With the continuous development of modern society and the continuous progress of computer application technology, computer application ability has become an important criterion for judging talents in society. The following is the basic paper of computer application that I compiled for you for your reference.

Computer Application Basis Test Paper Mode 1: Teaching Problems and Countermeasures of Computer Application Basis Abstract: This paper analyzes the importance and significance of computer application basis, summarizes in detail the teaching status and existing problems of computer application basis in colleges and universities, and points out the teaching reform strategies of this course.

Keywords: computer application foundation; Teaching; tactics

Computer Application Basis is a compulsory general education course for non-computer majors in colleges and universities, and it is also the first basic computer course for college students. It involves a wide range of knowledge and has great influence. This is a practical course, which aims to cultivate students' basic skills in using computers. Aiming at the problems existing in the teaching of computer application basic course in Qiongtai Normal University, this paper puts forward some suggestions.

1 The present situation and existing problems of teaching

1. 1 Students' computer abilities are quite different.

Nowadays, with the popularization and application of computers, some primary and middle school students have been exposed to computers, and even some children in kindergartens have begun to contact computers. At present, many schools offer information technology courses in primary and secondary schools, and students have a certain understanding of basic computer knowledge and basic computer operation skills. However, due to the different emphasis on information technology courses in developed and backward areas, the computer ability level of students entering higher vocational colleges is uneven. Among freshmen, students come from all corners of the country, some from cities, some from remote and backward rural areas, and their computer application ability is very different. Some students systematically studied computer-related knowledge and skills in middle school, and were able to operate computers skillfully, and some even passed the national computer grade examination; However, some students come from remote and backward rural areas, and their basic computer knowledge and skills are weak. At present, all colleges and universities teach in classes. Due to the differences in students' level and ability, as well as the unified syllabus and teaching objectives, it is impossible to find a suitable starting point in teaching. Students with a solid foundation have mastered the knowledge explained by the teacher and don't need to listen carefully. Students with weak foundation are confused about what the teacher explained and gradually lose interest in learning computers. Therefore, in order to cultivate students' interest in learning computer and improve their computer application ability, it is very necessary for teachers to formulate different teaching outlines and teaching objectives.

The teaching goal of 1.2 cannot be connected with the training programs of various majors.

In Qiongtai Teachers College, except for students majoring in computer, students of other majors have a unified basic course of computer application. The knowledge modules involved in this course include: basic computer knowledge, use of Windows7, use of Word20 10, use of Excel20 10, use of Powerpoint20 10, use of Internet, basic knowledge of computer security and maintenance, etc. Students generally think that the course content is too complicated and involves too much knowledge. Non-professional students themselves are weak and it is very difficult to learn. Moreover, the knowledge of this course can not be well connected with the majors studied by students, and students lack interest in learning and can not achieve the expected learning effect.

The teaching method of 1.3 lacks innovation.

At present, the teaching method of the basic course of computer application is generally that teachers first explain the basic concepts and knowledge, then demonstrate the operation, and finally students carry out practical operation drills with tasks, and teachers give guidance and help. However, in the theoretical part, when teachers explain knowledge points, students feel bored, even unwilling or tired of learning, and it is difficult to cultivate students' interest in learning. In the practical operation part, the E-learning teaching system shows detailed operation steps and video demonstrations, so students practice step by step according to the operation steps, and the operation results are almost the same. In this way, students can't develop their imagination and expand and extend their knowledge points.

The teaching effect of 1.4 is not good.

At present, people who take this course have no first-line education and teaching experience, are unfamiliar with information technology courses in primary and secondary schools, and even know nothing about students' basic computer knowledge, so it is impossible to realize the principle of "teaching students in accordance with their aptitude" and "teaching students in accordance with their aptitude". Due to the lack of in-depth understanding of students, it is difficult for teachers to accurately grasp the teaching objectives and accurately locate the teaching focus of each class, resulting in poor teaching results.

2 computer basic course teaching reform strategy

2. 1 Update software and hardware resources in time.

Software and hardware teaching resources are the premise of computer basic teaching. In order to carry out computer basic course teaching smoothly, software and hardware teaching resources must be updated in time. With the rapid development of informatization, teachers are required to update teaching contents and improve teaching methods in time to keep up with the pace of informatization development. In addition, teachers should be good at integrating the basic contents of modern information technology into the classroom, reflecting the "immediate" teaching effect, and strive to make students apply what they have learned.

2.2 Using graded teaching

After the freshmen enter the school, the Academic Affairs Office organizes the whole school computer basic test, and divides them into classes according to the test results. According to different classes, the teaching objectives and teaching methods set by teachers should be slightly different. In the education and teaching class, according to the students' computer basic situation, hierarchical teaching is implemented. For classes with weak foundation, try to slow down the teaching progress, explain the knowledge module in detail, and then let students practice, practice and consolidate what they have learned. Besides, students should be given some time to digest what they have learned. This kind of accumulation can not only improve students' enthusiasm, but also shorten the gap with other students. For a class with a solid foundation, in addition to explaining the knowledge points of the course, it is necessary to expand and extend the knowledge points. In short, teachers should teach students in accordance with their aptitude and vary from person to person, so as to achieve the teaching objectives and improve the teaching classroom effect.

