ArticleOpen Access http://dx.doi.org/10.26855/acc.2025.12.010
Research on the Teaching Reform and Practice of C Language Course Based on Project-driven
Jun Xu
School of Information Technology and Engineering, Guangzhou College of Commerce, Guangzhou 511363, Guangdong, China.
*Corresponding author: Jun Xu
Published: December 30,2025
Abstract
This study investigates the pedagogical reform of C language instruction, addressing challenges in traditional teaching such as monotonous methodologies, disconnection between theory and practice, and flawed evaluation systems. Through a randomized design, two second-year Computer Science and Technology classes were selected as experimental units, with the experimental group adopting project-based learning while the control group maintained conventional teaching approaches. The implementation process encompassed project selection, knowledge delivery, project execution, feedback assessment, and evaluation. Results demonstrated that the experimental group achieved significantly higher academic performance and practical competencies compared to the control group, while also exhibiting greater engagement in learning attitudes, including interest, initiative, teamwork willingness, and course satisfaction. These findings indicate that project-based learning effectively enhances C language instruction outcomes, providing valuable insights for curriculum reform.
Keywords
Project-driven; C language course; teaching reform; practical case
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How to cite this paper
Research on the Teaching Reform and Practice of C Language Course Based on Project-driven
How to cite this paper: Jun Xu. (2025) Research on the Teaching Reform and Practice of C Language Course Based on Project-driven. Advances in Computer and Communication, 6(5), 317-320.
DOI: http://dx.doi.org/10.26855/acc.2025.12.010