Preface: The small editor has sorted out 5 reference model articles for your basic computer papers for your reference. I hope it can help you get inspiration in writing and make your articles more rich and profound.
Part 1: Model Essay on Computer Foundation
1.1 Graded teaching should face practical application
"Learning to apply" is the fundamental purpose of learning, computer Basics The implementation of teaching is no exception. In the process of teaching, the author finds that the learning effect of students is far from this goal. After learning Word2003, I graduated paper It is still difficult to cope with production and typesetting; After learning the composition of computer hardware, if I want to assemble a compatible computer, I still can't figure out which hardware to configure and reasonably select. Such problems are numerous. How to solve the problems in the above teaching? The author believes that application oriented teaching should be carried out to enable students to realize that the knowledge they have learned can effectively solve problems in daily life and learning, which in turn can stimulate students' interest in learning. We often use case teaching method in graded teaching. For example, when explaining Word2003, the selected case is the production of graduation thesis. The explanation is divided into two parts: one is the regular operation of Word, and the other is the advanced functions and applications. You can prepare a graduation thesis in advance. First, we will explain the basic methods of character, paragraph and page format setting, the method of inserting pictures and realizing mixed arrangement of images and texts, the insertion and use of tables and other conventional operations. Put the knowledge points and skills required in the teaching plan into the production of documents as much as possible. Next, it explains the advanced operations, including the settings of the header and footer, the insertion of the directory, and the use of styles. The above operations are also explained in combination with the production of documents. In this way, after the end of the explanation, a beautiful paper will also be presented to the students. Teachers and students share the fun of learning to apply.
1.2 Improvement of teachers' professional quality
In order to achieve good teaching results, teachers must improve their professional quality. But at present, on the one hand, the teaching task of college computer basic course teachers is heavy, and the workload is very large. Under such a premise, it is not easy for them to get enough time and energy to study. But on the other hand, information technology is changing our daily work, life and study at a fast speed. Compared with other technologies, the development of information technology is much faster. Therefore, as a teacher of basic computer courses, he should have more sense of responsibility and urgency and seize every opportunity to enrich himself. As the improvement of teachers' professional quality, the author believes that there are mainly two aspects: in-depth direction and horizontal knowledge. For the depth direction, we think it mainly refers to solid theoretical knowledge of computer science. Teachers can choose in-depth research according to their own research direction. In addition, teachers should try their best to choose information technology related to their majors and impart it to students according to their majors in the teaching process. As the saying goes, only when a teacher has a bucket of water can he give his students a bowl of water. Teachers' professional quality is the key factor that determines the teaching quality and teaching effect. For horizontal knowledge, teachers are required to follow the development status and direction of the technology market. For example, college students are often asked by relatives or friends to help install a compatible computer. At this time, if the teacher is very familiar with the development of the current technology market, he or she will explain the relevant contents to the students during the teaching, such as the characteristics, advantages and disadvantages of different types of CPUs, the considerations for selecting memory, hard disk and graphics card, how to achieve optimal performance configuration between the main components of the compatible computer, and meet the work and entertainment needs of users, etc. The acquisition of these knowledge requires teachers to follow the dynamics of the technology market to ensure that the knowledge learned by students is fresh and can be applied.
1.3 Opening of computer public elective courses in the whole school
In order to better realize the graded teaching of basic computer courses, meet the personalized requirements of different majors and students, and take into account the interests of students, we have set up a series of computer public elective courses for students to choose. Including Matlab and Engineering Computing, 3DMAX, VB Programming Language, Flash Animation Design and other courses. In this way, students can broaden their horizons, provide greater learning space and opportunities for students, and constantly improve their information literacy and practical skills. Of course, we will also adjust the subjects of elective courses according to the actual needs of students' majors and their interests, as well as the direction of teachers' personal expertise.
