Exploring Innovations in Teaching Reform for Python Programming

Under Engineering Education Accreditation

Yumei Lin and Lianhua Fang

Quanzhou University of Information Engineering, Quanzhou, China

Keywords: Engineering Education, Innovation, Teaching Reform, Python.

Abstract: Engineering education serves as a crucial pathway for training engineering talent and driving technological

innovation and social progress. However, traditional teaching models in engineering education suffer from

various issues, such as a detachment of theory from practice, outdated teaching content, and limited teaching

methods. These problems fail to meet the demands of modern industry and societal development. Therefore,

this study aims to explore innovative approaches to empower teaching reforms in engineering education.

Using the example of "Python Programming" instruction, we investigate how innovative ideas can be applied

to enhance the teaching of Python programming, thereby improving students' practical skills and fostering

their innovative thinking abilities. The findings of this research will provide valuable insights for cultivating

highly qualified engineering professionals.

1 INTRODUCTION

With the emergence of new technologies and the

continuous evolution of society's demand for

engineering talents, engineering education reform

needs to maintain close contact with social demand.

Deepening the reform of engineering education and

teaching can promote the improvement of education

quality. Cultivating students' innovation, practical

and lifelong learning abilities has become a key point

of education reform. China's engineering education

reform has made significant progress in promoting

engineering education reform, including efforts in

curriculum reform, teaching method innovation, and

increasing the evaluation of practical aspects. Zhu

Weiwen (Zhu Weiwen, 2023) studied the new trends

in international engineering education reform from

the changes in GAPC. The four new trends in

international engineering education reform include

strengthening the concept of sustainable development,

interdisciplinary integration of engineering ethics and

cultural diversity, focusing on learning outcomes, and

being associated with the registration and

certification system. Qian Fangfang (Qian Fangfang,

2021) proposed six measures for engineering

education reform from the perspective of the

challenges faced by local undergraduate engineering

education reform under the background of "New

Engineering", including improving talent cultivation,

enhancing teacher's quality, promoting curriculum

reform, etc. Zhu Qing (Zhu Qing, 2022) analyzed and

interpreted the connotation and characteristics of

complex engineering problems by comparing the

certification standards for engineering education in

China, America, France, and Germany. Engineering

education reform is promoted through four aspects

including goal cultivation, curriculum reform,

teaching innovation and assessment evaluation. More

and more universities are paying attention to

interdisciplinary cooperation to provide more

comprehensive engineering education by integrating

knowledge and skills from different fields. Xu Lihui

(Xu Lihui, 2020) explored the talent cultivation

model of interdisciplinary engineering education by

conducting exploratory case studies on engineering

education reforms carried out by University College

London, Aalborg University, Princeton University,

Massachusetts Institute of Technology, University of

Toronto, and McMaster University in recent years.

Based on the background of "New Engineering", Wan

Chao (Wan Chao, 2022) discussed the construction of

interdisciplinary courses in mechanics. Li Jinhuan (Li

Jinhuan, 2022) studied the path of interdisciplinary

course construction in engineering colleges. Python

has been widely used in engineering education to help

students better understand and apply relevant

knowledge.

Computer programming is an important

foundation course in the field of software engineering,

Lin, Y. and Fang, L.

Exploring Innovations in Teaching Reform for Python Programming Under Engineering Education Accreditation.

DOI: 10.5220/0012283900003807

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 2nd International Seminar on Artiﬁcial Intelligence, Networking and Information Technology (ANIT 2023), pages 355-361

ISBN: 978-989-758-677-4

355

and it is also one of the core competencies required

for software engineering professionals. Python, as a

simple and powerful programming language, has

been widely used in various fields. However,

traditional Python programming teaching methods

are often too theoretical, lack practical exercises and

innovative thinking training, and are difficult to

inspire students' interest and creativity. Therefore,

innovative teaching methods for "Python

Programming" have been developed to combine

practice with theory, cultivate students' innovative

thinking and practical abilities, and improve the

quality and level of engineering education and

teaching, which has important practical significance

and development value. Some computer science

educators have proposed course reforms based on

engineering certification, such as data structures (Li

Zhaokui, 2019), linear algebra (Wang Haibo, 2019),

computer introduction (Zhang Xiaoming, 2019),

computer English (Ma Changxia, 2020), etc. Some

scholars have proposed Python course teaching

reforms based on the OBE concept (Lu Keqing, Zhou

Jian). Some scholars have also proposed research on

course achievement assessment methods (Bai

Yanhong - Ouyang Hongji).

