Reforming Python Programming Teaching Based on Objective Problem-Oriented Approach from Constructivism Perspective

In response to the prevalent challenges in Python programming education, including the intricate nature of knowledge points, diminished student engagement, and suboptimal programming proficiency, this research introduces a goal-oriented, problem-based pedagogical framework underpinned by constructivist principles. The study meticulously designs targeted problems that are intricately aligned with the curriculum, deployed at strategic intervals before, during, and after class sessions. These problems are crafted to bolster students' initiative, foster enthusiasm, and amplify their sense of challenge. The pedagogical strategy is further enriched by integrating focused discussions on these problems, in-depth analysis of pivotal knowledge points, and interactive extended dialogues, thereby rendering the teaching process more dynamic and captivating for learners. This methodology is engineered to ignite students' interest in the subject matter and to galvanize their drive to tackle problems, with the ultimate objective of nurturing and enhancing their capacity to autonomously devise programs that address practical issues. The efficacy of this approach has been substantiated through two cycles of teaching practice, yielding outcomes that are deemed to be highly satisfactory. The results underscore the potential of this model to revolutionize Python programming instruction by making it more student-centered, interactive, and aligned with real-world problem-solving, thereby equipping students with the skills necessary to navigate the complexities of programming in a rapidly evolving digital landscape.