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Research on Constructivist-Based Computer Teaching Methods

LI Quanxi1

, LI Hongzheng2

1 School of Computer Science and Technology, Henan Polytechnic University, Jiaozuo 454000 Henan

China

2 Electrical and Mechanical Services Department, Jiaozuo University, Jiaozuo 454000, Henan, China

Lqx427@163.com

Abstract: The core of constructivist-based teaching method is the design of self-learning strategies. Oneof the key elements is the core main line out of the teaching materials. For the Principle and Applicationof Single-Chip course, the main line is the structure of single-chip, software programming ideas, theclock beat of program operation, the thinking of handling interrupted matters and so on. The secondpoint is the reasonable analysis that the students finish the objective tasks. And the third point is to

provide students with access to information. In the learning of constructivism, teachers change from theleading roles on stage to the behind-the-scenes director.

Key words: constructivism, self-learning strategy, method of exploring, method of discovering;creativity

1 Introduction

Computer courses are one of the fastest courses of developing and updating professional courses incolleges and universities. Computer courses mainly include principle and application of microcomputer,principle and application of microcontroller, microcomputer control technology and so on, which are the

important professional basic courses course in the electrical engineering university students. The mainfeatures are as follows: more knowledge points, strong application and fast update. The teachingmaterials are often a few years behind the current technology or even longer while teachers cannot

understand all the advanced science and technology, so they only collect the information relevant to the

courses through the students themselves, do it themselves, summarize and make them explain in theclass. Through the questions, the teachers make them combine the collected data and basic knowledge in

the textbooks, form the main-body structure of knowledge. In this way, the students not only learnknowledge, but also closely follow the development of science and technology and at the same timemaster the methods of having access to knowledge and skills and enhance the creativity of students.

2 The Basic Explanation of Constructivism for Learning

Constructivism is the philosophy developed from cognitivism[1] [2] [3]

. On this basis, the theory oflearning is very different from the theoretical model of behaviorism. It applies the non-objectivism

philosophical position. Constructivist views that learning is the process of mental internal representation.The knowledge of learners is not moved from the outside world to the memory, but on the basis ofexisting experience through interaction with the outside world to obtain and construct the process of

new knowledge.It is not difficult to see that constructivism has re-positioned the role of teachers for students

[4]: learners

are not passive recipients of knowledge, but the active constructors of knowledge, so the information

imposed by the outside world can be changed into their own knowledge only through the activeconstruction of learners. Students are no longer passive recipients of teaching content, but of knowledgeacquisition and construction of those who take the initiative, which requires students to: use the

exploration in the learning process and discover the significance of constructing knowledge; in theprocess of meaning construction require students to collect and analyze a large number of relevantinformation and data; link the old and new knowledge and seriously consider such a link[5] [6].

3 The Constructivist-Based Teaching Design

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Microprocessor is the core content of computer courses, for it develops with each passing day. Theteaching materials have been behind the pace of technology development. Taking the teaching of thePrinciple and Application of Single-chip Microcomputer as an example, the core of single-chip

microprocessor is microprocessor and the expansion and additional features of different models form allkinds of models. Now there are thousands of single-chip models, but the teaching material can onlynarrates a few mainstream models, so the limited traditional teaching hours are not competent enough

for the program. We have the concept of constructivism, will make a reasonable division of the coursecontent, taking part focused on the core theory, and applications will be functional, the new devices,such as the development and application of appropriate decomposition by students, students in

accordance with the requirements of teachers on a part of the collection of information and devices ,DIY, collate summary, in the time required by teachers to explain and demonstrate the classroom,teachers combine teaching requirements question, other students may not understand their own interest

or place to ask questions, form teachers and students, students with interaction between students.Demonstration of students and lectures is random, so that we each have the knowledge to build theirown pressure, the effect of relatively equal, as a result of expansion in recent years, the number of

students more groups at this time can explain as much coverage.Based on the design of constructivist teaching, the core is the design of self-learning strategy. One of themain points is to draw out the core line of the teaching material. the main line is the structure of

single-chip, software programming ideas, the clock beat of program operation, the thinking of handlinginterrupted matters and so on. The second point is a student of the reasonable objectives and tasks tocomplete decomposition of the Principle and Application of Single-Chip Microcomputer course, we

break down as follows: 1, single-chip to investigate the major manufacturers; 2, our survey of the use ofsingle-chip microcomputer; 3, currently on the market (specifically Zhengzhou electronic shoppingmalls) on the single-chip and external components supplier survey; 4, the smallest single-chip system

applied research (89c51 or 89s51 proposed or on-demand); 5, applied research of 8255 function; 6,timer / counter function applied research; 7, single-chip Internet Research; 8, examples of the design ofintegrated applications. The third point is to provide students with access to information, we offer the

following ways: 1 person to e-market; 2, visit the website: http://www.21ic.com, http://mcum.com, http:// www.51c51.com; 3, single-chip microcomputer laboratory; 4, Library. A wealth of learning resourcesis an indispensable condition of constructivist learning.

