C语言程序设计的翻转教学效果研究  

Research on the effect of flipping teaching in C language programming

作　　者：杨昆[1] 夏一行[1] 姚金良[1] 韩建平[1] Yang Kun;Xia Yixing;Yao Jinliang;Han Jianping(School of Computer Science and Technology,Hangzhou Dianzi University,Hangzhou,Zhejiang 310018,China)

机构地区：[1]杭州电子科技大学计算机学院,浙江杭州310018

出　　处：《计算机时代》2022年第8期97-100,104,共5页Computer Era

基　　金：杭州电子科技大学教育教学改革研究项目(YBJG202134);全国高等院校计算机基础教育研究会立项课题(2021-AFCEC-196)。

摘　　要：根据量化的教学数据,从多角度研究C语言的翻转教学实践效果。结果发现:(1)学生个性化差异显著,教学效果多样化;(2)部分学生不适应翻转教学,但翻转教学整体上对学生产生正向影响;(3)翻转教学促进了大部分学生增加时间投入;(4)不同教学阶段的差异显著“,学习知识在课外”效果不佳。这一结果揭示,翻转教学实践有必要考虑学生的个性化差异并且根据课程特点优化教学流程。According to the quantitative teaching data,the effect of flipped teaching practice of C language is studied from multiple angles.The results show that:(1)there are significant differences in student personalization,and the teaching effect is diversified;(2)the flipped teaching has a positive effect on the students as a whole,but some students are not suitable for the flipped teaching;(3)flipped teaching can promote most students to increase time investment;(4)there are significant differences in different teaching stages,and it is not easy to implement"learning knowledge outside the classroom"in practice.The results reveal that it is necessary to consider the personalized difference of student and adjust the teaching process according to the course characteristics in practice.

关 键 词：翻转教学 定量分析 个性化差异 教学评估 

分 类 号：G420[文化科学—课程与教学论] G642[文化科学—教育学]