双线融合视域下新工科程序设计类课程建设路径研究——以《C语言综合实训》课程教学为例

Research on the Construction Path of New Engineering Programming Courses from the Perspective of Dual-Line Integration—Taking the Teaching of “Comprehensive Training of C Language” Course as an Example

摘要: 新工科建设对程序设计类课程提出了知识传授、能力培养与价值塑造协同发展的新要求。本文针对当前课程建设中普遍存在的“技术能力”与“素养培育”割裂问题，以C语言综合实训课程为实践载体，提出“项目驱动”与“素养引领”双线融合的课程建设路径。研究以贪吃蛇游戏开发为核心项目，构建了“项目分析–基本目标–进阶目标–开放目标”四级递进的任务体系，配套“做–学–思–悟”四阶递进机制、“三阶递进”教学流程与“四维一体”评价体系，并通过特色案例库实现课程内容与区域发展需求的精准对接。实践表明，该路径有效提升了学生的编程实践能力、团队协作意识与服务区域发展的责任担当，为同类课程建设提供了可借鉴的范式。

Abstract: The construction of the new engineering discipline has raised new requirements for the coordinated development of knowledge impartation, ability cultivation, and value shaping in programming courses. This paper addresses the prevalent issue of the separation between “technical ability” and “literacy cultivation” in current curriculum development. Taking the comprehensive practical training course of C language as the practical carrier, it proposes a curriculum development path that integrates “project-driven” and “literacy-led” approaches. The research centers around the development of a snake game as the core project, constructing a four-level progressive task system of “project analysis-basic objectives-advanced objectives-open objectives”. It is accompanied by a four-stage progressive mechanism of “doing-learning-thinking-understanding”, a “three-stage progressive” teaching process, and a “four-dimensional integrated” evaluation system. The course content is precisely aligned with regional development needs through a characteristic case library of “empowering technology in northern Xinjiang”. Practice has shown that this path effectively enhances students’ programming practical abilities, team collaboration awareness, and responsibility in serving regional development, providing a reference paradigm for the construction of similar courses.