Child programming teaching method based on programming thinking triple recruitment

Abstract

The invention belongs to the technical field of programming teaching, and particularly relates to a programming thinking triple recruitment-based children programming teaching method, which comprises the steps of sequence, selection and circulation, and comprises the following steps: step 1, introducing the concept of programming thinking triple recruitment to children; 2, theoretical explanation, instance demonstration and programming practice operation are carried out on the sequence, selection and circulation; and step 3, integrating the application of the three recruitments through a comprehensive programming project. According to the method, the programming core concept is abstracted into three major thinking modes of sequence, selection and circulation, namely programming thinking triple recruitment, a progressive teaching process of concept introduction, sub-item teaching and comprehensive application is established, and by analogy of abstraction concepts through living examples, children can visually understand the programming essence, the cognition threshold is reduced, meanwhile, all program logics are covered, and the programming effect is improved. Students can autonomously dismantle complex problems after mastering, systematic thinking cultivation is improved, step-by-step teaching ensures internalization of each thinking mode, contusion caused by knowledge jumping is reduced, and teaching efficiency is improved.

Description

Technical Field

[0001] The present invention belongs to the technical field of programming teaching, and specifically relates to a children's programming teaching method based on three programming thinking techniques. Background Art

[0002] Programming is the process of controlling a computer to perform specific tasks by writing code instructions. Its essence is to convert human logic into a sequence of instructions that a computer can understand in order to solve practical problems or achieve creative goals. As a bridge for human-computer communication, different languages ​​are suitable for different scenarios, including requirements analysis, design, coding, testing, deployment and maintenance, forming a complete software development life cycle.

[0003] In the existing technology, traditional children's programming teaching often teaches sequential structures, selection structures and loop structures as isolated grammatical knowledge points in a fragmented manner. This fragmented teaching model fails to deeply explore the common computer thinking essence behind them.

[0004] In class, teachers usually focus on explaining the specific grammatical rules of each structure (such as the conditional judgment of if-else and the iteration method of for loop), but neglect to guide students to understand how these structures together constitute the logical skeleton of the program.

[0005] This teaching method puts students in a double dilemma: on the one hand, they mechanically memorize the grammatical features of different structures, but find it difficult to transform them into a way of thinking to solve practical problems; on the other hand, when faced with complex problems, they can only pile up scattered grammatical fragments, but are unable to build a systematic logical framework of "decomposing problems, designing processes, and optimizing paths."

[0006] For example, when students need to develop a simple calculator program, they may be proficient in conditional judgment statements, but find it difficult to organically connect input verification, operation selection, result output and other links through structured thinking, exposing their lack of understanding of the essence of programming that "logic comes before code."

[0007] This teaching bias of emphasizing grammar over thinking makes it easy for students to form path dependence in subsequent learning, and find it difficult to apply what they have learned to other situations when faced with unstructured problems, which ultimately restricts the cultivation of computational thinking and problem-solving skills. Summary of the Invention

[0008] In order to solve the above-mentioned problems existing in the prior art, the present invention provides a children's programming teaching method based on three programming thinking strategies, aiming to solve the technical problem that traditional children's programming teaching in the prior art often teaches sequential structures, selection structures and loop structures as isolated grammatical knowledge points in a fragmented manner. This fragmented teaching model fails to deeply explore the common computer thinking essence behind them.

[0009] To achieve the above objectives, the present invention provides the following technical solution: a children's programming teaching method based on three programming thinking strategies, wherein the three programming thinking strategies include sequence, selection, and loop, and includes the following steps:

[0010] Step 1: Introduce the concept of the three programming thinking strategies to children;

[0011] Step 2: Provide theoretical explanations, example demonstrations, and programming practice on sequence, selection, and loop;

[0012] Step 3: Integrate the application of the three strategies through comprehensive programming projects.

[0013] Furthermore, the sequential teaching steps include:

[0014] Step 1: Explain the principle of sequential execution with real-life examples;

[0015] Step 2: Show the running process of the sequential structure program;

[0016] Step 3: Assign sequential structure programming tasks for children to practice.

[0017] Furthermore, the selected teaching steps include:

[0018] Step 1: Create life situations to guide children to identify conditional branches;

[0019] Step 2: Explain the grammatical rules of the selection structure;

[0020] Step 3: Design programming tasks involving conditional judgments for children to practice.

[0021] Furthermore, the teaching steps of the cycle include:

[0022] Step 1: List the life cycle phenomena to explain the cycle principle;

[0023] Step 2: Explain the syntax and parameter settings of the loop structure;

[0024] Step 3: Arrange programming projects that require loop structures for children to practice.

