Analysis Of Teaching Modes And Design Of Teaching Cases For C Programming Based On Computing Thinking

On the initiative of the National Department of Education and Education Research Association of Higher School Computer Science, which advocate that cultivating computing thinking should be the core of reform in college computer curriculum, C program, which is one of the most important computer professional basic courses, were combined with Computing thinking to design teaching cases. Separation of concerns, one of the methods of Computing thinking, was used in the study for designing of C program teaching. Feature points of C program teaching were abstracted by analyzing relevant teaching modes. The specific research contents and results are as follows.Firstly, by discussing the basic idea and principle of computing thinking, the significance of Computing Thinking for the current teaching reform of basic courses of computer majors were realized. C program as an important part of the program design curriculum, if teachers could use the methods of Computing thinking in instructional design, abilities of thinking about scientific, algorithm and efficiency can be cultivated in students, which can play an important role in overcoming the current difficulties university computer education faced.Secondly, the characters of teaching modes were abstracted by multi-dimensional analyzing to relevant teaching modes. Then, combining with current situation of C program teaching, features and concerns were extracted to pointing out the key to instructional design. In view of the current instruction deficiency of C program, five major focus, which include learning motivation, ways of thinking, independent learning, collaborative learning, teaching evaluation, were put forward on the C program teaching.Thirdly, in view of these concerns, Anchored Instruction mode and Task Driven teaching mode were selected to design instructional case for C program teaching based on Computing thinking. And then they were put into practice in class.Finally, in the teaching practice, style of passive learning in students were improved to active learning because of the change we made in traditional evaluation mode. Evaluation method was changed and usual performance evaluation rubric was created. Grades were determined by three projects which are analysis of task, solutions and results. And then data was processed by mathematical matrix method. After the teaching practice, we find that students grasp basic knowledge more firmly and form the habit of active learning and cooperative learning.