Computer Network Experimental Teaching Platform

What is ci-1 in Doscomputer Composition Principle Virtual Lab

Doscomputer Composition Principle Virtual Lab in ci-1

Doscomputer Composition Principle Virtual Lab System is a kind of network teaching software based on the browser client technology, which is completely adopted by the browser client technology, and programmed with JAVASCRIPT+JQUERY + JQUERYUI + CSS + VML programming to achieve, tested in IE10.

Flash courseware in multimedia teaching_The top 10 brands of teaching all-in-one machine

【Abstract】 Flash courseware used in teaching, not only can make the teaching content colorful, image intuitive, and through its powerful ActionScript can produce dynamic works of vibrant, flexible interaction, to stimulate students’ interest in learning, and to improve the teaching effect of multimedia teaching play a positive role. The teaching effect of multimedia teaching plays a positive role. In addition, Flash courseware based on streaming media technology is also of great significance to distance education.

【Keywords】 multimedia teaching; Flash courseware; advantages; related problems; countermeasures

At present, most of the teachers at all levels of schools and training centers use multimedia teaching, in multimedia teaching, we use the most common software is the PPT, that is, we often refer to the PowerPoint referred to as PPT, PPT file slides, although it can also produce some dynamic effects, but it is far from being as good as the PPT files. The PPT file slideshow, although it can also produce some dynamic effects, but far less than flash can be video, sound, pictures, text, etc., a good combination, but also can not produce a good interactive effect.

Multimedia technology is the interactive and integrated processing of a variety of media information (text, graphics, images, and sound), so that a variety of information to establish a logical connection, integrated into a system and interactive. Flash can be very good to assume the above functions while avoiding some of the hyperlinks in the PPT trouble.

First, Flash courseware in the role of multimedia teaching

The so-called multimedia teaching, is the use of a variety of media for teaching services, in short, is the use of digital processing technology and audio-visual technology, computer-centered, in accordance with the teacher’s instructional design, will be the text, voice, images, and other media information together to achieve the teaching material storage, transmission, processing, conversion and retrieval of a kind. A modern teaching technology means of storage, transmission, processing, conversion and retrieval of teaching materials. The core is computer-aided instruction, referred to as CAI. as a modern educational technology, computer-aided instruction is mainly the use of computers to perform some of the teaching functions, to assist in completing the teaching task, in which the computer is used to display the teaching content and to help students understand and memorize the knowledge, the knowledge has been learned to reasoning and internship of a kind of intelligent tools. flash courseware production is relatively simple and can be put into the relevant video, sound, image, diagrams and so on. Flash courseware production is relatively simple and can be related to the video, sound, like, figure text and other perfect combination, made out of courseware teaching content, color, tone bright; can give students a great visual impact effect. This will make students interested in learning the courses they are studying.

The more common multimedia courseware production software Powerpoint, Authorware, Director and Flash, etc., Flash courseware production is relatively simple and can be related to video, sound, like, figure and text, etc., a perfect combination, to do out of the classroom teaching content rich, colorful, colorful; to give students a great visual impact effect. The courseware is rich in content, color and hue; it can give students a great visual impact effect. Flash as a webpage animation production rather than specifically for the production of courseware software, but in the field of education is favored, the reason is that it is powerful, relatively easy to operate, the production of courseware can take into account the color, scenarios, animation and music. It is characterized by: easy collection of materials, flexible processing; clear production process, easy to jump to the film; rich animation effects; output format diversity, easy to demonstrate.

Therefore, the flexible application of Flash and take a series of measures can make CAI play a greater role in independent multimedia teaching. And because the Flash movie is suitable for network dissemination, is in line with the direction of CAI towards the development of networked, intelligent, so Flash in the CAI is very useful.

Second, the use of Flash to create the advantages of courseware

(a) Flash courseware based on streaming media technology

StreamingMedia (StreamingMedia) refers to the Internet/Intranet in chronological order of transmission and playback of continuous audio/video media. “Streaming media data flow has three characteristics: continuity, real-time and chronological, that is, its data flow has a strict before and after the chronological relationship”.Flash adopts the popular vector technology, with which the creation of vector graphics, can be enlarged without restriction, without having to worry about distortion, so as to maintain a bright, clear picture. The Flash-based courseware is very easy to publish on the Internet, and Flash can also be made into a movie to generate a separate executable file (.exe) in the computer platform does not have a Flash player to run, so in addition to the production of web pages, courseware can also be used in business presentations and e-card production, etc.

