| The State Council issued a plan for the Development of a New Generation of Artificial Intelligence,pointing out courses about AI and programming will be set up in primary and secondary schools gradually.Besides,Python Programming is included in the Information Technology Curriculum Standards for High Schools(2017 edition).But today,the biggest problem with Python courses in primary and secondary schools is that informational technology teachers in primary and secondary schools lack the experience to teach Python course.Therefore,they’re unable to grasp the key and difficult points accurately.With the rapid development of online learning platforms,all kinds of relevant data in the field of education grow rapidly.Education Data Mining can not only promote teachers’ teaching reform,but also provide new ideas for the construction,utilization and sharing of educational resources.This research is based on the high frequency difficult knowledge and questions in the forum.Auxiliary teaching resources are developed combining with curriculum objectives and learner characteristics.The teaching activities are designed by referring to the theory of Babansky’s teaching optimization and the first principles of instruction.Auxiliary teaching resources are applied to teaching practice and obtained good teaching effect.The main contents of this paper are as follows:(1)The discussion forum data in python programming language course on Chinese university MOOC platform in semester one through eight is collected and summarized by the web crawler technology.This course is taught by Professor Song Tian of Beijing Institute of University.The data is analyzed by the NLPIR-ICTCLAS Chinese word segmentation system which is developed by institute of computing technology,Chinese academy of sciences.Then,the high frequency puzzling knowledge and questions are visualized.According to this,teachers can predict what difficult problems students will encounter and prepare for the lessons with a purpose.(2)On the basis of data analysis of MOOC discussion forum,the construction process of auxiliary teaching resources is proposed.The process includes forum data analysis,learners’ analysis,the overall design of auxiliary teaching resources and auxiliary teaching resource cases design.The auxiliary teaching resources include teaching plans,micro-course video,task lists,and student self-assessment forms and so on.(3)The questionnaires are analyzed to understand students’ learning situations and learning interest by SPSS.The auxiliary teaching resources are used for the teaching practice of seventh-grade Python language programming course in a school in Guangzhou.In the process of practice,a variety of evaluation methods are combined to assess students.In addition,student work presentation is set up to cultivate their expression ability.Finally,the interview method is used to interview teachers and students,in order to understand whether the analysis of MOOC discussion board data is helpful for teachers’ lesson preparation,and whether the development of auxiliary teaching resources can really improve students’ learning.The teaching resources are further optimized combined with students’ mastery condition of knowledge and actual teaching situation.Through the teaching practice of a semester,it is proved that the analysis of the discussion board data is of great help to the teacher’s lesson preparation,and the use of auxiliary teaching resources can improve the students’ learning effect.Students have a good overall evaluation of the course,and believe they may also encounter the high frequent problems on discussion board. |
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