Research on the Course of Principles of Concrete Structure Design

Nowadays,education and teaching have become a hot topic,and teaching in colleges and universities is facing a brand-new development direction.Principles of Concrete Structure Design,as one of the main courses,transmits professional knowledge for students,enhances the students’professional ability,and further carries out in-depth research on the course to bring a better teaching effect for students.The article mainly focuses on the research of the principles of concrete structure design course,conducts an analysis of the teaching characteristics of the principles of concrete structure design course,and reasonably sets the teaching content from the optimization of the course teaching objectives;innovative course teaching methods can deepen the effect of knowledge understanding;reform of experimental practice teaching can lay down the effect of the internalization of knowledge,etc.The in-depth description and discussion of the relevant aspects of the research aim to provide guidelines for related research.

Exploring the Principles Underlying Business English Course DesignBased on a Training Program

In order to make a business English training course cost effective, the course is to be designed based on certain language teaching theories and principles involving needs analysis to identify learners' needs and wants, appropriate teaching approaches and during-and-after evaluation of the training effects.

Principles of Course Design for Language Teaching and Its Implications to TEFL Reform in Higher Vocational Colleges

Principles of Course Design for Language Teaching by Janice Yalden is a linguistics book for the ESL/EFL teachers and researchers. By briefing and analyzing the contents , some guidelines and methods are found practical and enlightening for the teachers in higher vocational college to develop EFL courses.

Teaching Reform of Database Course based on the Concept of Outcome-based Education

Outcome-based Education is a kind of ability-oriented education mode,which is oriented by social needs and focuses on cultivating students'ability to solve practical problems.All aspects of this education mode are designed and implemented closely around students.Taking the teaching of database principle and application course as an example,aiming at a series of problems existing in the current course teaching,taking OBE education concept as the main teaching reform guiding strategy,this paper puts forward a series of reform measures and solutions from the aspects of teaching goal formulation,teaching content optimization,teaching methods innovation,experimental design optimization,evaluation system innovation,etc.

Design and production of the network courses based on the database technology

Online teaching is an effective means and the inevitable trend of the development of modern education, its shared educational resources, to expand the scale of education to improve educational efficiency; build a lifelong education system plays an important role. In this paper, by analyzing the common feature of database system and network courses, it proposes a network-based database technology curriculum design and fabrication methods and principles, to make the curriculum from web centric processing teaching content production to around a shared database of teaching resource center changes.

Empirical Evidence for a Descriptive Model of Principles of Information Security Course

The purpose of this study is to examine the nature and content of the rapidly evolving undergraduate Principles of Information/Cybersecurity course which has been attracting an ever-growing attention in the computing discipline, for the past decade. More specifically, it is to provide an impetus for the design of standardized principles of Information/Cybersecurity course. To achieve this, a survey of colleges and universities that offer the course was conducted. Several schools of engineering and business, in universities and colleges across several countries were surveyed to generate necessary data. Effort was made to direct the questionnaire only to Computer Information System (CIS), Computer Science (CS), Management Information System (MIS), Information System (IS) and other computer-related departments. The study instrument consisted of two main parts: one part addressed the institutional demographic information, while the other focused on the relevant elements of the course. There are sixty-two (62) questionnaire items covering areas such as demographics, perception of the course, course content and coverage, teaching preferences, method of delivery and course technology deployed, assigned textbooks and associated resources, learner support, course assessments, as well as the licensure-based certifications. Several themes emerged from the data analysis: (a) the principles course is an integral part of most cybersecurity programs;(b) majority of the courses examined, stress both strong technical and hands-on skills;(c) encourage vendor-neutral certifications as a course exit characteristic;and (d) an end-of-course class project, remains a standard requirement for successful course completion. Overall, the study makes it clear that cybersecurity is a multilateral discipline, and refuses to be confined by context and content. It is envisaged that the results of this study would turn out to be instructive for all practical purposes. We expect it to be one of the most definitive descriptive models of such a cardinal course, and help to guide and actually, shape the decisions of universities and academic programs focusing on information/cyber security in the updating and upgrading their curricula, most especially, the foundational principles course in light of new findings that are herein articulated.

