Strategies And Empirical Research On Training Of Programming Ability From The Perspective Of Deep Learning

With the reform and continuous advancement of information technology courses,programming,as an important part of information technology courses,is increasingly mentioned in China’s primary and secondary school information technology classrooms.This is not only a requirement of quality education in China,but also a great concern for the core literacy of students.One of the important learning concepts of the 21 st century is deep learning,which is the only way for China’s education field to go deeper and make continuous progress.The content of programming knowledge is trivial and complicated,it is not easy to remember,and it is not easy to practice,but at the same time,it can be found that programming knowledge has inherent regularity and systematicness.This requires students to flexibly use multiple learning strategies and the overall construction of information when processing knowledge,and requires teachers to give full play to the role of teaching support in the transmission of information,and have a good teaching design ability and display ability.Therefore,the deep interpretation of programming ability and the connotation of deep learning echo each other,and it will definitely have a profound impact on the cultivation of information literacy.This article conducts research on high school information technology courses,mainly investigating the current situation of deep learning of programming knowledge in high school information technology courses,the cause of inquiry,and how to apply deep learning ideas to information technology classrooms that train programming skills.The first chapter is the introduction,which mainly discusses the background and significance of the topic selection.The second chapter discusses the theoretical basis of the research,mainly from the four theories of constructivism,metacognition theory,situational cognitive theory,and distributed cognitive theory.Analysis,and from the distinction between traditional classrooms and deep learning classrooms to the distinction between traditional programming teaching and deep learning programming teaching,and other related concepts;Chapter Three reads from NSSE.Deep learning scales in China and optimized deep learning scales such as Nelson Laird.Nelson divides deep learning into three related stages: advanced learning,integrated learning,and reflective learning.The mode of study is the same,so the above scale was selected for this study.The survey objects are high school students from Yuehua Middle School in Dezhou,Shandong,and interviewed the information technology teachers and students of this school.Based on the previous three chapters,Chapter 4 proposes strategies for developing programming skills from the perspective of deep learning.The fourth chapter is the application of strategy;the sixth chapter is the conclusion,which is the summary of the full text,and the analysis is insufficient.The purpose of this article is to explore the current situation and causes of deep learning programming in information technology classrooms,and to summarize the deep learning strategies applicable to programming.It is expected to deepen and optimize the information technology classrooms in deep learning.