Study on Teaching Strategies of Scratch Programming in Elementary Schools based on Deep Learning Theory

Authors

  • Li Yuan
  • Tao Niu
  • Zhiping Li

DOI:

https://doi.org/10.54691/bcpssh.v20i.2398

Keywords:

Deep Learning; Scratch; Teaching Strategies.

Abstract

Scratch programming software uses block building instead of code input, which effectively reduces the difficulty of programming. This paper discusses how to use deep learning theory to improve the teaching effect of Scratch programming, and proposes some effective Scratch programming teaching strategies based on deep learning, which can provide reference for front-line Scratch programming teachers.

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References

Marton F, Saljo R. On qualitative differences in learning: I-Outcome and process[J]. British Journal of Educational Psychology,1976, (46):4-11.

National Research Council. Education for life and work: Developing transferable knowledge and skills in the 21st century[M]. Washington, DC: National Academies Press,2012.

William and Flora Hewlett Foundation. Deeper Learning competencies [DB/OL]. [2016-04-15]. https: // hewlett.org/library/ deeper-learning-defined/ Wing, J. M: Computational thinking. Communications of the ACM, vol. 49(2006), No.3, p.33-35.

Jean Piaget. The Principles of Genetic Epistemology[M]. Routledge and K. Paul Press,1972, p.27-33.

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Published

2022-10-18

How to Cite

Yuan, L., Niu, T., & Li, Z. (2022). Study on Teaching Strategies of Scratch Programming in Elementary Schools based on Deep Learning Theory. BCP Social Sciences & Humanities, 20, 573–577. https://doi.org/10.54691/bcpssh.v20i.2398