摘要
目前，广东省提倡对中等职业院校进行“扩容、提质、强服务”的教育计划，需要进一步优化中等职业教育课程教学模式，为社会输出高素质的技能型人才。中等职业院校的教师需要掌握计算思维能力、主流开发语言和现代化教育思想，以培养适应未来智能化时代的技能型中职学生。Python语言是目前最接近自然语言、应用广泛的编程语言，适合在教学中培养计算思维能力，国内一些高校和中职院校都陆续开设了《Python基础》课程。然而，从目前中职院校开设程序类课程教学情况来看，仍存在着课程目标不明确、教学模式不系统、课程内容不合理、学习方式不灵活等一系列问题。本文基于以上背景现状，研究将计算思维引入到中职院校Python 基础课程教学中，主要完成工作如下：第一，本文通过查阅文献法、观察法、调研法、半结构访谈法对学习者、课程内容、教学工具这三个方面进行分析，在ADDIE课程开发理论指导下，设计中职《Python基础》课程目标、混合式教学、课程教学模式、计算思维的培养过程教学策略及课程大纲；探索《Python基础》课程在中职院校培养计算思维的教学途径，为后续的相关的教育研究提供模式、策略方面的借鉴与参考。
第二，本文开发《Python基础》课程各部分内容，同时利用网络信息技术，将在线教学平台引入中职院校Python课程教学中。对在线教学平台进行了需求分析、系统设计及开发实现；在线教学平台开发完成后，将准备好的课程教学资源电子素材录入到后台中，用数据库进行统一管理。利用网页线上呈现基础知识、教学视频、任务练习等课程内容，线下围绕设计阶段的教学模式和计算思维培养教学策略讲授新
课，从而保证教学工作高效有序的开展。
第三，本文将基于ADDIE模型开发的课程落实到具体实践中，设计课程评价的总体框架。在实践后，通过知识点教学和综合练习两个类型的课程教学案例展示教学实践过程，分别设置专业知识、计算思维两个方面形成性和总结性的评估标准，评估中职学生学习效果。
总之，本文面向中职院校学生，研究计算思维培养的中职院校《Python基础》课程设计与开发。通过分析学习者特征、课程内容及教学工具，设计混合式教学、课堂教授的教学模式，把计算思维融入到培养过程策略，开发课程所需要的课程内容和在线教学网络平台，实现Python基础知识学习与计算思维能力同时提升的教学目标。
关键词：计算思维；中职教育；Python；课程设计与开发；在线教学平台
分类号：G71
Abstract
At present, Guangdong Province advocates an education plan for “expansion, quality improvement and strong service” for secondary vocational colleges. It is necessary to further optimize the teaching model of secondary vocational education courses and export high-quality skilled talents for the societ
y. Teachers in secondary vocational colleges need to master computational thinking skills, mainstream development language and modern educational ideas to train skilled secondary vocational students who are accustomed to the future intelligent age. The Python language is currently the closest programming language to natural language and is widely used. It is suitable for cultivating computational thinking skills in teaching. Some universities and secondary vocational schools in China have successively opened the Python Foundation course. However, from the current situation of the establishment of procedural courses in secondary vocational colleges, there are still a series of problems such as unclear curriculum objectives, unscientific teaching mode, unreasonable course content, and inflexible learning methods. Based on the above background, this paper introduces computational thinking into the teaching of Python basic courses in secondary vocational colleges. The main tasks are as follows:
First, this paper analyzes the three aspects of learners, course content and teaching tools through literature, observation, research, and semi-structured interviews. Under the guidance of ADDIE curriculum development theory, design the middle school Python Foundation. Course objectives, mixed teaching, curriculum teaching mode, teaching strategies and syllabus for the development of computational thinking; exploring the teaching methods of Python Foundation in cultivating computati
onal thinking in secondary vocational colleges, providing models for subsequent relevant educational research, Strategy reference and reference.
