Programming courses teaching _3030 Task Group -

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Programming Course Task Group Approach

Chinese papers League finishing. Abstract: The vocational school programming courses based on task-driven method of teaching, on the basis of students learning in groups, to form study groups led by the other students learn better student learning, students self-produced programs the process of developing the ability to develop team spirit and work of students in methods and curriculum that enables programming software to make personnel to emerge to meet the information industry, software development, In this paper, is the author plus the separate application of task-driven programming course Teaching. Keywords: Program Design Task Group Driver Education course requires students to have strong logical thinking and careful production capacity, the computer program truly test whether students have done it and whether the errors, these requirements are so many beginners programming students are afraid of difficulties; the traditional theory of large class teaching from speaking to the validation process on the machine programmed teaching method, the procedure is often done so that students reach the learning content required results, the students practice programming mistakes, learning effects uneven, making the software not enhance creativity, for which we use on a programming course task driven approach. to motivate and maintain interest and motivation of learners and teachers to create a real teaching environment for students with authentic learning tasks; high school students in the task-driven approach must have the initiative to learn, teachers will continue to challenge and motivate students to learn progress. Teaching in the program design, teachers are mostly based on task-driven approach to the assignment to the students and explain briefly, by the students themselves learning to read to complete the task, the students ability to innovate and independent analysis and solve problems was markedly improved, but this approach also has shortcomings, mainly self-learning too much, the lower the overall learning efficiency, unity of poor students for their own cards, and students at different levels did not change the problem, in view of these reasons, we may One, group 1, group work before each group of students to the class before the learning ability and knowledge base have a complete understanding of the students to discover and nurture the learning leader, the process often takes up a full course of study time 1 / 3 of the teaching in the group before the group can not explain the task-driven approach, or - on the machine - Reviews inductive teaching, while teaching and learn about the students, while teaching the conduct of the students to lay a theoretical foundation and production skills. 2, how to group dozens of students in a class can be divided into several study groups,[link widoczny dla zalogowanych], but not more than 5 groups, group number, group, too many to too few in number in each group of students is not easy to make a unified requirements, teachers will also take into account the trade-off too many groups; each team to establish one to two study groups as a long learning leaders, taking into account the friendship and cooperation among students to facilitate learning from each other, good and poor students in the completion of an appropriate mix of groups. Second, task driven group learning 1, set the task mission is teaching teachers to carefully set up a successful first step, if you want to learn new knowledge points, we can design the teaching of each chapter into a large task, then the big task is divided into several smaller tasks, each section has several small tasks by one or the composition; in various reference materials and information there will be many exercises, task-driven learning requires a selection of exercises with point of learning new knowledge, rather than do a lot of exercises in the . For the same section, or the same part of the learning tasks set, the task can be more than ready to facilitate the task assigned to the various study groups to use. 2, distribution of tasks in the allocation of tasks to before various groups, each group of teachers should be recruiting to discuss long learning, team leader under the advice of teachers to learn and put forward their own ideas to complete the task, teachers can even let first to complete the task team leader, the team leader can better lead the whole group of students to complete the task. When the preparation work is done, the task can be distributed to the various groups of students to go, to give every student a clear mandate to use the new knowledge points and task requirements to achieve the purpose of enabling them to learn the targeted and complete the task. Tasks between the various groups can be the same, it can be different. If the same task, students complete the same task in the process, the teachers to complete the task each group to compare the merits of comments, the competition between the various groups to improve learning efficiency, while making the unity of the whole class requirements to achieve a more good results. If the task of each group is different from class in small groups can learn to use different knowledge points, each team completed the task after the cross-comparison between the study groups, each group eventually able to complete multiple tasks, students are exposed to the whole class a broader range of knowledge, achieve higher learning efficiency.

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