Flash is a powerful tool that allows you to easily create and display a variety of different types of video files.

Streaming media technology is used in Flash, which allows users to easily add images, animations, and interactive interfaces to Web pages.

(B) rich internal and external resources

Flash comes with a wealth of built-in classes and functions, through ActionScript, teachers can easily realize the text, graphics, images, sound, as well as buttons, including a variety of dynamic transformations, arbitrary playback control and jump settings, and so on, the production of classroom materials are also easy to use. This powerful interactive feature is one of the most important advantages of Flash over other multimedia authoring platforms.

Flash can import video, images, and sound files such as wav, mp3, etc. You can use the sound editing features within Flash to make a part of the same main channel produce rich sound effects without having to change the size of the file. You can also set up different sounds in different layers to easily achieve a mixing effect.

(C) a simple platform

Flash on the vector graphics processing is very powerful, you can do arbitrary graphics rotation, distortion and other operations, at the same time, Flash also has a text editing capabilities, you can also vectorize the text, so you can easily realize the mixed text. Flash performance object movement and gradient is very easy, the process of its occurrence is completely automatic, without the need for human insertion of key frames between the two objects. The use of masks and paths can produce excellent animation effects. If you’re good at drawing, you can also draw frame animations for unlimited creativity, and Flash can be used to create dynamic buttons, multi-level pop-up menus, checkboxes, and complex interactive crossword puzzles at will.

(D) powerful interactive features

Flash courseware and other courseware is the biggest difference is interactive. Flash comes with ActionScript provides a powerful interactive features, teachers can avoid the courseware can only be passive to see the embarrassment of not being able to operate, so that teachers in the flexible operation of the courseware, and students to form a good interaction.

Third, the application of multimedia courseware in colleges and universities in the process of the relevant issues and countermeasures

Currently, the teacher in the teaching process, fully utilizing the characteristics of multimedia courseware, so that the teaching of information has been very good, but there are corresponding problems, such as according to the set procedures for operation, explanation, demonstration, resulting in the teaching of the program. The pursuit of beautiful courseware, ignoring the actual teaching content. There are related problems are as follows:

(a) the amount of information is too large

Most teachers will be multimedia as a tool for the provision and transmission of information, due to the amount of information when the students’ receptive capacity, the space for independent thinking is crowded out, especially when the information is a lack of intrinsic linkage and organization of the form of the constant influx of a large number of cognitive fragments, it is difficult for the students to grasp the cognitive mainline and the formation of a The first step is to make sure that you have a reasonable knowledge structure.

(2) the lack of interaction and communication

Due to the characteristics of the multimedia courseware itself, the teaching process is tight and compact, if the teacher mechanically uses the multimedia program in class, it is easy to hinder the interaction and communication between teachers and students. Teachers only focus on the presentation of courseware, can not take into account and observe the student’s response, do not understand the degree of acceptance of students, it is difficult to enliven the classroom atmosphere, it is difficult to achieve the teaching of the long.

(C) the main and secondary are not divided, the leading role of the teacher to reduce

As teaching, the teacher is the leading classroom, should be based on the content of the lecture and the teaching object of the psychology of the vivid, humorous language will be taught to express the content of the delivery to the students, and sometimes also with the appropriate body language, facial expressions or eye changes to make the language visualization, art, so as to hold the attention of the students to stimulate the interest in learning, so that they are attentive to the students, so that they are not the only ones who can learn. The first thing you need to do is to make sure that you have a good understanding of what you are doing and how you are doing it.

(d) One-sided pursuit of beauty

Some courseware in order to cater to students, the pursuit of courseware lively form of beauty and picture effects, the use of strong colors and animation, resulting in the noise of the main, the primary and secondary are not divided, the attention of the students distracted to the non-teaching information, the focus of the transfer of learning, reducing the effectiveness of classroom teaching.

The above situation is prone to solve should pay attention to, in the teaching of multimedia courseware and teaching content, teaching methodology unity, understanding of multimedia courseware in the teaching of regularity and basic features, to achieve a targeted use of multimedia. The teaching content must be carefully and meticulously designed. Centered on the teaching objectives, do not pursue too much plot and picture perfection, otherwise it will cause the interference of non-subjective factors in teaching. At the same time, we must use multimedia teaching as an auxiliary, change the concept of students as the main body, play the leading role of the teacher, in the teaching of the teacher should be appropriate to regulate the relationship between the use of technology and the teaching objectives, control the speed of multimedia delivery, and correctly guide the attention of students. Again, a reasonable combination of a variety of teaching forms, including classroom teaching, experimental teaching, on-site teaching, self-study tutorials and so on. The use of multimedia network teaching platform, students, media and teachers to form a positive interaction between the three, through timely feedback to make the teaching activities better.

