Welcome to Francis Academic Press

International Journal of New Developments in Education, 2022, 4(15); doi: 10.25236/IJNDE.2022.041506.

Teaching Mode Reform and Practice Exploration of Big Data Processing and Analysis under the Background of Industry and Education Integration

Author(s)

Songfei Li

Corresponding Author:
Songfei Li
Affiliation(s)

School of Economics and Management, Shenyang Institute of Technology, Shenyang, 113122, China

Abstract

The background of integration of industry and education has brought new ideas to the innovation of university curriculum implementation mode. The implementation of university curriculum under the background of integration of industry and education should promote the unity of teachers' curriculum teaching and production practice process, the support of students' professional quality and production practice quality, and the integration of teaching evaluation system and practice quality evaluation. In order to further improve the teaching quality, focus on cultivating students' professional skills, and deepen students' understanding of the actual production of the industry, a new attempt was made to build the course Big Data Processing and Analysis. The learning mode of "enterprise+classroom" is adopted to cooperate with the factory site visit; a lecture hall, experimental courses, curriculum design related to intelligent driving and final assignments have been added to further strengthen the integration of teaching and industry, improve students' ability to combine theory with practice, and cultivate versatile talents. Through the reform of teaching methods, practical teaching and assessment system, the course has achieved preliminary teaching results.

Keywords

Industry and education integration, Big Data Processing and Analysis, Teaching reform

Cite This Paper

Songfei Li. Teaching Mode Reform and Practice Exploration of Big Data Processing and Analysis under the Background of Industry and Education Integration. International Journal of New Developments in Education (2022) Vol. 4, Issue 15: 30-34. https://doi.org/10.25236/IJNDE.2022.041506.

References

[1] Chen Z J. The connotation, essence and practice path of the integration of industry and education in vocational education [J]. Education and Occupation, 2018 (5): 35-41.

[2] Jilin B, Wu X. Course Implementation: Understanding, Dialogue and Meaning Construction – One the concept of curriculum implementation with a constructive orientation[J]. Journal of Southwest Normal University: Humanities Social Science Edition, 2005 (1): 85-88.

[3] Gu Y A, Liu H F, Lu Z L. The newly established undergraduate college is transferred to the university of applied technology task and measures of the model[J]. Modern Education Management, 2014 (11): 62-66.

[4] Hong L, Wang A J. Reform and innovation of practical teaching in application-oriented undergraduate universities[J]. Laboratory Research and Exploration, 2004 (9): 5-8.

[5] Chen F J. Discussion on the talent training model of application-oriented undergraduate colleges and universities information and communication engineering [J]. Tianzhong Academic Journal, 2016 (6):129-132.

[6] Li X H. Survey on the current situation of classroom teaching methods used by teachers in application-oriented undergraduate colleges check -- Take Hetao University as an example [J]. Western Quality Education, 2019 (13):180-181.

[7] Liu H F, Gu Y A. Strategic reform and talent training of China's applied technology universities element transformation [J]. Vocational and Technical Education, 2014 (10): 11-16.

[8] Chen X L. Exploration of the teaching team building model based on the curriculum group [J]. China College Teaching, 2011 (7): 72-74.

[9] Hu W S. The core value and feasible path of building a high-level talent training system [J]. Heilongjiang Higher Education Research, 2019 (8): 29-32.

[10] Zhou J P. Several problems to be solved in the curriculum reform of application-oriented undergraduate education[J].University Education Science, 2009 (2): 19-22.