2 INNOVATION EMPOWERS

ENGINEERING EDUCATION

Engineering education is an applied education (Lin

Jian, 2015). In order to meet the needs of society and

the economy, it aims to cultivate students' practical

skills, problem-solving abilities, innovative thinking,

and team spirit. Engineering education originated in

Europe. In the early 20th century, engineering

education began to expand into civil fields. With the

rapid development of science and technology and the

rapid development of the social economy,

engineering education gradually shifted from

traditional theoretical teaching methods to practical

teaching methods, focusing on cultivating students'

practical application abilities and innovative thinking.

Modern engineering education emphasizes the

cultivation of students' comprehensive qualities,

emphasizes practical operation and innovative ability

training, and integrates interdisciplinary cooperation

and international perspectives into teaching.

Innovative teaching empowers engineering

education, with a practice-oriented approach that

emphasizes practical teaching and combines

theoretical knowledge with practical applications to

cultivate students' practical skills and problem-

solving abilities. Students are encouraged to undergo

innovative thinking training to develop their

creativity and innovation skills, and to improve their

overall qualities. Students are also trained in

teamwork and communication skills. Different

teaching methods and approaches are adopted based

on students' personalities and characteristics to

improve teaching effectiveness.

3 CURRENT SITUATION AND

PROBLEMS OF PYTHON

PROGRAMMING TEACHING

The teaching of Python programming has gradually

gained attention in recent years, as Python language

has consistently ranked first in the TIOBE index.

However, there are still some problems in Python

programming teaching, such as outdated teaching

materials that lack ideological elements, making it

difficult to achieve ideological education goals. The

teaching method is too teacher-centered, with

knowledge-based lectures that fail to attract students'

attention and stimulate their creativity and innovative

development. The lack of diversity and

personalization in the classroom makes it difficult to

inspire students' interest and innovation abilities. The

practical projects are too standardized, failing to

attract students' attention or stimulate innovative

development, and lacking engineering applications,

making it difficult for students to master practical

application skills and meet the needs of talent

cultivation for applied professionals. The evaluation

system is too simplistic, with only regular and final

exam scores used as evaluation standards. This fails

to accurately measure students' learning outcomes,

and the evaluation data cannot be effectively digitized

or humanized for management purposes, making it

difficult to conduct teaching reflection and

continuous improvement.

In summary, there are still some problems in

Python programming teaching, despite its importance

in fields like artificial intelligence, big data, and cloud

computing. Python programming teaching needs to

adapt to industry demands and cultivate talent that

meets market needs. Innovative teaching methods and

approaches are needed to improve the quality and

level of teaching, emphasizing practical teaching and

engineering applications to cultivate students'

practical skills and problem-solving abilities.

Students' learning interests and innovative abilities

should be stimulated to improve learning outcomes

and achievements.

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356

4 INNOVATIVE IDEAS AND

MEASURES

Based on students' individual differences and

advantages, we will focus on cultivating socially

recognized and applied talents that meet society's

needs. Adhering to the educational philosophy of

"morality first and OBE," we will explore curriculum

reform based on students' learning situations and

teaching pain points, promoting innovation in

teaching from teaching philosophy, teaching content,

teaching methods, and teaching evaluation.

