Research-based Course Teaching of "C ++ Programming" Combining the FKM Teaching Method
Taohong Zhang, Rui Ma, XiaoLu Huang, Lin Yao
Available Online September 2017.
- https://doi.org/10.2991/icsshe-17.2017.74How to use a DOI?
- C++ Programming, Research-based Teaching, Teaching Method, FKM Teaching Method
- 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.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
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 - 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 - https://doi.org/10.2991/icsshe-17.2017.74 ID - Zhang2017/09 ER -