Research On The Learning Activity Design Of The Course "C Language Programming Foundation" In Secondary Vocational Schools Based On Blended Learning

The development of education informatization places higher requirements on the training of secondary vocational education talents.Traditional face-to-face teaching is increasingly difficult to meet this requirement,and pure online learning is difficult to supervise.Blended learning is a fusion of online learning and online learning.Face-toface learning provides a solution to this dilemma.Many current teaching practices have shown that blended learning is more effective than traditional teaching methods and single online learning,and more and more schools are also using it as the primary choice for teaching reform.The "C Language Programming Basics" is an introductory course for computer students in secondary vocational school,which is of great significance to their future professional development.However,many secondary vocational schools use the traditional teaching mode for C language teaching,and students' interest in learning is not high,and the quality of teaching is not ideal.Some schools don't even arrange hands-on practice.Although some teachers try to use blended learning to implement teaching,they lack theoretical analysis and cannot provide effective help to other teachers.The theory of instructional design centered on learning activities advocates that "teaching can be made active." Students in secondary vocational schools generally have a poor foundation and lack of awareness of autonomous learning,but have a strong curiosity about things other than learning.Therefore,making the teaching process of the C language course active and designing a series of learning activities that are consistent with the cognitive characteristics of secondary vocational students should enhance students' learning interest in C language learning and change the status of teaching.Based on this,the author analyzes the existing blended learning models,the design of learning activities,and research the status of blended learning activities,analyzes the definitions of blended learning and learning activities,and elaborates the theoretical basis of blended learning activities design.Based on the analysis of the teaching content of the "C Language Programming Basics" course for secondary vocational schools,a two-dimensional framework for the target classification of C language courses for secondary vocational education is proposed;the existing design elements of learning activities are analyzed,and the secondary vocational education based on blended learning is determined.The basic elements of the C language programming design course design steps of blended learning and learning activities,and put forward the design steps of blended learning activities that determine activity tasks,formulate activity rules,design learning support,and design activity processes.Accordingly,a design framework for learning activities is constructed.A series of learning activities were designed based on the framework,and carried out teaching practice in a secondary vocational school in Nanjing.Learning activities are continuously improved through student feedback.At the end of the practice,a questionnaire for satisfaction of blended learning activities was distributed to students to collect data.Through the analysis of practice results and questionnaire data,we discover that: students' learning interest has improved,teaching effects have improved,and students were more satisfied with these learning activities.These phenomena indicate that the learning activity design framework of the "C Language Programming Basics" course based on blended learning is operable and effective.At the end of the study,the author puts forward some advice based on the situation of this research practice for reference of practitioners of blended learning activities in other secondary vocational courses.