似“白皮书”)部分译文参见：/xqcheng Though that report significantly influenced implementation. Students would be able “to make algorithmic and data structures choices” when writing programs That simple phrase describes a serious introductory course CS 1321 2/3 students at Georgia Tech teaching everyone on campus meant well over 1,200 students a semester. Textbook Shackelford 《pseudo-code approach to learning》 Felleisen et al.’s 《How to Design Programs text using Scheme》 CS1321 may have been the most hated course on campus the overall success was 78% 46.7% of architecture, 48.5% in management, 47.9% in public policy. females failed at nearly twice the rate of males. several studies were published critiquing computing courses, including the AAUW’s Tech-Savvy report and Unlocking the Clubhouse These reports describe students’ experiences in computing as “tedious,” “asocial,” and surprisingly, “irrelevant.” How could computing be “irrelevant” wh