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In response to the disconnect between traditional content in the Data Structure and Algorithm curriculum and current industry developments, along with insufficient training in students’ comprehensive abilities and a lack of learning initiative, a teaching reform based on the ‘BOPPPS+4E‘ model has been implemented to meet the talent demands of the software industry. The reform utilizes a blended teaching approach, combining online SPOCs, large-class lectures, laboratory sessions, and small-group flipped classrooms, thus integrating the BOPPPS model with 4E teaching methods (hEuristic, projEct-based, discovEry-oriented, and rEsearch-based) and enabling continuous assessment. Specifically, the model refines the course objectives into three dimensions—knowledge, skills, and qualities. This helps students consolidate professional knowledge foundations while improving autonomous learning abilities, computational thinking, and innovation capabilities. It also cultivates students’ scientific, pragmatic, and rigorous learning and professional attitudes, as well as their sense of innovation, teamwork spirit, and dedication to independent software development.

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Practice of Teaching Reform in Data Structure and Algorithm Course Based on ‘BOPPPS+4E’ Model

  • 会议论文

  • 发表日期：

    2026年

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  • Hong Yu,
  • Han Liu,
  • Linlin Zong,
  • Xiaotong Zhang

摘要

In response to the disconnect between traditional content in the Data Structure and Algorithm curriculum and current industry developments, along with insufficient training in students’ comprehensive abilities and a lack of learning initiative, a teaching reform based on the ‘BOPPPS+4E‘ model has been implemented to meet the talent demands of the software industry. The reform utilizes a blended teaching approach, combining online SPOCs, large-class lectures, laboratory sessions, and small-group flipped classrooms, thus integrating the BOPPPS model with 4E teaching methods (hEuristic, projEct-based, discovEry-oriented, and rEsearch-based) and enabling continuous assessment. Specifically, the model refines the course objectives into three dimensions—knowledge, skills, and qualities. This helps students consolidate professional knowledge foundations while improving autonomous learning abilities, computational thinking, and innovation capabilities. It also cultivates students’ scientific, pragmatic, and rigorous learning and professional attitudes, as well as their sense of innovation, teamwork spirit, and dedication to independent software development.