Research On Micro-lecture Design For After-class Programming Learning In Primary School

Information technology has been split from the comprehensive practice activity curriculum and established as a separate course in the new round of compulsory education curriculum reform,confirming the vital role of programming learning on children’s development at the national level.There are now issues in primary school programming teaching,such as short effective teaching time and substantial disparities in learning conditions,which contribute to discontinuous programming learning,programming difficulties,and insufficient development of innovative ability.It must be reinforced after class through continued learning.Micro-lecture learning tools employ video as the carrier,which has the qualities of repeatability and focus,making it useful for students to consolidate,review,and enhance their knowledge.It has been successfully implemented in programming course previews and classroom learning.A fantastic resource for learning programming after school.After-school learning and pre-learning,on the other hand,have quite distinct learning aims and techniques.Students with weak foundations find it difficult to understand and truly grasp the learning content;students who have mastered knowledge find it difficult to apply the knowledge and skills they have learned to solve problems;and existing micro-lectures suitable for preview and classroom learning are difficult to meet after-class learning needs.A topic worth examining is how to build and develop micro-course resources suitable for after-school programming learning based on the genuine demands of primary school children’ programming learning.Therefore,on the basis of diagnosing the programming difficulties of primary school students,this research combined with the teaching strategies formed by combing and mastering learning theory,cognitive load theory and other theories,designed and developed micro-lecture learning resources for after-class programming learning,and through teaching experiments Verify its validity.The specific research work is as follows:First,the demand analysis of after-class programming learning.The main reasons for the difficulties in students’ programming practice are insufficient grasp of programming concept knowledge and insufficient understanding of problem-solving strategies,according to an analysis of the literature on programming knowledge and programming practice at home and abroad.Second,the programming knowledge mastery of 60fourth-grade students at M primary school in F city was evaluated and diagnosed using a questionnaire survey,and the learning difficulties of primary school students in conceptual understanding,problem definition,algorithm construction,and other areas were clarified.Second,the design and development of micro-courses for after-class programming learning.Based on the causes of programming difficulties for primary school students,combined with the theory of mastery learning,three targeted teaching strategies are proposed: through "animation" orientation,perceive abstract concepts;through "thinking" orientation,promote relationship understanding;through "process" orientation,Build program logic.According to this strategy,programming concepts such as "variable","loop" and "condition" were selected to develop micro-lecture video resources for after-class learning.Third,the evaluation of the application effect of micro-lectures for after-class learning.Using the quasi-experimental research method,with the aforementioned micro-course resources as the independent variable,and students’ programming knowledge mastery level as the dependent variable,the targeted after-class learning micro-courses and regular micro-courses are used to implement teaching intervention on students’ after-class learning programming.Three rounds of teaching experiments.Using the programming knowledge assessment scale and after-class knowledge diagnosis questions,the differences between students’ programming knowledge mastery levels before and after teaching intervention were compared and analyzed,and the application effect of micro-lectures in students’ after-class learning was tested.The research results show that:(1)the application of conventional micro-lectures and targeted micro-lecture resources to the after-class programming of primary school students can improve the students’ programming learning efficiency;Learning is more effective and has reached a significant level;(3)For the learning of programming knowledge in the three categories of conceptual understanding,problem definition,and algorithm construction,the teaching effect of targeted micro-lectures has reached a significant level.Therefore,the design of micro-lecture resources for after-class programming learning constructed in this study is feasible and effective.The specific research conclusions include:(1)The application of "animation" in micro-lectures is helpful for the internalization and transfer of knowledge;(2))The guidance of "thinking" in the micro-course is helpful for the establishment of the problem-solving framework;(3)the design of the "process" in the micro-course is helpful for the establishment of the program logic.This research also provides some reference ideas for the development of targeted micro-lectures after class.Due to the limited teaching time and research ability,and the small sample size of research data,the research results and conclusions of this research need to be further verified and deepened in a wider range of research.