2 Conclusion
Part 2: Model Essay on Computer Foundation
The cognition and understanding of computational thinking is a progressive process for teachers of basic computer courses. Some examples of computational thinking are thinking methods related to computer processing problems. The new focus of basic computer education should be the introduction of these methods, and enable students to deeply understand these thinking methods, so as to train students to flexibly use this thinking method to creatively solve some practical problems. Such training goals and educational concepts pay more attention to the training of thinking skills. Through basic computer courses, students can get in touch with computers and use computers to complete some tasks. These are just a means to train students in computational thinking. Our goal is to enable college students to develop good computational thinking skills. Of course, this does not mean to overturn the existing framework of basic computer education. The existing framework of basic computer education is still very important. For example, students still need to master the use of some computer software, still need to understand what is a computer programming language, and be able to design some simple computer programs. But these are the means to cultivate students' computational thinking ability, and should no longer be the goal. Specific computational thinking skills include the following examples:
(1) By means of reduction, embedding, transformation and simulation, a difficult problem is explained as a way of thinking about how to solve it
(2) Use abstract and decomposition methods to control complex tasks or design huge complex systems
(3) Heuristic reasoning is used to seek solutions, that is, the thinking method of planning, learning and scheduling under uncertainty. And so on, these belong to the category of computational thinking ability. It can be seen from the above examples that the cultivation of computational thinking ability is a huge and difficult task. A lot of cultivation and training of thinking ability have gone deep into the forefront of computer science. However, through the study of basic computer education, students should be able to understand and understand the thinking method of computational thinking.
2. Discussion on the Ways to Cultivate Computational Thinking Ability in Basic Computer Education
As mentioned earlier, the cultivation of computing thinking ability is not to completely break the existing curriculum system of basic computer education, but to guide students to think about the nature of computing and understand the ideas and methods used by computers to solve some practical problems through the existing curriculum system. Therefore, in the basic computer teaching, the integration of computational thinking is mainly the reform of teaching methods and teaching concepts, which is not very relevant to the change of teaching content. Of course, it may also be necessary to make appropriate changes in the teaching content, such as adding the essence of computing, computability theory and other content. However, the introduction of these contents should not be the focus in basic computer education. In the teaching process, from the perspective of solving problems, we emphasize the methods and ideas of solving problems, rather than just teaching students how to solve problems, triggering students' in-depth thinking, enabling students to understand problems from the perspective of calculation, so as to cultivate students' computational thinking ability. In the specific teaching process, computational thinking is not the change of content and tools, but the change of teaching methods and concepts. This first requires teachers to look at problems from a higher level and guide students to think deeply. The cultivation of computational thinking ability is to let students learn how to use the basic concepts of computer science to solve and analyze problems. This requires students to have a deep understanding of some fundamental concepts, so it may be necessary to appropriately add some teaching content and expand some teaching content on the basis of the original curriculum system. The expanded contents are mainly to help students think more deeply. The teaching of computer language can be properly added to the teaching of computer foundation, and the data structure and algorithm realization related to computing thinking ability can be emphasized in the programming course. However, it should be noted that the cultivation of computing thinking ability is not only to cultivate students' programming ability. Computing thinking is conceptualized, not programmed. To think like a computer scientist means that it is far from just being able to program for computers, but also requires being able to think at multiple levels of abstraction. In the modern basic computer teaching, teachers need to do appropriate guidance, so that students can consciously learn and think. For example, in all basic computer teaching, computers use binary to express information, such as numbers, characters, etc. Generally speaking, if teachers simply explain these contents, students have a general understanding of this, but it is unlikely to arouse the interest of general students in how to use binary to express these information. If the corresponding examples are introduced, it may lead to students' interest and thinking. For example, in the 1991 Gulf War, a Patriot missile failed to intercept the Scud missile, causing casualties to the US military. If students are reminded that the reason for this problem is that there is a problem with the built-in clock of the Patriot missile system, which is related to the error caused by the computer using binary numbers to represent floating points, this will certainly arouse students' interest. Students will be interested in how computers represent floating points, and guide students to read the relevant representation standards. In this way, Students' interest in independent thinking and learning will greatly increase. In this process, the teaching content has not changed substantially, but the requirements for teachers have obviously improved a lot. It is very important for teachers to guide students from a high angle.
