Research On Personalized Error Correction Teaching Strategy Design Of Primary School Programming Based On Scratch Platform

With the development of information society in the 21 st century,countries around the world begin programming courses in primary and secondary schools.China has a large number of information technology classes and few teachers,so it is impossible to give timely feedback to students’ problems in the classroom.Students do not have enough domain knowledge to help eliminate program errors.There are great differences in pupils’ problem-solving ability,and universal education can not meet students’ personalized needs.Since ancient times,human beings have been good at drawing lessons from mistakes.Troubleshooting is not only a programming debugging method,but also one of the most common problem-solving abilities in daily work.The design and implementation of error correction teaching strategies can develop students’ reasoning ability,thinking ability and problem-solving ability,and improve test scores.The research questions of this study are:1.How to design error correction strategies for the cultivation of students’ problem-solving ability?2.How to design personalized error correction teaching strategies for different levels of problem solving ability?3.Do error correction teaching strategies have a positive impact on students’ learning of programming knowledge?4.Do error correction teaching strategies have a positive impact on students’ problem-solving ability?This study summarizes the common errors of graphical programming through domestic and foreign literature,selects the learning support suitable for inserting the scratch platform,meets the requirements of teenagers’ graphical programming ability,and designs personalized programming error correction teaching strategies for students with different levels of problem-solving ability.Secondly,through the problem-solving ability dimension and scoring index of Chen Wendian scholar,the problem-solving ability scale is designed to measure the fourth grade students of F experimental primary school.A total of 18 students with low,medium and high levels of problem-solving ability are selected to form a programming error correction teaching class.Thirdly,the error correction teaching strategy is implemented through action research.Teachers observe classroom learning,conduct one-to-one and face-to-face semi-structured interviews with the whole class,conduct node frequency analysis through NVivo,and then use Excel to conduct cross analysis of students’ problem-solving ability at different levels and interview feedback,and score and analyze students’ programming works by Dr.scratch.Finally,through different levels of student problem feedback,teachers’ classroom observation and reflection,and programming knowledge and work evaluation,adjust the error correction teaching strategy,and invest in the next round of action research.After three rounds of action research,this study tested the problem-solving ability of primary school students again.Through the nonparametric test,there was a significant difference between the post-test score and the pre-test score(P = 0.001 < 0.1).It was concluded that the error correction teaching strategy can cultivate the problem-solving ability of primary school students.Through the error correction training round and work evaluation of multiple rounds of common errors,it is concluded that primary school students gradually master programming knowledge in error correction teaching and gradually organize and enrich knowledge base in error correction teaching training round.Finally,the reflection on the three rounds of action research summarizes the methods of implementing personalized error correction teaching strategy design in programming teaching.The implementation principles of programming error correction teaching strategy are as follows:1.Personalization.the task difficulty increases to meet the needs of students.2.Guidance.the content of the support is clear,and the target concept is operated.3.Regressive.gradually withdraw the support and conduct self debugging and error correction.Limited by the objective factors such as teaching practice cycle and research time limit,the research object of small sample research(18 students)is mostly novices in programming learning.The personalized design is only discussed,and the error correction teaching strategy is not fully applied to multi-level students in programming learning.The author is both a teacher and a researcher,which may affect the students’ understanding and application of programming knowledge.It is hoped that in the future,there will be research to update the common programming errors of primary school students in different regions and ranges,supplement and improve the programming error correction teaching strategy,and study whether the programming error correction teaching strategy can promote the transfer of problem-solving ability of primary school students in other disciplines.