Research-based Course Teaching of "C ++ Programming" Combining the FKM Teaching Method

DOI

10.2991/icsshe-17.2017.74How to use a DOI?

Keywords

C++ Programming, Research-based Teaching, Teaching Method, FKM Teaching Method

Abstract

The research-based teaching thinking is applied to the C++ programming course teaching, combined with the FKM teaching method, the rapid acquisition of knowledge combine with knowledge exploration and research thinking, maximize the ability to cultivate innovative ability in classroom teaching. In the explanation of each knowledge point, start with deep logical thinking; first teach each chapter of knowledge points with the procedure-oriented idea, through the point - connection - network - expansion - scheme and other steps will be knowledge points through macro-structure and micro-interpretation. And then feedback the object-oriented knowledge, each knowledge point is the center of the class to form the FKM map of the C++ curriculum object-oriented knowledge. The abstract knowledge to the image intuitive, in line with the logic of thinking way of teaching, let the students out of the tedious grammar study, and then asks questions to inspire. The knowledge points in the book are regarded as the unknown fields, and the students are guided by the research thinking to rethink the knowledge points, to find out the problems, and to assist the research methods in order to cultivate the ability to solve problems.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Taohong Zhang
AU  - Rui Ma
AU  - XiaoLu Huang
AU  - Lin Yao
PY  - 2017/09
DA  - 2017/09
TI  - Research-based Course Teaching of "C ++ Programming" Combining the FKM Teaching Method
BT  - Proceedings of the 2017 3rd International Conference on Social Science and Higher Education
PB  - Atlantis Press
SP  - 295
EP  - 298
SN  - 2352-5398
UR  - https://doi.org/10.2991/icsshe-17.2017.74
DO  - 10.2991/icsshe-17.2017.74
ID  - Zhang2017/09
ER  -