Teaching Case Design Of “C Language Programming” In Secondary Vocational School Based On Blended Learning

C language programming is a basic course for secondary vocational students to learn C language programming,and it has strong practicality.It not only requires students to master basic concepts,such as variables,cycles,conditions,branches and so on,but also requires students to master programming methods,debugging skills,programming ideas and so on,so that they can program independently.At present,most secondary vocational schools adopt the traditional teaching mode in the teaching of C language programming,which separates theory from practice,imparts theoretical knowledge through classroom teaching,and then carries out practical teaching activities through computer experiments.This teaching mode belongs to one-way transmission,ignoring students’ initiative,and the classroom atmosphere is also relatively depressed.Many students also said that they can’t integrate theory with practice,so it’s hard to learn,and they still can’t write programs independently after learning.In order to try to solve the many disadvantages of the above traditional teaching mode,the author carried out a practical research on the design and application of C language programming based on Hybrid Teaching for the third grade students of a secondary vocational college in Tianjin.The main work of this research can be summarized into the following four stages:First,on the basis of understanding the relevant requirements of the secondary vocational education in the background of "Internet plus",this paper analyzes the drawbacks of the traditional C language teaching,and points out the superiority of Blended Teaching in secondary vocational education.Second,through the literature research method,sort out and analyze the research status of mixed teaching at home and abroad,draw lessons from excellent practical cases,and conduct front-end analysis and investigation on the classes implementing mixed teaching through the questionnaire survey method to understand students’ learning behavior preferences and understanding of mixed teaching,and take this as the basis to design online and offline teaching activities and matching teaching resources,Fully consider students’ learning needs and wishes,and stimulate students’ learning interest and enthusiasm while meeting students’ learning needs.Thirdly,through the above preparatory work,under the guidance of humanistic learning theory,primary teaching principle,connectionist learning theory and constructivist learning theory,the model of C language programming in secondary vocational schools is designed and implemented in practical teaching.Fourth,using the experimental control method and data analysis method,the final examination results of the experimental class and the control version are analyzed by t-test through SPSS software;Using the method of questionnaire survey,we make a mixed teaching satisfaction questionnaire for the experimental class;The results show that the average scores of the total evaluation and examination scores of the experimental class are significantly higher than those of the control class,and the students have a higher subjective evaluation of mixed teaching.The teaching effect of C language programming based on mixed teaching is better than that of traditional teaching.