英国计算机类论文assignment范文指导:计算机在网络的思维培养分析Computer Network Teach

英国计算机类论文assignment范文指导:计算机在网络的思维培养分析Computer Network Teach

来源:www.51fabiao.org作者:meisishow发布时间:2013-10-24 16:16
培养科学思维的三个重要教学环节科学方法与科学思维产生于科学技术的认识和实践过程中,对学生科学方法与科学思维培养和训练的最好方法就是让学生亲身经历这一过程。

英国计算机类论文范文指导:计算机在网络的思维培养分析Computer Network Teaching Scienc

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Three basic practical aspects are: the problem of conjecture, verify facts and rational thinking . Teaching in the computer network , the " conjecture - Authentication - think" three aspects of teaching has always been throughout the different stages of consciousness , to focus on development and training students' scientific thinking skills, imparting knowledge to the process of the network becomes "scientific discovery" and "technological innovation " process, the students into scientific thinking and the scientific method is effective training process .
三个基本实践环节是:对问题的猜测、事情的真实情况的证验和理性的深刻思考。在计算机网络课程教学中,将“猜测—证验—深刻思考”三个环节贯穿课程教学始末,在不一样阶段有认识、有重点地培育和训练学生的科学思惟有经验,即可将网络知识的传承传授过程变为“科学发觉”和“科学技术创新”的过程,变为对学生施行科学思惟和科学办法管用训练的过程。

The three teaching can be broken down into specific : analyze problems raise questions → → → authentication scheme proposed program → Summary → identify problems thinking , forming a complete closure of the " scientific research" practice . To do this , first select the appropriate research questions , the students have learned in class before the use of knowledge , analysis of these issues and make innovative thinking, boldly put forward their own solutions , complete the " conjecture " link.
这三个教学环节可具体细分为:提问→剖析问题→提出方案→证验方案→深刻思考总结概括→发觉问题,形成一个完整合拢的“科研”的实践过程。

 " Verification" link includes theoretical validation and experimental validation . In theory verification link, teachers focus on the analysis of the theory class advantages and disadvantages of various solutions put forward the right solution and analyze its principles to guide students to use theory to validate their own ideas. In the experimental session, teachers should design a reasonable experiment content, hands- on training students the ability to use what they have learned while training students the ability theory to guide practice , and through experimental verification theory courses in principle , so as to enhance understanding . Thinking summary stage includes classroom teachers guide students to summarize and reflect on two aspects of after-school , focus on training students to summarize and comprehensive analytical thinking skills. To further stimulate the enthusiasm of students' active learning in every chapter could pick out a typical research issues as discussion topics, teaching through seminars for students to a variety of innovative ideas to fully impact and inspire students to dialectical thinking and divergent thinking . Computer education driven analysis solutions to problems classroom discussion summarizes theoretical validation experiments classroom after school thinking identify problems conjecture verification link link link image thinking thinking creative thinking focus on training scientific thinking dialectical thinking divergent thinking abstract thinking, logical thinking, deductive thinking inductive thinking Systems Thinking comprehensive thinking questioning mind map .Two scientific thinking training process described in detail below in the computer network theory courses teaching practical aspects of scientific thinking in the development and training for specific methods .

 conjecture stage in question to stimulate student imagination and creative thinking is the key issue conjecture stage selected the right questions to drive students to think , changing the traditional passive learning to active learning and research study . Problem too big too difficult to reach enlightenment effect , and would dampen the enthusiasm of students to actively think about the problem makes students feel that no challenge is too shallow . Issues are best starting point is low but there are certain depth and space to think . As with the image of image thinking , divergence and the characteristics of daily life , so that some highly abstract theory is easy to understand , therefore , in the " guess " stage should inspire students to use more thinking in images .

For example: computer network "agreement" concept , beginning students often feel too abstract , difficult to understand . Can be arranged in a rehearsal Questions : "Designing a two- person transmission of information through direct programs flashlight ." First, think about this question, students need to propose creative design, stimulate students' creative thinking . Secondly, the agreement does not allow students to feel abstract , eliminating the need for computer networks mystery and a sense of fear . Again, in the teaching of MAC protocol before , can be arranged so that a classroom discussion questions : "Imagine a blindfolded roundtable , a scheme similar design allows multiple computers connected to the same cable can communicate correctly ."

Teachers in the layout issues to grasp the following points: First, have a prompt and pave the way for students to fully understand what the problem is to be solved . Such as the above example the students to clear the problem lies multiple computers simultaneously send data conflicts, you must avoid conflicts. Second, we must encourage students to divergent thinking and bold conjecture , but also inspire students to think broadly in the right direction . For example can inspire students to think about the following questions: whether you can set up a roundtable moderator ? Everyone can be specified whether the order of speaking , in turn to speak ? When people are more low, the possibility of free speech ? If two people speak simultaneously how to do ? Can think of ways to reduce the likelihood of conflict ?

 motivate students in the classroom discussion stage dialectical thinking and divergent thinking in order to further stimulate students' interest in learning, to increase participation, to discuss lessons may be more in the form of organization of teaching . In the discussion, through horizontal and vertical depth extension , broaden their horizons, develop students' thinking, broad and profound ; During the discussion, the students learn from each other , learn , teacher-student interaction , encourage students to examine issues from multiple perspectives to cultivate the students' dialectical thinking and innovative thinking ; in discussions and exchange , by the guidance of teacher evaluation , peer assessment between the students , the students' self-assessment , so that students' creative thinking activities in a timely manner and evaluation guidance and help students' innovative thinking good quality formation and development. Meanwhile, the Seminar Teaching also helps improve students' ability to express summary .

Our computer network teaching in classroom discussions implementation methods as follows : Every four discussion groups composed of a study , each headed by turns . Each chapter arrange a seminar , arranged two weeks before class discussion topics .

Students to teachers to think about the materials and fully prepared to work , class discussion group as a unit under study discussed and submitted before class PPT presentations ( 5 to 10 minutes ) ; teachers based on student submissions speeches select 2 ~ 3 team took the stage ; classroom, teachers guide students to discuss lecture content , analyze problems and propose solutions ; teachers evaluate students' point of view .

The choice of seminar topics critical to the success seminar for discussion of the topic has four main categories :

Keqianyuxi ponder the difficult questions, such as MAC , routing, etc. ; broaden our horizons extracurricular learning class of topics , but the lack of supplementary materials can be more important content , exercise self-learning and computer networks, the ability to find information , such as P2P file distribution ; helped deepen our understanding of after-school thinking questions , such as how to modify the RIP protocol completely solve count to infinity problem ? Give full play to the students imagination and innovative open questions , such as the idea of ​​a distinctive network applications. In addition, to fully affirmed the students' creativity . Students proposed solution is often flawed , quirky , teachers should find out as much as possible merits, allow them to correctly recognize their shortcomings , while full recognition of their innovation, give them a sense of accomplishment , to stimulate their interest in learning and research , and enhance their creative thinking .