Bridging British Education Virtual Academy

1. Course Basic Information 1. 课程基本信息

Course Name: CS Review Lesson 课程名称： 计算机科学复习课

Topic: Review of Test Questions: Storage, Software Layers, Cybersecurity (DDoS, Phishing/Farming, DNS Spoofing), Web Browser Functions, Cookies 主题： 复习测试题：存储、软件分层、网络安全（DDoS、钓鱼/欺骗、DNS 欺骗）、网页浏览器功能、Cookie

Date: N/A (Based on conversation context) 日期： 未明确说明（根据对话判断）

Student: Henry 学生： Henry

Teaching Focus 教学重点

Reviewing incorrect answers from a recent test, focusing on computer storage types, software architecture layering, key cybersecurity definitions (DDoS vs DoS, Phishing/Farming, DNS Spoofing), and fundamental web concepts (Browser functions, Cookies). Also introduced advanced OOP concept (State Model) in relation to student's personal project.

复习最近一次测试中错误的题目，重点关注计算机存储类型、软件架构分层、关键网络安全定义（DDoS vs DoS、网络钓鱼/欺骗、DNS 欺骗）以及基本网络概念（浏览器功能、Cookie）。同时，针对学生的个人项目引入了更高级的面向对象编程概念（状态模式）。

Teaching Objectives 教学目标

Review and correct conceptual misunderstandings from the previous test. 复习并纠正学生在上次测试中存在的概念性误解。
Ensure solid understanding of storage hierarchy (Primary, Secondary, Tertiary) and software layer definitions. 确保学生对存储层级（主、辅、第三级）和软件分层定义的扎实理解。
Define and differentiate key cybersecurity terms like DDoS, DoS, Phishing, Farming, and DNS Spoofing. 定义并区分关键网络安全术语，如 DDoS、DoS、网络钓鱼、欺骗和 DNS 欺骗。
Provide feedback on a specific diagram question regarding Phishing/Farming. 对关于网络钓鱼/欺骗的特定图表题提供反馈。

2. Course Content Overview 2. 课程内容概览

Main Teaching Activities and Time Allocation 主要教学活动和时间分配

Test Review & Goal Setting: Brief check-in about the week and agreement to review specific test questions first.

测试回顾与目标设定： 简短问候，确认本周情况，并同意首先回顾特定的测试题目。

Storage & Software Layer Review: Reviewing errors related to storage types (CD as secondary) and the hierarchy of hardware, firmware, OS, system software, and application software.

存储与软件层回顾： 复习与存储类型（CD 作为二级存储）和硬件、固件、操作系统、系统软件和应用软件分层相关的错误。

Cybersecurity Deep Dive (DDoS, Phishing, DNS): Detailed explanation of DDoS vs DoS, Phishing vs Farming (including a discussion on CI/CE expectations for the diagram question), and DNS Spoofing.

网络安全深入讲解（DDoS、网络钓鱼、DNS 欺骗）： 详细解释 DDoS 与 DoS、网络钓鱼与欺骗的区别（包括对 CI/CE 关于图表题的期望讨论），以及 DNS 欺骗。

Web Concepts Review & Advanced Topic Introduction: Reviewing web browser functions, cookies (session vs persistent), and teacher shared his personal OpenGL rendering code, leading to a discussion of the State Model design pattern.

网络概念复习与高级主题介绍： 复习网页浏览器功能、Cookie（会话与持久性），教师分享了自己的 OpenGL 渲染代码，并引出了对状态模式设计模式的讨论。

Wrap-up and Future Planning: Concluding the session, emphasizing the need to align answers with exam board expectations (CI/CE).

总结和后续计划： 课程结束，强调了使答案与考试机构（CI/CE）期望保持一致的重要性。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Hard disk drive (HDD), SSD, CD (Compact Disk), Firmware, BIOS, ROM, Kernel, Application, Utility Software, Brute Force, Two-Factor Authorization (2FA), Biometric Data, Robot, Actuators, Sensors, DDoS (Distributed Denial of Service), DoS (Denial of Service), HTTP (Hypertext Transfer Protocol), HTML, CSS, RAT (Remote Access Toolkit), Phishing, Farming, DNS (Domain Name System), DNS Spoofing, Web Browser, Cookies (Session/Persistent), State Model, Singleton.

