Exploration of Data Structure Experiment Teaching
In this paper, combining with experiment teaching experience of “Data structure”, on the basis of the analysis of problems in the experiment teaching process and fully taking into account the needs of teaching and students’ actual situation, the stratifie
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Abstract. In this paper, combining with experiment teaching experience of "Data structure", on the basis of the analysis of problems in the experiment teaching process and fully taking into account the needs of teaching and students’ actual situation, the stratified experiment teaching model closely integrating with theory teaching is established in order to better play the role of "data structure" experimental course, which teaches students in accordance with their aptitude, centers on students, and pay attention to their interests and abilities. Keywords: data structure, experiment teaching, exploration.
1 Introduction Data structure course is an important professional core course of computer-related specialty, which has a linking role throughout the professional curriculum system[1,2]. But this course content is more abstract, students are often difficult to understand it, especially cannot master flexibly the application of the algorithm. Therefore, teaching of the curriculum should not only focus on students’ mastery of theory, Should pay more attention to develop experimental ability of analysis problems and problem-solving. Experimental teaching is an important means which students verify, master and apply algorithms, and students can deepen understanding of the theory learning through experiments. Strengthening the experiment teaching and applying the knowledge taught in class to the experiment make students to deepen their theoretical knowledge when solving practical problems, these lay a solid foundation for professional learning.
2 Problems in the Experimental Teaching Process The current experimental teaching effect is not satisfactory, and students often are lack of interest in the experiment or don’t know how to start. I analyze the following reasons combining with teaching experience for many years. (1) Foundation is not sturdy High-level programming language is one of the leading courses for data structure; students’ mastery degree of it is directly related to the teaching effect of data structures. Because the data structure is the prerequisite of core professional courses in computer-related specialty, most of the institutions set up the course after a high-level language programming. On the one hand, students are exposed less computer-related H. Tan (Ed.): Knowledge Discovery and Data Mining, AISC 135, pp. 343–347. © Springer-Verlag Berlin Heidelberg 2012 springerlink.com
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courses, and lack of deep understanding of the computer, thus these affect students’ mastery of the data structure knowledge; the other hand, because setting of teaching hours is unreasonable, foundation of students’ programming language is weak, and mastery is not sturdy. (2) Curriculum itself difficulty is large Content of Data Structures course is not only rich, but also its knowledge points are more, and the curriculum itself has strong logicality and high abstractness, there are certain requirements for prerequisites of high-level language programming and discrete mathematics. Therefore, when student
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