混合式学习理念在《计算机网络》教学中的应用

《计算机网络》课程是一门不断发展的应用型课程,针对当前《计算机网络》教育面临的新形势和新任务,结合宿州学院《计算机网络》教学的实际情况,提出在《计算机网络》课程教学中开展基于混合式学习的教学模式,以推动《计算机网络》教学的深化变革。     

软件学院计算机文化基础课程开展项目教学的探索

计算机文化基础课程是软件学院所有专业的必修课程,针对教学过程中存在的问题,提出了以学生为中心开展项目教学,并设计了项目教学在本课程中的实施步骤及保障措施.     

图书馆网络环境建设

随着计算机和网络技术的发展，图书馆数字化进程方兴未艾，作者信息基础设施的图书馆网络环境的建设显得至关重要。醉对图书馆网络建设过程中的网络技术选型、网络系统结构以及系统安全等方面的问题进行了探讨。     

IPv6: The next generation Internet Protocol

IPv4, the workhorse protocol of the currently popular TCP/ IP protocol suite, is fast becoming obsolete. The exponential growth of the Internet is the main reason that has required the creation of the next generation of Internet Protocol-IPv6. IPv6 is much more flexible and promises to take care of the address space and security issues in the foreseeable future. Part 1 of the paper lays the foundation of the various issues involved in designing the Internet Protocol and motivates the need for an upgraded version of this protocol.     

基于微信公众平台的辅助课程系统的实现

微信作为新的交流方式给网络化教学带来了新机遇。本文提出构建基于微信公众平台的辅助课程系统的总体思路,阐述了系统的特点和可行性、辅助课程系统的设计方法、主要原理和关键实现技术。结果表明,该系统具有灵活性好、构造成本低、功能丰富、容易使用等优点,在教学中取得了较好的效果。     

体育院校计算机应用基础考试模式的探讨

计算机应用基础这门课程不同于其他科目,实践性比较强。在传统的笔试考试中,把各种知识点都用纸面的方式来给出,忽略了对学生实践技能的培养和考核。当前,计算机无纸化考试系统由于高度安全,便于组卷和评阅,资源消耗小,自动化程度高,大大提高了工作效率,比传统的考试更为方便和快捷,同时也有利于对学生实践技能考核,在平时的教学中也就加强了对学生实践能力的培养。在体育院校推行计算机应用基础考试无纸化考试,是考试模式的改革与创新,研究设计无纸化考试系统也是今后一个重要的课题。     

面向全体学生——体育教学之解读

《体育与健康课程标准》明确指出,学生是学习的主体,体育教学必须以学生发展为中心,关注个体差异与不同需求,确保每一个学生受益。在素质教学背景下实施体育教学改革,必须牢固树立健康第一的指导思想,转变教学方法;必须面向全体学生,尊重学生个体差异,因材施教。     

计算机在田径运动会终点计时中的作用

此文在原有的终点计时技术基础上加以技术改进,通过在大学田径运动会上3年的实验研究,已获得成功。其研究原理是获取运动员比赛的视频片段,利用计算机图像辨析技术,经过图像导入,图像处理,成绩的保存,构成终点计时系统的流程。再通过计算机网络协作实现计时系统的全部工作。实践结果:提高了裁判水平,成绩准确无误,实现了计时裁判管理科学化、规范化。     

基于校园网的网络辅助教学系统

结合在操作系统课程教学中开展网络辅助教学的实践,讨论了网络辅助教学的可行性、必要性和主要任务。基于XML技术实现了一个网络辅助教学系统,能够在课后为学生的复习、答疑、测试、师生间的讨论交流以及个性化教学提供服务。     

Implicit intelligence beliefs of computer science students: Exploring change across the semester

This study investigated introductory computer science (CS1) students’ implicit beliefs of intelligence. Referencing Dweck and Leggett’s (1988) framework for implicit beliefs of intelligence, we examined how (1) students’ implicit beliefs changed over the course of a semester, (2) these changes differed as a function of course enrollment and students’ motivated self-regulated engagement profile, and (3) implicit beliefs predicted student learning based on standardized course grades and performance on a computational thinking knowledge test. For all students, there were significant increases in entity beliefs and significant decreases in incremental beliefs across the semester. However, examination of effect sizes suggests that significant findings for change across time were driven by changes in specific subpopulations of students. Moreover, results showed that students endorsed incremental belief more strongly than entity belief at both the beginning and end of the semester. Furthermore, the magnitude of changes differed based on students’ motivated self-regulated engagement profiles. Additionally, students’ achievement outcomes were weakly predicted by their implicit beliefs of intelligence. Finally, results showed that the relationship between changes in implicit intelligence beliefs and student achievement varied across different CS1 courses. Theoretical implications for implicit intelligence beliefs and recommendations for STEM educators are discussed.