Research On Learning Activity Design Of Integrating Programming And Primary School Mathematics From A Problem Driven Perspective

With the deepening of basic education curriculum reform,the demand for comprehensive practical ability and interdisciplinary literacy talents in the country is increasing day by day.In recent years,China has accelerated the construction of innovative talents and applied interdisciplinary teaching to basic education.The newly issued new curriculum standards in China emphasize the need to strengthen the connection between course content and students’ experiences and social life,coordinate the design of comprehensive courses and interdisciplinary themed learning,and demonstrate the country’s emphasis on interdisciplinary teaching.Through literature research,it has been found that interdisciplinary research in foreign countries is earlier in theory and practice than in China,and certain achievements have been made.However,research on interdisciplinary research in China started relatively late,with most of it remaining at the superficial level of knowledge point integration,and research is mainly concentrated in middle school and university stages,with less attention paid to interdisciplinary practice in primary school.Based on this,this study focuses on the design and implementation of interdisciplinary learning activities,aiming to enhance learners’ comprehensive practical abilities through interdisciplinary learning activities,in order to provide reference and reference for the current interdisciplinary teaching practice in basic education.This study focuses on the question of "how to design learning activities that integrate programming with elementary school mathematics from a problem driven perspective" and divides it into three sub questions: firstly,what are the design elements of learning activities that integrate Scratch programming with elementary school mathematics from a problem driven perspective? Secondly,how can various elements be integrated to form an activity design framework? Thirdly,based on this learning activity framework,how can teaching practices be carried out and how effective are they? Firstly,by reading relevant literature and elaborating on the logical relationship between concepts from a theoretical perspective,it is believed that both problem driven and interdisciplinary learning emphasize "problem driven" teaching,creating real situations to cultivate learners’ comprehensive practical abilities.Next,summarize and refine the five stages of the general process of problem driven teaching,and summarize the factors that affect problem driven teaching.Furthermore,based on the process and influencing factors of problem-driven teaching,combined with the general patterns and elements of interdisciplinary learning activities,following the design principles of integrating programming and primary school mathematics from a problem-driven perspective,a learning activity framework for integrating programming and primary school mathematics from a problem-driven perspective has been constructed,including five stages: scenario creation,independent exploration,problem-solving,achievement display,and reflection summary.Based on the learning activity framework and the characteristics of mathematics and information technology disciplines,we selected fifth grade learners from W Primary School as the teaching objects,designed a series of interdisciplinary learning activity cases,and conducted activity implementation and effectiveness testing at W Primary School.The final research conclusion mainly includes four aspects:(1)Problem driven plays an important role in interdisciplinary learning activities;Interdisciplinary teaching focuses on the integration of multidisciplinary knowledge,and students should utilize their existing knowledge and experience to establish organic connections beyond the boundaries of different disciplines based on the logical foundation between them.This process requires high levels of knowledge,experience,and logical abilities from students.Problem driven approach can fully integrate the complexity of interdisciplinary teaching and provide appropriate support structures for students’ complex learning processes.(2)Problem driven interdisciplinary learning activities can enhance students’ comprehensive practical abilities;Among them,the effect of improving the level of computational thinking is the most significant,followed by learning motivation and self-efficacy.In terms of mathematics and Scratch attitude,students’ behavioral participation,mathematical self-confidence and their attitude towards using Scratch to learn mathematics have improved to varying degrees,while emotional participation and confidence in using technology have no significant change.(3)There are differences in the cognitive impact of different levels of problem design on students;Based on the students’ previous knowledge and experience level,different levels of questions were designed in the activity content.Due to the influence of learning environment,students’ knowledge level,and other factors,there were differences in the cognition of different students during the practice process.(4)Problem driven interdisciplinary learning activities have effectively improved students’ learning experience;Problem driven interdisciplinary learning activities emphasize setting interesting questions and conducting interesting exploration activities in groups.Real problem situations increase students’ operability and enhance their sense of participation in activities.