基于“一中心二驱动三融合”的个性化教学模式探讨以——“C语言程序设计”课程为例

Exploration of personalized teaching mode based on"one center,two drives,and three integrations"-Taking course of"C language programming"as an example

“C语言程序设计”是计算机相关专业大一学生的必修课程,旨在培养学生处理计算机问题的思维方法,提升解决问题的编程实践能力,为后续其他课程的学习提供基础。针对课程教学中存在的“三不”痛点,课程组基于“建构性教学观”,利用“互联网十”教育信息技术,构建以学生发展为中心,课程思政与工程实际为双驱动,在课程资源、课程内容、方法手段、课程评价及课程生态圈等方面进行理论实践、线上线下及课内课外相互融合的“一中心二驱动三融合”教学模式,实现从传统套餐式、灌输式到自助餐式、定制式教学的转变,让不同基础、不同阶段、不同专业和不同需求的学生都能在课程中找到适合自己的个性化学习方式,实现知识探究、能力培养、价值塑造“三位一体”的教学目标,落实立德树人的根本任务。

"C language programming"is a compulsory course for first-year students majoring in computer related majors,aiming to cultivate students'problem-solving thinking methods,enhance their problem-solving programming practical abilities,and provide a foundation for subsequent learning of other courses.In view of the pain points of the"three no's"in the course teaching,the course team,based on the"constructive teaching concept",uses the"Internet+"educational information technology to build a theoretical practice in the aspects of curriculum resources,curriculum content,methods and means,curriculum evaluation and curriculum ecosystem,with students'development as the center and curriculum ideological and political and engineering practice as the dual driver the"one center,two drives,and three integrations"teaching model,which integrates online,offline,and in class and extracurricular activities,achieves a transformation from traditional package and indoctrination teaching to buffet and customized teaching,allowing students with different foundations,stages,majors,and needs to find personalized learning methods that are suitable for themselves in the course,achieving the teaching goal of"trinity"of knowledge exploration,ability cultivation,and value shaping,Implement the fundamental task of cultivating virtue and talent.