1、1Research on the application of CM-PCL teaching method in the course of network engineeringAbstract. The traditional classroom teaching pays attention to the intellectual integrity of the theory and focuses on improving the students level of knowledge, but there are some deficiencies in the aspects
2、of cultivating the students ability to analyze and solve problems. In the setting of network engineering professional courses, the engineering courses pay more attention to the ability of students to solve problems in practice. The introduction of CM-PCL teaching method can combine the abstract theo
3、ry and the practice well. By using knowledge reorganization, the classroom knowledge is modulated, and each module carries on the analysis of the cases through the case support, taking the students as the center, to enable students to quickly and accurately understand and master the technology of ne
4、twork engineering. This can not only ensure the completeness of the theory knowledge, but also can improve the practice ability of students. Key words: CM-PCL teaching method; network engineering; knowledge reorganization; practice ability 2Network engineering emerges as the times require along with
5、 the rapid development of computer technology and communication technology and their mutual penetration. The professional setting is to train the high level network project and the application of professional and technical and scientific research personnel with the basic knowledge of computer networ
6、k, with the field of information technology professional accomplishment, the ability to analyze and solve practical problems. There are obvious differences between the network engineering and traditional computer professions. There are more engineering courses of the profession with stronger practic
7、alness, which is very important to cultivate students practical ability and practical operation and independent problem solving ability in teaching. Traditional theory teaching is emphasized in knowledge completeness and focuses on improving the theoretical level of the students. There are some defi
8、ciencies in the ability cultivation. CM-PCL (Case-based Teaching Method and Participant-Centered Learning) teaching method is more focused on the ability with the necessary theoretical knowledge as the foundation. And through the typical cases it enables the abstract theory to 3achieve a “soft landi
9、ng“. It combines tightly with the practice and highlights the participation of the students, so that students can quickly and accurately understand and master network engineering technology and the methods of operation. 1. The current situation of network engineering Because the professional constru
10、ction time is short, the infrastructure is weak and the professional laboratory conditions are not complete, the network practice teaching of the network engineering has some shortcomings. Traditional teaching methods can not meet the development needs of the teaching requirements and the network te
11、chnology of the computer. As an emerging profession recently opened, in the aspect of practice teaching organization and management there are many areas that need improvement. Taking the construction and the management direction of professional network engineering of the network engineering major fo
12、r example, technology courses offered at present are network interconnection and routing protocol, network system integration and integrated wiring, network management and so on. The engineering characteristics of these courses are obvious. If the teaching is limited only to relevant theoretical kno
13、wledge, ignoring the cultivation of students practical 4ability, the training objectives cannot truly achieve the direction. 2. CM-PCL teaching principle The teaching method of CM originated in the United States of America Harvard Business School established in 1908. It originally was used for indus
14、trial and commercial management (MBA case), which has been extended to all areas of management, and is an important way of modern management education. With management practice in the cases, it enables the students can experience particular management scenarios, gives them proper guidance, provides
15、a broad thinking space for students and “combat“ extremely similar practice atmosphere, trains students independent thinking, problem analysis and solving skills, cultivates students awareness of the team, promotes the mutual exchange and communication, shapes a healthy personality and the correct v
16、alue orientation, and let the students really close to or even into the real world. A lot of practice has proved that the case teaching has a role that cannot be underestimated to ensure management teaching quality and the effect of the course. The CM-PCL teaching method is an interactive teaching m
17、ethod which combines the theory with the practice with the 5students as the center, fully embodies the modern education “people-oriented“ and “the practice“ thought. These characteristics of CM-PCL teaching not only apply to the management discipline, the engineering profession is also applicable. B
18、y creating an appropriate network engineering situation, it lets the student reasonably apply the textbook theory knowledge and engineering technology to the cases in a real and virtual environments, which have a very good help for students engineering ability and is very intuitive to help realize t
19、he training goal of network engineering. 3. CM-PCL teaching application In the actual teaching, we have tried to apply CM-PCL teaching method into the engineering professional courses of the network engineering part. Through refining knowledge point, increase classroom cases, to achieve the “new tea
20、ching method combining theory and case“, which mainly represented in the: First of all, in the classroom teaching, the introduction of CM-PCL teaching method improves the learning enthusiasm of students, improves the practical classroom teaching content, and truly combines knowledge teaching and abi
21、lity training. Secondly, the traditional teacher-centered teaching mode is transformed to the student-centered teaching mode, and through 6the cases, let the students be the main body and participate in the classroom. This subject participation changes the center of the class, so that the students l
