Teaching Strategy of Programming Course Guided by Neuroeducation

For a long time, pedagogy has been a social practice based on direct experiences, and many traditional teaching methods have formed. These methods were not supported by a scientific theoretical system and could not meet the fast-changing social needs. Neuroeducation is an empirical science, and an i...

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Bibliographic Details
Published inInternational Conference on Computer Science & Education pp. 406 - 409
Main Author Zhang, Jianwei
Format Conference Proceeding
LanguageEnglish
Published IEEE 01.08.2019
Subjects
computational thinking
Computer languages
Grammar
neuroeducation
programming course
Programming profession
Psychology
teaching strategy
Training
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ISSN2473-9464
DOI10.1109/ICCSE.2019.8845519

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Summary:For a long time, pedagogy has been a social practice based on direct experiences, and many traditional teaching methods have formed. These methods were not supported by a scientific theoretical system and could not meet the fast-changing social needs. Neuroeducation is an empirical science, and an interdisciplinary subject that applies the latest theoretical advances in human brain and psychology to pedagogy. This paper explores the connection between neuroeducation and the teaching practice through the study of the latest theoretical achievements in neuroscience, cognitive neurology and psychology. Guided by theory of neuroeducation, the course content, the teaching strategy and new learning methods are proposed to improve the teaching quality of computer programming courses, while improving students' computational thinking ability.
ISSN:2473-9464
DOI:10.1109/ICCSE.2019.8845519