3. College Computer Basic Education Program
In the teaching practice, the basic computer education should first train students' basic skills of using computers. On the basis of mastering basic skills, students should be trained to skillfully use basic skills to solve problems after encountering problems. On this basis, students can gradually think deeply and improve their information literacy, This will lead to the gradual formation of students' computational thinking ability. The teaching content is still divided into two parts: basic theory teaching and practice teaching. Among them, the basic theory teaching can be divided into different parts according to the different majors of students. Some specific teaching arrangements are not very different from the existing teaching arrangements of computer foundation, because the author believes that the cultivation of computational thinking focuses on how teachers guide, and the teaching content is not the dominant factor in ability cultivation. The specific course arrangement and class hours can be set according to the actual situation of different colleges and universities. Among them, the design of the extended experiment in the practical teaching part needs teachers to be able to better grasp: it can neither be designed too simply, nor can it promote students to think and start, nor can it be designed too hard, too difficult, and students often have frustration and lose interest in learning and thinking.
4. Questions
Part 3: Model Essay on Computer Foundation
With the rapid development of computer science, the current use of computers has penetrated into all fields of society. People hope to be able to complete work better with the help of computers, especially in the field of scientific research, researchers are more eager to open up new ideas and methods for their research. Computational thinking is proposed to guide people to understand the behavior of computers from a theoretical perspective by highlighting the characteristics of computer processing problems, so as to better use it. However, there has always been controversy about the concept of computational thinking in computer science, mainly represented by Peter JDenning, the former president of ACM, and Peter Naur, the winner of the Turing Prize in 2003. The key to the controversy over "computational thinking" lies in the understanding of the word "computing". What is calculation? At present, there is no clear and unique definition, but the general understanding is that computing can be seen as the transition process from one information state to another, including the transmission and change of information. For example, in computer programming, the change process from one set of input to one set of output is calculation. However, there is a famous central rule in the field of biology, that is, DNA → RNA → protein. Modern molecular biology research shows that DNA, RNA and protein are all determined by their coding sequences, and there is information transmission between them. Scientists believe that this is also a kind of calculation. Professor Zhou Yizhen's definition of computational thinking clearly limits computing to the field of computer science. Will this lead to the limitation or even misunderstanding of people's understanding of computing? Professor Denning pointed out that "computational thinking is not the only and unique feature of computer science. If we do not carefully understand and treat it, we will lead people to the trap of thinking". At the same time, he believes that computing, as a process of information processing, is ubiquitous in nature, and computer computing is only one form of many calculations. Computer can help people to complete many tasks, which leads to high expectations. Professor Zhou Yizhen believes that computational thinking should be turned into common sense. However, this beautiful wish ignores a basic fact - the limitations of the computer itself.
The current computer is based on Turing machine. Professor Naur demonstrated in the article Computing versus human thinking that this kind of computer can not describe human thinking, it is just a form of describing the real world. This view fundamentally explains the limitations of the current computer's ability to process information. Of course, we cannot predict whether computers can fully describe and simulate human thinking in the future, but it cannot be realized under the current framework. Although computer can help us solve many practical problems, we can't expect it to be omnipotent. We should understand the research boundary of computer science at present. Professor Naur's research also shows that Turing model is not enough to describe human intelligence. How to make machines have human intelligence may need to be studied from different perspectives, such as biological perspective or non digital form. The question raised by the two professors is essentially an extension of the definition of computational thinking, that is, computing cannot only refer to computing within the scope of computer science, and the current basic concepts of computer science are not enough to describe all computing. The definition of computational thinking is a concept proposed from the current level and perspective of computer science. This concept can summarize the characteristics of current computer work, but if it is popularized as a way of thinking, it may limit people's thinking to some extent. From another point of view, the concept of computational thinking has a very positive significance. It briefly points out the core and essential problems of computer science to a certain extent, and provides a good goal and direction for researchers in other scientific fields to further study and understand computer science. To sum up, computational thinking is still a definition or concept in research and exploration, which needs to be developed and improved. Therefore, we should pay attention to the scope of this concept when we apply this concept to the reform of basic computer teaching in universities.