22、earning initiative has been improved, and the teaching effect is obviously improved. Thirdly, students can also contact the real cases in classrooms, which is beneficial for the development of students in the future. In the case selection, we all combine the work reality of our school network center
23、, carefully select the design cases, try to be close to the teaching objects, the syllabus, as well as the actual engineering, and play the case results to the best. Taking the “network system integration and integrated wiring“ course as an example, based on the syllabus, we firstly abstract all the
24、 knowledge, do the “knowledge restructuring“, and organize the high correlation knowledge together. Then, according to the related knowledge, design cases, and strive for each class has a case and each experiment is a case. Finally, formulate scientific methods of accounting achievements, which enab
25、les the usual results to truly reflect the students mastery of the course. 3.1. Knowledge reorganization Combined with the syllabus of the “network system 7integration and integrated wiring“, we restructure the knowledge, and eventually we organize them into six modules: basic knowledge, design tech
26、nology (the overall design and the detailed design), construction technology, project management, testing, acceptance and maintenance. Each module corresponds to the 1-2 cases. 3.2. Case design Taking the design module as an example, we consider the reality of the situation in case selection, and pu
27、t the knowledge into it. That is to say, we introduce students to the situation which needs knowledge to solve practical problems. Focuses on the current knowledge of learning so that students can easily combine the “theory and practice”, and let the students understand a project needed to complete
28、the module through the study of demonstration projects. To guide students into the case not only can give students an intuitive understanding, but also can enable students to go through the detailed process of writing the integrated design scheme of the network system in the future. We designed two
29、cases for the module. One is the “University of Jinan, 1, 3- 7 network systems integration cases“, and the other is “integrated wiring case of the Western Institute of University of Jinan“. These 8two cases have certain things in common, that is the design must follow the GB 50311-2007 standard, but
30、 have different emphasis. The first project is to test the students design of the network system integration system in the centralized information environment. The second project inspects students ability to use flexible wireless network technology at the point of dispersed information and the tradi
31、tional cable wiring is difficult. In the teaching, simulate that students is divided into each project group, and each group has a leader (simulation project manager). Through class discussion, experiment and lectures, deploy the cases in detail, and ask students to eventually form an integrated des
32、ign scheme of the network system. 3.3. CM-PCL teaching assessment CM-PCL teaching assessment is eventually included in the course grades, which are based on the case analysis of student performance, integrated scheme of experimental report and final grades the network system gives to students. The s
33、core accounts for 60% of the usual score. The performance evaluation of the design is assessed in accordance with the “role - module“ idea. That is to say, based on student achievement of the scheme, according to the “role“ the students play and the “module“ completion the “role“ charges, give each
34、of the students the 9floating performance. The fundamental achievement of the scheme is evaluated according to the three aspects of the accuracy of the user needs in the scheme, the overall scheme design, whether the design of cabling subsystem can well meet the needs of users and the required mater
35、ial accounting. Then, give the students the appropriate points according to their “role“ in each group. According to each module performance, give students appropriate points or fewer points that share relevant work, and finally get the case record of each student. This evaluation method can not onl
36、y fully mobilize the enthusiasm of the students, but also train the student teamwork consciousness. 4. Problems needing attention 4.1. Improve the practice and teaching ability of teachers. In the actual teaching we obviously feel that teachers selection, analysis and the ability to control the case
37、 directly determine the effect of case-based teaching. Teachers should constantly improve their professional ability and the teaching ability, which can assist the “director“ in each case, and can let the students really involved in it and get exercise. The teachers of the network engineering can ac
38、cumulate practical experience based on such a big environment of the 10campus network through the participation in campus network maintenance and construction works, in order to better put this experience into case teaching materials, and better serve the teaching. 4.2. On the basis of the teaching
39、syllabus, at the same time to break the textbook The introduction of CM-PCL teaching method is meant to compress the time explaining the theory. We should earnestly fulfill requirements of the outline of the teaching task, clung closely to the task of teaching, intensively teaching the essence and t
40、heory, understand the materials, reasonably “reorganize knowledge“, and rationally organize classroom teaching. According to the characteristics of knowledge points, we should determine what is suitable to concentrate on teaching, what knowledge can be introduced in the cases, what knowledge can be
41、combined into a complete module, and what knowledge is suitable for self-study outside class and so on. Through the knowledge subdivision, we can be clear of our understanding of the outline. Then, according to the direct link of the knowledge point, through specific cases, “reconstruct“ the breakdown of this knowledge, to form a relatively independent “modules“, which is beneficial for carrying the case teaching.
