Design And Practice Of Graphical Programming Teaching Activities For Improving Learning Motivation In Junior Middle School

In the era of artificial intelligence,the diversified and multi-directional social demands put forward new requirements for education supply.Intelligent transformation has become a prominent trend of education supply-side reform.Under the guidance of related document spirit of programming education,all kinds of programming practical activity courses like society,information technology courses,and comprehensive and practical courses are organized in the primary and secondary schools across the country.They are aimed to cultivate the information literacy,computational thinking,digital learning and creativity,technology values and a sense of responsibility of primary and middle school students by expanding through general education organization and carrying out teaching activities,However,various forms of implementation and rich curriculum design do not mean outstanding teaching effects.By combing the literature on the current implementation status of programming education in primary and secondary schools,the author finds that the lack of endogenous motivation in programming learning is a prominent problem existing in current programming education in primary and secondary schools and an important problem to be solved urgently.At the same time,with some in-depth communication with teachers and students and field observation of graphical programming learning activities of Grade One students,the same problem are also found in the process of education practice about graphical programming course in a middle school in Xi ’an,In order to solve this problem,the author designs and implements a research on the design and implementation of graphical programming teaching activities oriented to the improvement of learning motivation,taking the students of junior high school as the research object.This study made an investigation about the status of graphical programming learning motivation of the experimental school students,taking the Keller’s ARCS motivation model as the main theoretical basis.Based on it,some graphical programming teaching activities are designed to improve learning motivation,then the research hypothesis that the graphical programming teaching activities based on ARCS motivation model can improve the programming of junior high school students learning motivation are proved,providing some teaching references for the successive programming design and implementation of the education teaching activities.First of all,in the process of investigation study about junior high school students’ learning motivation condition of graphical programming,the author designed a survey questionnaire based on the Keller’s course interest questionnaire(CIS),and implemented some qualitative data collection activities like classroom observation and interview,to carry on the quantitative data about motive.Finally,it is concluded that the motivation level in attention,relevance,confidence and satisfaction of graphical programming learning of junior high school students is below the average level,with the lowest level of correlation.Secondly,In the study of design and practice of teaching activity aimed to improve the learning motivation of graphical programming,the generated psychological mechanism of attention,relevance,confidence and satisfaction through the literature research was finded out based on the investigation research conclusion.Then the corresponding teaching strategies on this basis were put forward.According to them,the author systematically designed the programming teaching activities which is finally given to demonstrate the hypothesis that graphical programming teaching activities based on ARCS motivation model can improve the students’ learning motivation.