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Project-based Learning Research: A Case Study of “Web Programming Semester Practice” Course

Author(s)

Chongwei Yang1, Pengcheng Sun2,*

Affiliation(s)

1MianYang City College, MianYang, SiChuan, China 2Luzhou Vocational and Technical College, LuZhou, SiChuan, China *Corresponding Author.

Abstract

Project-based learning, as a novel pedagogical approach, can effectively address the disconnect between acquired knowledge and real-world problems. By creating authentic problem-solving scenarios, designing interconnected physical problems, and leveraging modern information technology, teachers can facilitate student-centered learning activities. In the implementation of project-based learning, experiments serve as a vehicle to guide students in autonomous, collaborative, and experiential learning. This teaching method not only enhances students' learning interest, but also improves their practical skills and innovative abilities. This study takes the “Web Programming Semester Practice” course as an example to explore the application of project-based learning in web programming instruction, aiming to address the shortcomings of traditional teaching methods and improve the quality of web programming courses. The findings of this study have significant theoretical and practical implications for promoting the reform of web programming teaching and enhancing students’ practical skills and innovative capabilities.

Keywords

Project-based Learning; Web Programming; Instructional Guidance; Autonomous Learning

References

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