Research On The Teaching Strategies To Foster Programming Learners' Conceptual Change

With the rapid development of information technology,countries around the world are scrambling to develop new technology strategies.As an essential way to cultivate computational thinking ability,programming education has gradually been taken seriously by the international education community.And it has become the implementation focus of training innovative talents in the new era.The popularization of programming education has also attracted much attention in our country.Various policy documents repeatedly mentioned the promotion of programming education and the establishment of courses.Considering the important role that programming education plays in the current and future education,the development of programming teaching needs to be paid attention to.The existence of programming misconceptions is an important cause of programming errors for learners,which also needs special attention.This research aims to provide a reference for our current programming to improve the teaching quality.The focus will be on conceptual change in programming and designing relevant teaching strategies to optimize learners' programming learning experience.This research focuses on the three core questions of "which programming misconceptions are easy for learners to produce,which teaching strategies can promote learners to change their concepts,and how effective the implementation of teaching strategies is." The purpose of this research is to help learners understand and apply programming concepts scientifically and accurately,solve their learning difficulties,and improve their learning efficiency by exploring effective teaching strategies for teachers' programming teaching quality.To achieve that,this study uses a variety of research methods,such as literature analysis,design-based research,classroom observation,questionnaire survey,and in-depth interview,Constructed an inspiring strategy that uses programming cases to promote conceptual understanding,and a supportive strategy that uses tools to support independent construction.Follows the path of "theoretical analysis-strategy design-strategy implementation and optimization-effect verification-research summary".The path developed from three aspects:(1)Providing tools(learning tools)for learners,especially pay attention to the design of programming case and concept learning bracket,to promote their programming concepts based on some practical experience and under the guidance of cognitive development theory,zone of proximal development theory and constructivism theory.Learning tools is a concrete manifestation of the teaching strategy of the Institute,and it is also a core teaching strategy that helps learners to construct their own concepts and realize conceptual changes.(2)Combining with game breakthrough teaching mode,carrying out two rounds of iterations on the learning tool in the teaching practice of programming.The first round is to test the suitability and rationality in the programming classroom.And the second round is to enhance compatibility and effectiveness.(3)Verifying the implementation effect of the teaching strategy(Mainly for the efficiency of the learning tool).Firstly,to verify whether the learning tool helps the learner achieve the conceptual change from an objective perspective by programming test.Secondly,to summarize how learning promotion tools can help learners on programming learning from the perspective of learners'subjective perception according to the interview analysis.The conclusions of this study can be summarized as follows:(1)Learners have different types and degrees of misconceptions about 15 programming concept in two programming tests.Five types of misconceptions that might exist during programming learning include the misunderstanding of concepts,the lack of organic connection between concept elements,the confused memories among different concepts,the puzzles on the symbolic representation,and the confusion on concept application.(2)Programming case and learning scaffolding is an effective means to promote learners'concept understanding.Learners can understand programming concepts in the support of imitation and transfer programming cases and learning scaffolding.(3)Learning-promoting tools can effectively help learners change their programming concepts.Learners' use of learning-promoting tools divides into "learning applications" and"transfer applications."(4)Learning-promoting tools build a bridge from theoretical concepts to practical applications for learners and stimulate learners' enthusiasm to imitate migration and solve programming problems independently.