Computational Thinking and the Reform of College Computer Basic Teaching
In the current information society, computer, as the main tool of information processing, has become an indispensable helper for people's life, study and work. Therefore, basic computer education is very necessary in all levels of education. However, in the process of computer teaching in the past, both teaching methods and teaching contents have the problem of "narrow tool theory", that is, only using computers as tools has the consequence that students can only operate computers mechanically rather than flexibly use computers to solve problems. From another point of view, the teaching thinking of tool theory has led to the unclear teaching thought of computer foundation. Teachers and students are keen on pursuing new technologies and methods. The years of basic computer education have not formed a stable curriculum knowledge system and a scientific curriculum knowledge structure, which are drawbacks that need urgent reform in teaching. The research of introducing computational thinking into the teaching reform of computer foundation is a solution to this problem. Computational thinking emphasizes the application of basic concepts of computer science to problem solving, system design and behavior understanding, which just points out that basic computer education should not only stay at the level of tool use, but should deeply cultivate students' ability to use computer science to solve problems. However, how can we train students' computational thinking ability? Computational thinking cannot be just an abstract concept. We need to think deeply about the connotation of computational thinking, and then make a comprehensive analysis of it in combination with the reality of basic computer teaching. We know that the formation of a kind of thinking can not be built through the study of one or two courses. As far as computational thinking is concerned, according to its definition, computational thinking uses the basic concepts of computer science to solve problems, and computer science usually has three processes to solve problems: ① theory (mathematics); ② Abstract (model); ③ Design (engineering). The basic computer knowledge courses with these three processes at least include discrete mathematics, algorithm analysis theory, computer composition principle, data structure, programming methodology and at least one programming language. At present, college computer basic teaching in China is a public basic course, and its class hours and teaching content are very limited. It is generally completed within 1~3 semesters. Each semester, a computer related course is offered, and the total class hours may not exceed 200 class hours. If the teaching based on computational thinking is introduced in the above way, its class hours will at least double, and this adjustment involves all majors, so its feasibility remains to be discussed. Moreover, the depth and difficulty of the courses are not suitable for all majors. Therefore, it is difficult to cultivate computational thinking by substantially increasing teaching content and deepening teaching difficulty. How can we effectively apply the concept of computational thinking to college computer basic teaching? Computational thinking covers a wide range of contents. If we generally emphasize the cultivation of computational thinking ability, it is difficult to implement it in teaching practice.
According to the characteristics of students' majors and the different levels of computer knowledge needs, teachers can further decompose and refine the computing thinking ability to cultivate students' computing thinking ability at different levels. Computational thinking ability can be divided into three levels from shallow to deep: operation ability, information processing ability, and problem solving ability. Operating ability refers to the ability to use computer applications. Non computer majors can use computers to solve practical problems. Only on the basis of skilled operation of machines can they further understand the machines. Operational ability is the most basic content of computational thinking. There are many computer operating systems and thousands of application programs. The key to the cultivation of operating ability is to draw inferences from one instance to cultivate students' self-learning ability. The learning at this stage should focus on computer training. Students should learn the use of several applications and learn several applications by themselves, so as to achieve the ability to master applications by themselves. Information processing capability refers to the ability to actively use computers to store, transmit, manage and process all kinds of information. At this level, we should first let students master the basic problems of computer hardware structure, number system coding, network foundation, database foundation, etc., pay attention to training students to understand and apply these knowledge from the perspective of information processing, guide them to view and process information in life from the perspective of computer science, and cultivate students' ability to actively use computers for information processing. Problem solving ability refers to the ability to use computers to solve practical problems, that is, to turn practical problems into ways that computers can solve. For non computer major students, we mainly teach programming languages to let them understand and use computer to solve problems, cultivate their ability to find problems, and find the junction between computer and their own specialty.