What should I write in my computer network thesis outline?

1, thesis title: requires accurate, concise, eye-catching and novel.

2, the table of contents: the table of contents is a brief list of the main paragraphs in the paper. (Short papers do not have to list the catalog)

3, summary: is an excerpt from the main content of the article, the requirements of short, concise, complete. The number of words can be less than dozens of words, not more than three hundred words is appropriate.

4, keywords or subject matter: keywords are selected from the title of the paper, synopsis and text, is the expression of the central content of the paper has a substantial significance of the vocabulary. Keywords are words used to characterize the content of the paper as a machine system, so that the information system can be assembled for readers to retrieve. Each paper is generally selected 3-8 words as the key words, a separate line, in the “Abstract” of the lower left.

Theme words are standardized words, in determining the theme word, the theme of the paper, in accordance with the rules of citation and grouping converted into a standardized word in the Thesaurus.

5, the body of the paper:

(1) Introduction: the introduction, also known as the preface, preface and introduction, used in the beginning of the paper. The introduction should generally summarize the author’s intentions, explain the purpose and significance of the topic, and point out the scope of the paper writing. The introduction should be short, concise, and focused on the topic.

<2>The body of the paper: the body is the main body of the paper, the body should include the thesis, the argument, the argumentative process and the conclusion. The main body includes the following:

a. Presentation-argument;

b. Analyzing the problem-argument and argumentation;

c. Solving the problem-argumentation and steps;

d. Conclusion.

6, a paper’s references is the paper in and writing can be referred to or cited in the main literature, listed at the end of the paper. References should be on a separate page, labeled in accordance with the “GB7714-87 after the text of the reference rules of entry”.

Chinese: title – author – publication information (edition, edition, edition): author – title – publication information

The requirements of the listed references are:

(1) The listed references should be official publications, so that readers can verify.

(2) The listed references should be labeled with the serial number, title of the work or article, author, and publication information.

How to carry out the teaching of basic computer network courses

Computer network technology is a discipline in which computer technology and communication technology are closely integrated and constantly developing. Computer Network Fundamentals course is designed to train students to understand the basic concepts, principles and methods of computer networks, master the basic tools of computer network applications, and have the ability to skillfully operate on the Internet. The course takes the network hierarchical architecture as a clue, and is characterized by many concepts, theoretical abstraction, and strong practicality. However, in the teaching process, it is not difficult to find that, for students, the “Computer Network Fundamentals” course is abstract and difficult to understand, boring and so on. The key to teaching is to effectively stimulate students’ interest in learning, mobilize students’ enthusiasm for learning, and give full play to the student’s main position, so it is of great practical significance to explore the teaching methods and approaches suitable for the “Computer Network Fundamentals” course.

1. Optimize the design of the teaching process

Teachers should adhere to the principle of unity of efficiency and effectiveness in the teaching process to ensure that the quality of teaching is improved. Through the refined explanation and accurate and complete description of knowledge, it can make students grasp knowledge faster and better. Therefore, teachers must make a specific analysis of the key points and difficulties of the teaching content, the main problems and the secondary problems, and determine the course content in line with the reality through thinking, research and analysis, so as to put the teaching work on a practical and effective basis. For the “Computer Network Fundamentals” course, we must first clarify the overall teaching tasks and detailed teaching content of the course, and clarify the intrinsic connection between the various knowledge points,

and then within this framework to design the teaching methods of each class, means and forms of student activities. In the specific teaching process, from the language to the teaching method should be lively and interesting, fascinating, so as to create a lively learning atmosphere, mobilize students’ learning enthusiasm. The teaching process should also highlight the student’s main position and the teacher’s dominant position in the classroom, focus on the activities of students in the classroom, more students to get their hands dirty, more talk and more practice, and in the process of realizing the interaction between teachers and students and between students and students. Through the two-way interactive links, the classroom atmosphere is enlivened to stimulate students’ strong interest in computer network learning. Teachers through the key content of the textbook, through the design of the problem, let the students to actively think and group cooperative inquiry for student-student interaction, fully mobilize the enthusiasm of students to learn. Then in the teacher’s inspiration and guidance for teacher-student interaction, to promote effective communication between teachers and students, to break through the key points. So that the content of the students is easy to do on the spot digestion, the understanding of the nature of knowledge will be further sublimated. The optimal design of the teaching process can effectively guide students to think actively, mobilize students’ enthusiasm for learning, so that they take the initiative to acquire knowledge, and then apply the knowledge to solve problems, improve the spirit of innovation and practical ability.

