| With the rise of the learning wave supported by artificial intelligence technology,the cultivation of innovative talents with programming education as the core has attracted much attention,and the teaching objectives of promoting students’ meaningful knowledge construction,flexible transfer and application of knowledge to solve problems have become a new research topic.In this regard,programming education,which focuses on cultivating students’ computational thinking and innovative problem-solving ability,comes into human vision.Therefore,the state has put forward a series of important policy guidance year by year: the Development Plan for the New Generation of Artificial Intelligence in 2017,the Education Informatization 2.0 in 2018,the White Paper on the Development of Artificial Intelligence in 2022,etc.In addition,the Curriculum Outline of Comprehensive Practical Activities for Primary and Secondary Schools issued in 2017 mentioned: In2020,the Curriculum Standards of Information Technology for Senior High Schools will be revised to provide a new reference for the connection of junior and senior high school programming education.In 2022,the Curriculum Standards of Information Technology for Compulsory Education will take the cultivation of core literacy as the logical main line,indicating a new trend for further deepening curriculum reform.However,under the traditional teaching model,junior high school students are faced with the passive and shallow learning dilemma.How to make students change from passive reception to active construction and from negative face to active processing,that is,to promote the deep learning of junior high school students in the programming course and cultivate students’ core quality has become an urgent problem to be solved.In order to solve the above difficulties,it has become a general trend to construct the deep learning teaching model of junior middle school information technology programming course.In conclusion,the research focuses on "How does programming curriculum teaching support deep learning?" "," How to optimize teaching to achieve the goal of deep learning? "," What is the effect of the deep learning teaching model of junior middle school information technology programming? Three questions are discussed.The research went through four stages,including literature research,questionnaire survey,classroom observation and quasi-experiment.First,centering on the core concepts of "deep learning" and "programming course",literature analysis is carried out to sort out the existing research results,so as to find the foothold of constructing the deep learning teaching mode of junior middle school information technology programming course.Second,by referring to previous research materials,the meaning and characteristics of deep learning are clarified,and based on this,a questionnaire is prepared.By using the questionnaire survey method and classroom observation method,the existing problems of students and teachers in deep learning of junior middle school information technology programming course are investigated and analyzed respectively.Third,according to the investigation status,based on the theory of "deep learning" and other relevant theories,the deep learning teaching mode of junior high school information technology programming course is constructed.According to the principle of five elements of teaching model,deep learning is taken as the core theory to improve the formulation of teaching objectives,teaching design process and other links.Secondly,according to the classroom practice framework of deep learning,the teaching model is divided into four modules: curriculum standard and curriculum analysis,pre-evaluation,instructional design,and learning evaluation.Among them,curriculum standard and curriculum analysis include curriculum standard reading and curriculum reconstruction,while pre-evaluation includes learning situation analysis and learner level division.Instructional design includes objective design,instructional process design(creating situation,activating previous knowledge,acquiring new knowledge,deep processing),process evaluation and outcome evaluation are included in the learning evaluation.Fourthly,the quasi-experimental method is used to test students’ deep learning level in actual teaching.Set up the experimental class and the control class,the experimental class adopts the constructed teaching mode,the control class adopts the traditional teaching mode.During the experimental evaluation,the deep learning questionnaire of information technology programming courses for junior high school students was designed with reference to the mature deep learning scale,and the pre and post testing paper of junior high school programming knowledge based on the SOLO classification method,the evaluation scale of junior high school programming works based on the Simpson Motor skill goal classification method,and the text coding table of junior high school students’ self-reflection based on the Kraswall emotional goal classification was developed.The above four evaluation tools are adopted to organize and analyze the data and it is found that the deep learning teaching mode of junior middle school information technology programming course can promote the improvement of students’ deep learning ability,namely,the improvement of learning motivation,learning engagement,processing reflection,critical transfer,communication and collaboration.Finally,the research is summarized and prospected.In the future,this study should increase the sample size and expand the sample size,so as to obtain more reliable and convincing experimental conclusions.It is necessary to extend the quasi-experimental practice cycle,effectively track the growth of students’ knowledge,and form dynamic detection and tracking;Improve the establishment of the evaluation system,develop the evaluation tools for teachers,teachers and students,make the evaluation system more comprehensive and three-dimensional;For the development of evaluation tools,authoritative experts are sought to revise them. |
PDF Full Text Request