3. Change from knowledge teaching to thinking teaching
The traditional teaching mode of basic computer teaching takes the teacher as the main body, passing on the relevant computer knowledge to the students, first teaching basic theoretical knowledge, then teaching the application of relevant software, which is a typical knowledge teaching mode. Knowledge teaching focuses on learning ready-made knowledge conclusions, skills and methods, and ignores the cultivation and training of the basic methods and spirit of the discipline, which is also the source of various drawbacks of basic computer teaching. Thinking teaching emphasizes the training of students' thinking in the teaching link. Robert JSternberg, an American psychology and education expert, pointed out that the core idea of thinking teaching is to cultivate smart learners. Teachers should not only teach students how to solve problems, but also teach them to find problems worth solving. In the past, teaching focused on how to impart knowledge and skills to students, and students passively accepted them without active thinking. Thinking teaching emphasizes the problem as the core, which can be raised by teachers or students. The teaching mode mainly focuses on "posing problems - analyzing problems - solving problems", supplemented by the introduction of theoretical knowledge. Students are required to participate in the process of raising, analyzing and answering questions, which greatly arouses the enthusiasm of students; In the process of thinking, teachers guide students to train their thinking. Finding problems requires practice as the basis, so it is very necessary to create situations in thinking teaching. The college computer basic teaching can formulate the corresponding implementation steps of thinking teaching according to the thinking teaching theory. When teaching the knowledge module of operating system, teachers often start with the basic knowledge of operating system, such as its principles, characteristics and classification, which is generally difficult for students to accept, especially the concepts of process, concurrency, virtualization, and so on, let alone to ask questions of their own interest. However, the thinking teaching mode first creates a situation, starting with the smart phones that students are familiar with now, and then teaches students to use the Windows operating system, so that students can understand the role of the operating system. On the premise of preliminary understanding, appropriately ask the following questions: How does the operating system manage devices? Why can the machine be recovered by ending the task or process in the case of "crash"? What does Task Manager manage? Students will also ask many questions that they are interested in in the process of using. In the process of analyzing and answering these questions, teachers will impart the basic knowledge of operating system to students. During the whole learning process, students not only learned what the operating system is, how it works, but also why it does so, thus cultivating the ability to understand and understand the operating system from the perspective of computational thinking.
4 Conclusion
Part 4: Model Essay on Computer Foundation
（1） Old teaching content
Since the 1990s, the teaching content of basic computer courses has been almost unchanged, mainly consisting of the following modules: Windows operating system, word word processing, Excel spreadsheets, PowerPoint presentations, basic computer knowledge, and basic computer network. Almost all basic computer textbooks are the same. As time goes by, only the software version changes during the period. Moreover, up to now, the teaching of computer basics in many schools has almost evolved into the training of office software tools. But even so, in the teaching process of "office software application", students only complete the process of "drawing tiger like a cat". Students only know how to use software, but never know how to use software tools to solve problems, and do not have the ability to process information.
（2） Too few teaching hours
Since the training goal of higher vocational education is to train highly skilled and application-oriented talents with certain management ability, the learning requirements for theory are practical and sufficient, and no in-depth research is required. The focus is on the practical operation ability of students. When formulating talent training plans, a large number of class hours were used for practical training of professional courses, and the class hours of public courses and theoretical courses were greatly reduced. As the public basic computer courses are constantly weakened, the class hours are less and less. For example, in my school, the teaching hours of basic computer courses are only 36 hours, including 18 hours of practical training. Therefore, it is necessary to thoroughly explain all theoretical knowledge points within 18 hours, which poses a problem for all teachers.
（3） Old teaching methods
In the face of students with different levels of information technology foundation, teachers still adopt the same traditional teaching method, which is dominated by teachers and supplemented by students, and adopts the "full house" method, which directly leads to students drowsy and uninterested in class; The teachers themselves feel exhausted, unable to complete the teaching content on time, and the teaching effect is very poor.
（4） The examination does not reflect the students' ability
According to the author's survey, most schools adopt the method of taking the certificate instead of the exam, that is, to participate in the MSOffice exam of the National Computer Rank Examination, and pass the exam is deemed as passing the basic computer course exam. There are three disadvantages of taking this kind of examination.
