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ion. The advantage of computational thinking is that when simulating a large complex system or the massive data processing, researches can not only rely on traditional disciplines of general mathematical way of thinking, but also the combination of real-world design with implementation of complex systems engineering way of thinking [2]; in other words computational thinking is the combination of mathematical thinking with engineering thinking. The tips for the majority of computer courses educators are that when spreading relevant knowledge we should pay attention to the formal foundation of computer science mathematical theory on one hand, pay attention to cultivating students' engineering thinking on another hand because computer science is ultimately to build practical systems interacting with the real world. In other words, when teaching basic course of computer science, teachers must pay attention to the combination of theory and practice, the integration of mathematical thinking and engineering thinking. During past decades, lots of teaching methods have been explored in the basic computational courses. But how to cultivate students' computational thinking, how to improve students' ability to solve problems with computers are still the areas which are inadequately studied and carry a great significance. Our group members have been engaged in teaching basic computer courses in China Three Georges University for years, and have accumulated a wealth of experiences and lessons. Based on a lot of research and experience, we proposed in this paper a new CDIO teaching model based on computational for university basic computer courses. The CDIO (abbreviation of Conceive-Design-ImplementOperate) educational model is undoubted an internationally recognized engineering educational philosophy; the kernel of the model is project-based learning and teaching”, which has been widely certificated in educational circles[3-5] . 3. The Reformation of CDIO Teaching Model Based on Computational Thinking The members of our research group fulfill the CDIO International Conference on Advanced Information Engineering and Education Science (ICAIEES 2013) © 2013. The authors Published by Atlantis Press 208 educational model idea in full awareness of their educational and innovative features. But if the teaching team was too adaptive to students, theoretical teachings will be weakened and the ultimate goals will be lost in vocational skills training. If the teacher put too much emphasis on the realization and operation of the project, they might embark on empiricism or dogmatism teaching mode. In order to avoid above mentioned consequences of the above, we have given a full play to computational thinking at the same time, and the combination of traditional CDIO mode with the positive aspects of computational thinking. Thus summaries about our reformation and practice have been formulated as the followings. A. The Textbook Reformation of CDIO teaching mode based on computational Thinking Accompanied by the higher education transition from the traditional elite education to mass one, especially under the background that our teaching group implement thoroughly the CDIO teaching mode based on computational thinking, the traditional textbooks are no longer suited to our mode of teaching objects and teaching. Our group has studied these similar course materials adopted by colleges at home and abroad, and has conducted series of reforms about basic courses of computer science according to the new changes of national certification exam and the real needs of teaching objects in CTGU. This series of textbooks have the following characteristics: 1) Refusal of the outdated and adoption of the new according to the teaching syllabus. When compiling new textbooks, we have carried out some successions and innovations. To succeed here means to keep the relatively stable and nucleus teaching content as the cornerstone and introduce computational concepts while expounding key knowledge and highlighting problem-solving ideas and methods with the help of computers. To innovate means to make students acquainted with new technologies and new trends so as not to be divorce from realities. 2) Focus on theory, highlighting the practical. Theory and practice are inseparable, relying on each other's. When expound nucleus issues, we highlight the practical ones. At the initial part of every chapter, we usually address one or more questions from real realities to introduce some related knowledge and problem-solving methods. This helps students truly understand the contributions and challenges of computer science posed upon the development of human beings, and know better this informationized society in a rational way. B. The Reformation of CDIO teaching model based on computational thinking The traditional CDIO teaching model is an approach to engineering education that integrates a comprehensive set of personal and interpersonal skills, and process, product, and system building skills with disciplinary knowledge [2] . The goal of this teaching model is an organic combination of theory and practice in teaching. But a number of students with less learning initiative are often led blindly by the teacher and don’t think the reasons of why, so their ability of discovering and solving problems is inefficiently fostered. Furthermore, some students, who despise the importance of theory teaching, and treasure practical training in basic computer courses, follow the instructions and finish certain small projects at end. So the CDIO teaching mode in practice is forced to connect with traditional vocational skills training and some students' creativity and practical problem-solving ability of the comprehensive hit a big discount. For the better development and implementation of the CDIO model, we should seek to improve our teaching models. As we all know, learning and thinking is closely linked with each other, if teachers combine the CDIO teaching process with the computational thinking methods, the teaching and learning can be better improved. But our teaching content is still based on basic issues of computer science, the classical algorithms, typical cases, so teachers must help students to enhance their problem-solving ability with the use of the "reduction, embedded, conversion, and emulation, and so on" during the teaching process. In short, we must transform the knowledge-based teaching into thinking-based teaching. 1) The equality of interactive teaching subjects. Our Group has adopted the equal interaction teaching mode in teaching, emphasized the equality interaction between teachers and students. By reasonable thoughts collisions, discussions about how to do the project, the passive students’ study conditions can be enhanced obviously. For example, when we explain the basic computer course in hardware sections, we do not use the traditional "click to talk" teaching methods, rather than a collective standing in hardware design, analyzing how to build a microcomputer compliance with Von Neumann laws. Then the educators may motivate young people to engage with discussion about how to design the computer’s five components, how to communicate among the five components, and how to integrate the components. The audience will be encouraged to ask questions and contribute ideas about the topic. By designing and discussing, the audience will not only be able to better understand the hardware concept, but also successfully broaden their participation in computer science. The feedback of the audience demonstrates that the students can quickly comprehend the motherboard as a computer system platform position for the five components, the system bus’s effort etc. At the same time, the educators successfully cultivate student's systematic thinking. 2) The careful organization of teaching content. Before the sessions, the teaching-group should carefully investigate the organization of educational content. In general, the group members induce knowledge spots through the program of instruction at first, and then select typical cases that are closely related to the knowledge spots. After appropriate cases are studied, the educators should design the right questions abstraction, analyze and solve a variety of solutions. For example when we explain the course "computer language c", the research group illustrates a typical case of students’ achievement management system. Firstly, the educators

On CDIO Teaching Mode Based on Computational Thinking----A Case Study of Basic Curriculum Reform of Computer Science in CTGU