2.3 Strengthen teacher training

Teachers of this course should receive regular training. The main content of training is the most advanced network information knowledge, which is very beneficial for teachers to improve teaching quality. In addition to the traditional teaching methods, with the increasing popularity of the Internet, teachers should make full use of the online teaching platform to promote the improvement of students' autonomous learning ability and greatly improve classroom teaching efficiency.

2.4 the reform of assessment methods

The computer basic course of Qiongtai Teachers College belongs to the examination course of each department, and the final total evaluation score is calculated by the teaching teacher according to the usual score and the final score according to the corresponding proportion. At present, although the computer basic course in Qiongtai Teachers College adopts paperless examination, the knowledge of the examination database is not updated in time and the knowledge points are outdated. Schools should design and develop a standardized examination system for this course, and design and develop a standardized examination system based on computer basic courses in view of the nonstandard, systematic, scientific and intelligent traditional paper examinations. Standardized examination system should be adopted to establish knowledge point question bank and manage it scientifically, efficiently, economically and flexibly. At the same time, in the daily teaching process, teachers can test the system operation practice, which can greatly improve students' ability to operate computers and solve practical problems.

3 Conclusion

With the rapid development of computer technology and the acceleration of knowledge updating, computer knowledge is increasingly favored. University Computer Foundation is a basic computer course for freshmen in colleges and universities, which aims to enable students to acquire basic computer knowledge, basic operating skills and the ability to solve practical problems by using computers [4].

References:

[1] Jia Suimin, Zhang Yu. Problems and countermeasures in the teaching of basic computer courses in colleges and universities [J]. School of Information Science and Technology, Zhengzhou Normal University, 20 147:7 1-73.

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Mode 2: Analysis of Basic Computer Application Teaching in Colleges and Universities [Abstract] Computer basic teaching is a basic content in higher education and has become one of the necessary conditions for modern urbanites to master and operate computers skillfully. At present, there are still some problems in the basic teaching of computer application for non-computer majors in colleges and universities. This paper analyzes some problems existing in the teaching of basic computer application courses under the new situation, and puts forward some views on the reform measures of basic computer application courses based on my own teaching experience.

[Keywords:] colleges and universities; Computer application foundation; Teaching problems; reform in education

I. Introduction

As an indispensable universal tool in modern life, computers have been widely used in various fields of society. At the same time, the practical ability of various enterprises in society to use computers for college graduates is getting higher and higher. Learning to use computers has become a basic quality that contemporary college students must possess. However, in our daily teaching, there are still some problems in the teaching of computer application foundation. Therefore, it is a key issue to study and explore the teaching reform of computer basic courses for non-computer majors in colleges and universities under the new situation, improve our education and teaching quality, combine students' own professional knowledge structure, improve students' computer application level and continuously improve their competitiveness in the information society.

Second, the problems existing in the teaching of computer application basic education in colleges and universities

First, non-computer majors have different foundations, and most of them focus on exams.

At present, the first and second computer certificates are still one of the necessary conditions for many colleges and universities to issue graduation certificates, and some enterprises and institutions in society also regard the first and second computer certificates as one of the hardware conditions for selecting talents. This will inevitably lead to some students blindly learning computers for the computer grade examination, and a considerable part of them just blindly operate the knowledge closely related to the examination content, or often do a lot of repeated operation exercises according to the examination exercise library in previous years, and many contents are not completely true. Therefore, a considerable number of students still don't even understand the most basic computer operation in their practical work after graduation, so they have to explore their studies again. If students can't flexibly apply the operational skills they have learned in school to practical work, even if they have a computer grade certificate, it is of little practical significance. All these show that the basic computer education in colleges and universities is far from meeting the needs of the actual society.

Second, teachers' classroom teaching methods are relatively simple.

In colleges and universities, the teaching method of this course is mostly the combination of multimedia theory teaching and computer room operation practice. In recent years, teachers have used PPT to demonstrate classroom teaching, but it is still in the "demonstration" stage, and the traditional teaching methods have not changed. Moreover, in the process of theoretical teaching or computer practice, some teachers blindly pursue the passing rate of the exam, and students can only do it step by step in order to get the computer grade certificate, so that teaching only revolves around the exam. Although the passing rate of students is not low, their computer scores are also high. However, students' actual computer level is not high. When we graduate, everyone is worried about setting the basic format of graduation thesis or making a resume. This teaching method can't meet their individual learning needs at all, and students' interest in learning computers independently will not be improved accordingly.

Three evaluation methods of teaching effect

At present, most colleges and universities still adopt a unified paperless examination system in the whole province. Due to the limitations of the examination system itself, only adopting this examination method can not truly reflect the actual level of students, nor can it cultivate students' ability to analyze and solve problems, let alone cultivate students' self-study ability and innovation ability.

