The basic course of computer application is a compulsory course to improve the computer literacy level of higher vocational students. The following is my graduation thesis on the basis of computer application for your reference.

Fan: Research on the docking reform of computer application basic courses in higher vocational colleges. Xiangxi Vocational College is located in the Wuling Mountain area, Jishou, which borders Hubei, Chongqing and Guizhou provinces. Restricted by natural conditions and historical factors, the local economic development level and cultural quality are far behind other regions. There are four types of students in the college. First, three-year junior high school students (two years in school and one year off-campus internship); Two, the starting point of junior high school five-year junior college students (four years in school, one year off-campus internship); Third, higher vocational students who mainly enroll students from neighboring middle schools and high schools; Fourth, the three-year higher vocational students admitted through the college entrance examination. As a local vocational college, College undertakes the task of training rural talents in Wuling Mountain area and tackling poverty. The basic course of computer application is a compulsory public course in secondary and higher vocational education. Through many years' first-line teaching, it is found that there is a lack of docking and integration of computer application basic courses in the curriculum standards of secondary and higher vocational schools, which leads to a lack of communication and coordination between secondary and higher vocational schools. It is urgent to study the effective docking and coordinated development of computer application basic courses in secondary and higher vocational schools.

First, the teaching status and problems of basic computer application courses in secondary and higher vocational schools

Based on the investigation of several secondary vocational schools and Xiangxi Vocational College, the research group analyzed the curriculum and the depth and breadth of the teaching content of the basic computer application courses in secondary and higher vocational schools, and summarized the following situations and problems.

(A) secondary and higher vocational schools repeat the teaching content.

According to the syllabus of computer application in secondary vocational schools, students are required to master the basic knowledge of computers, the use of operating systems, the application of Internet, the application of word processing software, the application of spreadsheets and the application of demonstration software. According to the syllabus of Computer Application Basis in higher vocational colleges, students are required to master the computer system overview, the use of windows operating system, the application of computer network and Internet, the application of Word software, the application of excel software and the application of powerpoint software. In table 1, we compare the teaching contents of secondary vocational schools and higher vocational schools. There are theoretical courses and computer training courses in the teaching process of computer basic teaching in secondary vocational schools, theoretical courses and computer training courses in higher vocational schools, and some colleges have arranged training weeks for computer majors. Through the comparison of table 1, we can easily find that although the words used in the course description are different, they are basically the same in the actual teaching process. Higher vocational education has only deepened and expanded in depth and breadth, which shows that the basic course of computer application in secondary and higher vocational education has great repeatability. For students in vocational colleges who mainly enroll students in secondary vocational schools and high schools and students in three-year vocational colleges who have passed the college entrance examination, they feel that they have basically learned what they have accepted after entering higher vocational colleges.

There is no difference in teaching methods between secondary and higher vocational schools.

In terms of the types of students, there are three-year secondary school students starting from junior high school and five-year junior college students starting from junior high school. These two types of students have low starting point, low cultural quality and weak learning initiative. Compared with vocational students who enroll independently in secondary schools and high schools and three-year vocational students who pass the college entrance examination, there is a big gap in both cultural quality and learning initiative. Through investigation, it is found that many basic courses of computer application in middle and higher vocational colleges adopt unified teaching syllabus, unified teaching materials and unified examination papers. In the teaching method, the traditional theoretical teaching and computer training are combined. Some students will talk about it, and some students can't teach it many times. The gap is too big, it is difficult to teach students in accordance with their aptitude, and it is also difficult to stimulate students' interest, which makes some students think of games as soon as they get on the computer.

The teaching process in secondary and higher vocational schools is single and inflexible.

The research group found that the basic courses of computer application in many schools are taught from beginning to end in the order of textbooks and projects, with theoretical teaching first and computer training later. Without studying the characteristics of modern students, especially junior high school students and five-year vocational students, many students will lose interest and don't want to learn if the teaching process is single, lacking originality and not entering students' lives.

Second,? 2+3+4? Research on the docking reform of computer application basic courses in secondary and higher vocational schools

? 2+3+4? Are you online? 2? It refers to the teaching mode adopted by three-year secondary school students (two years in school and one year off-campus internship) at the starting point of junior high school. ? 3? It refers to the teaching mode adopted by higher vocational students mainly in secondary schools and high schools and three-year higher vocational students who have passed the college entrance examination. ? 4? It refers to the teaching mode adopted by five-year compulsory college students (four years in school and one year off-campus internship) at the starting stage of junior high school. Xiangxi Vocational College has established its own training goal by integrating these three teaching modes. According to the requirements of all kinds of students for professional ability, the course is designed as a whole and arranged as a whole, and the phased teaching mode is implemented.

