Phased experimental teaching in the college course of computer and information technology

Abstract

The problems of students' starting computer knowledge discrepancy and disconnection of theory and experiment classes pose new challenges to the current teaching practice of college Computer and Information Technology. In light of Rogers's non-directive pedagogy and the reality of first-year college students' computer classes, this paper proposes a phased experimental teaching paradigm under the guideline of experiment-initiated teaching mode. This new paradigm divides the course into a number of links, in each the experiments of lower difficulty level placed prior to class lecturing so that students can learn in an epistemologically accumulative process. This paper illustrates how phased teaching paradigm is implemented in the links of C Programming module. © 2011 Springer-Verlag.