نمونه متن انگلیسی مقاله
Compared with other courses, especially non-engineering ones, software development courses teaching (SDCT) has many unique characteristics, such as higher requirement to students’ logical reasoning, the need for students to have comprehensive problem-solving capabilities, good communication and teamwork skills, etc. The practices of Agile Methodology can be compatible with these characteristics. Therefore, it is a matter of course to integrate Agile Methodology with SDCT. This paper analyses the problems and difficulties in the practices of applying agile teaching in SDCT. In addition, it uses an agile teaching project graph instead of linear teaching schedule to control teaching progress. Moreover, a deep generative model is used to obtain the abstract representation of students’ implicit skill status so that the construction and implementation of agile teaching project graph can be carried out. Finally, a deep-learning-based agile teaching framework for SDCT is proposed, which has the potential to positively transform SDCT’s future.
The programming ability is one of the core objectives of undergraduate teaching of computer specialty. It directly determines the practical capabilities of the students, and affects their further graduate study and employment prospects. With the continuous progress of the research in computer education, varieties of effective teaching methods to improve programming ability have been developed and applied, such as using games as a means of expanding computer science education . Compared with other courses teaching, software development courses teaching (SDCT) has its own characteristics. It is difficult to match these characteristics with the traditional instructional lecture-based teaching, so the improvement of students’ abilities is limited in the traditional environment.