Reflection on Classroom Teaching Method of Scratch Programming
- 10.2991/emehss-19.2019.13How to use a DOI?
- artificial intelligence; Scratch; Scratch programming; programming education.
With the continuous infiltration of artificial intelligence into people's lives, programs as the core soul of artificial intelligence, programming education is becoming more and more popular. Compared with adult programming, Scratch programming has great advantages in interest and application. At the same time, it also plays a positive role in cultivating students' creative ability and practical ability. In this paper, we get rid of the traditional canard teaching mode, take the cognitive psychology as the guidance, combine the concrete Scratch programming class case, discuss the application effect of the task-driven method in the Scratch teaching, and discuss the application effect of the task-driven method in the Scratch teaching. From pre-mission preparation-presenting tasks-analyzing tasks-participating in tasks- -the participation of students in the whole learning process is strengthened in several aspects of the evaluation task. Finally, some suggestions are given for the problems arising in the application of the task-driven approach in the classroom.
- © 2019, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Qiuyun Zhao AU - Zhi Zhang PY - 2019/06 DA - 2019/06 TI - Reflection on Classroom Teaching Method of Scratch Programming BT - Proceedings of the 3rd International Conference on Economics and Management, Education, Humanities and Social Sciences (EMEHSS 2019) PB - Atlantis Press SP - 60 EP - 64 SN - 2352-5398 UR - https://doi.org/10.2991/emehss-19.2019.13 DO - 10.2991/emehss-19.2019.13 ID - Zhao2019/06 ER -