1. For students from secondary vocational schools, they have passed the first level MSOffice exam of the national computer grade exam at the secondary vocational school stage, so they can be exempted from the exam, which directly leads to serious truancy.
2. For ordinary senior high school students, due to their poor computer foundation, they need 36 hours of study to take the first level MSOffice exam of the National Computer Ranking Examination. Students are under great pressure, and often have to take several exams to pass.
3. Grade examination is used instead of course examination. There is no process assessment for the assessment of this course, and teachers have no initiative in managing students. As a result, teaching order is poor, and teachers have a strong sense of frustration.
2、 Measures of Computer Basic Curriculum Reform in Higher Vocational Colleges
（1） Teaching content reform
1. Theory. Through the production of the first computer to today's super books, students can understand the development of computer technology and cultivate their basic information literacy. Smart card In the information age, everyone has some cards, such as second-generation ID card, UnionPay card, campus one card, bus one card, etc. Through the learning of this teaching unit, students can deeply understand the types, uses and working principles of smart cards around them. At present, smart phones have become an IT product that people cannot put down. It integrates communication, computer and network functions, and has strong data processing capabilities. Through the learning of this teaching unit, students can master the hardware composition, software application and security of smart phones; In today's fast-paced life and high demand for Internet access, tablet computers have become an indispensable electronic device for people. This teaching unit mainly introduces the hardware system, software system and its application of tablet computer. As one of the forms of rapid development of smart phones and tablet computers, Wintel launched the Ultrabook. This teaching unit mainly introduces the background, hardware system, software system and its application of super books. The Internet of Things is widely used in military, agriculture, intelligent household appliances, logistics and other fields. It should mainly introduce the architecture, identification and perception technology (barcode, two-dimensional code, RFID technology, sensor technology), the application of the Internet of Things and other contents.
2. Practice. The practice part mainly consists of Word word processing, Excel spreadsheets, PowerPoint presentations, network search engines, etc. This part of the content is mainly completed by students' practical operation. Teachers can only be responsible for guidance. Students need to complete it independently according to the sample draft, so as to cultivate computing thinking ability and independent operation ability.
（2） Reform of teaching methods
In flipped classroom teaching, the roles of teachers and students have undergone fundamental changes. Students are autonomous learners who actively internalize knowledge. Teachers are guides, resource providers, and organizers of classroom activities for students to learn. They are responsible for individualized guidance and question answering. Flipped classroom has solved the problem of insufficient class hours of basic computer courses and different levels of students' basic computer skills, enabling students to adjust their learning steps, greatly improving students' interest in learning, and significantly improving the teaching effect.
（3） Reform of assessment method
Part 5: Model Essay on Computer Foundation
In view of the problems existing in the current computer and information technology teaching, the school educational administration office led the investigation and analysis of the computer level of the medical students in the author's school before entering the school, and proposed the implementation plan of the computer public curriculum system for vocational education.
1.1 Analysis of teaching situation before the reform of computer course system
Before the reform of the curriculum system, the basic computer courses of Guangdong Medical College included two aspects: 30 class hours of Computer Culture Foundation and 72 class hours of Visual FoxPro Programming. "Computer Culture Foundation" is taught directly in the laboratory. Teachers give lectures first and students practice later. Because students' computer knowledge and operation level were not considered when they entered the school, they did the same experimental operation questions after the unified teaching, resulting in good students "unwilling to listen and do", poor students "unable to understand and do", and in the classroom, "more games are played and more classes are missed". The traditional paper examination is adopted for the course examination, which ignores the test of experimental operation ability. The results can not reflect the real level of students, which is obviously "high score but low ability". As a result, a vicious circle of "students are unwilling to learn and teachers are unwilling to teach" has formed. In addition, there are too many theoretical classes and too many basic computer theoretical knowledge, such as computer composition principles, number system conversion, basic network protocols, etc; Despising experimental operations, especially the application of Office suite, students cannot even produce a decent Word document after learning, and the course teaching does not fully consider the employment needs of students. Visual FoxPro Programming teaches theoretical courses in large classes and experimental courses in small classes. In classroom teaching, teachers only care about the teaching of program language, grammar rules and programming skills, but not about the application of this course and the medical profession. Students find that this course is irrelevant to their profession in the learning process, and gradually lose the interest in learning. Finally, it is just "learning for examination, no use".
