A good book, refreshing reading, refreshing

To be honest, the previous article was written before last month. In those days, I finally figured out what we should focus on in this subject, but it was still a bit vague and not clearly defined.
Today is the first day of school. I went to the library first. It turned well and I found a book that gave me an easy time to see and hate. Mr. Zhao zhizhuo (salute) <Introduction to computing science>. Isn't that the book I 've been looking? It clearly describes the progress, depth, and breadth of our study. The writing skills are even more profound. I have a thought-provoking feeling. At least for me, let alone the text. Just extract the preface and postscript as follows:
Preface
For a long time, does the computing science (professional) Teaching Plan require an introduction to computing science, there are different understandings in the academic field on a series of issues such as what to teach. Based on the progress and experience of the research on the subject of computing science oriented to the teaching content and Curriculum System Reform in the 21st century, we believe that, it is still necessary to open the "Introduction to computing science" course in the first semester in the Teaching of computing science. Considering the number of weeks of military training for new students, it is recommended that the number of hours of the course be 15-20 hours.
Over the past two decades, many schools have offered an introductory course on Computing Science in Computer Science or computing science, several <Introduction to computer science> teaching materials have been compiled and published one after another, which are widely used in the Teaching of colleges and universities. However, with the increasing understanding of computational science education in the education sector, the shortcomings of the original teaching materials are gradually presented in the following two aspects:
1: Most <Introduction to computer science> teaching materials are written in a concise compressed version of the teaching content of the undergraduate (basic) Course of computing science, starting from a question that is not commonly concerned with first-year students' learning, the subject characteristics, discipline form, historical origins, development and changes, typical methods, discipline knowledge organization structure and classification system, the key points of various grades, as well as how to understand computing science, learn well about computing science, and answer questions from the perspective of scientific philosophy and advanced science, thus it is difficult to play the role of subsequent course guidance;
2: There is no scientific argument between the introduction content and the subsequent courses, and the first-year students lack the basic knowledge necessary to study the subsequent courses. In the past, the number of hours of the course was too large, as a result, many teaching contents, such as computer operation commands and Chinese character encoding, are added to the content, and some content that should not be included in the teaching plan and curriculum system, such as some advanced languages and some database system languages and their applications. Some of them are the knowledge that students can learn easily if necessary after their senior grades..
It can be seen that it is an urgent task to compile a new teaching material that can truly serve as an introduction to computing science. This seemingly simple job has never been completed successfully. In addition to understanding the reasons, it is very important to have a high requirement on the author. Without an overall grasp of the history, origins, characteristics, knowledge structures, development rules, and trends of the computing science discipline, there is no long-term experience in the first line of computing science, it is not easy to write this book. The teaching material we created is an exploration and attempt made by the first-year students in the computing science field in this context. Whether the teaching material is suitable or not remains to be tested in practice.
This book is written on the basis of scientific research. For the choice of content, we focus on referencing the results of Computing Science for the 21 st century teaching content and curriculum system reform issues to design each chapter. The specific content is based on a large number of domestic and foreign scientific and technical documents, based on the author's experience in computing science over the years, the reference hours are 15-20 hours. The content from Chapter 1 to Chapter 3 is the focus of the course, It is recommended that all the departments choose to be the first to engage in computing science, and all the scientists who have learned the course will serve as teaching and use the projector for teaching.. (I have never seen such a teacher @) We hope that instructors can share stories or chat in a relaxed atmosphere, introduce the main content of the first three chapters to students. In chapter 4, the content is determined by its position in the teaching plan and Curriculum System as well as the time and space constraints of the Teaching Plan schedule. Although the content in the first three chapters is important, it should be dominated by students' self-study and supplemented by teacher tutoring, because these content only plays an introductory role for students and needs to be truly understood, it can only be completed gradually in future studies. It may be worth a try to use the classroom discussion method to preliminarily solve the problems that students remain in the first three chapters.
The teaching course that echoes this book can be a computer experiment in the first semester. In the lab course teaching, students should perform computer operations under the guidance of lab course teachers, master some simple operation technologies, and improve their perceptual knowledge. In recent years, the number of students enrolled in the course of computer science is quite different. All departments should actively compile <computing science experiments> for first-year students. We listed reference directories for some lab units in the appendix. For some students who have already experienced programming, you can consider arranging the use of various popular and important computer software, especially network software. For students who have never been familiar with computers, everything should start from scratch. Note that, Teachers do not need to emphasize the proficiency of students in the primary content in the introduction to computing science. These are not the key content of first-year students.We recommend that you take an examination of the introduction to computing science and the final examination of computer lab courses.
