A Study On The Impact Of Project-Based Learning On Self-efficacy In Primary School Programming ——An Example From S Primary School

With the development of artificial intelligence,the country’s demand for programming talents and innovative talents is growing.the Development Plan for a New Generation of Artificial Intelligence released in 2017 and the Action Plan for Education Informatization 2.0 released in 2018 reflect that China is in an era of digital and intelligent development,and the country’ s demand for talents has changed.programming teaching is the policy also points out that programming education should be developed to a lower level.The policy also points out that programming education should be developed at a younger age and become more popular,so it is necessary to promote programming teaching at primary and secondary school levels and to actively explore programming teaching methods and approaches in order to cultivate students’ higher-order thinking and meet the future demand for digital talents in society.Selfefficacy is a subjective factor that has a direct impact on students’ interest and behavior,so teachers must not ignore students’ self-efficacy in the teaching process if they are to develop their interest in programming and good habits.The project-based learning model helps to develop higherorder thinking in students,but it is not known how the use of project-based learning in primary schools will affect students’ self-efficacy in programming.This study will use a quasi-experimental study to explore the impact of project-based learning on self-efficacy in primary school programming in the sixth grade programming classroom of S Primary School in Hohhot,Inner Mongolia.In the pre-preparation stage,this study analysed the domestic and international literature through the literature method,completed the analysis of the current status of research on project-based learning and selfefficacy,and proposed research questions.Two classes were selected as the experimental class and the control class based on the results of the test of significance of the difference between the self-efficacy of the four classes and their programming scores,and the students of the experimental class were classified into programming levels using the results of the programming test.Secondly,a project-based programming teaching design was completed with the theme of "Scratch Fruit Trading System",and a quasi-experimental research method was used to teach the project-based learning mode and the traditional teaching mode in the experimental class and the control class respectively.analyse the effects of different teaching modes on programming self-efficacy in primary schools,the effects of project-based learning on programming self-efficacy in primary schools of different genders,and the effects of project-based learning on programming self-efficacy in primary schools of different learning levels.In order to gain a deeper understanding of the reasons for changes in selfefficacy in primary school programming,interviews were conducted with students in the experimental class.Finally,conclusions of the experiment were drawn from the questionnaire and interviews,and relevant suggestions were made.The study found that project-based learning had a positive impact on primary programming self-efficacy compared to traditional instruction.For students of different genders,project-based learning had a significant effect on self-competence certitude in primary school programming self-efficacy for girls and on resistance to interference in primary school programming self-efficacy for boys.For students at different learning levels,projectbased learning had a significant effect on the sense of resistance to interference and the sense of programming learning environment in the programming self-efficacy of students in the middle score range.This study explores the effects of project-based learning on programming self-efficacy in primary schools,and provides theoretical guidelines and practical references for more effective application of project-based learning in primary school programming classrooms.However,the drawbacks of this study are the small scope of the experiment and the short experimental period,some findings need to be further verified in a longer period of time,and it is hoped that more in-depth conclusions can be drawn on this basis.