(A) Basic computer application teaching for middle school students

Three-year secondary school students' cultural quality is low and their learning initiative is not strong, but it doesn't mean that they don't know anything about computers. With the popularity of computers, many students have been playing computers since childhood, and they like playing computers very much. For this type of students, teachers should analyze students' interests more, because interest is the best teacher to lead them to study happily, rather than task-based and cramming teaching methods. In the teaching process, we can not follow the traditional conventional teaching mode, and we can appropriately disrupt the order of teaching materials to meet the needs of students' learning. First of all, for students who like surfing the Internet but have only a superficial understanding of Internet applications and a desire to learn. First, complete the teaching and training of Internet knowledge, so that they can learn to search information, find teaching resources, communicate and download materials online. In the teaching process, teachers consciously guide students to look at other people's photo albums, animations, etc. Let students have their own ideas. Secondly, teach students the contents of the demonstration, and guide students to practice training after the lecture on slide production. The training topics are not limited, and students can choose their own works, so that students can learn knowledge points happily in the creative process. Remind students to upload their works to their own space for display, or take photos and send them to friends circle to further enhance their learning enthusiasm and sense of accomplishment. Third, when giving students statistics or evaluation, it is intended to show students the convenience of spreadsheets, so as to attract students' attention and stimulate their interest in learning, which naturally enters the content of spreadsheets. After completing the demonstration work and the application of spreadsheets, they are required to write down their learning experiences and summaries in Word. In this process, it is equivalent to a written communication with the teacher, which not only understands the students' learning situation, but also uses word processing software to teach and guide students to set up words, mix pictures and texts, and make tables. Finally, through the study of the above projects, students will feel that the speed of text input is slow, and many useless files are stored in the computer, thus introducing knowledge and text input into the operating system. Only when the computer is used or breaks down can students pay attention to the basic knowledge of the computer and stimulate their desire to learn hardware knowledge. Through one semester's teaching, students have completed one work after another driven by interest and curiosity, which makes them feel that they have learned skills and increased their sense of accomplishment. This is not the traditional step-by-step, spoon-feeding teaching.

(B) Basic teaching of computer application for higher vocational students

In view of the self-enrolled higher vocational students and the three-year college entrance examination students, the teaching mode should be changed on the basis of secondary vocational students' teaching, the depth and breadth should be strengthened, the specialization should be highlighted, and advanced applied talents should be cultivated. This kind of students have a certain level of computer operation, but their knowledge is not systematic and professional. In the teaching process, project teaching can be carried out according to the order of teaching materials, but it can't be limited to the simple application of software, and it should emphasize the rigor, specialization and systematization of content. Doing a good job in the docking of teaching modes in secondary and higher vocational schools can promote secondary vocational students to move from interest to specialty and eventually become advanced applied talents.

(C) Basic computer application teaching for college students

For five-year junior high school students, such students are in the sandwich layer, with a low starting point, and want to reach the same professional and cultural level as three-year higher vocational students, so it is necessary to do a good job in the docking and transformation of secondary vocational schools and higher vocational schools. Because of the low starting point, if the basic course of computer application is taught in the mode of secondary school students, it will definitely not reach the professional cultural level required by the three-year system after the teaching. Because there is no basis for computer operation, what will happen in the end if we teach in a three-year mode? Is learning the same as not learning? Result. In view of this situation, we can't adopt the mode of secondary school in the arrangement of teaching hours. It should not only reflect that secondary school students have completed the basic knowledge learning of computer application courses driven by interest and curiosity, but also complete the professional and systematic learning of knowledge required by three-year higher vocational education. Therefore, the teaching cycle of the basic course of computer application is arranged as one academic year, which urges students to turn from interest to specialty and become advanced applied talents.

Third,? 2+3+4? Significance of curriculum docking reform in secondary and higher vocational schools

Outline of the National Medium and Long-term Education Reform and Development Plan (20 10? 2020), to be established? Modern vocational education system? The key point is how to coordinate the development of secondary vocational education and higher vocational education, and solve the problems existing in the process of secondary vocational education, such as repeated content, unclear teaching mode and broken professional and technical level. ? 2+3+4? The reform of curriculum docking in secondary and higher vocational schools has solved the continuity problem of teaching in the same major. Due to different starting points and different professional skills requirements, the specific teaching modes of computer basic application courses should also be different. Secondary vocational school students have only two years of study in school, and the emphasis on skills training is mainly to train junior and intermediate professionals for enterprises, mainly assembly line operators or junior managers, so the focus of teaching is to accumulate experience in practice and improve professional skills. Higher vocational students further study on the basis of secondary vocational students, emphasizing the cultivation of high-quality management and high-skilled applied talents, and helping students change from interest-oriented to specialization, become advanced applied talents, and better adapt to the development of enterprises. ? 2+3+4? The reform of curriculum docking in secondary and higher vocational colleges has also solved the problem of repeated teaching contents in secondary and higher vocational colleges, accurately positioned the curriculum standards in secondary and higher vocational colleges, and formed an effective and coherent docking coordination mechanism for the curriculum standards in secondary and higher vocational colleges. Different teaching modes are adopted for different types of students, and the teaching methods and processes are also rich and diverse, reflecting differences. It also avoids that the trained students have neither strong practical ability nor advanced applied talents who can study deeply, because there is no clear curriculum standard and effective docking in the teaching process.

