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《Journal of Anshan Normal University》 2018-02
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An empirical study on the effect of C language micro class teaching

ZHONG Zhiqiang;School of Physical Science and Technology,Anshan Normal University;  
This paper taking Micro class as an affecting factor analyzes the final examination results of C language teaching in six classes of grades 14 ~ 16 of the electronic major of our school within three years.Variance analysis experimental statistics show that student achievement can not reflect the teaching effect of micro class.In order to further study the role of the micro class in teaching,we use the structural equation model to analyze the teaching effect.The results show that the strengthening and affirmation of the learning effect is embodied in the teaching experiment and the reinforcement and affirmation of learning effect is embodied in teaching experiment.The students who have strengthened the experimental input have a large correlation with the final exam results,but some students can achieve better results through the tacit procedure and weaken the experimental links,and then weaken the role of the teaching experiment in the path of learning.Thus,we classify and compare the groups that use with those do not use micro classes.It was found that the use of micro courses improved the dominant role of teachers.At the same time,it further asked students to follow the main role.It is still necessary to study and explore the use of microcourses to improve the overall efficiency of learning and the benefit of running a school.
【Fund】: 2016年度辽宁省教育厅立项课题(辽宁省普通高等学校转型发展试点专业:电子信息科学与技术)
【CateGory Index】: G434;TP312.1-4
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