Design And Development Of Python Programming Microcourse In Secondary Vocational School

The rapid development of the information age has promoted the development of education,the integration of information technology and education has innovated the educational idea,enriched the teaching resources,and promoted the formation of a learning society.With the support of information technology,micro-class has gradually entered the classroom and become the research hotspot of educational resources.However,in the classroom teaching of secondary vocational schools,the educational concept of "teacher-centered,textbook-centered,classroom-centered "," speechism "," one-size-fits-all" teaching mode is still prevalent,students' low self-discipline,weak learning motivation,lack of teaching resources and other factors seriously affect the quality of teaching.The core of micro-class teaching is "teacher-led and student-oriented" It is easy for teachers to carry out differentiated teaching and individualized learning for students.To a certain extent,it improves the deficiencies in classroom teaching and improves the quality of teaching.At the early stage of the experiment,this study used literature research method to sort out the development,concept,type and research status of micro-class,guided by constructivism theory,learning theory,information processing theory,cognitive load theory,using questionnaire survey,interview and observation method to understand the current Python courses in secondary vocational colleges classroom teaching status.After analyzing the characteristics of learners,the characteristics of Python teaching materials and the present situation of classroom teaching,this paper puts forward the principle of using micro-lesson teaching,and summarizes the principles of micro-lesson development: multimedia presentation should have the principle of "micro ",interaction and integrity,and the design of teaching content should abide by the principles of educational,situational,enlightening and task-oriented.At the same time,in order to ensure the effectiveness of the implementation of micro-class teaching,this study draws lessons from Meirell's primary teaching principles to design teaching flow,flexibly use a variety of teaching strategies to help students construct knowledge in meaning,and promote each student to master the learning content.This research adopts the experimental research method,applies the above teaching design theory and the design principle in the micro-class case development,takes Tianjin first commercial school secondary vocational second grade 10 class as the experimental class,carries on the micro-class teaching practice.After the experiment,the questionnaire method was used to investigate the students' attitude to micro-class teaching,learning interest and learning ability their ability to learn,and to interview the teachers to understand the students' learning status and the problems in teaching.Collate the data after the experiment and draw the following conclusions: first,the micro-class enriches the classroom teaching form and optimizes the Python curriculum resources;second,the micro-class teaching improves the students' interest in learning and creates a good one learning atmosphere;Third,Microcourse teaching improves learners' ability of autonomous learning and cooperative learning.