4.1 Reform Teaching Philosophy

Adhering to the educational philosophy of "morality

first, student-centered, problem-oriented, inquiry-

based learning, continuous improvement," this course

will build a learning community for teachers and

students, emphasizing teacher-student interaction,

mutual learning, collaborative innovation, and win-

win cooperation. We will adhere to the "student-

centered" and "outcome-based education" (OBE)

concepts to continuously improve the quality of

teaching. We will permeate the "Internet +" mindset,

fully utilize rich teaching resources such as spoc,

smart classrooms, learning platforms such as PTA for

programming experiments, creating a self-directed

and collaborative learning environment, and

achieving hybrid teaching models that integrate

online and offline, in-class and out-of-class. We will

focus on students' needs, pay attention to classroom

feedback, and adjust teaching strategies in a timely

manner, emphasizing students' knowledge acquisition

outcomes. We will focus on cultivating students' self-

learning ability and flexible application of knowledge

ability while integrating ideological education

elements (such as the power of role models, the spirit

of the times, moral cultivation, and socialist core

values), silently cultivating students' scientific spirit,

innovation consciousness, patriotism, and social

responsibility. Based on spoc learning and the

effective teaching structure of BOPPPS, we will

focus on improving teaching effectiveness, creating

an efficient Python classroom, fostering a harmonious

teaching atmosphere, guiding teachers to teach well

and students to enjoy learning, and guiding students

to actively "think, discuss, question, practice, explore,

understand reasoning and apply knowledge,"

achieving the three-in-one teaching goals of value

shaping, ability cultivation, and knowledge

exploration, and ultimately implementing the

fundamental task of moral education.

4.2 Optimizing and Updating Teaching

Content, Optimizing Teaching

Design

1) Incorporating the "Internet+" mindset, optimizing

and updating teaching content.

Python has extensive support in fields such as

artificial intelligence, data analysis, automated

operations and maintenance, cloud computing, and

web crawling. Therefore, it has different applications

in industries such as industry, agriculture, commerce,

and healthcare. The "Internet +" is deeply integrated

with all industries. By permeating the "Internet +"

mindset and innovating teaching content, we can turn

original knowledge points into exploratory learning

tasks. The design of teaching content follows the

principles of content modularization, case-based

interestization, and ability layering. We will let

students learn with questions and think with questions.

Python is constantly updated and upgraded with many

new features added in new versions. We will explore

these new features with students and incorporate them

into teaching content. The model of teaching is shown

in the figure 1 below.

2) Reshaping teaching models and optimizing

teaching design.

The exploration of a "hybrid online and offline +

BOPPPS" teaching model that meets the needs of

talent cultivation and students' actual levels,

providing a strong platform support and operational

drive for integrating teaching content, teaching

methods, and educational goals. This new teaching

format ensures a concentrated time for discussing

case integration in the existing class hours, and

increases practical operation links.

Students can independently understand the

knowledge points online, and adopt advanced

teaching methods such as inquiry-based learning in

offline face-to-face classes, which can be achieved in

small-class learning. Students will discuss and

summarize the course content, draw mind maps, and

complete high-level teaching activities such as group

projects based on the content of this course. Through

high-level teaching activities, students' strong

curiosity and thirst for knowledge are stimulated,

guiding them to achieve the transformation from "I

have to learn" to "I want to learn" to "I can learn" to

"I can learn well." We will work with other colleges

to create spoc courses with ingenuity, providing a

resource carrier for deep integration of online and

offline hybrid teaching. The online spoc teaching

resources are rich, mainly including six core contents:

teaching videos, teaching courseware, in-class

quizzes, typical exercises, chapter quizzes, etc.

Exploring Innovations in Teaching Reform for Python Programming Under Engineering Education Accreditation

357

Figure 1. Model of teaching.

3) Adopting a problem-oriented approach and

using inquiry-based teaching.

Promoting teaching by competition, promoting

learning by competition, teaching and learning.

Guiding students to carry out group cooperation

inquiry learning after class, and take the initiative to

think, question, discuss, consult literature, penetrate

professional thoughts, reflect the frontier of the

discipline. Guiding students to carry out python

project analysis, programming and testing, prepare

PPT for defense, and carry out project discussion.

Making use of software engineering professional

associations to cultivate students' independent

learning, research and innovation ability, teamwork

spirit and communication and expression ability, so

that students can stimulate their interest in personal

experience, understand reason, and apply what they

have learned. I really feel that learning programming

is "interesting, relevant and useful".