On the “Online and Offline Blended Teaching” Mode for Ideological and Political Theory Courses in Universities—A Case of “Introduction to Basic Principles of Marxism”

With the deepening development of educational informatization, online and offline blended teaching, as a new teaching mode, is increasingly receiving widespread attention from educators [1]. At present, the reform of the “online and offline blended teaching” of ideological and political education courses directly affects the quality of talent cultivation in universities. The article takes the course “Introduction to Basic Principles of Marxism” as an example to explore the reform mode of “online and offline blended teaching” in ideological and political theory courses in universities from the aspects of reasonable allocation of class hours, design of online teaching activities, how to deepen classroom teaching offline, and diversified assessment modes. Furthermore, the article summarizes the experience of mode reform and promotes the deep development of the people-oriented education concept in ideological and political courses in universities, so as to achieve the ultimate goal of moral education in ideological and political education in universities.

MOOC construction of major core course and reform of Hybrid Teaching Mode Taking "principle of embedded system" as an example

The development of MOOC directly promotes the reform of physical classroom teaching,and leads to the reform of teaching mode and teaching method in the direction of improving teachers’teaching quality and students’learning effect and innovation ability.In order to meet the needs of MOOC teaching reform,based on the MOOC built by ourselves and running on the MOOC platform,this paper puts forward the hybrid teaching mode reform of the core courses of an computer specialty,which combines online and offline in depth.Sort out the knowledge system of an embedded system,build MOOC and put it online on domestic well-known MOOC platform,compile supporting teaching materials,and form an organic combination of online and offline teaching resources;proposing a hybrid teaching mode of online and offline combination,which focuses on interactive classroom teaching reform.On the basis of organizing students to carry out online autonomous learning,online and offline entity classroom carries out interactive classroom teaching reform;Using intelligent teaching tools to promote students to use mobile phones to participate in classroom learning,improve the universality of interactive teaching,carry out flipped classroom teaching,and improve the depth of interactive teaching.Based on the independent construction of MOOC,the hybrid teaching is carried out,which improves the pertinence of online teaching organization.The information-based teaching and flipped classroom teaching in the physical classroom improve the students’ability to solve problems,and lay a solid foundation for the improvement of teaching quality and learning effect.

Exploration of the curriculum resource library construction of university network database

With the development of information technology, how to build a resource library that adapt to the development of vocational education, professional characteristics favor standardized resource sharing between vocational schools, scientific and open career teaching vocational education teaching reform and information technology become the urgent problem. This article starts from the repository construction characteristics and the actual situation of the College of departure, and actively explores the network database curriculum resource library building programs.

Online Education and Its Course Design

There is a very important and urgent task about online education—to develop high-quality online course which can be applied to online education with the vigorous development of online information technology. This essay discusses the present situation of online education; the concept of online course; its characteristic and advantage; the basic function and structure and probe into the design principle of online course.

新工科背景下混凝土结构设计原理实践教学改革探索

实践教学是专业教学的重要组成部分,是培养学生从基本理论运用到解决工程实际问题能力的关键环节。根据新工科背景下土木工程人才培养应满足国家和社会发展的需求,本文对混凝土结构设计原理课程设计实践教学进行探索,学生在缺乏工程实践经验的情况下,利用Excel计算软件的数据比较和统计分析功能,通过线上线下相结合,让学生在有限的时间内,得到较为合理的构件设计方案,为创新教学方法、提高实践教学质量,为支撑新模式、新理念下土木工程专业实践课教学提供参考。

贯通培养模式下数学应用模块“五动”教学设计与实施——以“北斗定位原理探秘”应用模块为例

七年制贯通培养模式下,为充分发挥数学课在思维训练和建模应用方面的作用,在普通高中数学内容基础上增设了数学应用模块,并在教学实践中探索形成了“五动”教学环节,即案例启动、问题调动、原理推动、实验带动、任务驱动。以“北斗定位原理探秘”应用模块为例,展示了“五动”教学环节的实施过程。通过师生互动,将数学应用落实到学生行动,充分发挥了学生的主动性,体现了“教、学、做”一体化的思想。

化工原理实验过程融入思政元素的探索

将思想政治教育全面融入专业课程教学中,实现全员、全过程、全方位的育人目标,已成为当今高校教育的广泛共识。化工原理实验是高校化工类专业的必修实践课程,通过挖掘实验操作要点中的人文精神,探索在实验过程中融入思政元素的方式与路径,结合传统诗词文化、辩证唯物主义、工匠精神等中国特色社会主义思想,实现思政元素多维度、全过程融入实验教学,使专业知识更生动,德育理论更饱满,培育德才兼备的化工行业技术人员。

