C语言教学改革的进展研究——基于知识图谱的可视化分析  

Research on progress of C language teaching reform-Visual analysis based on knowledge graph

作　　者：龚波[1] 梁伟[1] 张世文[1] 王颖[1] GONG Bo;LIANG Wei;ZHANG Shiwen;WANG Ying(School of Computer Science and Engineering,Hunan University of Science and Technology,Xiangtan,Hunan 411201,China)

机构地区：[1]湖南科技大学计算机科学与工程学院,湖南湘潭411201

出　　处：《计算机应用文摘》2025年第1期15-18,共4页

基　　金：湖南省普通高等学校教学改革研究项目(HNJG-2022-0786);湖南省学位与研究生教育改革研究项目(2022JGYB130);湖南省普通高等学校教学改革研究项目(HNJG-2022-0792);湖南省普通高等学校教学改革研究项目(202401001902)。

摘　　要：文章使用CiteSpace软件绘制了作者、机构和关键词等知识图谱,对《计算机教育》刊载的C语言教学改革研究文献进行了可视化分析与述评。研究发现,C语言教学改革的研究自2009年起逐渐集中涌现,呈现出不同的时代发展趋势,其演变可以分为基础发展阶段、探索阶段、繁荣阶段和创新发展阶段4个时期。研究热点主要集中在C语言教学设计与计算思维等方面,但在教学内容、方法、手段、效果评价以及实验教学等领域仍有进一步深化的空间。尽管部分机构和学者在该领域具有较大影响力,但其他研究机构和学者之间的合作仍显不足,研究范围较为狭窄,尚未形成合力。因此,文章提出了进一步总结与思考的建议,旨在为未来C语言教学改革的研究提供指导。The article used CiteSpace software to draw a knowledge graph of authors,institutions,and keywords,and visually analyzed and commented on the research literature on C language teaching reform published in Computer Education.Research has found that research on the reform of C language teaching has gradually emerged since 2009,showing different trends in the development of the times.Its evolution can be divided into four stages:basic development stage,exploration stage,prosperity stage,and innovative development stage.The research hotspots mainly focus on the design of C language teaching and computational thinking,but there is still room for further deepening in the fields of teaching content,methods,means,effectiveness evaluation,and experimental teaching.Although some institutions and scholars have significant influence in this field,cooperation between other research institutions and scholars is still insufficient,and the research scope is relatively narrow,without forming a joint force.Therefore,the article proposes suggestions for further summary and reflection,aiming to provide guidance for future research on C language teaching reform.

关 键 词：C语言 教学改革 可视化分析 研究热点 

分 类 号：G642[文化科学—高等教育学]