基于支架理论的C语言概念教学难点突破  

A Breakthrough of the C Language Concept Teaching Based on Scaffolding Theory

作　　者：覃晓[1] 

机构地区：[1]广西师范学院计算机与信息工程学院,广西南宁530023

出　　处：《广西师范学院学报（自然科学版）》2011年第3期115-119,共5页Journal of Guangxi Teachers Education University(Natural Science Edition)

基　　金：新世纪广西高等教育教学改革工程"十一五"项目(2010JGA042);实践([2009]82)资助

摘　　要：在高级程序设计语言教学中,学生在理解与内存"绑定"有关的概念内容时存在很大的困难,这种理解上的困难成为学生形成编程能力的障碍。将支架理论引入C语言的概念教学中,利用编译原理中有关程序运行时存储分配的知识作为支架,帮助学生掌握"变量的生命周期和可视性"、"函数参数传递方式"等难以理解的重要知识,突破教学难点,为C语言的教学提供了新的思路和方法。During the program language teaching in the long term, students were found that they had very great difficulty in understanding the concept of the＂bound＂in memory, and the difficulty will be further referred to as an obstacle to students to form programming skills. So in order to help students master those difficult concepts like ＂variable＇s life cycle and visibility＂, ＂function parameter passing,＂ etc. , using the scaffolding theory while explaining the concept of C language to students. Here, scaffolding means the knowledge of compiling principles about memory allocation while program running. The result is new ideas and methods of C language teaching come forth when the teaching difficulty is broken.

关 键 词：支架理论 C语言 概念教学 

分 类 号：G642[文化科学—高等教育学]