Exploration and Reflection on Project-Driven Teaching in Computer Science Practical Courses
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Abstract
Addressing the common disconnect between theoretical teaching and practical application in computer science practical courses, this study implements a multi-dimensional and interconnected project-driven teaching model oriented to engineering software development and intelligent information systems. The model uses real-world projects as the carrier, enabling students to apply computational logic, database design, programming implementation, and system testing to complex engineering tasks, including data-management scenarios relevant to electromagnetic and antennaengineering software platforms. Specifically, the study reconstructs a three-tier progressive teaching content system of “basic content + experimental content + practical training content,” designs a three-stage closed-loop teaching process of “task description - task-driven learning - task implementation,” and establishes a formative assessment mechanism matching practical ability development. A controlled teaching experiment was conducted in parallel computer science classes, combined with questionnaire surveys, process data, final examination results, and practical project evaluation. The results show that the experimental class using the project-driven model significantly outperformed the control class in the proportion of excellent final examination scores, completion rate of experimental and practical assignments, classroom participation, and core database skills. Based on teaching observations and data feedback, this paper further reflects on project authenticity, group collaboration, role rotation, and the transformation of teachers from knowledge transmitters to engineering-task facilitators. The study provides an operable reference model for computer science practical teaching reform and for cultivating students’ engineering practice ability in intelligent and electromagnetic information-related application contexts.
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