网络攻防实验教学平台建设与实践

本文分析了网络安全人才实战能力的需求现状和网络攻防实验教学的不足,阐述了建设一个网络攻防实验教学平台的必要性,并从平台建设、应用与共享、教学实践等角度,介绍了网络攻防实验教学平台的建设过程。实践表明,该实验平台能够突出以培养网络安全实战型人才为目标的改革理念,促进了学生创新和实践能力培养。     

关于不同高校网络工程专业培养目标定位和提高师资水平的思考

随着计算机网络的快速发展,社会对网络技术人才的需求也越来越大,然而目前国内高校对网络技术人才的培养无法满足这样的需求。文章针对专业定位和师资队伍建设的问题,就如何建设好网络工程专业,使之更好地为国家建设服务提出思考和建议。     

关于高校网络工程师课程的研究

高校计算机网络专业课程建设是国家互联网络发展的重要组成部分,直接决定了国家互联网络发展的基础是否牢固。那么如何提高高校计算机网络专业课程建设,是我们每个教育工作者必须面对的。高校的计算机网络专业培养的是网络方面的人才,而网络工程师作为互联网络的设计者、建设者和维护者,是互联网络中最重要的一环,自然,高校的网络工程师培养是网络专业的办学的重中之重。该文对高校网络工程师培养的课程内容安排、培养对象、授课方式以及实验所需设备及环境方面进行深入探讨,希望能够为高校工程师培养提供参考和依据,为互联网络发展培养更多更好的人才。     

构建安全的计算机网络技术实训室

计算机网络技术实训室是培养信息安全技术人才的平台。本文从建设需求、建设目标、建设内容等方面阐述了安全的计算机网络技术实训室建设,设计了网络技术实训的拓扑结构、设备清单和实训内容。     

研究高校计算机网络技术实验室的建设

随着信息时代的到来,网络技术得到飞速发展,对于网络专业技术人才提出更高要求,而作为培养高素质人才的重要阵地,高校应重视营造出良好的培养环境,除了要建设一支高素质的师资队伍,更为重要的是加快对网络实验室的建设步伐.因此,高校应明确教学目标,重视加强对学生实践能力培养,将网络实验室建设与优化作为重要项目.本文主要研究计算机网络技术实验室建设的意义,并提出建设的方案,希望为有关专业人士带来一定的启发与借鉴.     

江苏省盐城技师学院网络实验室建设的探索与实验内容的探讨

随着社会对网络的依赖性与日俱增．互联网、物联网等企业网的应用正在加速发展．网络操作与维护人才的需求也与日俱增。职业技术院校担当了网络人才的培养重任．建设一个科学高效的网络实验室就成为了技工院校培养网络应用高技能人才的保障．江苏省盐城技师学院在培养适应企业岗位需求的网络应用型人才的校内实验室建设方面进行了大胆的探索与实践。本文介绍了功能细分型网络实验室的功能、基本框架、设备组成及其应用．并初步构建了其教学模式．对技工院校网络实验室的建设改革有一定的推动作用。     

论民办高校计算机网络实验室的建设

民办高校的办学特色是培养应用型的人才,而计算机网络（以下简称网络）实验室的建设和使用,让网络专业的学生将理论与实践有机地结合起来,本文从民办高校网络实验室的建设目标、建设的方案、实验设计等方面进行了分析。     

关于高职院校网络教学资源建设的研究

随着信息技术的快速发展,高职学院网络教学资源日渐丰富.高职院校合理建设和利用网络教学资源可以有效促进教学资源的交换和共享,有利于培养创新型人才.本文从网络教学资源建设的必要性出发,分析了网络教学资源建设的主要内容.提出了网络教学资源建设的策略.     