Linking theory with practice and make

programming closer to life. For example, when

teaching "branch structure," we will introduce the

calculation of electricity bills and the problem of

grading 100 points into 5 levels. The examples used

in class are familiar examples around students and

classic cases. By analyzing the code written by senior

students, we guide students' thinking about branching

and increase their understanding of knowledge.

Paying attention to the ideological education of

the course and give equal weight to moral education

and intellectual education. To teach others, one must

first teach oneself. Teachers are guides and

companions for students' learning. The rigorous

scientific literacy of teachers, their dedication to

teaching and educating people, and their pursuit of

teaching art are the best elements of ideological

education in the course. In addition to focusing on

subject knowledge and skills, processes and teaching

methods, this course will fully tap into the collective

wisdom of the teaching team, forming a joint force

for education. We will design ideological education

elements from small-class discussions on ideological

elements to sharing at the college level, and finally

concentrate on group discussions to silently infiltrate

ideological education elements into the entire process

of Python programming teaching and learning.

4.3 Making Full Use of Professional

Associations and Software Subject

Competition Bases

Using competitions to promote teaching and learning,

and guide students to engage in group cooperative

inquiry learning outside of class, actively think,

question, discuss, and consult literature to penetrate

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358

professional ideas and reflect the forefront of the

discipline. We will guide students to analyze Python

projects, program and test, make defense PPTs,

conduct project discussions, and use software

engineering professional associations to cultivate

students' independent learning, research and

innovation ability, teamwork spirit, and

communication skills. We will inspire students'

interests and truly feel that learning programming is

"interesting, feasible, and useful."

4.4 Using PTA for Problem-Solving

Practice to Improve Students'

Programming Skills

Using high-quality exercise resources from various

schools, select and update them. After-class exercises

and quizzes will be conducted online using PTA for

smart analysis, and students' homework completion

will be automatically judged to strengthen the

learning of memorization and comprehension-based

knowledge, enhance low-level cognition, and timely

discover students' weak points in learning to modify

teaching strategies and improve teaching quality.

Teachers and students jointly build cases to

achieve teaching coupling iteration (Li Zhiyi, 2014).

Using seminar-style teaching methods, teachers act as

"moderators" and guide student teams to collaborate

on case construction based on demonstrated case

construction. Both teaching and learning stages

involve case design and optimization, prompting

students to use knowledge to actively complete more

complex integration processes, guide students to

think about and explain ideological content in the

course, and strengthen mid-level cognition.

4.5 Strengthen Process-Based

Assessment and Design a

Diversified Evaluation System

Strengthening process-based assessment based on

learning data analysis, dynamically improve teaching

strategies, and provide timely feedback to students.

The course grade is composed of three parts: ①

online MOOC learning (10%): including in-class

quizzes, discussion forum reply frequency, and

questions asked; ② offline classroom performance

(20%): including flipped classroom interactive

answering, mind map summary, experiments, and

innovation rewards; ③ PTA online testing (20%):

including periodic testing, computer lab test scores,

etc.; ④ offline final exam (50%). The diversified

teaching evaluation system is shown in the table below.

Table 1. Assessment indicators.

Online MOOC

learning (8%)

Offline classroom performance

(22%)

PTA online testing

(20%)

Offline

finalexam

(50%)

In-

class

quizzes

Discussion

forum

frequency

and

questions

asked

Interactive

answering

Mind map

summaries

Experiments

and

innovation

rewards

Periodic

tests

Computer

lab tests

Final

exam

5% 3% 5% 5% 12% 10% 10% 50%

4.6 Build a Hierarchical and

Normalized Teacher Teaching

Ability Training System

To improve teachers' teaching and educating abilities

and build a first-class teaching team, we will

implement a system of young teacher mentors, old

teacher mentoring, and normalized collective

teaching research activities. We will carry out

collective lesson preparation, teaching observation,

lesson presentation, and special topic discussions to

pool our resources, share knowledge, and improve

together, cultivating a team spirit and emphasizing

collaborative development. We will actively

participate in teaching competitions to promote

teaching, improve, exchange, and assist excellence.