Fan Wener: The application of project teaching in the basic course of computer application In order to meet the requirements of cultivating high-quality talents, the basic course of computer application should focus on cultivating students' computer application ability, making computer technology an effective auxiliary tool, which can not only lay a good foundation for students to learn other majors, but also help students solve practical problems in life. The new teaching curriculum reform requires that classroom teaching should be based on? Practice? Focus on improving students' ability to apply knowledge.

1 Teaching Status of Basic Computer Application Course

The basic course of computer application mainly covers the basic operation and management of computer operating system, the use and management of common office software, the application of multimedia technology and the establishment and maintenance of websites. By studying the basic course of computer application, students can basically master the ability of audio and video editing and web page making. However, because the current curriculum is not perfect enough, all non-computer majors will study this course in a unified way. In fact, students of different majors have different requirements for computer application ability after graduation, but the course of computer application foundation has not paid attention to this point. Therefore, at present, the teaching of basic computer application courses is still in the stage of using the same textbook and similar teaching methods for all majors, and it is necessary to increase the diversity of teaching modes of basic computer application courses as soon as possible.

2 Comparative advantages of project teaching and traditional teaching

Project teaching and the brand-new teaching concept put forward by CDIO talent training mode are basically unified. What is the core idea of CDIO mode? Conception, design, implementation and operation? That is, students should participate in the whole process of project development, from the conception of the project to the production of the final product, so as to improve the teaching quality and practical application ability. In project teaching, students are the protagonists of learning, and teachers are mainly responsible for guiding students to carry out project practice and stimulating students' interest in learning and innovative thinking in the process of inquiry. Compared with traditional teaching, project teaching has the following advantages.

2. 1 Teaching objectives are more scientific.

In the traditional teaching method, the teacher is the protagonist of teaching, and students just follow the teacher's rhythm to learn knowledge. In this spoon-feeding teaching method, students need to passively accept knowledge, and the teacher's teaching goal is only to tell students about knowledge. Finally, the standard of teaching evaluation is mainly students' memory of knowledge. The teaching goal of project teaching is more scientific. The goal of project teaching is to teach students to use existing knowledge to solve practical problems, and the ultimate assessment standard is the degree of students' application of knowledge.

2.2 The teaching process is more active

The classroom of project teaching is often more free and open under the premise of maintaining classroom order, the classroom atmosphere is more relaxed and the teaching process is more active. Teachers no longer use traditional teaching methods to demonstrate standardized operations to students, and then let students do it themselves. Instead, let the students try first according to their own understanding, and the teacher will correct and suggest the students' operations. The whole process is mainly completed by the students themselves. There are also various teaching forms. Students can form interest groups and actively explore some knowledge principles.

2.3 The teaching effect is better.

Traditional teaching methods are relatively simple. Although teachers will interact with students in class, it is too boring because this kind of interaction is also carried out in the mode of teachers asking questions and students answering. Students just listen to the teacher's arrangement and can't learn and innovate independently. In project teaching, students can experience the charm of knowledge and the sense of accomplishment after completing the project through personal participation. Therefore, the teaching effect of project teaching is more remarkable than traditional teaching, and the teaching quality is higher.

3. Design cases of project teaching in the basic course of computer application

Based on the actual demand of electronic engineering specialty for talents' computer application ability, we can refer to the following design ideas in the process of project teaching design of computer application basic courses. In the teaching of this part of operating system knowledge, we can design two knowledge points, namely, the management of files and folders in operating system and the installation and uninstallation of application programs, as two practical projects, namely, the management of enterprise technical data and the use of AutoCAD software; When teaching the knowledge of common office software, we can combine the knowledge of PPT design, animation rendering and beautification with the products made by middle school students in electrical practice, so that students can have a training in product release and display. Can I pass when teaching web design? Personal homepage? The website design project allows students to give full play to their creativity, learn the knowledge of editing, making and publishing web pages in the project, and also improve their language expression ability and comprehensive quality in the project, so that students can practice how to express themselves better and highlight their professional charm and personality charm.

4. The implementation method of project teaching in the basic course of computer application

4. 1 Define the project objectives and make plans.

First of all, teachers should make students clear about the knowledge points to be learned, so as to make clear the objectives of the project and make a reasonable project plan. Project planning can be completed by students in groups to cultivate students' teamwork ability.

4.2 Make plans and complete the project tasks.

According to the project objectives and project plan, it can not be separated from the support of project solutions. The teacher should prepare some reference materials for the students, but don't tell the answers completely. Students should find their own ideas to solve problems and complete the project tasks independently.

4.3 Carry out extracurricular practice after classroom practice.

After teachers explain the knowledge points in class, they should organize students to practice in class. The teacher can demonstrate the standardized operation first, and then let the students do it again by themselves. Interested students can practice after class and solve real-life problems according to what they have learned in class.

4.4 Evaluation and reflection after the completion of the project

Teachers play a very important role in project teaching. After the project, in order to let students know themselves more comprehensively, teachers can make some objective evaluations, and then let students evaluate themselves and each other, reflect on their own shortcomings in the project and propose improvement measures. Teachers should fully affirm and praise students' creative thinking achievements.

5 conclusion