| With the rapid development of artificial intelligence and programming technology,AI and programming education has gradually become an important part of primary and secondary school classrooms.The traditional way of teaching Python programming is not conducive to students’ personalized learning and cultivating their computational thinking and independent learning ability,and can no longer meet the learning needs of students in the new era.The emergence of Online-Merge-Offline teaching method will reshape the connection between teaching and learning in the traditional sense,and this teaching method is currently in the early stage of exploration.For this reason,this study starts from Python programming and Online-Merge-Offline teaching,and is guided by constructivist theory and teaching evaluation theory,and uses literature research method,case study method and survey research method to study AI dual teacher Python programming Online-Merge-Offline teaching.The first part presents the research question based on the research background,identifies the content and significance of this study,as well as the research methodology and research ideas.In the second part,through literature research,we define the concept of AI dual-teacher and Online-Merge-Offline teaching,determine the constructivist theory and teaching evaluation theory as the theoretical guidance,sort out the relevant literature about Python programming teaching and Online-Merge-Offline teaching,and fully understand the current situation of Python programming teaching and Online-Merge-Offline teaching at home and abroad,based on which we carry out the subsequent research activities.The third part is the main content of this study.Before the beginning of the course,the computational thinking and independent learning ability of the students in the experimental class were investigated by means of questionnaires;during the class,the teacher’s and students’ classroom performance were understood based on classroom observations,and the teacher’s behavior,students’ learning process and learning results were recorded.Through the case study method,the teaching cases were constructed based on the constructivist theory and combined with the cognitive characteristics of students at the present stage;after the class,the computational thinking and independent learning ability of students in the experimental class were investigated by means of questionnaires to verify the effect of the integrated teaching of AI dual-teacher Python programming online and offline.The teachers were also investigated to carry out the integration teaching of AI dual-teacher programming online and offline.The interview method was used to understand students’ learning motivation,learning experience,learning effect and perceptions of teaching methods,and to understand teachers’ perceptions of pre-class teaching design,teaching experience,teaching effect and perceptions of Online-Merge-Offline teaching methods.Finally,the survey results are analyzed and conclusions are drawn.The fourth part is the problems and countermeasures of Online-Merge-Offline teaching of AI dual-teacher programming.Based on the previous analysis,the following problems are found:(1)unreasonable teaching interaction design,which is difficult to meet personalized teaching;(2)teachers’ lack of Online-Merge-Offline teaching ability;(3)insufficient integration of online and offline teaching,which makes it difficult to carry out classroom interaction;(4)the function of online teaching platform is not perfect.The following countermeasures are proposed:(1)create a good teaching environment from the learning situation;(2)improve teachers’ Online-Merge-Offline teaching ability in all aspects;(3)strengthen classroom interaction with students as the center;(4)provide personalized service by teaching platform with technical advantages.The fifth section concludes this study and analyzes the shortcomings of this study as well as the research outlook. |
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