1.2 Reconstruct the basic curriculum system of computer and information technology for medical students
First of all, the teaching content of basic computer courses for clinical medicine and nursing should be demonstrated, and "the curriculum system of computer and information technology for medical students based on the professional perspective should be proposed to change the popularization of computer education for medical students into professional and professional education", and a "three-level" public curriculum system of computer and information technology education for medical students should be constructed, That is, "Computer Culture Foundation", "Information Technology Foundation", "Hospital Information System", and the teaching time and content were significantly adjusted. Compress the classroom teaching time of Computer Culture Foundation, so that students can make full use of their spare time to complete the learning of this course according to their actual level and foundation. Change the teaching mode of "theory+experiment" into the teaching mode of "independent learning+guidance assistance", that is, "students' independent learning is the main mode, and teachers' guidance and question answering guidance are the auxiliary". It pays attention to the training of experimental teaching and experimental operation ability. Students are required to skillfully use the Office suite to handle basic office affairs after learning this course. Weakening the teaching of grammar and program skills in program design, focusing on cultivating students' ability to comprehensively process medical data, and preparing for the teaching of Hospital Information System. The program teaching with Visual FoxPro as the basic content should be abandoned, and the course "Information Technology Basis" combining Visual Basic 2010 with Access database should be opened. The case teaching of simple medical data statistical analysis and simple medical data management software design is added based on Access 2003, which requires students to understand the basic working principle of database management of medical data and master the basic operation of Access 2003. Add the course of Hospital Information System.
The hospital information system is a huge and complex information management system, including five parts: clinical diagnosis and treatment, drug management, economic management, comprehensive management and statistical analysis, and external interface, involving doctor workstation, nurse workstation, clinical examination, blood transfusion and blood bank management, medical imaging and anesthesia management, drug supply and demand, pharmacy management, medical record management, information query, etc, It also involves the management of the connection between the hospital and the medical public health system. Therefore, in order to enable students to understand the working principle of the hospital information system and master the basic operation of the hospital information system skillfully, in the aspect of theoretical teaching, we mainly teach the basic architecture of the hospital information system, data processing, and the basic process of information storage and analysis, and introduce the basic standards The basic process of hospital information system development, the logical structure of medical data, the main technology and security mechanism of system development, etc. In the aspect of experimental teaching, two sets of hospital information systems were introduced, and the real hospital information system was used to simulate the working process of the hospital, so that students could experience the working mode of the hospital information system in person, master the basic operation of the hospital information system, and improve their practical operation ability to adapt to professional needs. Classroom teaching time setting. The classroom teaching time of Fundamentals of Computer Culture is reduced to 18 class hours, which is mainly used to focus on answering the students' "autonomous learning" and problems encountered in experiments, and to assign learning tasks for each time period. The total class hours of Basic Information Technology is 72, including 6 class hours of theoretical teaching and 6 class hours of experimental teaching for Ac cess 2003 and database principles, and 30 class hours of theoretical teaching and 30 class hours of experimental teaching for Visual Basic 2010 programming. The total class hours of Hospital Information System are 36, that is, 18 hours of theoretical teaching and 18 hours of experimental teaching.