党的二十大精神融入装配式建筑课程的研究与应用

在党的二十大精神的指引下,湖南省提出了因地制宜的“三高四新”战略。为建设“四新”中的制造业高地、建设装配式产业链和智能建造产业链,高职教育需要培养具备心怀天下、人民至上理念、高度职业素养和创新能力的土木工程工匠。因此,装配式建筑课程须融入党的二十大思政元素,以“1—2—3—5”教学模式的形式,将教学内容进行重构,按照“构件—楼层—建筑整体”层层递进,将守正创新、人民至上、自信自立、系统观念等思政元素与装配式建筑产业链的专业技能培养相结合,激发学生的爱国意识、创新意识,积极贯彻党的二十大精神,实现学生五育并举、全面发展的培养目标。

基于OBE背景的Access数据库课程实践教学探索

为强化大学生的计算机应用技能,并培养他们运用合理的方法和工具解决实际问题的能力,基于对OBE(Outcome-Based Education,即结果导向教育)理念的深刻认识,对通识教育中的必修课程——Access数据库应用进行创新性的教学改革。不仅对课程教学目标进行全新的设计,还制定学习成效的检测与评价标准,以确保教学改革的实施效果。以Access数据库应用这门课程为例,对其调研报告和课程综合作业的评价量规设计进行深入地探讨,并详细阐述这些评价量规在提升学生学习效果、检验教学成果方面所发挥的重要作用。这些评价量规不仅有助于指导学生学习,还能为教师提供有效的教学反馈。通过应用教学的实践,发现评价量规对优化课程教学和提升培养目标具有显著的指导和支持作用。简而言之,通过改革教学方式和引入评价量规,成功地提高大学生的计算机应用能力,并帮助他们更好地利用技术和工具解决实际问题。这些教学创新不仅显著提高课程的教学品质,同时也为学生的长期学术进步和职业生涯规划奠定牢固的基础。

在线开放式课程混合式教学模式探索与实践

混合式教学实现了线上学习与线下教学模式的优势互补。对数据库原理与应用课程开展混合式教学改革实践,从课程本身、教师、学生三个维度对既往的教学过程进行分析和总结,以教学改革、课程思政、信息技术等为手段,基于“共述、共景、共情”的“三共”课堂开展混合式教学改革并取得了相应成效。

指向核心素养培育的红色研学旅行课程建构研究——以来宾市红色资源为例

指向核心素养培育的红色研学旅行课程的建构要坚持以学生发展为主线、真实问题情境的课程体系、跨学科的知识整合的原则,从素养化的课程目标、项目化的课程内容、实践化的课程实施、多元化的课程评价四个方面来进行。

OBE理念下“无人机电机原理”课程教学设计研究

“OBE理念”是当前教育教学中的重要理念之一,对提高课堂教学效果、实现人才培养目标有着重要的作用。“无人机电机原理”课程在高职无人机专业课程体系中属于理论性较强的专业课,是学习无人机装调维修技术的基础。针对当前“无人机电机原理”课程教学存在学生岗位适配性不佳的问题,基于OBE理念,从教学目标、教学内容、教学方法、教学评价等角度出发,重构教学设计,并以无人机电动动力系统装调内容为案例,描述了教学活动的具体实施过程,旨在提升教学质量,提高学生的岗位适应能力,为培养无人机行业及相关领域从事装调和维修的技术型人才提供保障。

基于首要教学原理的高职混合式教学模式构建——以商务英语课程为例

以商务英语课程为例,基于首要教学原理,结合国内外混合式教学研究现状,从聚焦问题、激活旧知、示证新知、应用新知、融会贯通五大环节出发,提出完全融合型、协作型、整合型教学模式的应用方案,并通过贯穿课前、课中和课后三个阶段的教学流程,构建高职混合式教学新模式。

党的二十大精神指引下“环境水利学”课程思政路径的探究

课程思政对全面培养大学生的综合素质具有重要的意义。在党的二十大精神的指引下,以面向水利工程专业开设的“环境水利学”课程为例,通过总结课程知识背后的本质、列举案例等方式,将课程思政元素与“环境水利学”课程的专业知识有机结合,学习贯彻党的二十大精神,充分发挥专业课程的思政功能。在讲授专业知识点的同时,引导学生树立正确的价值观、世界观和人生观,促进学生智育、德育的协调发展,为培养兼备高尚的道德情操、业务精湛的高素质人才作出贡献。