Junior High School Python Teaching Design And Application Research Pointing To Deep Learning

In the era of artificial intelligence,deep learning is called the goal of talent training,and cultivating students’ deep learning ability has become the direction of education reform and development.The Framework of Artificial Intelligence Technology and Engineering Literacy in Primary and Secondary Schools proposes that teachers should pay attention to cultivating students’ abilities in AI education in primary and secondary schools.Programming education plays an important role in China’s AI education system.The Curriculum Plan and Curriculum Standards for Compulsory Education(2022Edition)points out that programming education,as an important form of AI education in the era of intelligence,is the key to cultivate students’ problem thinking ability,algorithm thinking ability,critical thinking ability,cooperative thinking ability and innovative thinking ability.These abilities are highly consistent with the goal of deep learning.So,what is the current situation of deep learning in Python classes for middle school students? In order to promote students’ deep learning in Python classes,how should teachers teach? Will the designed teaching process be applied to Python classes for practice,and can it really promote students’ deep learning?Based on the above problems,under the guidance of constructivist learning theory,deep learning theory and metacognitive theory,this paper summarizes the six dimensions of deep learning applicable to this study through literature research and analysis of the current situation of deep learning at home and abroad and Python teaching,and designs the questionnaire accordingly.A questionnaire survey was conducted on 60 students in grade one of a middle school in N city,S province.The results showed that students had problems in Python class,such as lack of concentration in class,lack of knowledge understanding,lack of group cooperation,poor ability to analyze problems,lack of reflection,etc.Based on the cognitive process and cognitive route of deep learning,task-driven approach,and the training objectives of programming courses,A preliminary teaching process has been established to clarify teacher and student activities.Conduct teaching practice in Python class through three rounds of action research.The effect of teaching process in promoting students’ deep learning was verified by means of pre-test and post-test,learning effect evaluation scale,interviews with teachers and students,and classroom observation.Based on the actual situation in teaching practice,the teaching process has been improved to form a preliminary Python teaching process that focuses on deep learning,including six structures: curriculum standard design,creating a learning atmosphere,activating old knowledge to acquire new knowledge,deep processing knowledge,learning evaluation,and reflection.This teaching process refines teacher activities into extracting key points and providing materials;Decomposing tasks,guiding discussions,and designing autonomous learning and mastering new knowledge;Design plan,debugging and inspection;Reflective optimization,transfer innovation,and other student activities.The results show that under the teaching process of deep learning,students’ enthusiasm and participation in learning in Python class have been significantly improved,their thinking problems have been more comprehensive and in-depth,and their team cooperation ability and innovation ability have been improved.In subsequent interviews,teachers and students expressed satisfaction with the learning effect achieved under the teaching process of deep learning.In order to enable teachers to effectively use the deep learning teaching process in the classroom,according to the problems in teaching practice,some teaching suggestions are put forward: teachers should give full play to the leading role and guide students to learn actively;The task creation should be in the real problem situation,and at the same time,it should lead students to master the key and difficult knowledge;The innovative task should be challenging to promote the development of students’ high-level thinking;Carry out multiple evaluation links to strengthen students’ learning and reflection consciousness.