Research On The Application Of Scratch Programming Curriculum In Primary School Under Adaptive Learning

The rapid development of the information age has a great impact on education,which requires education to keep pace with the times."Adaptive learning" emerges as the times require in this environment.Since "adaptive learning" was put forward,it has been widely concerned and studied by scholars.Experts and scholars have taken an unprecedented long-term view and pushed education step by step to be more intelligent.The government also gives strong support to the development of artificial intelligence,and puts forward that the popularization of artificial intelligence science should be carried out widely,the project of intelligence education for all should be implemented,programming education should be gradually popularized in primary and secondary schools,and social forces should be encouraged to participate.In response to the call of the government,many schools programming education has been gradually introduced into the classroom,and programming,as a branch of information technology,has flourished in the field of education.Scratch programming has been widely used in primary and secondary schools because of its low difficulty and strong interest.The core of adaptive learning is to emphasize students' individualized learning.Scratch plays a certain role in promoting students' innovative ability and imagination ability.According to the connotation of adaptive learning,The Scratch programming teaching mode under adaptive learning is designed in order to give full play to students' autonomy in teaching application,so as to improve students' autonomous inquiry ability and discovery.Problem,ability to analyze and solve problems.On the basis of the relevant literature research,this paper analyzes the research status and research direction of adaptive learning and Scratch programming,and carries out interviews and questionnaires with the teachers and students of four schools in a certain district taught by the author.This paper analyzes the current teaching situation of Scratch programming,clarifies the feasibility of this study according to the front-end analysis,designs the relevant teaching resources,and constructs the teaching mode of Scratch programming under adaptive learning.This paper is divided into six chapters,the first chapter introduces the research background of this study,describes the purpose of this study,research significance,research status,research methods and research content.The second chapter introduces the related concepts of this study and presents the theoretical basis of this study.Thethird chapter carries on the interview and the questionnaire survey to the teacher and the student in the teaching school,thus analyzes the teaching present situation.The fourth chapter analyzes the learners,learning environment,learning content and learning methods,designs the teaching resources according to the analysis results,and constructs the Scratch programming teaching mode under adaptive learning.The fifth chapter carries on the experiment with the self-adaptive learning mode,through the analysis and comparison student's study.In this paper,two classes were selected as experimental group and control group.The adaptive learning mode was applied to the experimental group.The method of pre-performance measurement was adopted to compare the teaching effect of the new model.The sixth chapter summarizes the experimental results of this study,puts forward the innovation points and deficiencies of this research,and looks forward to the future research direction.In this study,the adaptive learning model is applied to Scratch programming classroom,which effectively enhances students' interest in this course,and not only effectively improves students' independent inquiry ability and problem-solving ability.It also lays a certain foundation for the cultivation of students' programming thinking.The quasi-experimental study shows that the Scratch programming teaching mode under adaptive learning can promote the participation and teaching effect of students.