高职程序设计课程教学改革——“六环节三历程”项目导向教学模式  

A project-based teaching mode with six links and three processes for program design course in higher vocational education

作　　者：刘俞[1] LIU Yu(Department of Electronic Information, Maanshan Technology College, Maanshan 243031, China)

机构地区：[1]马鞍山职业技术学院电子信息系

出　　处：《辽东学院学报（自然科学版）》2019年第3期211-215,共5页Journal of Eastern Liaoning University:Natural Science Edition

基　　金：安徽省高校质量工程大规模在线开放课程(MOOC)示范项目“面向对象程序设计”(2018mooc376);安徽省高校质量工程项目“计算机类专业群教学团队”(2017jxtd138);安徽省高校优秀青年人才支持计划重点项目(gxyqZD2016584);安徽省高等学校省级教学研究项目(2016jyxm0384);安徽省职业与成人教育学会教育科研规划课题(azjxh17103)

摘　　要：针对高职院校程序设计课程的教学中存在的问题,提出“六环节三历程”项目导向教学模式。“六环节”指项目开发的六个步骤,即任务需求分析、概要设计、算法设计、代码设计、测试、反思与总结。“三历程”指学生的程序设计与开发能力在项目实践过程中历经由“初级”到“中级”再到“高级”3个层次的提升。以Java程序设计课程为例,阐述了该教学模式的实施方法。这种教学模式有利于培养学生的程序思维能力和实践能力,并能激发其创新意识,使教学效果得到质的提升。In view of the problems existing in the teaching of the program design course in higher vocational colleges, the author put forward a project-oriented teaching mode with six links and three processes. The six links refer to the six steps of project development, namely task requirement analysis, outline design, algorithm design, code design, testing, reflection and summary. The three processes refer to the three levels of upgrading of students’ programming and development abilities in the process of project practice, from “primary” to “intermediate” and then to “advanced”. Taking the Java programming course as an example, the author expounds the implementation method of the teaching mode. It is found that the teaching mode is beneficial to the cultivation of students' thinking ability and practical ability, and can stimulate their innovative consciousness and improve the teaching effect qualitatively.

关 键 词：程序设计课程 六环节三历程 项目导向 教学改革 

分 类 号：G642[文化科学—高等教育学]