Project—oriented Teaching Reform for JSP Program Design.doc

1、1Projectoriented Teaching Reform for JSP Program DesignAbstract. According to the current employment needs， the teaching of course JSP changes from the explanation on the traditional knowledge points to the project-oriented teaching. It is implemented with the way of “project progress“ from knowledg

2、e-point project， simulation project to the final real project. Through the writing of targeted project-oriented teaching materials， a project-oriented teaching team is constructed， project-oriented course standards are made， and also the real project is introduced from enterprise， for the purpose of

3、 realizing the “zero-distance“ with enterprise and training the personnel demanding jobs to those demanded by jobs. Key words： Project-oriented Teaching； JSP； Teaching Team； Real Project 1.Introduction Project-oriented course is centered at work tasks， uses behavioral guidance as method， keeps a clo

4、se tie with the actual needs of the local regional economic development 2according to the training needs of vocational ability， designs the teaching contents in major courses of higher vocational schools into specific skills training projects， and also teaching and evaluation can be organized and im

5、plemented according to projects， so that the project-oriented teaching for training the professional skills of students can be realized， and then the personnel training goal of higher vocational education can be achieved ultimately. JSP Program Design is a core major course of computer software tech

6、nology program， and its fundamental task is to train the WEB application development ability of students and promote students to possess the ability to plan， design， and develop typical WEB sites through comprehensively using relevant knowledge of JAVA and JSP. With the purpose of improving the voca

7、tional skills of students， the project-oriented teaching reform for JSP Program Design is made under the allowable teaching conditions. 2. The Significance of the Project-oriented Teaching Reform The teaching methods in the project-oriented course reform attach high importance to the close combinati

8、on of students autonomy， teachers and students interaction， and achievements application. It not only makes the atmosphere at 3classroom very active， but also promotes students to obtain a professional training from the perspective of professional talents. As a result， a feasible way can be found fo

9、r the comprehensive training of vocational skills and awareness. 2.1 Learning Initiative of Students Can Be Fully Mobilized by Project-oriented Teaching The classroom teaching model， which is centered at teachers， is changed to be the student-centered teaching model， which promotes students to becom

10、e the subjects of learning. In the process of assigning tasks to students， teachers leave a full space for students to independently learn. Thus， students are promoted to obtain great exercises in the true work environment， and also their interest in learning is greatly stimulated. 2.2 Project-orien

11、ted Teaching is Beneficial to the Formation of Students Vocational Ability Vocational ability is an integration of many abilities of people in a vocation. The core of the project-oriented teaching is to establish a connection between knowledge and practical work task， and thus students can be guided

12、 to positively and actively construct theoretical knowledge and practical skills in the project implementation process through centering at the actual problems in vocational situation. Subsequently， the 4vocational ability of students can be cultivated and promoted. 2.3 Project-oriented Teaching Mod

13、el is Beneficial to the Formation of A good Learning Style in Higher Vocational Schools In the process of implementing the project-oriented teaching， students are united as a team， and make discussions and practices for closely combining theory with practice. Thus， a nearly “zero-distance“ channel i

14、s established between knowledge and ability. 3.Implementation Plans of Project-oriented Teaching The project-oriented teaching of this course requires teachers to keep a foothold on the needs of vocational positions， design the actual working contents and processes such as production， management， ma

15、nagement and service involved in vocation as the core of the course， and use the typical enterprise work tasks or projects as the main contents of the project-oriented teaching. Also， the teaching activities should be designed by taking the typical product designs as the carrier. Meanwhile， the desi

16、gned projects should comply with the related computer professional qualification standards of the state. Thus， several project courses can constitute a course module， and subsequently a course system， which closely connects with the actual business 5of enterprises and industrial posts， can be dynami

17、cally generated. 3.1 Compiling Project-oriented Teaching Materials Chinas higher vocational education has entered a rapid development period， the pattern of vocational education is quietly changing， and also the teaching model of the traditional system is gradually changing to be the teaching model

18、of the action system. The project-oriented teaching is a better teaching method in the action system. However， the traditional teaching materials have unable to satisfy the requirements of the project-oriented teaching， and therefore the construction of teaching materials is imperative. 3.2 Establis

19、hing a Uniform Course Standard Because the entire project-oriented teaching of this course requires two to three semesters， the development cycle of the teaching project is very long. Therefore， it is still necessary to make a set of unified project development standards after independent standards

