共查询到20条相似文献，搜索用时 195 毫秒
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何羿 《新语文学习(教师版.中学专辑)》2007,(3)
最近,我们班出了一个“黑客”,能远程遥控关闭他人的电脑,这是怎么回事呢?那天电脑课,同学们都在认真地做电脑作业,整个教室只有手指轻敲 相似文献
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《中小学信息技术教育》2002,(12):49-50
Xwwwr:现在有很多学生讨厌电脑课,为什么呢? 信息技术课应当是紧跟潮流的,但书本总讲些过时的东东。现在已经是Windows XP了,书上还在95、98间转,内容全跟不上大潮。有些老师上电脑课时重在背课本上的概念。又多了死背的科目,学生怎能喜欢呢?上电脑课,中小学生还是要增加感性认识,多操作。老师要备好课,要增加对网络时代,特别是一些网络实用知识的认识。兰兰:有很多学生不喜欢上电脑课?我感到很奇怪。我校的学生一上电脑课就兴奋极了,恨不能天天上呢!我建议这位老师把电脑课和各个学科的学习结合起来试试,说不定会有好效果的。 相似文献
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韩鸽 《作文世界(高中新语文伴侣)》2006,(2):56-57
春节的时候,我到新安县阿姨家去。到了那里,表姐给我讲了她在电脑课上学到的知识,我真是羡慕极了,我多希望我们学校也能上电脑课啊!从那天起,我天天盼,天天想,甚至连做梦都能梦见我们学校也在上电脑课。今年开学的第一个星期,一天,老师面带笑容地走进教室,我们忙问:“老师,你今天怎么这么高兴啊?”老师看我们急切的样子,就微笑着说:“告诉你们一个好消息,我们学校也要上电脑课了,但限于条件,只能到邻村的河西学校去学习。”我们听了,高兴的心情真是用言语难以表达出来。我们忘了此时已经上课了,高兴得欢呼起来。老师看我们高兴的样子,也高兴… 相似文献
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The Software Engineering Apprentice 总被引：1，自引：1，他引：0
John Dalbey 《Computer Science Education》2013,23(1):16-26
The Software Engineering Apprentice is a model of programming instruction that focuses on “programming in the large.” We have developed a set of innovative laboratory programming exercises that can be used in a Fundamentals of Computer Science course sequence. The exercises revolve around a series of sophisticated “case studies”: complete software applications that we developed to exemplify good software engineering methods. In addition to functioning source code, the case studies include other software development artifacts: specifications, test plans, and design documents. As an alternative to the “build it from scratch then throw it away” mentality of most assignments in a first course, the Software Engineering Apprentice approach demands that students build upon large pre-existing software applications. Instead of the “language feature of the week” program assignments that are typical in these courses, the exercises we developed are modelled after tasks found in a real software development environment—testing, code comprehension, maintenance, modification, and enhancement. 相似文献
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Marcel Fouda Ndjodo Virginie Blanche Ngah Erick Patrick Zobo 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(2):177-196
A competency profile for teachers of Computer Science in Cameroonian secondary education – In 1998, the Cameroonian government decided to introduce Computer Science as a school subject. To implement this decision, it began to train teachers of Computer Science according to the same training model used for teachers of other disciplines. Despite the consensus that seems to be emerging from the scientific community regarding the need to give priority to a cross-disciplinary use of information and communication technologies (ICT) in primary and secondary education, some countries, such as Cameroon, have opted to teach Computer Science. While such a political choice might in principle appear to be inappropriate for the development of students’ ICT skills, the article shows that it nevertheless introduces teachers into the system who have a predisposition to act as catalysts for the pedagogical integration of ICT. Such a development could occur provided these teachers are trained in a range of additional skills – those proposed in the article – which would enable them to contribute effectively. If this approach were implemented, sub-Saharan countries such as Cameroon would, in their Computer Science teachers, have access to human resources capable of quickly generalising the cross-disciplinary use of ICT in the education system. 相似文献
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Katrina Falkner 《Computer Science Education》2013,23(4):390-429
