Digital Intelligence-Driven Teaching Reform for "C Programming Language": A Research and Practice

Abstract

The "C Programming Language" course often faces challenges such as outdated content, singular teaching methods, and an overreliance on summative assessments. To address these issues, a digital-intelligence teaching system was constructed, which is student-centered,
data-driven, and competency-oriented. The methodology involved restructuring the content into a "Knowledge Graph-Project-Driven" chain.
A blended teaching approach was adopted, integrating the BOPPPS model (Bridge-in, Object clarification, Pre-test, Participatory exercises
discussions, Post-test and review, Summary) and a dual-platform strategy (comprising the "Xuexitong" platform and the Programming Teaching Assistant (PTA) platform). This was supported by a closed-loop process of holistic intelligent assessment and learning analytics, ultimately
forming an integrated mechanism of "Objective-Content-Activity-Assessment-Feedback". The results demonstrated that this reform promoted
the development of students' programming practice and computational thinking, enhanced learning engagement and classroom participation,
and established a replicable and scalable pathway for course construction.