“网络技术技能性人才培养方法”研究与实践——谈我校网络实训室的建设

本文主要根据目前就业市场对网络人才的需求,研讨了五年制高职院校如何培养网络技术技能性人才的方法,联系我校网络实训室的建设情况,以及通过实训产生的初步成效,希望能够由此为社会提供更多的复合型人才,全面提升学校的网络人才培养整体实力。     

认证未来

国家信息化体系的六要素是信息技术应用、信息资源、信息网络、信息技术和信息产业、信息化人才、信息化政策法规和标准规范,作为国家信息化体系六要素重要内容之一的信息化人才,是信息化建设的基础和成功之本,据信息产业部有关部门分析与预测,我国每年的信息技术人才缺口达40万左右。培养高质量的网络技术人才是实现“信息化战略”的关键因素,具有极大的重要性和相当的紧迫性。加大网络技术教育和网络职业人才的培养和认证力度,不仅会提高中国学校教育的质量,同时也提高了未来劳动者对于信息技术的需求,有助于提高国民经济和社会发展的信息化     

基于系列WEBQUEST的课程设计研究--以《计算机网络资源检索与利用》课为例

WebQuest是以学生为中心的网络课堂教学模式。由概述、任务、过程、资源、评价和结论六个部分组成。将它引入课堂教学,使以教师为主的单调的课堂教学模式得以改变,将体现为“主体-主导”的师生关系教学模式。根据《计算机信息检索与利用》的课程目标与教学要求,可从教材中选取“信息资源的检索方法”、“CNKI数据库的使用”、“社会科学引文索引（SSCI）数据库的使用”、“专利文献的检索”、“标准文献的检索”、“计算机信息检索的实践”、“毕业论文的写作”等7个WebQuest探究主题,利用7周时间开展WebQuest教学。每个WebQuest主题的任务设置坚持“理论-实践”相结合的原则,在设计WEBQUEST的基础上,利用ASP语言编写,建立可动态管理的《计算机信息检索与利用》课程系列WebQuest专题网站,同时开发出智能手机、IPAD等移动网络终端可以访问的移动版网站。     

WebQuest在高职《市场调查技术》课程中的应用

WebQuest作为一种基于网络的探究性学习模式,自1995年推出以来获得了快速的发展。本文着重探讨了WebQuest在《市场调查技术》课程中的应用,并谈了作者的几点体会。     

基于JITT模式的“思维导图-WebQuest”教学模型

分析了思维导图和WebQuest的特点,探讨基于Internet特征下思维导图与WebQuest的结合方式,提出一种适用于JITT模式的教学模型:将传统课堂与网络课堂相结合,帮助学生完成知识的内化、融合,增强学生的创新能力。     

基于WebQuest的高职数据库技术课程教学模式实践

WebQuest模式的教学目标与高职院校的培养方向是一致的，就是培养社会需要的具有实践能力的技术人才。为了有效探索教育模式，本文选择数据库技术课程作为改革试点，采用WebQuest模式进行教学实践，针对数据库技术课程在教学资源、教学准备、教学过程、教学评价、教师队伍等方面进行改革，从而提高学生的实践能力，促进专业的发展和人才的培养。     

WebQuest在教学中的设计与应用

目前,我国绝大多数学校教育仍继续采用传统的教育模式,这与互联网高速发展的信息社会下提倡的自主学习不相适应,为此WebQuest应运而生。目的是为了帮助学生进行高层次的思维和推理,使用信息技术解决实际问题。为了探讨WebQuest的实际应用,介绍了WebQuest在教学中的设计与应用。     

The study on integrating WebQuest with mobile learning for environmental education

This study is to demonstrate the impact of different teaching strategies on the learning performance of environmental education using quantitative methods. Students learned about resource recycling and classification through an instructional website based on the teaching tool of WebQuest. There were 103 sixth-grade students participating in this study and broken down into three groups: traditional instruction, traditional instruction with WebQuest and WebQuest instruction with outdoors. The major contribution of this study is the introduction of WebQuest into the outdoor instruction. The results of this study show that using WebQuest in outdoor instruction influences students’ learning performance positively. Two other interesting results are: (1) when WebQuest was used in real situations, students could acquire more knowledge and experiences, and (2) in the learning activity of the experiment, the students accomplished different learning tasks and expressed their own opinions and perspectives, which could foster their critical thinking skills. On the other hands, the students in outdoor situation could be positive to participate in learning activity; furthermore, they could ponder the learning contents by observing the real context and then they began to classify/categorize the resources. These findings will contribute to the development of teaching and learning for government, schools and teachers; for instance, teachers act as assistants or tutors and provide students with others public network resources, including PDAs, smartphones, tablet personal computers or the Internet, to improve their learning in outdoor learning environments, such as campus, museums or zoos.     