词汇：
硬盘驱动器 (HDD), 固态硬盘 (SSD), 光盘 (CD), 固件, 基本输入输出系统 (BIOS), 只读存储器 (ROM), 内核, 应用软件, 实用工具软件, 暴力破解, 双因素认证 (2FA), 生物识别数据, 机器人, 执行器, 传感器, 分布式拒绝服务 (DDoS), 拒绝服务 (DoS), 超文本传输协议 (HTTP), HTML, CSS, 远程访问工具包 (RAT), 网络钓鱼, 欺骗, 域名系统 (DNS), DNS 欺骗, 网页浏览器, Cookie（会话/持久性）, 状态模式, 单例模式。

Concepts:
Storage Hierarchy (Primary/Secondary/Tertiary), Software Layers (Hardware -> Firmware -> OS -> System/App), DDoS vs DoS, Phishing vs Farming (social engineering tactics), DNS Resolution Mapping, Web Browser Core Functions, Cookie Lifecycles, State Model Pattern (for code organization).

概念：
存储层级（主/辅/第三级）、软件分层结构（硬件 -> 固件 -> OS -> 系统/应用）、DDoS 与 DoS 的区别、网络钓鱼与欺骗（社会工程学策略）、DNS 解析映射、网页浏览器核心功能、Cookie 生命周期、状态模式（用于代码组织）。

Skills Practiced:
Conceptual recall and definition application (test review), Differentiation of related technical terms, Explanation of complex processes (DDoS mechanism), Application of learned concepts to visual diagramming (Phishing/Farming), Discussion of programming design patterns (State Model).

练习技能：
概念回忆与定义应用（测试复习）、相关技术术语的区分、复杂过程的解释（DDoS 机制）、将所学概念应用于可视化图表绘制（网络钓鱼/欺骗）、讨论编程设计模式（状态模式）。

Teaching Resources and Materials 教学资源与材料

Previous test paper content (specifically security and storage questions). 之前的测试试卷内容（特别是安全和存储问题）。
Teacher's notes/Mark scheme for Phishing/Farming diagram question. 教师关于网络钓鱼/欺骗图表题的笔记/评分标准。
Student's C++ OpenGL rendering code snippet. 学生提供的 C++ OpenGL 渲染代码片段。

3. Student Performance Assessment (Henry) 3. 学生表现评估 (Henry)

Participation and Activeness 参与度和积极性

Henry actively engaged throughout the review, especially when discussing his personal projects and coding interests. Henry 在整个复习过程中积极参与，尤其是在讨论他的个人项目和编程兴趣时。
Participation level was high, despite some initial hesitation regarding abstract drawing tasks. 尽管对抽象绘图任务最初有些犹豫，但参与度很高。

Language Comprehension and Mastery 语言理解和掌握

Strong grasp of the software layering concept, especially when prompted with real-world examples (e.g., BIOS on firmware). 对软件分层概念的掌握很强，尤其是在被提示使用现实世界的例子时（例如 BIOS 运行在固件上）。
Initial confusion between DoS and DDoS was quickly resolved with clear examples. DoS 和 DDoS 之间的初始混淆通过清晰的示例很快得到解决。
Conceptual understanding of Phishing/Farming was good, but visualization for the formal diagram proved difficult. 对网络钓鱼/欺骗的概念理解良好，但正式图表的视觉化表现有难度。

Language Output Ability 语言输出能力

Oral: 口语：

Student speaks fluently but sometimes relies on simple terms ('expired' instead of 'out of scope' for cookies). 学生口语流利，但有时依赖简单术语（如 Cookie 用 'expired' 而非 'out of scope'）。
Demonstrates good recall when prompted with specific terms (e.g., defining DDoS components). 在被提示特定术语时，展现出良好的记忆力（例如定义 DDoS 的组成部分）。

Written: 书面：

Student's performance on the reviewed test sections showed systematic errors related to exam board specification rather than fundamental lack of knowledge. Successfully defined most complex terms when verbally prompted.

学生在复习的测试部分表现出与考试机构规范相关的系统性错误，而非基本知识的缺乏。在口头提示下，成功定义了大多数复杂术语。

Student's Strengths 学生的优势

Strong interest and knowledge in practical programming (sharing OpenGL code and discussing optimization). 对实际编程有浓厚兴趣和知识储备（分享了 OpenGL 代码并讨论了优化）。
Quickly understands layered/hierarchical concepts when explained clearly (e.g., hardware layers, cookie scope). 当概念解释清晰时，能快速理解分层/层次结构（例如硬件层级、Cookie 范围）。
Good recall of high-level cybersecurity concepts after brief review. 经过简短复习后，对高层次网络安全概念记忆良好。

