An Investigation On The Difficulties And Conditions Of High School Programming Education

This research is based on the background of high school information technology curriculum reform,with the purpose of understanding the current difficulties and requirements faced by information technology teachers in the implementation of programming teaching,with a view to proposing the theories and policies that promote the implementation of programming education rooted in our country Suggest.The study mainly conducted in-depth interviews with 12 high school information technology teachers through semi-structured interviews.and took the rooted theoretical research method as the guiding principle,and used Nvivo11.0 qualitative analysis software to conduct three-level coding and in-depth analysis of the interview content.The coding result takes “practical predicament and necessary conditions for the implementation of high school programming education” as the core concept,and constructs two story lines between the main category and the core category.Among them,the implementation dilemma includes four aspects:the difficulties in the implementation of programming education are first constrained by the development status of the information technology discipline,which contains three reasons for test-oriented education and four specific manifestations for insufficient information technology courses;The second is the influence of students' academic pressure,attitude,interest and internal factors on the lack of understanding of programming,focusing on the lack of interest and understanding of programming;Once again,the teachers 'own limited level of programming teaching focus on these issues,such as negative professional emotions and attitudes,insufficient mastery of programming expertise,and lack of effective teaching methods and guidance;Finally,the programming curriculum system itself lacks curriculum resources,lacks integrity and systematicness.The necessary conditions for teachers are firstly reflected in the support of the external environment,including the support of the educational environment and the school,followed by the improvement of their teaching level and ability,and the setting of the content and system of programming courses,and based on this,the "high school programming The theoretical model of "Realistic Dilemma and Necessary Conditions for Educational Implementation" has laid a theoretical foundation for further proposing countermeasures for programming education.Based on the above research conclusions and theoretical models,this study proposes top-down,"internal and external cultivation" of the targeted measures to promote the implementation of programming education.First,improve the development dilemma of the information technology discipline.The government is based on its own country,draws on advanced foreign experience,and strengthens its promotion on the basis of policies and funds;the school focuses on providing support in equipment,class hours,and programming activities,and at the same time,it is necessary to strengthen the propaganda and guidance of programming education concepts in terms of ideology and cognition.Second,in-depth development and promotion of information technology teacher training activities and processes,build a network training platform,focus on improving teachers' programming teaching level and collaborative research capabilities in curriculum values,professional basic knowledge and teaching methods.Third,build a small,elementary,and highly integrated programming curriculum system that runs through computational thinking.The connection between small,elementary,and high content in scientific design planning enhances the closeness and interest in the practical connection with students' lives in terms of content.It will incorporate the thinking literacy with computational thinking as the core and weaken the learning of the programming language itself.Based on the above research content,this study initially put forward targeted countermeasures and suggestions for the implementation of programming education in high schools through interview practice and analysis,enriching the theoretical results of programming education in qualitative research,and providing programming education for future high school information technology courses Policy recommendations with certain reference value and feasibility.