迁移学习在活跃理工科课堂中的尝试——以“C语言程序设计”课程为例  

Role of Transfer Learning in Activating Science and Engineering Classroom Teaching:Taking C Language Programming Course as an Example

作　　者：朱真峰[1] 吴云鹏[1] ZHU Zhen-feng;WU Yun-peng(School of Information Engineering,Zhengzhou University,Zhengzhou,Henan 450001,China)

机构地区：[1]郑州大学信息工程学院,河南郑州450001

出　　处：《教育教学论坛》2021年第16期149-152,共4页Education And Teaching Forum

基　　金：2020年度国家自然科学基金青年科学基金项目“视频中复杂交互集体行为识别及语义分析研究”(62002330)。

摘　　要：与文科课程相比,理工科课程知识点的分析需要有较强的逻辑思维,不易理解和掌握。这种现象使得理工科教学课堂普遍较为沉闷,在一定程度上会影响知识的传授效果。针对这一教学实际,以信息学科中的“C语言程序设计”教学为例,利用联系的普遍性原理,尝试通过迁移学习方法,对课本知识点进行深度挖掘和广度拓展,通过这两个维度的剖析,深入浅出地进行知识讲解,从而激发学生的学习热情,引发学生的思考,改善知识传授和技能提升效果。Compared with liberal art courses,understanding knowledge points in science and engineering courses requires strong logical thinking,and it is difficult to understand and master for students.This phenomenon makes the teaching atmosphere of science and engineering courses dull and reduces the effect of teaching to some extent.In view of the teaching practice,taking the C Language Programming course of the information discipline as an example,and inspired by the principle of universal connectivity,this paper attempts to expand the depth and breadth of knowledge of the textbook by adopting transfer learning method.Through the analysis of these two dimensions,we try to explain profound theories in simple language,so as to stimulate students'enthusiasm for learning,arouse students'thinking,and improve the knowledge imparting and skills improvement effect.

关 键 词：迁移学习 知识拓展 C语言程序设计 互动教学 

分 类 号：G642[文化科学—高等教育学]