Areas for Improvement 需要改进的方面

Memorizing specific, rigid definitions required by the exam board (e.g., the exact definition of a 'Robot'). 需要记忆考试机构要求的具体、严格的定义（例如'机器人'的确切定义）。
Translating conceptual understanding into formal, structured diagrammatic representations required for written exams (Phishing/Farming process). 将概念理解转化为书面考试要求的正式、结构化的图表表示（网络钓鱼/欺骗过程）。
Differentiating between similar technical terms based on precise context (e.g., DoS vs DDoS sources). 根据精确的上下文区分相似的技术术语（例如 DoS 与 DDoS 的来源）。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The review approach, focusing on past errors, was highly effective in targeting weaknesses. 针对以往错误的复习方法，在靶向弱点方面非常有效。
The teacher successfully integrated student's personal interests (coding) to explain abstract CS theory (State Model). 教师成功地将学生的个人兴趣（编码）融入到抽象的计算机科学理论（状态模式）的解释中。
Explanations were detailed and used analogies effectively, though sometimes lengthy. 解释详细且有效地使用了类比，尽管有时篇幅较长。

Teaching Pace and Time Management 教学节奏和时间管理

The pace was generally appropriate for a review session, allowing deep dives into security topics. 节奏总体适合复习课程，允许深入探讨安全主题。
Minor network instability required brief pauses, but the teacher managed transitions well. 轻微的网络不稳定导致了短暂的停顿，但教师很好地管理了过渡。

Classroom Interaction and Atmosphere 课堂互动和氛围

Collaborative and encouraging. The teacher showed great appreciation for the student's advanced programming work, creating a positive learning environment.

协作和鼓励性强。教师对学生的高级编程工作表示赞赏，营造了积极的学习环境。

Achievement of Teaching Objectives 教学目标的达成

Conceptual misunderstandings were addressed effectively by reviewing test items. 通过回顾测试项目，有效地解决了概念上的误解。
Key definitions in security and storage were reinforced, although the diagram skill remains an area for practice. 安全和存储的关键定义得到了加强，尽管图表绘制技能仍有待练习。

5. Subsequent Teaching Suggestions 5. 后续教学建议

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

Ability to link syllabus content directly to student's current knowledge and projects. 能够将教学大纲内容直接与学生当前知识和项目联系起来的能力。
Patience and thoroughness when explaining abstract or bureaucratic exam requirements (CI/CE wording). 在解释抽象或应试要求（CI/CE 措辞）时表现出耐心和彻底性。

Effective Methods: 有效方法：

Using the 'I don't know' moments to introduce advanced/related concepts (e.g., State Model from code sharing). 利用“我不知道”的时刻引入更高级/相关概念（例如，通过代码分享引入状态模式）。
Breaking down complex terms like DDoS into step-by-step mechanisms using clear analogies (e.g., attacking Google). 通过清晰的类比（例如攻击 Google）将复杂的术语（如 DDoS）分解为分步机制。

Positive Feedback: 正面反馈：

Praise for the student's high score (80%) despite the difficulty and comprehensive nature of the test. 表扬学生在困难且全面的测试中取得了高分（80%）。
Positive reinforcement regarding the student's ability to articulate complex definitions verbally. 对学生能够口头清晰阐述复杂定义的积极肯定。

Next Teaching Focus 下一步教学重点

Further practice on diagram-based application questions common in the syllabus. 进一步练习考试大纲中常见基于图表的应用题。
Reviewing how to apply advanced design patterns (like the State Model) in object-oriented C++ for upcoming projects. 复习如何在面向对象的 C++ 中应用高级设计模式（如状态模式）以应对未来的项目。

Specific Suggestions for Student's Needs 针对学生需求的具体建议

Exam Technique & Definition Recall: 考试技巧与定义记忆：

For high-stakes exams, create flashcards for official definitions (e.g., 'Robot') to align exactly with CI/CE mark schemes. 对于高风险考试，创建官方定义的抽认卡（例如“机器人”），以精确匹配 CI/CE 评分标准。
Practice diagramming processes (like Farming) by focusing on sequential boxes and arrows, ignoring complex drawing elements. 练习流程图绘制（如网络欺骗），重点关注顺序方框和箭头，忽略复杂的绘画元素。

Programming & Software Design: 编程与软件设计：

Research the 'State Model' design pattern in more depth, especially how it uses parent classes/singletons to manage game loops and input handling. 深入研究“状态模式”设计模式，特别是它如何使用父类/单例来管理游戏循环和输入处理。
Explore refactoring the current OpenGL code to separate the input handling logic into dedicated controller classes as discussed. 尝试重构当前的 OpenGL 代码，将输入处理逻辑分离到讨论中提到的专用控制器类中。

Recommended Supplementary Learning Resources or Homework 推荐的补充学习资源或家庭作业

Review the specific CI/CE mark scheme points for the Phishing/Farming diagram question to understand required keywords/steps. 复习网络钓鱼/欺骗图表题的 CI/CE 具体评分标准要点，以了解所需的关键词/步骤。
Watch the suggested YouTube video on the State Model to solidify theoretical understanding. 观看关于状态模式的推荐 YouTube 视频，以巩固理论理解。