To support teachers to implement Computer Science curricula into classrooms from the very first year of school, teachers, schools and organisations seek quality curriculum resources to support implementation and teacher professional development. Until now, many Computer Science resources and outreach initiatives have targeted K-12 school-age children, with the intention to engage children and increase interest, rather than to formally teach concepts and skills. What is the educational quality of existing Computer Science resources and to what extent are they suitable for classroom learning and teaching? In this paper, an assessment framework is presented to evaluate the quality of online Computer Science resources. Further, a semi-systematic review of available online Computer Science resources was conducted to evaluate resources available for classroom learning and teaching and to identify gaps in resource availability, using the Australian curriculum as a case study analysis. The findings reveal a predominance of quality resources, however, a number of critical gaps were identified. This paper provides recommendations and guidance for the development of new and supplementary resources and future research. 相似文献
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Mary Webb Niki Davis Tim Bell Yaacov J. Katz Nicholas Reynolds Dianne P. Chambers Maciej M. Sysło 《Education and Information Technologies》2017,22(2):445-468
In this paper we have examined the position and roles of Computer Science in curricula in the light of recent calls for curriculum change and we have proposed principles and issues to consider in curriculum design as well as identifying priority areas for further research. The paper is based on discussions within and beyond the International Federation of Information Processing (IFIP) Education Community since 2012 as well as an analysis of curriculum developments in five different countries. Emerging themes have been discussed with reference to important perspectives from curriculum theory including “powerful knowledge” as a key element of entitlement and management of the growth of expertise. Based on this analysis we have identified areas of consensus as well as constraints, risks and issues that are still subject to controversy. There is an emerging consensus of the importance of Computer Science and the nature of its “powerful knowledge”. Furthermore current understanding of the opportunities and benefits for starting to learn Computer Science early in primary schools has identified this early start as an entitlement and equity issue. There is a strong consensus that teacher professional development in Computer Science Education is critical for supporting curriculum change and is currently a major challenge in many countries. Other key issues include understanding how the growth of expertise affects potential structure and sequencing in the curriculum and the balance of content. Further considerations include how new technological opportunities interact with pedagogical approaches and can provide new potential for the growth of expertise. 相似文献
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Mike Joy Jane Sinclair Shanghua Sun Jirarat Sitthiworachart Javier López-González 《Education and Information Technologies》2009,14(2):105-126
The interdisciplinary nature of Computer Science Education as a field of study is a complicating factor when authors are choosing
appropriate journals and conferences for publishing research results. This paper reports a survey of 42 such publications
in order to identify the types of paper frequently accepted for publication in each. We review existing taxonomies developed
for the general fields of Computer Science and Education, and from this starting point, we develop a novel faceted taxonomy,
specifically aimed to help new researchers in the field understand what types of papers are published and where they appear.
Our results confirm previous studies indicating the predominance of practice-based, technology-driven reports. We also observe
certain differences in educational themes between those found in publications grounded in the Computer Science Education corpus
and those emerging from more general Higher Education literature. 相似文献
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大学生就业形势越来越严峻,影响就业的因素众多,各因素对就业情况的影响并不相同,且相互之间存在关联性。基于粗糙集理论,提出大学生就业因素重要度的定量度量方法,建立基于粗糙集的智能数据分析模型,实验结果表明了新型方法的有效性,能够为大学生的在校学习和就业规划提供了重要指导,并为高校培养和企业招聘优秀大学生提供了决策支持。 相似文献
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佚名 《英语大王(小学)》2011,(3):7-7
玛丽和露西在谈论天气。玛丽说：“哇,今天阳光灿烂。我喜欢晴天!”露西说：“是啊。我也喜欢晴天。”然后玛丽说：“可是我叔叔非常喜欢下雨天。他想要看到每天都下雨。”露西说：“那你的叔叔肯定是疯了。” 相似文献