[0025] Furthermore, the sequential structure programming task is a linear code writing task.

[0026] Furthermore, the programming task includes at least two execution branches.

[0027] Furthermore, the programming project needs to set loop start conditions, end conditions and step parameters.

[0028] Furthermore, the comprehensive programming project must include the application of sequential structure, selection structure and loop structure at the same time.

[0029] Furthermore, it also includes the following expansion steps:

[0030] Step 1: Provide students who have mastered the three techniques with programming tasks containing advanced algorithmic structures;

[0031] Step 2: Design challenging projects that require optimizing loop or selection logic.

[0032] Furthermore, the theoretical explanation uses a flow chart to assist in explaining the program execution path.

[0033] Compared with the prior art, the present invention has the following beneficial effects:

[0034] 1. In this invention, the core concepts of programming are abstracted into three major thinking modes: sequence, selection, and loop, namely the "three strokes of programming thinking", and a progressive teaching process of "concept introduction, item-by-item teaching, and comprehensive application" is established. By analogy with abstract concepts through real-life examples, children can intuitively understand the essence of programming and lower the cognitive threshold. At the same time, the "three strokes of programming thinking" cover all program logic. After mastering them, students can independently disassemble complex problems, avoid the misunderstanding of "seeing code but not logic", improve the cultivation of systematic thinking, and step-by-step teaching (theory, demonstration, practice) ensures the internalization of each thinking mode, reduces the frustration caused by knowledge leaps, and improves teaching efficiency.

[0035] 2. In the existing technology, programming teaching is divorced from children's life experience and relies on abstract code examples, resulting in low student interest and poor transferability. At the same time, the exercise design is fragmented, and there is a lack of targeted tasks to strengthen each thinking mode. In the present invention, linear logic is strengthened with step-by-step tasks to reflect sequential teaching; decision-making scenarios are created and multi-branch tasks are designed to reflect selective teaching; parameter settings are guided by periodic phenomena to reflect cyclical teaching; thus, life-related tasks can stimulate active exploration, solve the pain point of "dislike of learning", and enhance learning motivation. Each type of thinking is matched with an exclusive task type, and weak links are trained in a targeted manner, transitioning from life scenarios to code implementation to ensure that thinking can be applied to real problem solving.

[0036] 3. In the existing technology, traditional teaching stops at single grammar exercises and lacks complex project integration training; at the same time, it ignores the differences in students' abilities, resulting in advanced students "not getting enough" and basic students "not keeping up". In the present invention, projects that require the simultaneous use of three methods are designed to facilitate integration; advanced tasks on algorithms and data structures are provided for those who have mastered the basics, and the three methods are consolidated for those who are weak; comprehensive projects simulate real development scenarios, cultivate engineering thinking, avoid the disconnection of "learning but not being able to use", and assign tasks on demand to solve the problem of mismatch of educational resources. Challenging tasks satisfy a sense of accomplishment and reduce the loss of high-level students. BRIEF DESCRIPTION OF THE DRAWINGS

[0037] The accompanying drawings are used to provide a further understanding of the present invention and constitute a part of the specification. Together with the embodiments of the present invention, they are used to explain the present invention and do not constitute a limitation of the present invention. In the accompanying drawings:

[0038] Figure 1 It is a flow chart of the overall teaching framework of the present invention;

[0039] Figure 2 This is a flowchart of the item-by-item teaching in the present invention;

[0040] Figure 3 A flowchart of an example of comprehensive application of the present invention;

[0041] Figure 4 A schematic diagram of the relationship between the three thinking methods in the present invention;

[0042] Figure 5 This is a flow chart of the hierarchical teaching mechanism in the present invention;

[0043] Figure 6 Schematic diagram of the basic dependency relationship of the three thinking methods in the present invention;

[0044] Figure 7 This is a flow chart of the three-step collaborative mode of thinking in the present invention. DETAILED DESCRIPTION

[0045] The following will clearly and completely describe the technical solutions in the embodiments of the present invention in conjunction with the accompanying drawings. Obviously, the described embodiments are only part of the embodiments of the present invention, not all of the embodiments. Based on the embodiments of the present invention, all other embodiments obtained by ordinary technicians in this field without making creative efforts are within the scope of protection of the present invention.

