Programming Teaching Case Study: Race - Lessons from STEAM MASTER 2020 Candidate Preview

Lessons from STEAM Educator Jing Hui


Engaged in programming education 8+ years

Epecialist of children's cognitive psychology

Head of CS teacher at AllDream Coding Education Institution (TOP 5 in China;20 Million USD B Round Investment)




Race

Two issues that teachers often encounter in the process of imparting knowledge to students involve students who are not in the learning mode when they enter the classroom. And, those who appear to understand the information in class but are not able to apply it later.

Traditionally, the teacher is the “transmitter” of knowledge and the student is the “receiver.” When students enter the classroom, they may be immersed in emotions from outside activities and not able to fully engage in learning. This leads to a slower and more inconsistent teaching process, particularly for students who are only listening but not doing.



Beginning class with stories, cartoons, animations or other items of interest attracts students’ attention, creates an atmosphere of learning, and helps align students’ thinking with the teacher. For instance, a cartoon based on the plot of the game “Plants vs. Zombies” provides the basis of an activity in which younger students may have an interest. This game is about zombies invading a home. Only one plant can fight the zombies, so the plants must compete to determine which plant will be selected to defend the home. The double-shot pea was the strongest plant but was not fast enough to win a race. This discussion serves to disconnect students from any outside distractions that may have accompanied them into the classroom.


Next, the teacher offers guided questions to help direct the students to think, observe, and summarize the rules associated with the new knowledge and to deepen their understanding of the subject. Since the double-shot pea was the perfect choice to fight the zombies but was too slow, the teacher could propose a task for consideration: how to make an accelerator that could help the pea win the race and, therefore, be selected to defend the home. When making the accelerator, the teacher can emphasize the key point of the lesson: random numbers.



By offering the students a sequence of guided questions, the teacher can help students take the initiative to think and deepen their understanding. The students are no longer passive “receivers;” they have become active participants in the learning process. The teacher simply helps guide their journey.


Review and practice are very important parts of the process of learning. The Chinese saying: basket making and basket making is all at the end of the course! In other words, an excellent course summary is essential to help students internalize what they have just learned. The summary doesn’t need to be boring. It can be offered in the form a rap, for example, to maintain the attention of the students. It can be followed by guided questions that clarify the context of the learning and help students integrate it into their knowledge base. Finally, the next lesson can be previewed, setting up a sense of anticipation for the students.

演课主题:跑步比赛

场景一:课堂中刚进入知识新授环节,学生1“老师你讲到哪里了,我刚才没听见”
场景二:学生2听课时“啊!我懂了”动手练习时“我不会”

这是我们教学过程中经常遇到的两种情景。其一是学生在刚开始上课时,还沉浸在其他的情绪当中,没有及时将注意力放在课堂上,导致的学生进入教学状态较慢,老师教学进度不统一;其二在课堂中通常老师都是知识的“传达者”学生为“接受者”,学生缺少练习,导致的“只会听,不会做”的情形。以上两种情形经常让老师们头疼,那么景慧老师的本次演讲就是通过演课的形式展示教学过程中由学生进入教学状态过慢导致教学进度不统一,学生只会听不会做等问题的解决方法。

景慧老师的课程设计体现着傲梦编程的教学特色:STPS 分别对应着:教学环境(Scenario)提出引导性问题(Thinking)实战练习(Practice)课程总结(Summary)

在演课过程中,最先体现的教学环境(Scenario):

有故事,漫画,动画等有趣的故事情节吸引学生注意力,营造学习氛围,让学生的思维紧跟老师,打造沉浸式课堂。在这部分中景慧老师先以深受学生喜爱的“植物大战僵尸”游戏情节为背景,编写了一个“跑步比赛”的主题漫画。讲述的是僵尸侵入了人类的家里,并对决书上写着:”只能有一种植物出战”。植物们争先恐后的申请出战保卫自己的家园,所以聪明的人类决定要用跑步比赛选拔出一种植物出战来保卫家园。可是最强壮的植物——双枪豌豆却因跑的太慢落选了的故事。通过景慧老师对漫画的精彩解读和程序演示引出了故事的契机:最强壮的植物-双枪豌豆因跑的太慢而落选不能保卫家园,这样就可以吸引没有集中思绪的学生令其带着问题进入课堂。

接下来体现的是提出引导性问题(Thinking):

知识新授的过程中,需要精心设计逐层递进的引导性问题,引导学生思考,观察总结出新知识的规律,加深学生理解。在讲解漫画时我们知道了因为双枪豌豆没有引得比赛,景慧老师由此引出了本课任务:为双枪豌豆制作加速器,让它在跑步比赛中可以获胜,保卫自己的家园。制作加速器时景慧老师根据加速器的神秘性引出了今天的授课重点——随机数。景慧老师通过“加速器的神秘性是什么呢?”“原来加速器移动的距离是不确定的,怎么去表示不确定的数呢?”“随机数积木上的两个小眼睛代表着什么呢?”……等等层层递进的引导性问题,并结合着教学视频进行讲解,通过引导性提问和视频演示,引发学生思考,使学生在学习得过程中转变角色,主动思考,加深理解。让学生不在是“听众”,更是课堂的主人公,而老师则是学习路上的引路人。

再者体现的是实战练习(Practice):

在学习的过程中练习是十分重要的,尤其是在在知识新授后,需要及时练习和复习,帮助学生及时检测自己是否真正学懂学会,让学生在练习中实现知识内化。景慧老师在每一个知识新授的后面都会专门配置习题,例如“在玩卡牌游戏时,随意抽取一张卡牌,这个是现象是否是随机现象呢?”“在积木‘在4和7之间取随机数’不可能取到的是?”“想用随机数表示骰子的六个面1、2、3、4、5、6应该选用下面哪一块积木”……等结合本课知识点的问题巩固新知,并且也切换到编译器中带领学生一起动手操练。让学生不仅能够听懂,也能够学会运用,让新学的知识及时内化。

最后展示的是课程总结(Summary)中国的古话“编筐编篓全在收口”,优秀的课程总结可以帮助学生理清所学知识的层次结构,掌握其外在形式和内在联系,有助于学生构建完整的知识体系,达到“课虽终,趣犹存”的效果。景慧老师在课程即将结束时用思维导图的形式进行课程总结,再次强调了随机数的重点,以及随机数积木应用的方法。帮助学生掌握其外在形式和内在联系整理思维,查找薄弱项,巩固新知。用思维导图的形式呈现本课总结,并再次以逐层递进的问题对课堂进行总结,使知识脉络更加清晰,帮助学生构建完整的知识体系。

最后景慧老师用充满趣味的下节预告引出下节课的主题——双枪豌豆VS僵尸大军,又以“一株双枪豌豆如何才能挡住僵尸大军的攻击呢,我们下节课一起帮助他吧~”留有悬念的结束本节精彩的演课。

STEAM MASTER 2020

Our committee is united in facing the challenges of 2020. At times like this, it is important for the education community to come together in support of each other. 

Our goal is to make STEAM MASTER the most professional and unique competition platform for world educators to showcase their talents. 

Thank you to everyone who has supported our efforts to date and my special thanks to all the Committee members of the NAYTEA Team who continue to produce amazing results!

STEAM Teachers submit: 5+ Course Content/lesson plan need to be design into curriculum plan & Submit 1 DEMO lesson video About 10-30 minutes to describe your course.

Submission Deadline, 2nd Oct 2020

Awarding $5000

https://www.naytea.org/steammaster2020
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