Abstract
In alignment with the educational requirements for the multifaceted nature of knowledge, the comprehensiveness of skills, the adversarial nature of practice, and the specificity of thinking in cyber defense and offense capabilities, this paper adopts a student-centric pedagogical philosophy. Guided by educational theories such as constructivism, connectivism, and group dynamics, we have established a graded, flat, and flexible teaching model. This model is characterized by a progressively challenging teaching framework, the construction of contextually linked case scenarios through a flat knowledge network, the organization of a multidimensional and elastic teaching process, and the support of skill training through multimodal hybrid collaboration. It synergistically transforms the relationship between teaching and learning across four dimensions: framework structure, content arrangement, process organization, and training methods. This systematic shift has led to a significant increase in the knowledge capacity and diversity of the curriculum, an optimization of the flexibility and adaptability of teaching organization, an enhancement of students' understanding and learning capabilities, an improvement in students' comprehensive skills and practical combat effectiveness, and the stimulation of innovative thinking and specific cognitive traits.
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