A Spiral Learning Model for Computer Practical Education Based on Multidimensional Practice
Keywords:
Computer practical teaching, Multidimensional practice, Spiral learning, Explaining, doing, demonstrating, and improving, Mastering, understanding, researching, and innovatingAbstract
In view of the problem that the cultivation of practical skills in computer education in universities is mainly focused on course assignments or ordinary practical courses, and has not formed a partial order skill progression like the theoretical course group, this paper proposes a spiral learning model for computer education based on multidimensional practice. This model takes the “craftsmanship spirit” as the core of the ideological and political construction of the integration of industry and education, and “ideological and political guidance, problem orientation” as the characteristics of the course group. It expounds on how to construct a multidimensional practical spiral model through the internal circulation of the course with the learning method of “explaining, doing, demonstrating, and improving,” and the ascending external circulation among different grades with the learning objectives of “mastering, understanding, researching, and innovating.” Finally, the teaching effect is illustrated through the evaluation of teaching data in the past three years, and suggestions for continuous improvement are provided.
References
Shi J, Chen J, Xue J, et al., 2019, The Top-Notch Innovative Talent Training Mode of the Five-in-One Software Industry. Computer Education, 2019(5): 110–114.
Yu L, Wang H, Liu S, 2020, Research on the Cultivation of Excellent Top Talents in Computer Science. Software Guide, 19(2): 157–159.
Du S, Yang C, Liu Y, 2022, Exploration of Formative Evaluation Methods for Network Programming Technology Courses. Computer Education, 2022(1): 148–151.
Long C, 2010, Course Group Construction: The Path Choice for Teaching Reform of College Courses. Modern Education Science: Higher Education Research, 2010(2): 139–141.
The Central People’s Government of the People’s Republic of China, 2017, The Central Committee of the Communist Party of China and the State Council issued the “Opinions on Strengthening and Improving Ideological and Political Work in Colleges and Universities Under the New Situation,” viewed July 4, 2023, http://www.gov.cn/xinwen/2017-02/27/content_5182502.htm
Zhang R, Mestre P, Gao W, et al., 2022, Exploring the Infiltration Mode of Ideological and Political Education in Science and Engineering Practice Courses. Computer Education, 2022(6): 5–9.
Yu C, Jiang Y, Chen L, et al., 2022, Discussion and Practice of OBE Teaching Reform in Software Engineering Courses. Computer Era, 2022(6): 104–107, 111.
Hu Z, Ren S, Wu B, 2010, Constructing an Integrated Curriculum Teaching Model Based on the CDIO Concept. China Higher Education, 2010(22): 44–45.
Lin J, 2015, Engineering Education Certification and Engineering Education Reform and Development. Research in Higher Engineering Education, 2015(2): 10–19.
Liu L, He L, 2021, Research and Practice of Blended Teaching Mode for Engineering Experiments Based on the Concept of Engineering Education Professional Certification. China Modern Educational Equipment, 2021(8): 90–92, 98.
Wu J, Xia X, 2020, Research on the Construction Plan of Top Talent Training Bases in Universities under the Background of “Double First-Class”: Taking Computer Top Talent Training as an Example. Computer Knowledge and Technology, 2020(35): 87–88.
Zhang Z, 2012, Creating a Practical Teaching Platform to Enhance Students’ Innovation Ability. China Higher Education, 2012(6): 25–27.
Wang A, Du X, 2022, Practical Teaching Reform with Organic Integration of Innovation, Entrepreneurship, and Professional Practice. Computer Education, 2022(3): 130–133, 138.
Shen Z, Guo Y, 2017, Exploring the Assessment Methods of Computer Programming Practice Courses. Education Observation, 2017(13): 101–102.
Li T, 2021, Research on the Design of Problem-Oriented Teaching Mode. Education Modernization, 8(34): 170–174.
Gao X, 2022, Deep Thought, Aggregation, and Discrimination: Deep Classroom Observation and Teaching Practice. Computer Education, 2022(9): 3–4, 6.
