WORD域应用研究

WORD域应用研究

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时间:2019-06-15

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1、Word应用与研究2018年本科毕业论文(设计)密级:昌吉学院论文(设计)分类号Word域应用研究学生姓名:吐洪·托乎提学号:1325929007院部:计算机工程系专业:计算机科学与技术年级:B13(03)班2018年5月6日IWord应用与研究毕业论文原创性声明本人郑重声明:所呈交的论文是本人在导师的指导下独立进行研究所取得的研究成果。除了文中特别加以标注引用的内容外,本论文不包含任何其他个人或集体已经发表或撰写的成果或作品。本人完全意识到本声明的法律后果由本人承担。作者签名吐洪·托乎提2014年10月13日;毕业论文版权使用授权书本毕业论文作者完全了解学院有关保存、使用毕业论文的规

2、定,同意学院保留并向有关毕业论文管理部门或机构送交论文的复印件和电子版,允许论文被查阅和借阅。本人授权本学院及以上级别优秀毕业论文评选机构将本毕业论文的全部或部分内容编入有关数据库以资检索,可以采用复印、缩印或扫描等复制手段保和汇编本毕业论文声明人签名:阿布都沙导师签名:声明人签名吐洪·托乎提IWord应用与研究摘要随着社会的不断发展,教育事业的不断推进,计算机已经成为了一门必修课,也是一门工具课,是人们学习和生活都离不开的工具,因此,强化中学计算机教学意义重大,然而,目前,我国不少中学的计算机教学主要还是停留在传统的教学模式下,老师在上面讲,学生在下面听,上机实际操作较少,实践能力不

3、强,因此,就有必要加以改革,进行教学方法创新,从而提高教学效率,从而提升学生的理论知识领悟能力,以及实践操作水平。本题目疏附县一中学为研究对象,研究中学教学中存在的问题。主要研究教学环境,教学质量,学生的及性。以便提供以后教学中参考。关键词:中学计算机;计算机;教学一,word与应用基础IIIWord应用与研究目录摘要·····································································I引言································································

4、······11.研究方法··································································21.1对Word域应用的基本情况分析··········································21.2调查方法·······························································21.2.1收集数据·····························································21.2.2访谈法·····

5、···························································21.2.3调查问卷法···························································22.Word域应用计算机教学的基本情况调查································32.1Word域应用计算机教师情况···········································32.1.1师资情况··········································

6、·················32.1.2学历结构···························································32.1.3职称结构···························································32.2Word域应用计算机学习基本情况情况······························42.2.1开设的计算机课程····················································4IWord应用与研究2.2.2课时安排···

7、···························································42.3Word域应用计算机教学环境情况·······································42.3.1硬件································································42.3.2软件··························

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