20、have been available for each course. In these standards， the tasks necessary to complete in each stage should be clearly described， and also the personnel in charge of the project should be arranged based on schedule. 63.3 Establishing a Real Teaching Team To truly implement the project-oriented tea

21、ching reform， a project-oriented teaching team is established in the department， and the professional teachers are required to possess not only the specialties of a single skill and the ability to operate all skills related to the products， but also the ability in project design， project demand anal

22、ysis， and project development process control， etc. The establishment of teaching team is generally centered at the teachers of core courses. JSP Program Design is the core course of computer software program， and WEB project development is the core position of the employment of higher vocational st

23、udents. The main typical tasks include project analysis and planning， interface design， database design， coding， maintenance and software testing， etc. These tasks are converted to Web Design and Production， Database Program Design， JSP Program Design， Software Testing software testing， and other le

24、arning areas. Therefore， all teaching projects of these courses should focus on the same teaching situation. With the purpose of realizing the real project-oriented teaching， the entire teaching team should be deployed uniformly by the core teachers. 7According to the course standards of computer so

25、ftware program and in combination with the interests of students and the needs of the software industry， three core projects are chosen for JSP Program Design： message board， online shopping， and bookshop management system. After the projects are chosen by the teacher， the goal， which is necessary f

26、or the projects to achieve， should be designed， and also the project design goal should be divided into different project tasks. 3.4 Carrying out Classroom Teaching based on Simulation Project When students enter the course system， the core course teacher is first responsible for making explanation

27、and demonstration of practical projects， and also analyzing analyses on the necessarily-completed project for illustrating the work and relevant knowledge points necessary to complete in each stage. A simulation project named with “message board website“ is first used for demonstration. The entire “

28、message board website“ is divided into multiple subprojects. According to each specific subproject and through the teaching model （demonstrating project effect assigning tasks self-designing and completing the tasks trying the methods of 8solving problem teacher demonstrates the explanation students

29、 independently operate practice teacher makes evaluation and provide further guidance） ， teaching， learning and practicing can be effectively integrated together， and simultaneously the integrated teaching with theory and practice centered at students and guided by teachers makes the concept of high

30、er vocational education greatly enhanced and more significant. 3.5 Introducing Real Project After simulation project is explained， the real project of enterprise can be introduced， and then students can receive the training of targeted professional skills in the real working environment. Thus， the z

31、ero distance between teaching and enterprises work process can be really realized. At the initial stage， in addition to introducing real project from enterprises， it is also necessary to introduce some projects that have been completed by enterprises. Thus， the teaching can be implemented through si

32、mulating the real project. Besides， through the work and learning alternation between simulation program and real project， between social practice and course teaching， and between work and course， the applicability and practicality of the practice teaching can be 9ensured. 3.6 Project Appraisal and

33、Evaluation In the project development process， all stages will be checked by the course group； students can be arranged for providing project demonstration in each checking and acceptance process； an evaluation model， which is centered at the evaluations from major courses teachers and enterprise pa

34、rt-time teachers and is aided by the evaluations from enterprise counterparts and students， can be established. The practices of students are comprehensively investigated with the evaluation standards commonly made by enterprises and schools， so that the professional theory knowledge and vocational

35、skills can be evaluated. In the meantime， the self evaluation of students and the mutual evaluation of students can be included into the evaluation. Thus， the enthusiasm of students to participate in the evaluation can be fully mobilized， the personalized development and potential mining of students

36、 can be promoted， and also the learning conditions of students can be evaluated more objectively. The evaluation process is as shown in table 1. Table 1 In the process of project-oriented teaching， making the inspection， supervision and improvement and establishing 10objective evaluation standards a

37、nd independent evaluation organization can promote the really effective implementation of project-oriented teaching. 4. Analysis on the Effect of Project-oriented Teaching The implementation of the project-oriented teaching of JSP Program Design is a process for students to construct knowledge， impr

38、ove skills， activate the way of thinking， show individual characters， and broaden the field of vision under the guidance of teachers. The project-oriented teaching reform of JSP Program Design opens a door for schools and social enterprises， thus promoting enterprises to fully know the development s

39、trength of schools， and also allowing schools to know the demands of enterprises on software and timely learn the latest development tools and technologies. In the meantime， the vocational ability and quality of students can be improved. Besides， the project-oriented teaching reform of JSP Program Design is a systematic project. There are still a great number of aspects necessary to be continuously improved in addition to the teaching materials， teaching contents， and evaluation standards mentioned above in this paper. References