APOS Theory Based Design Of Interactive Learning Resource For Programming Concept Learning In Primary School

The learning of programming concepts is a prerequisite for understanding the basic principles of artificial intelligence,and it is also the starting point and focus for improving students’ programming ability.However,the abstraction and invisibility of programming concepts often become a difficulty for elementary school students who mainly focus on concrete image thinking when learning programming.As a specific model of constructivism theory,APOS theory can objectively reflect the process of mental construction activities of learners during conceptual learning.Combining the characteristics of diversified human-computer interaction and the integration of structured resources in interactive learning resources,it can help students realize the interaction of new and old concepts in students’ minds in the process of operation interaction and information interaction,and promote knowledge construction.Therefore,this study expects to design appropriate interactive learning resources in the teaching of programming concepts,so as to promote the understanding of programming concepts and improve the effectiveness of elementary students’ conceptual learning.The research focuses on the following three questions:First,which programming concepts are the most difficult for students to learn,and how to design the learning goals of these programming concepts? By combing domestic and foreign literature on programming concepts,it is found that programming concepts such as variables,loop structures,branch structures,and function are primary concepts that students need to master when they understand how computers solve problems,and have strong abstractions.Therefore,the author takes the concept of variable,loop structure,branch structure and function as the text research object of this research.At the same time,based on Gagne’s learning classification theory and Gong Wei’s four levels of concept learning in his doctoral dissertation: identification,understanding,connection,and application,the teaching objectives of each type of programming concept are divided into the following four levels,which are identifying and stating concepts,understanding the connotation and extension of concepts,establishing connections between concepts,and using concepts.Second,How to construct the design and production strategy of conceptual learning resources based on APOS theory,so as to design learning resources for primary school students to learn programming concepts? Through literature reading and classroom observation,the design of learning resources and the construction of production strategies are carried out.Based on the APOS theory,an interactive learning resource design framework for primary school programming concepts is constructed,and design interactive learning resources for primary school students’ programming concepts.Based on the four stages of APOS theory,a design framework for interactive learning resources of primary school programming concepts is constructed,including four learning section,(1)Operation stage: Problem situation,introduction and definition;(2)Process Stage: Introduce the connotation and expand the extension;(3)Object stage: Consolidate exercises and deepen the concept;(4)Schema stage: Summarize and construct a system.Third,Are interactive learning resources for elementary school programming concepts effective in promoting elementary school students’ learning of programming concepts? To verify the effectiveness of the interactive learning resources designed to promote the learning of programming concepts in primary schools,the purpose is to examine the extent to which students understand programming concepts after learning the interactive learning resources about programming concepts.The author adopts the quasi-experimental research method in the experimental base of M city,selects 99third-grade students to carry out research,and compiles four sets of programming concept test questions,and collects the pre-and post-test data on the understanding of programming concepts in the experimental class and the control class.The results show that both the teaching intervention using interactive learning resources of programming concepts and the traditional teaching intervention not using interactive learning resources of programming concepts are effective in the understanding of primary school students’ programming concepts,but the use of interactive learning resources for teaching is effective for primary school students’ learning of programming concepts.The effect is more pronounced.Based on the research results of the above-mentioned issues,this study summarizes the following strategies and suggestions for teaching programming concepts in primary schools: First,interactive learning resources for primary school programming concept learning should focus on the creation of situations.Second,interactive learning resources for primary school programming concept learning should focus on interactive design.Third,interactive learning resources for elementary programming concept learning should focus on problem solving.In the research process,due to the limitation of research time and ability,there are shortcomings such as a small number of text studies and the design of learning resources to be improved.Therefore,in future research,we will continue to focus on the related research on programming concepts other than variables,loop structures,conditional structures,functions,and continue to explore the design principles and strategies of interactive learning resources for primary programming concepts.