c语言实验报告3普园媛,C语言微课教学效果实证分析

摘要

把微课作为一个影响教育因素,将我校电子专业14~16级6个班3年内的C语言教学期末考试成绩进行单因素方差分析.对照统计表明：学生成绩无法反映微课的教学作用.通过利用结构方程模型进一步研究微课在教学中的作用.分析结果表明：学习效果得到加强体现在教学实验环节;加强实验投入的学生与期末考试成绩相关程度大,但部分学生弱化实验环节通过背默程序也可以取得较好成绩,进而又弱化了教学实验环节对学习成绩对路径作用.为此又以是否使用微课群组进行分类对比分析,得知使用微课提高了教师主导优势的作用,要求学生增加学习投入.

This paper taking Micro class as an affecting factor analyzes the final examination results of C language teaching in six classes of grades 14 ~ 16 of the electronic major of our school within three years.Variance analysis experimental statistics show that student achievement can not reflect the teaching effect of micro class.In order to further study the role of the micro class in teaching,we use the structural equation model to analyze the teaching effect.The results show that the strengthening and affirmation of the learning effect is embodied in the teaching experiment and the reinforcement and affirmation of learning effect is embodied in teaching experiment.The students who have strengthened the experimental input have a large correlation with the final exam results,but some students can achieve better results through the tacit procedure and weaken the experimental links,and then weaken the role of the teaching experiment in the path of learning.Thus,we classify and compare the groups that use with those do not use micro classes.It was found that the use of micro courses improved the dominant role of teachers.At the same time,it further asked students to follow the main role.It is still necessary to study and explore the use of microcourses to improve the overall efficiency of learning and the benefit of running a school.