Encoding pedagogical reflection
Self-evaluation:
In this course, teachers pay attention to the following points: first, create a situation that stimulates interest in learning code。
The introduction of new courses through the use of coding in life makes it natural and pleasant for students to enter a learning environment. This has led to a smooth introduction of the importance and widespread use of identity cards in life and has served to stimulate interest in learning. By asking: what difficulties did you encounter in collecting your id number? The student replied: "mother started refusing to give me." she says it's a natural. The child's true and rich child's true words naturally make it clear to students that identity cards are highly private personal documents that cannot be disclosed at will. The key knowledge points of identity cards other than coding knowledge have been successfully addressed through the above-mentioned links, namely, their applicability and privacy. Self-learning and proactive search for knowledge in id codes. The use of self-learning methods (pre-school collection of information, exchange of reports during classes and use of knowledge after classes) has created a broad space for self-discovery and cooperative communication among students. Prior to the course, i set up study assignments for students to collect their identity cards and those of their parents, to learn how to organize identity cards, to appreciate the characteristics of coding, to learn initial coding, and to develop students ' ability to collect information and observe comparisons. As a result, the atmosphere of reporting in the classroom is strong, and students learn much about coding and feel the taste and limitlessness of knowledge. By enabling pre-school students to collect their identity card numbers, to explore “small secrets” in their identity card numbers, these “mathematics” that are widely present in life, familiar to students and often overlooked, are presented in front of them, making the seemingly abstract question of “coding” visual and interesting. When students are aware of the meaning and structure of the id number, they are given a guess, a test and a further consolidation of the id code。
1. There has been a considerable amount of time wasted in the study of why identity cards have risen from 15 to 18 places. 2. After the student design number, students should be able to communicate with each other, describing their own organization characteristics. 3. The last stage uses coding, and the design code is the focus of this class, but because of time constraints, there is a feeling of passing through, especially at the second level of writing, where students are not coming out, how can they be guided
Pedagogical renewal: this lesson is a math lesson, not a generalization course on identity cards, which should not be too expensive for knowledge about identity cards. The final part of this course is to allow students to design their own card numbers according to what they have learned. However, it is a pity that due to inadequate timing, this segment is not being held in time. If students are allowed to further apply the knowledge acquired through the design of programmes and to further refine the programmes, including through group modifications, so that the codes designed are more concise, scientific and unique. Such teaching is more effective。
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