2. Classroom teaching reform
In order to solve the contradiction between "zero starting point" and "non zero starting point" in basic computer teaching, we should focus on professional education, and at the same time pay attention to the cultivation of computational thinking. We should reform the traditional classroom teaching mode of basic computer courses, especially the classroom teaching of Computer Culture Foundation. Implement the teaching mode of "independent learning first, assisted by learning guidance". Due to the contradiction between "zero starting point" and "non zero starting point" in the teaching of Computer Culture Foundation, the traditional classroom teaching mode can no longer adapt to the teaching of Computer Culture Foundation, and can not solve the teaching phenomenon of "not enough to eat" and "not enough to eat". Although "hierarchical" teaching or "graded" teaching can solve this problem, the hierarchical and graded teaching model will bring great difficulties to the school's teaching arrangement, and the hierarchical and graded teaching model needs to assess and classify students, and then arrange teaching according to classification, which is not operable. The author puts forward that the teaching mode of "independent learning as the main part and guidance and guidance as the auxiliary part" can effectively solve the "non zero starting point" teaching of Computer Culture Foundation. The main point of this teaching mode is that students can arrange their learning time independently according to their actual level and foundation, and teachers only play the role of guidance and guidance in the whole teaching process. Students with a particularly good foundation may not participate in classroom learning, as long as they pass the experimental operation and theoretical examination of Computer Culture Foundation. Students with ordinary foundation can carry out "leak detection and filling" independent learning through the training of online learning resources and experimental training platform, and these students can generally complete their learning tasks through self-study within the specified class hours. Students with relatively poor foundation need to use textbooks and online learning resources, use spare time, complete the experimental tasks specified by the experimental training platform through "autonomous learning", and complete the learning tasks of this course with the help of tutors.
Balance the cultivation of students' computing thinking and application ability. In terms of the cultivation of computing thinking and application and operation ability, we should make choices according to the nature of the course: Fundamentals of Computer Culture should focus on the cultivation of application and operation ability from a professional perspective, and focus on requiring students to master the operating system Word、Excel、PowerPoint、 Relevant operations of network application and information retrieval; Access 2003 and Visu al Basic 2010 are taught in Basic Information Technology, which mainly cultivate students' computational thinking ability, abandon the tool type teaching mode, and focus on how to introduce medical data to be stored in the database, and how to process and display the data in the form; The Hospital Information System requires students to understand and master the basic principles and processes of medical data processing while mastering the basic operation of the hospital information management software system. The practice of task driven teaching and pass through learning. The primary task of task driven teaching is task setting and task acceptance, which requires a perfect experimental operation environment and a rich database of experimental operation exercises. Fundamentals of Computer Culture uses the college computer basic experimental operation training platform of Guangdong University Teaching and Examination Management Center, which has rich experimental operation exercises and can grade papers in real time. In the teaching process, the experiment task is divided into six parts, each part uses three lessons to answer questions and guide learning, and students arrange self-study time according to needs, and carry out pass through training for each experiment. For the experimental teaching of the course "Information Technology Foundation", the teachers were organized to develop a learning website based on Visual Basic 2010, establish an experimental operation exercise library, and students can deepen their understanding of concepts and improve their experimental operation ability by completing experimental operation exercises. The experimental operation content of Hospital Information System mainly focuses on several main subsystems of the hospital information system to design experimental tasks. In the whole course teaching, each classroom teaching has clear learning objectives and clear experimental tasks, so that students can learn and operate with tasks. Students have a high enthusiasm for learning and good teaching results.
3. Examination reform of "separation of teaching and examination"
The traditional paper examination is not suitable for the teaching assessment of computer and related subjects. Medical students learn basic computer courses in order to solve problems in their work with computers and information processing technology. Therefore, the examination of basic computer courses should be reflected in the ability to operate computers and apply computers to solve problems, rather than the examination of basic computer knowledge. The strict "separation of teaching and examination" is implemented, and the examination results are composed of three parts: course examination results, work display results, and usual experimental operation results. The course examinations of Computer Culture Foundation and Information Technology Foundation are uniformly set by the Teaching and Examination Management Center of Guangdong Higher Education Institutions, that is, the first and second level examinations of Guangdong Computer Proficiency Test; Work display requires students to create computer works according to their own interests, such as electronic resume, electronic report, database design, small software design, etc; At ordinary times, the score of experimental operation is given according to the completion of experimental tasks (such as pass rate). In this way, the final assessment results not only stimulate the learning enthusiasm of excellent students, but also encourage poor students to study hard.
4 Conclusion
