Research on Project-Based Learning Python Programming Course
DOI:
https://doi.org/10.54097/fcis.v1i2.1884Keywords:
Python programming, Teaching reform, Project-Based Learning, Process assessment, Classroom teaching feedbackAbstract
In order to improve the teaching quality of Python programming course, this paper adopts the teaching model based on Project-Based Learning to design and decompose Student Information Management System, and reforms the teaching method, classroom teaching feedback and assessment methods in combination with the actual situation of the college. The practice results show that the teaching model based on Project-Based Learning can stimulate students' interest in learning, mobilize their initiative in learning, improve their engineering practice ability and programming ability, and achieve good teaching results.
Downloads
References
W.X.Fan, Y.C.Zhang and Y.Li: A Review of the Research on Computational Thinking both Domestic and Overseas, Journal of Distance Education, Vol. 36 (2018) No.2, p.3-17.
R.K.Sawyer: The Cambridge handbook of the learning sciences (Cambridge University Press, New York 2006), p.79-96.
F.Lin, H.Ma and X.J.Gong: Exploration on teaching reform of “Comprehensive practice of programming” six-element integration experiment, Experimental Technology and Management, Vol. 37 (2020) No.1, p. 149-154+158.
L.Du, L.L.Chen,H.Y.Liu, et al. Research on Project—Driven Python Course, Software Guide, Vol. 19 (2020) No.11, p.268-271.
X.Y.Cao: The Reform and Practice in Project—Driven Programming Course, Software Guide, Vol. 19 (2020) No.2, p.180-183.
Q.P. Ji, H.S.Yan: On Teaching Reforms and Practice of Python Programming Course—Based on Project Teaching Mode, Journal of Southwest China Normal University (Natural Science Edition),Vol. 46 (2021) No.11, p.90-95.
