以数智技术为翼 深化计算机专业实践教学改革

Core Viewpoint - The integration of digital intelligence technologies such as artificial intelligence, IoT, blockchain, big data, and cloud computing is driving significant changes in the industry, necessitating reforms in the computer science education system to meet new talent demands [1] Group 1: Digital Intelligence Technology in Education - Digital intelligence technologies are essential for transforming the computer science education system, enhancing practical teaching effectiveness, and aligning with industry needs [1] - A new practical teaching system based on digital intelligence technologies is crucial for cultivating high-skilled computer professionals [1] Group 2: Resource Platform Development - Establishing a professional resource platform using digital intelligence technologies requires a dual focus on content development and functional optimization [2] - The platform should categorize and digitize various teaching resources, allowing learners to select appropriate materials based on their needs [2] Group 3: Functionality Enhancement of the Resource Platform - The platform should improve resource retrieval capabilities through advanced search technologies and user feedback mechanisms [3] - A dynamic optimization mechanism should be established to continuously enhance platform content and user experience [3] Group 4: Teaching Evaluation and Feedback - A scientific teaching evaluation system based on digital intelligence can provide real-time data analysis of learners' progress, enabling targeted improvements in practical teaching [4] - Teachers can generate comprehensive learner profiles to tailor educational paths and enhance skill acquisition [4] Group 5: Innovative Teaching Methods - Digital intelligence technologies can enhance teaching methods, including the creation of online learning spaces and blended learning approaches [5][6] - Immersive multi-modal learning environments can enrich practical teaching experiences, utilizing technologies like virtual and augmented reality [6]