2. Flexible use of a variety of teaching methods

2.1 Task-driven method

“Task-driven teaching method” is a kind of teaching method built on the basis of constructivist learning theory, which will be the traditional teaching concept of the past to teach knowledge-based, to solve problems, to complete the task of the main It transforms the traditional teaching concept of imparting knowledge into a multi-dimensional and interactive teaching concept of solving problems and accomplishing tasks: transforming reproducible teaching into inquiry-based learning, so that students are in an active learning state, and each student can propose and solve problems according to his/her own understanding of the current problem, using common knowledge and his/her own unique experience. In the teaching process of “Computer Network Fundamentals” course, teachers can design and put forward the “task” according to the current teaching theme, for the proposed task, take the demonstration or explanation and other ways, give the idea, method, operation and results of completing the task, and then guide the students to learn while practicing, and complete the corresponding learning tasks. This teaching method not only enables students to gain knowledge, but also enhances the hands-on practical ability, so that the students’ spirit of exploration and innovation can be displayed. I use the task-driven method in classroom teaching, first of all, for the content to be learned, put forward the degree of need to master and design some exercises, so that the students through careful listening to the lecture, and then carry out group cooperative inquiry learning, and work together to complete the required goals. This task-driven approach not only cultivates students’ ability to cooperate and work together to acquire new knowledge, but also enhances students’ hands-on ability to realize innovation in the operation and group cooperation.

2.2 Case Teaching Method

Computer network courses, with abstract theory and strong practical, such as the course of the formation and maintenance, website development and design, Internet applications, network products, need to be combined with physical objects and certain examples to explain, so that the students against the real physical objects and specific examples combined with the theoretical knowledge in the textbook for a deep understanding, and learn to to integrate and learn by example. In order to strengthen students’ understanding of the actual network work process, broaden students’ horizons, in the teaching process of computer network courses, combined with the specific content of the textbook will be coaxial cable, fiber optic, switches, routers and other network equipment to the classroom, against the physical site to explain, and at the same time in the classroom on-site demonstration of how to make the network cable to students, how to create a simple web page, how to configure a home router and switch, to help students more intuitively. Switches, to help students more intuitive, more effective understanding and mastery of computer network principles and practical skills. The students’ understanding of the actual network work process is strengthened and broadened; at the same time, the students are allowed to understand how to do network research and development work to enhance the students’ interest in the course.

2.3 Illustrative Teaching Method

For some of the more abstract concepts. You can use specific illustrations, and combined with practical applications to explain, so that the abstract concepts more intuitive. For example, in the explanation of the “star topology”, I first drew a “star topology” schematic. Through the diagram to explain its advantages are easy to maintain, safe and reliable. A user failure will not affect other users; at the same time, also pointed out that its disadvantage is that the center node will become the bottleneck of the entire network, once the failure. The network connected to it will be paralyzed. Students in the dormitory will use the switch to interconnect the Internet, so the interconnected network has the advantages and disadvantages of the star structure. If a switch fails, all the computers connected to it will not be able to access the Internet. Theory and practice combined, the abstract concept of instantiation, students will be much easier to learn.

3. Comprehensive use of a variety of teaching tools

In the teaching process, you can use a variety of teaching tools, each of which is designed to deepen students’ understanding of the concepts, and improve students’ hands-on skills. For example, multimedia teaching. The principles of computer networks are relatively abstract, and sometimes it is difficult to describe it clearly in words. If these obscure and difficult to understand content is made into multimedia courseware, the original abstract, complex theoretical knowledge with vivid and graphic animation, students will be able to more intuitively accept this knowledge, stimulate students’ interest in learning. Another example is network teaching. Through the network teaching platform, the course’s lesson plans, reference catalogs, lecture PPTs, network courseware and other related teaching materials are released on the network teaching platform of the campus network, which can realize the sharing of teaching resources. In addition, teachers can also organize students to communicate and discuss online and so on.

4. Summarize

Teaching is a never-ending pursuit of process, so in the teaching process of the course “Computer Network Fundamentals”, we have to continue to improve the teaching methodology, enrich the teaching means, so as to stimulate the students’ interest in learning, to achieve good teaching results.