Integrating modified WebQuest activities for programming learning

The study designed WebQuest activities and explored the learning performance of learners to understand the suitability of using WebQuest in a college programming course. The study modified the processes of WebQuest based on social constructivism and scaffolding learning, and included programming tasks such as debugging practice to encourage learners to develop their problem-solving abilities. The WebQuest learning sheets include the following four parts, introduction, task, resources and evaluation, and the learners had to complete the tasks without the detailed processes. After they had tried to solve the problem for approximately two weeks, the detailed WebQuest processes were provided. A total of 109 learners (third year of college) participated in the study and were separated into two groups. The experimental group underwent WebQuest teaching, while the control group received the traditional IT-integrated teaching. The study duration was 18 weeks (3 hr/week). The results indicated that the modified WebQuest activity gave learners scaffolding to do try-and-revise practice, and the processes of using provided possible information to test and debug the resulting codes encouraged them to associate and analyze learning information before programming and then to generalize the programming steps on their own instead of following the instructor's step-by-step instructions. The learners thus have a deep understanding of the programming concept rather than surface learning. The findings revealed that the modified WebQuest activity is a helpful form of scaffolding for promoting learners' positive learning experiences regarding organizing information and problem solving and reasoning skills. Besides, integrating debugging practice in the WebQuest activity could promote learners' intermediate and advance level programming ability. Subsequent research could further explore the effects of adding after-practice WebQuest activities to assist and trigger learners' self-reflection for refining their problem-solving processes after the in-class WebQuest activities.     

The WebQuest model effects on mathematics curriculum learning in elementary school students

Since its inception in 1995, the WebQuest instructional model has received substantial attention from educators who have applied it to teaching activities. However, WebQuest has seldom been applied to mathematical teaching. Therefore, exploring curriculum development and learning achievement in mathematical teaching that integrates the WebQuest model is necessary. The objective of this study is to explore using the WebQuest model for teaching the concepts of proportion in elementary school mathematics, and the subsequent effects on student learning achievements. Furthermore, this study endeavors to understand student learning attitudes and learning satisfaction regarding the WebQuest model. This study employed the quasi-experimental research method, and the participants were two sixth-grade classes with 52 students at a Taiwanese elementary school. The experimental group was taught using WebQuest, while the control group was taught by employing the traditional IT-integrated curriculum. The two groups completed a 5-week course on proportion concepts. The study results indicate the following: (a) Regarding learning achievements, students who learned with the WebQuest model demonstrated superior learning performance than students who were taught using the traditional IT-integrated curriculum; (b) no significant difference existed between the learning attitudes of students who were taught using the WebQuest model and those who learned with the traditional IT-integrated curriculum; (c) on the learning-satisfaction survey, the students who learned with the WebQuest model showed high learning satisfaction, selecting between agree and strongly agree for the 6 dimensions, including WebQuest teaching, IT capability, the assistance of mathematics curriculum, collaborative learning, learning reflection, and learning feedback. This indicates that the students were largely satisfied and identified with the task-oriented WebQuest learning curriculum that was designed in this study. Finally, specific recommendations are made based on the results, providing teachers and future researchers with a reference for integrating the WebQuest model in the mathematics field.     

培养能力为主线的C语言程序设计教学研究

通过对C语言程序设计教学体系与教学模式的研究,提出以培养学生逻辑思维能力、分析问题能力、解决问题能力作为主线,从教学内容和教学方法上入手改革教学体系;同时以发挥学生的学习主观能动性和创造性为目标,阐述WebQuest教学模式的相关理论,并以C语言程序设计课程网络平台建设实践为案例,给出了构建网络探究教学平台的思路和方法。     

基于WebQuest的程序设计课程实验教学模式探究

本文通过对WebQuest模式及多元智能理论等有关理论的深入研究,提出了基于WebQuest的多元智能开发教学模式,以期对高校程序设计课程的教学改革提供参考和借鉴。