基于计算机科学与技术专业的大数据课程群的建设
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摘要
传统的大数据课程群过于依赖建设者主观经验,在反复运营中确定最佳方案,耗费成本高、时间长、工作效果并不明显.为了解决此问题,基于计算机科学与技术专业建设了一种大数据课程群,首先设置了大数据课程群的运行框架,框架由数据采集、数据分析和结果分析三部分组成;介绍了大数据课程群的工作过程,第一步是分析基础课程,第二步是探讨专业课程,第三步是建立实践课程;最后设计了仿真实验,将所提方法与传统大数据课程群进行对比.由实验结果可知,基于计算机科学与技术专业建设的大数据课程群运行花费成本更低,取得的工作效果更好,具有广阔的市场发展空间.本研究对于大数据课程群的建设有一定的指导意义.
The traditional large data course group relies too much on the subjective experience of the builders,and determines the best scheme in the repeated operation. Its costs are high,and the time required is long,and the work effect is not obvious. In order to solve this problem,a large data course group is built on the basis of computer science and technology. First,the framework of the large data course group is set up. The framework is composed of three parts:data collection,data analysis and result analysis. The work process of the large data course group is introduced. The first step is to analyze the basic course. The second step is to explore professional courses. The third step is to set up practical courses. Finally,a simulation experiment is designed to compare the proposed method with the traditional big data curriculum group. The result of the experiment shows that the large data course group developed has lower cost,better work effect,and a broad market development space.This study has a certain guiding significance for the construction of big data curriculum groups.
The traditional large data course group relies too much on the subjective experience of the builders,and determines the best scheme in the repeated operation. Its costs are high,and the time required is long,and the work effect is not obvious. In order to solve this problem,a large data course group is built on the basis of computer science and technology. First,the framework of the large data course group is set up. The framework is composed of three parts:data collection,data analysis and result analysis. The work process of the large data course group is introduced. The first step is to analyze the basic course. The second step is to explore professional courses. The third step is to set up practical courses. Finally,a simulation experiment is designed to compare the proposed method with the traditional big data curriculum group. The result of the experiment shows that the large data course group developed has lower cost,better work effect,and a broad market development space.This study has a certain guiding significance for the construction of big data curriculum groups.
引文
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[2]孙秋月.教育大数据下高校英语教师的角色定位[J].河北科技师范学院学报(社会科学版),2018,17(01):113-117.
[3]黄玲,胡令.基于大数据环境软件工程专业课程建设的协同创新研究[J].电脑知识与技术,2016,12(20):1-2.
[4]沈海波,朱雄泳,周如旗,等.基于特色课程群的软件工程专业建设与实践[J].计算机教育,2017,18(12):141-143.
[5]朝乐门,邢春晓,王雨晴.数据科学与大数据技术专业特色课程研究[J].计算机科学,2018,45(3):1-8.
[6]李晓丹,刘云翔,王浩,等.应用型计算机专业大数据分析实验室建设[J].实验技术与管理,2017,34(9):236-238.
[7]杨正武.融入现代技术的软件课程体系教学改革研究[J].软件导刊,2017,23(12):235-237.
[8]姚兴华,吴恒洋,方志军,等.新工科背景下机器学习课程建设研究[J].软件导刊,2018,25(1):221-223.
[9]王善勤,吴昌雨,陈业斌.大数据挖掘技术在高校专业内涵建设中的应用研究[J].佳木斯大学学报(自然科学版),2016,34(5):827-830.
[10]唐小勇.高校计算机专业大数据分析课程教学内容初探[J].福建电脑,2017,33(3):169-169.
[11]邓莉琼,肖秋根,李中宁,等.基于大数据分析的计算机网络课程自适应学习系统构建[J].计算机工程与科学,2016,38(s1):276-280.
[12]杨爱琴,孙爱玲.大数据时代大学计算机信息技术基础课程的教学改革探索[J].福建电脑,2016,32(12):55-55.
[13]刘甫迎,陈元霞,罗国涛,等.软件技术重点专业建设的探索[J].成都工业学院学报,2016,19(2):96-99.
[14]李娅.大数据技术在计算机基础类课程中的应用[J].福建电脑,2017,33(9):87-87.
[15]张新红,陆璐,陈利国.基于大数据技术的高校信息化建设[J].郑州铁路职业技术学院学报,2017,29(1):85-88.