Construction And Practice Research Of Scaffolding Teaching Model For Primary School Programming Community

Since the 21 st century,the development of science and technology has rapidly promoted the development of human society towards intelligence.Programming ability is considered to be one of the essential skills for talents in the intelligent era.Cultivating young people’s programming ability not only responds to the needs of the era,but also places hopes for the development of the country and nation.In recent years,policy documents have been issued to emphasize the importance of programming education,and with the support of the double reduction policy,programming communities have become the practice field for the majority of primary and secondary schools to carry out programming education.The programming community brings together mixed grade students who are interested in programming or are good at it.Therefore,they have certain differences in cognitive development,knowledge base and other aspects.Based on this,the traditional teaching model is difficult to meet the learning needs of all learners.Scaffolding teaching under the constructivism learning theory can guide and assist students to cross the zone of proximal development smoothly,and then help students to achieve greater development in their knowledge and skills.Therefore,this study attempts to apply scaffolding teaching model to primary school programming communities to improve students’ computational thinking level and cope with students’ differentiation.Based on student differences,this research not only adopts constructivism learning theory but also integrates differentiated teaching strategies into the scaffolding teaching mode to carry out teaching practice.Through the design of multiple scaffolds,standardized and flexible forms of collaboration,hierarchical teaching objectives,optional teaching content and open and free exploratory learning atmosphere,all students can achieve maximum development.This study summarizes the relevant literature on programming communities,differentiated teaching and scaffolding teaching,understands the characteristics of programming community,analyzes the problems existing in scaffolding teaching and differentiated teaching practice,and provides necessary arguments and support for this study to construct scaffolding teaching model in primary school programming community to cope with the differentiation of students.Then,based on the learning situation in this research context,we recorded and analyzed teaching videos focusing on teacher-student interaction and group collaboration to clarify the characteristics of programming community activities and the types of support required,and stratify students according to their different performance,thus laying a good foundation for this study.On the basis of the above theory and practice,the scaffolding teaching model is constructed,which is divided into three stages: pre-class,in-class and after-class,and further subdivided into seven links: learning situation analysis,scaffolding construction,creating situation,independent exploration,collaborative learning,effect evaluation,summary and reflection.After that,two rounds of teaching practice were carried out in a primary school programming club in Chongqing by adopting the design-based research paradigm and using the diversified intervention strategies such as all-round multi-level stratification,differentiated scaffold design and multiple evaluation.This research integrated qualitative and quantitative processing methods to explore the changes of computational thinking of students at different levels before and after two rounds of teaching practice,as well as the changes of computational thinking gap between different levels,and finally obtained a more mature scaffolding teaching model and differentiated intervention strategy through adjustment.Research has found that implementing scaffolding teaching in primary school programming communities can effectively improve learners’ computational thinking levels and reduce differences between different levels.This model has a significant effect on the improvement of computational thinking of basic and middle level learners,and also has a certain effect for high level learners.While learners at all levels have improved their computational thinking skills,the gap in computational thinking skills between adjacent levels has also significantly decreased,indicating that this teaching model can effectively cope with learner differentiation.