| With the development of information-based society,programming education is of great significance to cultivate talents needed in information-based society,and the connotation of programming ability has changed in conjunction with the changes in the requirements for talents in the new era.Due to the complexity of programming language and immature cognitive development of junior high school students,the development of students’ programming ability faces some difficulties.Therefore,it is important to choose appropriate learning methods to help students to develop their programming skills.Relevant literature shows that the implementation of reflective learning in programming courses is important for the development of programming skills.So how can reflective learning be applied in middle school programming courses to promote the development of programming skills? Building a reflective learning model that promotes the development of programming competencies and understanding and promoting the development of the elements of programming competencies became the focus of this study.This study first determines the framework of the components of programming ability by analyzing the components of programming ability and dividing them into data manipulation ability,algorithm construction ability,and problem solving ability based on theories such as computational thinking framework and problem solving,as well as their process elements and thinking styles.Secondly,by sorting out the relevant literature on reflective learning,guided by metacognitive theory,constructivist theory and other relevant theories,we clarify the connotation of reflective learning,summarize the classical reflective learning models,and design a reflective learning model that is consistent with programming teaching and learning to promote programming ability.The reflective learning process is divided into five steps: solution generation,programming debugging,self-evaluation,attribution,and other evaluation.Based on this model,the instructional design was developed and implemented in a Python programming course.Finally,a teaching experiment was conducted to design a programming competency assessment framework to assess students’ programming competency under the guidance of neo-Pythagorean theory,and experimental and control classes were set up to analyze the impact of reflective learning on students’ programming competency.Through the above-mentioned work,the following research results were obtained in this study.This study designed a reflective learning model that is consistent with promoting the development of programming ability,and designed the teaching accordingly and practiced it in the actual teaching.Second,this study constructed a framework of programming competency components and designed a programming competency assessment framework by combining the programming competency components framework with the neo-Piagetian cognitive reasoning theory.to assess students’ programming ability.Finally,the experimental study was conducted to explore the effect of reflective learning on programming ability,and the experimental results showed that reflective learning played a positive influence on programming ability.Moreover,the impact of reflective learning on each component of programming ability differs at different stages. |
