Empowering with Design Thinking: Teaching Reform and Content System Reconstruction of Programming Courses in an Intelligent Technology Environment

DOI: https://doi.org/10.62517/jhet.202615218

Author(s)

Yandan Xue

Affiliation(s)

School of Media Technology, Communication University of China Nanjing, Nanjing, China

Abstract

Based on the theoretical coupling between design thinking and intelligent technology, this study systematically carries out curriculum teaching reform and content system reconstruction to address the core pain points of traditional programming courses in the intelligent technology environment, such as "emphasizing knowledge over ability" and "disconnection between theory and practice". By using literature research, case analysis, and empirical research methods, the "thinking technology ability" trinity teaching objectives are established, a design thinking oriented project-based teaching model is constructed, a hierarchical modular curriculum content system is reconstructed, and a multi-dimensional integrated full process evaluation system is established. Using the C language programming course as a practical case, 86 new students majoring in computer science were selected to conduct teaching experiments in groups. The results showed that the experimental group had significantly better participation rates in innovation competitions, project quality, and core competency scores than the control group. The course pass rate increased from 70% to 85%, and student satisfaction reached 90%. Research has shown that the deep integration of design thinking and intelligent technology can effectively improve teaching quality and students' comprehensive literacy, provide feasible paths for the cultivation of intelligent technology talents, and have important reference value for similar course reforms.

Keywords

Design Thinking; Intelligent Technology Environment; Programming Courses; Reform In Education; Content System Reconstruction; Multiple Evaluation

References

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