Frontiers in Educational Research, 2024, 7(12); doi: 10.25236/FER.2024.071205.
Hairong Zhu1, Xiaoqiang Luo1, Zhuo Feng1, Yilan Zeng2
1Guangxi Normal University of Science and Technology, Laibin, Guangxi, 546199, China
2The Second Junior High School of Nanmu Town, Guigang City, Guangxi, 537226, China
This paper explores the strategies and effectiveness of promoting programming language teaching reform in undergraduate computer science education using a project-driven approach. Through a comparative analysis of project-driven and traditional teaching methods, the advantages of project-driven teaching in stimulating student interest, enhancing practical skills, and promoting the development of comprehensive competencies are demonstrated. Using specific case studies, the paper illustrates how project-driven teaching can be used to restructure programming language courses, broaden student perspectives, improve practical application skills, enhance teamwork, and foster innovative thinking. Finally, the paper proposes a complete teaching reform framework from the perspectives of teaching philosophy, course design, teaching methods, and evaluation systems, with the aim of providing valuable insights for the reform of programming language teaching in undergraduate computer education.
Programming language teaching; comprehensive competencies; project-driven learning; practical teaching methods; teamwork skills
Hairong Zhu, Xiaoqiang Luo, Zhuo Feng, Yilan Zeng. Research on Strategies and Practices for Reforming Computer Programming Language Teaching in Undergraduate Education Based on Project-Driven Approach. Frontiers in Educational Research (2024) Vol. 7, Issue 12: 35-42. https://doi.org/10.25236/FER.2024.071205.
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