基于计算思维程序设计类课程教学实践研究.docVIP

基于计算思维程序设计类课程教学实践研究 　　摘 要： 传统C语言课程教学方法在课程教学后的下学期进行课程设计，实践同理论联系程度差，过分看重语法教学，对程序设计思想的教学力度弱，学习效果差。因此，研究了基于计算思维的程序设计类课程教学实践过程，将计算思维同C语言教学相融合，分析C语言教学过程中信息操作的思维过程。设计基于计算思维的C语言搁置式课程教学实例，将C语言教学划分成课程引入、新课程学习以及效果评价三个阶段，分析三个过程的教学内容以及结构组成。并设计三个C语言课堂教学阶段过程中基于计算思维的抛锚式教学实践内容。实验结果说明，所研究教学方法提升了学生的C语言计算思维能力，增强了学生的感兴趣度和自主学习能力，学习效果强。 　　关键词： 计算思维； 程序设计； 课程教学； C语言； 搁置式实践 　　中图分类号： TN99?34； G64 文献标识码： A 文章编号： 1004?373X（2017）23?0162?04 　　Abstract： It has low relation degree between practice and theory for the traditional C language curriculum teaching method used for curriculum design of the next semester after course teaching， weak teaching ability of program design thought and poor learning effect， and pays attention to grammar teaching excessively. Therefore， the computational thinking based teaching practice process of program design courses is studied. The computational thinking is integrated with C language teaching. The thinking process of information operation in C language teaching process is analyzed. A computational thinking based instance of C language shelving course teaching is designed， in which the C language teaching is divided into the stages of course introduction， new course learning and effect evaluation. The teaching contents and structure component of the three stages are analyzed. The anchored instruction practice content based on computational thinking in the process of the three C language classroom teaching stages was designed. The experimental results show that the teaching method can improve the C language computational thinking ability of students， enhance the interest and self?learning ability of students， and has perfect learning effect. 　　Keywords： computational thinking； program design； curriculum teaching； C language； shelving practice 　　0 引 言 　　当前随着信息技术的快速发展，其在课堂教学中的应用价值也不断提升。信息技术课程对思维教学的关注度较高，计算思维是程序设计模块的思维品质，我国程序设计类课程教学的计算思维教学还处于初级阶段，程序设计过程中计算思维教学不够成熟。传统C语言课程教学方法在课程教学后的下学期进行课程的设计，学习理论知识后没有同实践实施迁移应用，实践同理论联系程度差，过分看重语法教学，对程序设计思想的教学力度差，学习效果差。本文对基于计算