[0046] Example 1:

[0047] See also Figure 1-Figure 5 This embodiment provides the following technical solutions: a children's programming teaching method based on the three programming thinking strategies, which include sequence, selection, and loop. The method includes the following steps: step one, introducing the concept of the three programming thinking strategies to children; step two, respectively explaining the sequence, selection, and loop theoretically, demonstrating examples, and implementing programming practices; step three, integrating the application of the three strategies through comprehensive programming projects; by abstracting the essence of programming into the three strategies of sequence, selection, and loop, and designing a progressive process of "concept → sub-item training → comprehensive application", the problem of fragmented and lack of system in traditional teaching knowledge points is solved, so that children with zero foundation can systematically build a programming thinking framework and establish a standardized learning path.

[0048] The sequential teaching steps include: Step 1, explaining the principle of sequential execution with real-life examples; Step 2, demonstrating the running process of the sequential structure program; Step 3, arranging sequential structure programming tasks for children to practice, using real-life examples, such as making sandwiches to analogize sequential execution, and combining linear task practice to transform abstract code logic into an operational process, solving the problem of "not understanding" caused by traditional teaching being out of touch with cognitive level, and strengthening intuitive understanding.

[0049] The selected teaching steps include: Step 1, creating life situations to guide children to identify conditional branches; Step 2, explaining the grammatical rules of selection structures; Step 3, designing programming tasks containing conditional judgments for children to practice, and guiding children to map conditional branch thinking to code (such as if-else) through life decision-making scenarios such as weather clothing and academic rewards, so as to solve the defect of "not knowing how to use" caused by mechanical grammar practice in traditional teaching and improve decision-making transfer ability.

[0050] The teaching steps of loops include: Step 1, listing life cycle phenomena to illustrate the loop principle; Step 2, explaining the syntax and parameter settings of the loop structure; Step 3, arranging programming projects that require loop structures for children to practice, combining them with periodic phenomena such as the curriculum, focusing on training the loop start and end conditions and step parameter settings, solving the problem that traditional teaching ignores loop logic design and students only know how to apply fixed templates, and overcoming the difficulties of loop control.

[0051] Sequential structure programming tasks are linear code writing tasks. Sequential tasks are limited to strictly linear codes (such as self-introduction programs), forcing the code to be executed line by line, solving the logical confusion caused by arbitrary code jumps for beginners and avoiding the risk of logical jumps.

[0052] Programming tasks must contain at least two execution branches (such as the "big, small, right" branches in a number guessing game), avoiding the tricky practice of replacing selection with sequential structures in traditional exercises and ensuring the necessity of selection structures.

[0053] Programming projects require setting loop start and end conditions and step parameters, and forcibly setting loop start and end conditions and step parameters (for example, to calculate the sum of 1 to 100, i=1, i≤100, i++ must be defined) to solve the problems of dead loops or missed processing caused by students' vague understanding of loop boundaries, and cultivate precise control capabilities.

[0054] Comprehensive programming projects must include the application of sequential structures, selection structures, and loop structures. In comprehensive projects (such as grade management systems), it is required to call sequence, selection, and loop at the same time to solve the "fragmented ability" defect caused by traditional teaching that only trains a single structure, break the knowledge island, and comprehensively apply the three methods.

[0055] It also includes expansion steps. Step one is to provide programming tasks containing advanced algorithm structures for students who have mastered the three tricks. Step two is to design challenging projects that require optimizing loops or selection logic, and provide algorithm and data structure tasks (such as sorting optimization) for those with outstanding abilities, to solve the "ceiling effect" caused by traditional classrooms ignoring individual differences and prevent the loss of advanced students.

[0056] The theoretical explanation uses flowcharts to assist in explaining the program execution path, and uses flowcharts to display the program execution path (such as the Y and N branches of the selection structure), converting the code logic into graphical expression, solving the pain point that children find it difficult to imagine the program running process and reducing the abstract cognitive load.

[0057] Example 2:

[0058] See also Figure 1-Figure 5 In this embodiment, a teacher teaches children in a certain interest class according to the method disclosed in the present invention, and the theme is the teaching of the zoo management system project;

[0059] Step 1: Introduce three steps of programming thinking to students:

[0060] Sequence: Just like visiting a zoo, you must first buy a ticket, then enter the zoo, and finally tour the park;

[0061] Selection: Just like choosing food to feed according to the habits of animals (grass for herbivores, meat for carnivores);

[0062] Cycle: Similar to a keeper repeatedly checking the safety of all cages every day.

[0063] Step 2: Sequential structure practice;

[0064] Real life example: List the steps for "making an animal file card": enter the animal's name, enter its age, and save the data.

