Research On The Design And Practice Of High School Python Project-based Learning Based On The 4C/ID Model

Programming education is currently receiving increasing attention,especially focusing on the development of advanced thinking skills such as computational thinking.However,most of the programming teaching practices adopt traditional teaching methods,and students learn fragmented knowledge without developing problem-solving skills.Project-based learning is one of the hot topics in the research on programming pedagogy,but the application effect still needs to be further verified.The 4C/ID model is proposed based on the research of complex cognitive skills,which is applicable to programming teaching and feasible to be integrated with project-based learning.Therefore,this paper further constructs a project-based instructional design model for Python based on the 4C/ID model with the theoretical support of constructivism and project-first concept.The research revolves around the following questions:(1)How to build a suitable teaching model for high school Python project-based learning based on the 4C/ID model,and how to design a 4C/ID project-based programming learning environment and carry out teaching practice?(2)Can the teaching model be applied in high school programming education to improve students’ programming ability and programming efficacy?(3)What are the students’ perceptions and attitudes towards this teaching model?The construction of the Python project-based teaching design model based on the4C/ID model starts from the real needs and problems of programming teaching,and is based on the ten steps of the 4C/ID model teaching design,the characteristics of programming activities,and the general process of project-based learning,with the aim of developing students’ complex programming skills.A 4C/ID project-based programming learning environment embodying this teaching model is also designed and developed to support the teaching practice.After that,an empirical study of teaching and learning was conducted in Shanghai C High School using action research method,survey method and interview method.Three iterations of the teaching model were optimized during the implementation of project-based learning,and the effectiveness of the teaching model was analyzed in terms of programming efficacy,programming ability,and pedagogical satisfaction.The results of the data analysis show that the application of the teaching model can improve the students’ programming efficacy and promote the development of programming ability,and the students’ acceptance of the teaching model is high.Finally,we summarize the findings of the study and offer suggestions and recommendations for future programming teaching.