An Empirical Study on the Course of “Database Principle and Application” Based on the Mixed Teaching Mode of “Massive Course”
- 1 Department of Mathematics and Computer Science, Nanchang Normal University, Nanchang, China
- 2 Jiangxi Open University, Nanchang, China
Abstract
“Database Principles and Applications” is a compulsory basic course for undergraduates majoring in information science and computer science. This course is rich in teaching content, strong in theory, and closely related to actual operation. Therefore, this course has always been regarded as “difficult for teachers to teach and difficult for students Learning”. The author tried to use the mixed teaching mode of combining classroom and “ M assive C ourse” to construct a teaching measurement evaluation scale and measure the results of teaching reform. After analysis and research, it reveals that the “massive course” mixed teaching model has a significant positive impact on the teaching course of “Database Principles and Applications”, which help solve the problems of less class hours and more content in the course. This article adopts an empirical research paradigm, conducts teaching reform experiments in the three grades of two schools, and analyses the results from both qualitative and quantitative aspects. Finally, it concludes that the mixed teaching model of “massive course” is beneficial to improve teaching effective. The full article firstly introduces the characteristics of the “Database Principles and Applications” course and the characteristics of the “massive course”, and then introduces the basic situation and result analysis of the course reform, and finally draws a conclusion.
- Chen, L. D., & Zhang, Y. (2019). Reform of Curriculum Teaching Mode under the Background of MOOC—Taking “Database Principle” as an Example. Journal of Ningbo Vocational and Technical College, 23, 18-21.
- Hao, L. Q. (2017). Research on the Evaluation System of Classroom Teaching Quality in Colleges and Universities. Beijing: China University of Geosciences.
- He, K. K. (2014). From the Essence of “Flipped Classroom”, the Future Development of “Flipped Classroom” in Our Country. Education Research, 35, 5-16.
- Li, M. L. (2013). Analysis on the Characteristics and Teaching Design Principles of MOOCS. Education Research of Tsinghua University, 34, 13-21.
- Li, Y., & Xiang, H. (2019). Research on the Construction of Evaluation System of Classroom Teaching Quality in Colleges and Universities. China High-Tech, No. 8, 30-33.
- Shen, L. L., Han, X. B., & Cheng, J. G. (2014). The Ultimate Return of “Post MOOCS Era” to Open Online Education: Analysis of Characteristics and Trend of International Literature Research in 2008-2014. Modern Distance Education Research, No. 3, 17-26.
- Xu, Z. L. (2016). Research and Implementation of Multimedia Classroom Teaching Quality Evaluation System in Colleges and Universities. Nanchang: Nanchang University.
- Yang, S. H. (2015). Research on the Evaluation Index System of Undergraduate Classroom Teaching Quality in Colleges and Universities. Xinyang: Xinyang Normal University.
- Yang, S. H. (2015). Research on the Evaluation Index System of Undergraduate Classroom Teaching Quality in University. Xinyang: Xinyang Normal University.
- Zhang, Y. (2018). Preliminary Study on the Teaching Mode of “Database Principle” under the Background of MOOCS. Journal of Nanchang Normal University, 39, 29-31.
- Zhang, Y. Y. (2014). The Influence of the Development of “MOOCs” on My Country’s Higher Education and Its Countermeasures. Journal of Hebei Normal University (Educational Science Edition), 16, 116-121.