Secondly, this paper develops the contents of the "Python Foundation" course, and uses the network information technology to introduce the online teaching platform into the teaching of Python courses in secondary vocational schools. The demand analysis, system design and development of the online teaching platform are carried out; after the development of the online teaching platform is completed, the electronic materials of the prepared course teaching resources are entered into the background, and the database is used for unified management. Using the webpage to present basic knowledge, instructional videos, task exercises and other
course content, the offline teaching mode and the computational thinking training teaching strategies are taught offline to ensure that the teaching work is carried out efficiently and orderly.
Third, this paper implements the curriculum developed based on the ADDIE model into concrete practice and designs the overall framework for curriculum evaluation. After the practice, the teaching practice process is demonstrated through two types of course teaching cases: knowledge point teaching and comprehensive practice. The formative and summative evaluation criteria of profession
al knowledge and computational thinking are set separately to evaluate the learning effect of secondary vocational students.
In short, this thesis is aimed at the students of secondary vocational colleges, and studies the design and development of the Python Foundation course for secondary vocational colleges with computational thinking. By analyzing learner characteristics, course content and teaching tools, designing mixed teaching and classroom teaching mode, integrating computational thinking into the training process strategy, developing the course content and online teaching network platform needed to realize Python basic knowledge learning A teaching goal that is simultaneously improved with the ability to calculate thinking.
source directKeyword：Computing thinking；Secondary vocational education；Python；Course design and development；Online teaching platform
Classification：G71
目录
摘要 ............................................................................................................................... I Abstract .........
................................................................................................................ I I 目录 ............................................................................................................................ IV 1 绪论.. (1)
1.1 研究背景 (1)
1.2 国内外研究现状 (2)
1.2.1 计算思维应用现状 (2)
1.2.2 Python课程教学现状 (4)
1.3 研究目的和意义 (5)
1.3.1 研究目的 (5)
1.3.2 研究意义 (6)
1.4 研究方法和思路 (6)
1.4.1 研究方法 (6)
1.4.2 研究思路 (7)
regexp sql
python基础教学第三版电子书
gradle配置 gatling1.5 可行性与创新点 (9)
1.5.1 可行性 (9)
1.5.2 创新点 (9)
2 相关理论与技术基础 (10)
2.1 概念界定 (10)
2.1.1 计算思维 (10)
2.1.2 ADDIE课程开发模型 (11)
2.2 理论依据 (12)
2.2.1 发现学习理论 (12)
2.2.2 有意义学习理论 (12)
2.2.3 迁移理论 (13)
2.3 技术基础 (13)
2.3.1 前端技术 (13)
2.3.2 后台技术 (14)
3 面向计算思维培养的中职《Python基础》课程设计与开发 (16)
3.1 前期现状及存在问题分析 (16)
3.1.1 前期现状分析 (16)
网页设计说明200字
3.1.2 存在问题分析 (18)
3.1.3 解决问题方案 (20)
3.2 《Python基础》课程分析 (21)
3.2.1 学习者分析 (21)
3.2.2 Python课程内容分析 (22)
3.2.3 教学工具分析 (22)
3.3 《Python基础》课程设计 (23)
3.3.1 课程目标设计 (23)
3.3.2 混合式教学设计 (24)
3.3.3 教学模式设计 (25)
3.3.4 计算思维的培养过程教学策略设计 (26)
3.3.5 课程大纲设计 (29)
3.4 《Python基础》课程开发 (33)
3.4.1 课程内容开发 (33)
sql2000收缩数据库日志3.4.2 在线教学平台开发 (39)
3.5 《Python基础》课程实施 (48)
3.6 《Python基础》课程评估 (49)
4 面向计算思维培养的中职《Python基础》课程实施与评估 (51)
4.1 课程实施 (51)
4.1.1 基础阶段教学案例 (51)
4.1.2 综合练习教学案例 (56)
4.2 教学效果评估 (59)
4.2.1 评估标准 (59)
4.2.2 评估结果 (66)
5 结论与展望 (72)
5.1 结论 (72)
5.2 不足 (73)
5.3 展望 (73)

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