Teaching Mode Reform of C Programming Course Based on Intelligent Enhancement

Tingting Li; Yantao He; Jiajun Zhang

doi:10.70088/3ej6m466

Authors

Tingting Li Guangdong University of Science and Technology, Dongguan, China Author
Yantao He Guangdong University of Science and Technology, Dongguan, China Author
Jiajun Zhang Guangdong University of Science and Technology, Dongguan, China Author

DOI:

https://doi.org/10.70088/3ej6m466

Keywords:

C Language Programming, ternary collaboration, PDCA-OBE Dual Cycle, industry-education integration, intelligent teaching

Abstract

Aiming at the core contradictions in the traditional teaching of the course C Language Programming, such as the disconnection between teaching content and industrial needs, the mismatch between teaching methods and students' ability differences, and the separation of evaluation methods from the learning process, this study constructs a comprehensive ternary collaborative teaching mode of "AI + Practical Training + Certification". As foundational programming skills become increasingly critical in modern computer science and engineering disciplines, addressing these pedagogical challenges is paramount. Driven by the dual cycle of the Plan-Do-Check-Act (PDCA) and Outcomes-Based Education (OBE) frameworks, this innovative mode realizes the intelligent diagnosis of learning status and personalized learning recommendations through the independently developed "Zhiyun" artificial intelligence teaching platform. Furthermore, it introduces real enterprise projects to reconstruct a robust content system integrating "post, course, competition and certification". It also establishes a diversified evaluation system that covers the entire educational process, emphasizes value-added learning outcomes, and aligns strictly with professional industry certifications. Practice shows that after the implementation of this reform, the average course score of students significantly increased by 8.5 points, while the failure rate decreased by an impressive 60%. Additionally, the number of award winners in academic competitions above the provincial level increased by 164%, and the pass rate of industry certifications rose to 82%. Ultimately, this research forms a highly replicable and promotable paradigm for curriculum reform, offering valuable insights for enhancing technical education and fostering industry-ready graduates.

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