With the rapid development of information technology, the Fundamentals of Computer Science course in universities, as a core subject for cultivating students’ information literacy, faces challenges regarding the adaptability of its teaching model. In response to current issues such as unclear course positioning, outdated content, and monotonous teaching approaches, this paper draws on reform practices at a particular university and proposes a reform pathway centered on "tiered objectives, dynamic content, diversified methods, platform support, and comprehensive evaluation." This approach effectively enhances students’ practical abilities and information literacy. However, continuous optimization is still required in areas such as faculty development and dynamic resource updates. The study provides valuable reference experiences for similar reforms in computer fundamentals courses at other universities.
Li et al. (Tue,) studied this question.