Design And Practice Of High School Programming Module Teaching Activity From The Perspective Of Maker Education

Maker education has become a new appeal for current education.Since 2015,the Ministry of Education has launched a series of documents to encourage schools to explore the STEAM education model,emphasizing the training of practical and innovative thinking,and cultivating students' innovative ability and information literacy.In July 2017,the State Council's "New Generation Artificial Intelligence Development Plan" emphasized the development of education for all people,the establishment of artificial intelligence classes,the promotion of programming education,and the encouragement of designing educational software for teaching and learning.Therefore,looking at the many problems still existing in today's high school programming education,such as mechanical demonstration classroom teaching,rigid pure code operation,zero communication and sharing,can we draw lessons from the student-centered education thought emphasized by Maker Education and focus on training students' independent learning,creativity,creative thinking and problem-solving ability in programming education?In order to realize the new requirements of high school programming teaching,this research will re-examine the programming education with the core concept of “learning,creating and sharing” of Maker Education,and design programming teaching activities suitable for students to explore the smooth development of high school programming courses,mainly focusing on the following contents:Firstly,based on the "Ordinary High School Information Technology Curriculum Standards(2017 Edition)" document and the analysis of relevant literatures such as Maker Education and Programming Education,this paper refines the learning,creation and sharing of Maker Education for the teaching problems of high school programming education.On the basis,the core concept is to design the dimensions of the “Question of the status quo of high school information technology programming teaching activities” questionnaire.Secondly,based on the theory of creative investment,the theory of “learning by doing” and the theory of activities,and the data analysis based on questionnaires,the design principles of programming teaching activities are summarized.Taking this as a foundation,using learner characteristics analysis,activity target analysis,activity content analysis,activity task analysis,environmental analysis and learning resource construction as the starting point,combined with the core concept of “learning,creating and sharing” of maker education,design programming knowledge separately.The learning activity process,the creative activity process of programming design,the sharing activity process of programming works,and the design model of high school programming teaching activities are constructed.Thirdly,the design of the programming teaching process is carried out in the teaching practice.Taking the implementation of the intelligent LED light project as an example,the students first “self-learning” programming knowledge,master the software and hardware operation of graphical programming and the grammar knowledge of programming,and then “create” Practice the "LED Light Project,and then carry out the "evaluation sharing" of the programming work.Through the teacher evaluation,peer review,inter-group evaluation and students' satisfaction with the graphical programming teaching activities to understand the effect of students participating in the "learning,creating and sharing" programming teaching activities.Finally,through the analysis,summary and reflection of the implementation effect of teaching activities,improve the design model of programming teaching activities.Through the evaluation and questionnaire survey,we can learn from the concept of maker education and carry out programming teaching activities to improve students' motivation and interest in learning programming,and play a certain role in improving students' self-learning ability,hands-on operation ability,problem solving ability,creativity,creative thinking and team cooperation consciousness.89.19% of the students expressed their desire to continue learning.The intention of this kind of programming teaching activities also lays a good foundation for the follow-up research.