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首页工作坊模式下的软件工程专业实践教学提升策略
工作坊模式下的软件工程专业实践教学提升策略
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更新于2024-08-26
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本文主要探讨了"基于工作坊模式的软件工程专业课程教学研究"。在当前软件工程专业教育中,理论教学与实践教学的有效结合是一个关键挑战。为了改善软件工程课程中的实践教学,特别是针对那些过于侧重理论或实践的教学问题,研究者Shi Chun、Huang Shuqian、Deng Zhengjie和Zhou Qi提出了一种创新的教学设计策略,该策略是将工作坊模式应用于专业课程中。 工作坊模式强调学生的主动参与和团队合作,通过分组学习(组织学习团队)、问题解决方法的运用(如案例分析、项目式学习)、有效的沟通技巧以及认知系统构建等手段,实现了理论与实践的深度融合。这种方法的实施旨在提高学生在实践中应用所学理论的能力,培养他们的实际操作技能和团队协作精神。 在论文的引言部分,作者指出传统的教学模式可能存在理论与实践脱节的问题,这可能限制了学生对软件工程实际工作流程的理解和适应能力。通过引入工作坊模式,教师能够引导学生在解决实际问题的过程中深化对理论知识的理解,同时提升他们的实践操作和问题解决能力。 研究的核心内容包括具体的教学实践步骤和方法,如如何设计任务驱动的学习任务,如何组织小组讨论和协作,如何利用现代信息技术工具进行有效交流,以及如何通过反思和反馈机制建立认知系统,帮助学生持续改进。实验结果显示,这种基于工作坊模式的教学方法在提升学生实践能力方面取得了显著的效果,证明了其在软件工程专业课程教学中的可行性。 这篇研究论文提供了一个实用的教学改革方案,旨在推动软件工程专业课程教学向更加注重实践和创新能力的方向发展,对于提高教学质量、培养符合市场需求的软件工程人才具有重要的参考价值。
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Study on Course Teaching of Software Engineering Majors based on
Workshop Mode
SHI Chun
1,a
, HE Shuqian
1
, DENG Zhengjie
1
and ZHOU Qi
2,b*
1
School of Information Science & Technology, Hainan Normal University, Haikou 571158, R.P.China
2
Guangdong Polytechnic Vocational College, Guangdong Radio & TV University, Guangzhou
510091, R.P.China
a
byshichun@126.com,
b
124358919@qq.com
*corresponding author
Keywords: workshop mode; teaching innovation; software engineering; practice teaching.
Abstract. The close combination of theoretical teaching with practical teaching is a characteristic of
software engineering majors and it is a difficult problem to enhance the practical teaching during the
teaching processes. Aiming at different courses over stressing theoretical teaching or practical
teaching, we propose some feasible teaching design schemes of specialized courses based on
workshop mode, which includes the organization of study teams, methods of solving problems,
technique of communication and establishment of cognitive system. The good experiment effect has
been proved effective in teaching processes.
Introduction
University classroom is an important place for teaching activities and students’ learning; it is the
main way for college students to acquire knowledge. Classroom teaching has a direct impact on
program benefits and affects ultimately the quality of talent cultivation, and also embodies the idea of
higher education.
According to the center around the teaching activity, the classroom teaching is divided into two
types, ‘Teacher centered’ and ‘student centered’ [1]. In activities of the teacher- centered classroom,
the teacher is the focus of the class, playing a leading role in the whole process of teaching. Teachers
generally use the mandatory teaching method, imparting knowledge and skills to the students. It is
usually like a one-way broadcast mode. In activities of the student-centered classroom, students often
at the center of it. Teachers interact with equal status with the students. The teaching process
emphasizes active learning and deep understanding of students on learning subject. At this time,
teachers usually play counseling, tutoring and learning motivation of the role. The modern teaching
activities usually emphasized the interaction between teachers and students, imparting knowledge in
classroom teaching more effectively. In this process, teachers need to be in a good way and attitude
help students establish their own cognitive systems. Therefore, in the classroom teaching activities,
teachers’ ‘teaching’ and ‘learning’ of the students is an indivisible part. How to mobilize the
enthusiasm of the students with a good teaching way is the key to the completion of a high quality of
classroom teaching.
Characteristics of software engineering are mainly embodied in: practical, engineering, systematic,
comprehensive and composite foundation, mathematical logic, to cultivate students’ ability in
engineering practice, the software works and communication skills, etc. In the undergraduate
learning stage, due to the dual problems in the rapid development of computer science and are not
familiar with knowledge in related fields, students’ learning initiative is constrained. At the same
time, students usually do not establish their own cognitive systems and the shortage of programming
experience all restrict the students’ manipulative ability and oral expression ability. It is shown
obviously that they are not active in the courses and are not high in teachers’ enthusiasm, and even the
emergence of negative silence in class [2] [3] [4].
Combines with the ‘workshop’ practice teaching mode and the software engineering curriculum
requirements, through reflection, exploration and the design of classroom teaching activities,
3rd International Conference on Science and Social Research (ICSSR 2014)
© 2014. The authors - Published by Atlantis Press
202
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