[0065] Programming task: Students are required to write strictly linear codes. The following examples are all based on Python:

[0066] print("Start creating archive...")

[0067] name = input("Animal Name:")#Step 1

[0068] age=int(input("Age:"))#Step 2

[0069] print(f"Saved: {name}, {age} years old")#Step 3.

[0070] Step 3: Select structural practice;

[0071] Scenario creation: Question: "If you encounter a tiger, you need to close the cage door, and if you encounter a parrot, you need to open the aviary. How does the code make decisions?"

[0072] Branching task: Write a program with ≥ 2 branches:

[0073]

[0074] Step 4: Practice the loop structure

[0075] Cyclic phenomenon: analogous to three daily garden inspections (9:00, 12:00, 17:00).

[0076] Parameterized project: Use a for loop to iterate through all animal cages:

[0077] cages = ["Tiger Mountain","Parrot House","Panda Villa"]

[0078] for iin range(0,len(cages)):#Clear start and end (i=0) and step size (default +1)

[0079] print(f"Checking: {cages[i]}").

[0080] Step 5: Comprehensive application of the three methods

[0081] Project Task: Develop a zoo management system, mandatory integration of:

[0082] Sequence: first log in to the system → then select the function;

[0083] Choice: Choose feeding / cleaning / medical care according to the menu;

[0084] Cycle: Automatically generate patrol reports every day;

[0085] example:

[0086]

[0087] Step 6: Layered expansion

[0088] Basic consolidation: Simplify tasks for weak students (such as only outputting the names of 10 animals in a loop).

[0089] Advanced Challenge: Add algorithmic tasks for those with outstanding abilities:

[0090]

[0091] Step 7: Flowchart Assistance

[0092] Use a flowchart to explain the execution path of the selection structure.

[0093] Finally, it should be noted that the above descriptions are merely preferred embodiments of the present invention and are not intended to limit the present invention. Although the present invention has been described in detail with reference to the aforementioned embodiments, those skilled in the art will be able to modify the technical solutions described in the aforementioned embodiments or substitute equivalents for some of the technical features. Any modifications, equivalent substitutions, and improvements made within the spirit and principles of the present invention shall be included within the scope of protection of the present invention.

Claims

1. A children's programming teaching method based on three programming thinking methods, including sequence, selection and loop, characterized in that: The following steps are involved: Step 1: Introduce the concepts of the three programming thinking methods to children; Step 2: Provide theoretical explanations, example demonstrations, and programming practice on sequence, selection, and loop; Step 3: Integrate the application of the three strategies through comprehensive programming projects.

2. The children's programming teaching method based on the three steps of programming thinking according to claim 1 is characterized by: The teaching steps in the described sequence include: Step 1: Explain the principle of sequential execution with real-life examples; Step 2: Show the running process of the sequential structure program; Step 3: Assign sequential structure programming tasks for children to practice.

3. The children's programming teaching method based on the three steps of programming thinking according to claim 1 is characterized by: The selected teaching steps include: Step 1: Create life situations to guide children to identify conditional branches; Step 2: Explain the grammatical rules of the selection structure; Step 3: Design programming tasks involving conditional judgments for children to practice.

4. The children's programming teaching method based on the three steps of programming thinking according to claim 1 is characterized by: The teaching steps of the cycle include: Step 1: List the life cycle phenomena to explain the cycle principle; Step 2: Explain the syntax and parameter settings of the loop structure; Step 3: Arrange programming projects that require loop structures for children to practice.

5. The children's programming teaching method based on the three steps of programming thinking according to claim 2 is characterized by: The sequential structure programming task is a linear code writing task.

6. The children's programming teaching method based on the three steps of programming thinking according to claim 3 is characterized by: The programming task includes at least two execution branches.

7. The children's programming teaching method based on the three steps of programming thinking according to claim 4 is characterized by: The programming project requires setting loop start conditions, end conditions and step parameters.

8. The children's programming teaching method based on the three steps of programming thinking according to claim 1 is characterized by: The comprehensive programming project must include the application of sequential structures, selection structures and loop structures.

9. The children's programming teaching method based on the three steps of programming thinking according to claim 1 is characterized by: Also includes expansion steps: Step 1: Provide students who have mastered the three techniques with programming tasks containing advanced algorithmic structures; Step 2: Design challenging projects that require optimizing loop or selection logic.

10. The children's programming teaching method based on the three steps of programming thinking according to claim 1 is characterized by: The theoretical explanation uses a flow chart to assist in explaining the program execution path.

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