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In accordance with the progressive knowledge-to-ability transformation laws, a hierarchical learning model composed of cognitive layer, application layer, and design layer was created and applied to college computer teaching. This model was used to facilitate the deep learning among students through the association establishment, step-by-step understanding, and comprehensive application of new and old knowledge. In the teaching design process, the “5-problem” teaching, which centered on “student–problem– activity–resource,” was conducted and applied to the “Small Private Online Course (SPOC) + flipped classroom.” The teaching result was assessed using the proposed hierarchical classification method. Results demonstrate that the improved teaching model remarkably enhances the ability of non computer major students to solve the practical problems encountered in their specialties by virtue of computational thinking through the data analysis of evaluation results and students’ survey feedback. The students obviously speak more highly of the improved teaching model than the traditional blended teaching in the aspects of teaching content organization, learning effect, integration degree with the specialty and satisfaction. The degree of their participation in the flipped classroom reached as high as 90%. [ABSTRACT FROM AUTHOR]

This study highlights the creation of a curriculum system and teaching mode that adapts to the information era. According to an analysis of the shortages of traditional teaching mode for the course Principle and Application of Database and the status of teaching, a blending teaching mode design in the background of emerging engineering education, a case-driven reversal experimental teaching technique, and an assessment mechanism formulated in accordance with an analytic hierarchy process (AHP) are proposed. Relevant teaching activities are designed in detail. The new teaching mode considers the learning initiatives of students and individual acceptance differences. Assessment results and feedback from the data analysis of online investigation indicate that the improved teaching mode enhances teaching quality effectively. Moreover, the annual average growth of performance proportion that is better than "good" is 13% in the recent three years. Finally, the acceptability and satisfaction rates of students are higher than 90%. [ABSTRACT FROM AUTHOR]