The content of this book focuses on how to guide students to understand and learn Computational Science from the perspective of scientific philosophy, as well as the basic knowledge of Boolean algebra prepared for subsequent courses. These contents are helpful for students to learn computing science well and complete their studies smoothly. During the course, students may not understand the content of the first three chapters accurately, profoundly, or comprehensively. However, there are conclusive points in this book, and the methods and understandings of students are kept in mind. This is not only because they are the accumulation of experience in the field of Computing Science (education), but also because, as students continue to learn and accumulate knowledge, they will further deepen their understanding of these ideas and methods, it helps you to learn computing science well and complete your studies smoothly. In teaching, qualified schools can issue out-of-class computing science books, such as evaluation of scientific figures and some classic summary papers and documents related to Computational Science.
China's computing science major has been operating for decades and has accumulated some experience in practice. According to the school running situation in the past decade, many schools, especially those that have established the Computer Science Department since 1985, are subject to many factors such as the level of teaching staff and investment in school-running funds, there are deviations in understanding computational science, It is mainly reflected in the lack of basic estimation required by teachers and students to support the development of computing science, and the difficulty of professional learning in computing science.. These two kinds of estimation results in insufficient emphasis on basic courses and basic courses in the professional teaching plan, and insufficient attention on the lab courses in computational science. The result is: Most school teachers and students treat this technical science as a general engineering major. The proportion of basic courses and basic professional courses in all courses decreases, the teaching depth of basic courses and basic professional courses is generally reduced. Teachers and students put too much teaching energy into simple computer practices and tend to expand the development of knowledge extension, ignoring the objective requirements of the subject that should have taken the path of connotation development for classroom teaching and experimental teaching, the study of basic theoretical knowledge is relaxed, from the perspective of linking theory with practice, we have neglected to strengthen the mastery of basic computer experimental technology in teaching, so that training of talents tends to be vocational and technical education.. (The last six words are actually in my heart.) Fundamentally speaking, the tendency of Training Talents in computing science directly threatens the discipline of Computing Science in China (scientific research and higher education) the development and participation of the computer industry in international competition.
The Study of computing science is a very arduous task. Many young scientists and engineers who have grown up in recent years share the same feeling. Experience tells us that learning computational science is even more difficult than learning basic mathematics, because many of its theoretical courses are not simpler than mathematics courses in depth. At the same time, students must learn a lot of practical content, the knowledge update cycle is short. Combining theory with practice, the unification of theory and practice is a major feature of computational science, it determines that students should constantly switch their learning methods between rigorous logical thinking and image experiment operations. This is not easy for most people. Moreover, the development of computing science is extremely fast, and the task of supplementing and updating the knowledge organizational structure in the work is like a mountain, which makes people breathless. It is no wonder that some computing science masters lamented that "computing science is a science for Young People ." That is to say, once you choose computing science as a field of expertise for your life, you have chosen a thorny road and a tough road to life. A student who is interested in computing science and development must lay a solid foundation in the University's years of study to make it possible for the rapid development of his discipline in the future, or make a difference in the development and rapid upgrading of computer products. Of course, this description is not necessarily convincing to the readers. We should also find the basis from the development of the subject and the internal laws, so that students can fundamentally recognize the importance of learning basic courses.
The writing of teaching materials should be based on the literary creation principles that allow readers of different levels to gain success. The deeper, the lighter"(Master style !) Works realm. Of course, it is not easy to do this. What's more, the arrangement of the content in the book only reflects the understanding of the author, errors or deficiencies are inevitable, which need to be explained. The Author sincerely ......
When I was writing, the author referred to a lot of academic books and documents at home and abroad, but did not list the contents of the documents. This is not because the author is against the scientific ethics, but for all first-year college students, we do not want them to focus on this course, I do not want them to spend a lot of time reading a lot of professional references driven by their enthusiasm and curiosity for science, because the content of this book is not the focus of first-year university study, it's just an introduction.
-- End
　　
Why didn't our school take such a course? Many of us, including myself, did not take the following line: "We do not pay enough attention to basic courses and basic professional courses, is it the path of "Vocational and Technical Education" that does not pay enough attention to computing science lab courses? This book was published as early as 1997. Why didn't it attract enough attention! I am not just "spending a lot of time reading a lot of professional references driven by my passion for science and curiosity? (Of course, I didn't understand anything.) If I had read this book at the beginning of my freshman year, would I still have to take so many classes and be stuck in some technical details too early? Sorry! Now we can only redouble our efforts to make up for the previous mistakes. Why didn't I find this book before? It is because I do not often go to the library, so I must learn from it in the future!
Let's take a look at the postscript to learn more about the previous confusions. The next excerpt is as follows:
Postscript (forget it, tomorrow. I'm exhausted with so many words today)