With the concept of constructivism, we will integrate classroom teaching, curriculum design andsingle-chip experiments into an overall plan, no longer follow the old traditions, deal with it separatelyand become a single-chip application of the experimental production, through the presentation reflect

the production standard. Doing so reduces the distance between the students and the ability employersrequire them to do. Knowledge is that the students themselves build through the practice in the brain,thereby forming their own real knowledge.

4 The Role of Teachers in the Constructivist Learning

Constructivist learning, the learner is the main body of learning, but did not ignore the role of teacher

guidance, under any circumstances, teachers have the control, management, help and guidance duties.Teachers in the learning environment need to determine the learning task, organizational learningactivities, provide assistance and guidance, and guide students on the proper use of cognitive tools.Teachers are the organizers and guides of the teaching process, as well as assistants and facilitators of

the meaning structure.In the traditional teaching, classroom management includes: reasonable arrangements for the coursecontent, teaching resources for maximum potential, to mobilize the enthusiasm of students and so on.

However, in constructivist learning, teachers from the main stage into the director behind the scenes, thischange has been challenging and the teachers put forward higher requirements: the learning process is adivergent type of creative thinking process, students used to study the path of the difficulties

encountered are not the same, teachers need to make a timely response to deal with different situations;

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students in independent learning, in the face of a wealth of information resources readily learning

behavior deviated from the objectives and learning situation, teachers should teach practice in the keypoints to set up and standardize the students to learn, but also for students to reflect on the knowledgesublimation; construction of meaning in order to be more effectively, teachers should be organized under

the conditions of possible cooperative learning, collaborative learning process and lead to constructionof meaning in favor of the direction. Guide includes: the issue of appropriate to attract students to thinkand discuss; in the discussion a step-by-step the issue of trying to make the students deepen

understanding of science content; ability of students to be inspired to discover the laws and correct andsupplement errors.

5 Conclusion

At present the teaching of many courses in the universities is only received by students, so they are nothighly active in learning and thinking. Such a boring teaching method is one of the reasons of snuffingthe creativity of university students. The constructivism-based teaching method can precisely make up

for this deficiency. The constructivism-based teaching method requires students to actively learn underthe guidance of teachers. The active participation of students determines that learning is no longer apassive reception. In the process of self-knowledge structure, teachers can cultivate the interest ofstudents, improve their enthusiasm of learning, activate their thinking, thereby favoring to develop thecreativity of students. However, in the implementation of the constructivist teaching method, we feelthat we need to pay attention to the following two points: firstly not all courses are suitable for the

constructivist teaching method, so we should teach according the different lessons; Secondly, theconstructivist teaching method should be carried out in high-grade, i.e., the constructivist teachingmethod should be implemented after the students have accumulated a certain relevant knowledge.

References

[1] LIU Rude, Constructivism: Outlook of knowledge, learning and teaching [J]. Peoples Education,

2005, (17):9-11.[2] LI Baofeng, On the Innovative Education under the Perspective of Constructivist Learning Theory

[J]. Education Probe, 2005, (8) :16-17[3] ZHANG Guichun, Ideological Interpretation of Constructivist Learning, Education Science, 2005,21

(4) :29-32[4] PEI Dina, Theory of Modern Teaching, Volume II [M]. Beijing: Peoples Education Press,

2005:205-215[5] ZHANG Kuiming, Study of Foreign Constructivist Teacher Education Reform [J]. Comparative

Education Research, 2007,201 (2) :81-85

[6] Julie Rainer Dangel, Edi Guyton, (Fall, 2004). An Emerging Picture of Constructivist TeacherEducation. The Constructivist.Vol.15[EB/OL].Http://www.odu.edu/educ/act/ journal/vol15no1/dangel01.pdf.

Author Brief:1 LI Quanxi (1959), male, born in Wuzhi, Henan, a professor of Henan Polytechnic University,majors in the computer application teaching and research work.Address: LI Quanxi, School of Computer Science and Technology of Henan Polytechnic University

Tel: 13523199893 0391-3987734 0391-39393942 LI Hongzheng

(1963), male, born in Boai, Henan, aassociate professor of Henan Jiaozuo

University, majors in the automatic control application teaching and research work.