How Do I Choose the Best Computer Programming Courses?

This entry is aimed at the content chapters of "Choose Program Design" for one-year university computer science and technology, and adopts "problem solving teaching" for teaching design. The teaching design idea is clear, and the teaching process is completed according to the process of "introduction-analysis of problems-design algorithms-programming procedures-selection of structural conditional format analysis-learning of relational operators-practical exercises-communication evaluation-homework" the design of.

Choose a programming

Subject: Computer Science and Technology Teaching Object: Freshman

Hours: 2 Teaching Environment: Multimedia Network Classroom

Students are new to computer programming languages. They are new to computer languages and cannot immediately adapt to the use of computer languages.

Students have more exposure to computers, are familiar with the basic operations of the computer, and have a certain understanding of computer hardware;

After a period of study, students have a deeper understanding of the basic data types and standard input and output methods of C language, and can use their knowledge to write some simple program statements. However, it cannot be implemented for slightly complicated functions or programs;

1. The course name is "Selective Programming", and the textbook used is the third edition of "C Language Programming Tutorial" published by Higher Education Press;

2. Two hours are used;

3. On the basis of learning the basic data types, constants, variables, operators, expressions and other programming languages and sequence structure of the C language, learn the selection structure of the program-conditional statements, which includes "the format of conditional statements, Basic knowledge of programming languages such as function, execution process "," relational expressions in c language, logical expressions ", etc., mainly have three structures: if ... else structure, if-elseif structure, switch structure.

This course uses a variety of strategies such as teaching, heuristics, autonomous learning, and collaborative learning to guide students in autonomous exploration and learning. Through question, computer self-study, group communication, group report and other links to complete the text teaching, cultivate students' comprehensive practical ability. Use computer as a tool for students to solve problems, and train students, develop students 'creativity and divergent thinking, guide students to analyze and synthesize, and guide students to use computers to develop students' logical thinking;

Start with students 'daily life problems, clarify the learning goals of this lesson, and arouse students' positive thinking; teach the new lesson content, and present the format, function and execution process of the three conditional statements to students in a concise and clear way; Methods to complete tasks in discussions and inquiries; return the mouse to the students, do it yourself, and drive students to complete tasks through discounts in shopping malls. The course arrangement forms a gradual gradient to fully tap the potential of students; display evaluation links to allow students to communicate and discuss The execution flow and use method of the conditional selection statement are clarified, and the consciousness of using computers to solve problems in daily life is gradually constructed. At the end of the session, this lesson is completed with intensive homework exercises, so that students' temporary memory of conditional sentences is converted into long-term memory.

Design features: Teachers not only make full use of information technology to integrate various learning resources, train students to practice a large amount of personal computer skills on the basis of basic theoretical teaching, encourage students to operate on computers, group discussions, collaborative learning, group reports, Completion of classroom teaching, so that after understanding the book knowledge, students can practice it, deepen their understanding of the theory, and improve their programming skills

Teaching activities Teacher activities Student activities Design intentions Media and resource preparation problems Introduction to give practical problems, create problem situations, stimulate students 'interest in learning </ p> Think and propose solutions to arouse students' interest in learning Blackboard or slides The structure of the structure, function, and execution process understand the similarities and differences of the three structures. Let students first theoretically understand the execution process of the selected program. Slides on the machine. Practically answer questions during the programming process. Computer to improve students' ability to solve problems with knowledge

Teaching activities Teacher activities Student activities Design intentions Media and resource preparation

Problem introduction gives practical problems, creates problem situations, and stimulates students 'interest in learning </ p> Thinking and proposing solutions to arouse students' interest in learning blackboard or slide

The content teaches the format, function, and execution process of the three choice structures. Understand the similarities and differences of the three structures. Let the students first understand the execution process of the selection program in theory

Computer-based practice to answer questions in the programming process of students to write programs, solve practical problems, deepen students 'understanding of conditional statements, and improve students' ability to solve problems with knowledge. Computer

1) Pay attention to the reasonable allocation of classroom theoretical teaching time and students' hands-on time;

2) Situational questions are set reasonably, which can improve students' interest in learning;

3) Pay attention to individual differences in the teaching process, and be flexible in the teaching process and evaluation process;

4) Give appropriate encouragement and help to a few students with learning difficulties;