Third, the exploration of computer application basic teaching reform

First, we should not only pay attention to textual research, but also teach students in accordance with their aptitude to improve the teaching effect and turn classroom teaching into "inquiry-based" learning.

Inquiry learning refers to the activity that students can actively acquire and apply knowledge and solve practical learning problems under the guidance of teachers, focusing on cultivating students' innovative spirit and improving their practical operation ability. We can learn from the latest modern educational theory research to guide teaching. In the teaching process, teachers should teach knowledge points according to students of different majors, so that students can apply what they have learned in future professional courses, so that students can acquire more knowledge through autonomous learning, and constantly improve the knowledge system structure in the process of inquiry learning.

Second, adopt diversified teaching methods to stimulate students' interest in learning.

In the teaching process, teachers should use different teaching methods flexibly, mobilize students' learning enthusiasm from different aspects, enhance the learning atmosphere in the classroom and improve students' learning autonomy. Case teaching method can give full play to students' innovative ability. In the actual teaching process, case teaching is not blindly explaining theoretical knowledge points, but starting with practical examples and combining relevant theoretical knowledge points in the process of explanation. Of course, in case teaching, the choice of cases is very important. Only by choosing cases reasonably can we give full play to the role of case teaching. Through collecting a lot of teaching experience, it is concluded that there are the following situations in the selection of cases: 1. Focusing on the teaching objectives, through case analysis, students can quickly master the basic knowledge and successfully complete the teaching tasks in time. 2. It is best to come from real life, so that students can use what they have learned to solve practical problems in real life, thus stimulating students' interest in learning and achieving the effect of actively participating in learning. 3. Be targeted. At the end of each semester, teachers should choose corresponding teaching cases according to the teaching contents of different majors and students' acceptance ability. 4. It is best to find the selected case after some thinking and consultation. Therefore, when designing cases, our teachers should carefully and constantly scrutinize the knowledge points of different majors, and build cases suitable for their majors for students, so that students can learn and master relevant knowledge through cases. Task-driven method improves students' spirit of independent exploration and cooperation. Task-driven teaching method is a task-driven teaching method. It is a teaching process of self-exploration and interactive learning through several tasks under the guidance of teachers and driven by students' strong desire for knowledge. In order to improve their ability to master knowledge, teachers can flexibly imply the knowledge points they have learned in each task by arranging specific tasks, and students can accomplish tasks through various ways and methods, which will have a multiplier effect on teaching. Of course, it is best to encourage everyone to cooperate with each other and jointly complete the understanding and application of relevant knowledge points. This can better cultivate students' autonomous learning ability and problem-solving ability.

Third, highlight professional characteristics and pay attention to the integration of basic computer teaching and professional knowledge.

Teachers should design different basic teaching contents and objectives according to different majors, so that all non-computer majors can have computer course contents that meet their professional requirements, thus forming a good computer basic teaching course system. Adopting this teaching mode can not only overcome the disadvantages of treating computer basic education of different majors equally in traditional teaching mode, but also make different professional courses have different teaching contents, so that computer basic teaching can be well combined with its professional courses.

Fourth, build an interactive teaching exchange platform and share teaching resources.

It is necessary to build a network platform suitable for students' learning, so that students can change passive learning into active learning and meet the requirements of students' personalized learning. Students can choose different contents to study according to their own learning basis or interests, discuss problems in study and life with classmates and teachers, and gradually establish and form a diversified teaching mode combining traditional teaching with online teaching, which can form an atmosphere of communication, cooperation and learning in many aspects.

Fifth, reform the teaching evaluation means.

At present, the computer grade assessment of non-computer majors in provincial universities is still based on the scores of computer examinations in the province as the final scores of students in this course. In this way, teachers can only blindly take the exam-oriented education in order to let students pass, and students also blindly memorize in order to get the grade certificate smoothly. Therefore, in order to further improve the quality of computer basic teaching for non-computer majors and promote the reform of computer teaching, it is also very important to reform the existing computer teaching assessment methods. If students' final grade is no longer determined by the final grade of the provincial computer examination, it can be organically combined with computer grade, usual grade and written test grade, in which the written test grade focuses on the assessment of students' theoretical knowledge. Computer scores are mainly based on the unified examination results of provincial examinations, and the usual scores are the usual requirements for students, such as attendance in class, learning initiative in class, and task completion after class. This can greatly encourage students to innovate boldly and pursue more comprehensive knowledge.

Four. Concluding remarks

The course "Computer Application Basis" is an important tool to cultivate students' basic computer knowledge, and plays a vital role in cultivating students' basic quality and way of thinking. Teaching reform is a long-term and arduous task. We need to further deepen the teaching reform, establish a scientific curriculum system, improve students' practical application ability, and enable students to quickly adapt to the needs of social work after graduation. In short, through the reform of university computer application foundation, teachers can not only effectively play their guiding role, expand and improve their knowledge, but also stimulate students' enthusiasm and initiative in learning computers, thus comprehensively improving students' practical computer application and operation ability.

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