Research On School-based Curriculum Design Of Information Technology "Python Programming" In Senior One

With the development of The Times,information technology has changed people’s learning and life style,so the education of programming is gradually attached importance to.In recent years,many high schools have added Python programming into their information technology courses.It can be seen that Python has become the first choice for students to learn programs.Learning Python not only helps develop students’ programming and problem solving skills,but also improves their information literacy.Therefore,this study intends to use literature analysis method,questionnaire survey method and design based research method to design the school-based course of Information technology "Python programming" in senior one.Firstly,the present situation and related research results of Python programming and school-based courses at home and abroad are sorted out through literature analysis.Secondly,under the guidance of constructivism learning theory,humanistic learning theory and comprehensive analysis theory,the school-based course "Python Programming" is designed and researched.Finally,on the basis of "goal achievement mode","situation analysis mode" and "process practice mode",the process framework of the application of the first grade information technology "Python programming" school-based course is modified,which mainly includes five parts: demand analysis,goal analysis,content selection,resource construction and implementation and evaluation.Second,through the questionnaire survey method to understand the current situation of information technology course teaching and students ’learning needs of Python programming,and analyze it.Then through the design based research method to analyze the overall goal and three-dimensional goal of the course,and then choose eight chapters of "Python programming" suitable for the actual situation of the school students to design.In order to make the school-based curriculum designed more quality and targeted,the preliminary evaluation of the investigation,through the collection of information to modify the design scheme,and finally specific application in teaching.Third,students were evaluated on course satisfaction and self-performance through questionnaires and scales.The results of the survey confirmed the design,self-expression and harvest of the whole course for most students,and their learning effect was significantly improved.They also became more interested in program design.In addition,the questionnaire was also used to investigate and analyze the results of students’ learning in the form of the final exam.It was found that the average correct rate of students’ mastery of basic questions was high,reaching more than 82%.But in the aspect of programming still need to strengthen operation practice,improve their programming level.Practice has proved that the school-based course "Python Programming" developed in this study can improve students’ programming literacy and problem-solving ability,improve their learning efficiency and promote their personalized development.Although there are some shortcomings,to a certain extent,it provides inspiration and reference for the development of programming courses for senior high school students and the cultivation of computational thinking research.