We will apply for teaching reform projects, conduct

academic research on teaching, strengthen curriculum

construction, innovate teaching models, reform

teaching methods, integrate teaching with research,

and promote teaching with research. We will host

computer teaching forums, blockchain conferences,

etc., implementing the concept of "inviting in, going

out, and more communication," expanding our

horizons and learning advanced educational teaching

concepts. We will gradually guide young teachers

from teaching novices to backbone teachers, and

ultimately to expert teachers.

Through these measures, the quality of this course

has been significantly improved, and students'

learning enthusiasm and achievements have also been

significantly improved.

5 ANALYSIS OF COURSE

OBJECTIVE ACHIEVEMENT

AND CONTINUOUS

IMPROVEMENT

Course objective 1 is assessed through in-class

quizzes, discussion forum reply frequency and

Exploring Innovations in Teaching Reform for Python Programming Under Engineering Education Accreditation

359

questions asked, mind map summaries, periodic test

scores, offline final exam scores, and some multiple-

choice and fill-in-the-blank questions in the final

exam. It mainly tests the mastery of data types and

program structures. Course objective 2 is assessed

through in-class quizzes, interactive answering,

experiments and innovation rewards, periodic test

scores, computer lab test scores, offline final exam

scores, daily homework, practical reports, and some

programming questions in the final exam. It mainly

tests the mastery of various Python knowledge points.

Course objective 3 is assessed through discussion

forum reply frequency and questions asked,

interactive answering, experiments and innovation

rewards, computer lab test scores, and some

programming questions in the final exam. It mainly

tests the integration and application of Python, as well

as students' abilities in self-learning and innovation.

The course objectives, assessment methods, and

corresponding proportions are shown in Table 2.

Table 2. Course objectives, assessment methods, and

corresponding proportions.

Course

Objecti

Assessment Method and Weight

Weight

In-class

quizzes

Discus

sions

Interactive

answering

Mind

map

summari

Experiment

&innovatio

n rewards

Periodic

tests

Computer

lab tests

Final

exam

tar

et 1 2 2 0 5 0 6 0 15 30

target 2 3 0 2 0 6 4 4 15 34

tar

3 0 1 3 0 6 0 6 20 36

Based on Table 2, calculate the achievement of

each course objective. Each assessment method is

weighted to a total score of 100. Taking course

objective 1 as an example, the achievement is

calculated as follows: Achievement = (0.02 × in-class

quizzes + 0.05 × discussion forum reply frequency

and questions asked + 0.02 × mind map summaries +

0.06 × periodic tests + 0.15 × final exam score). The

final achievement of the course objectives is the

minimum of the achievement of each course objective

i. The achievement of course objective i is calculated

as=

∑













∑













where xij is the average score of the jth

assessment method for objective i, yij is the expected

score of the jth assessment method for objective i, and

wij is the weight of the jth assessment method for

objective i, where j=1,2,3.

Taking the scores of 62 students from Class 1 of

the 2020 Software Engineering Major as a sample, the

achievement of the course objectives is as follows:

the achievement of objective 1 is 0.86, the

achievement of objective 2 is 0.82, and the

achievement of objective 3 is 0.73. All are higher than

0.7, indicating that students have mastered the main

teaching content of the course and achieved the

training objectives of the course.

The achievement of course objective 3 is the

lowest, and through analysis, three problems were

identified: (1) Some students are not accustomed to

using programming thinking to analyze and solve

problems. In terms of "combination and construction"

(analyzing cases and programming using professional

basic knowledge), their ability has not been

effectively trained and improved. (2) Some students

have not truly understood and integrated knowledge

points. The next step in improvement measures is: (1)

Continuously pay attention to the development trends

of Python, increase knowledge content corresponding

to new technologies, and complete corresponding

teaching resource construction. (2) Timely forward

excellent technical articles from relevant public

accounts to students. (3) Explore more realistic and

effective student evaluation plans. (4) Optimize

experimental content, appropriately reduce

verification experiments, strengthen comprehensive,

design-oriented, and innovative experimental

teaching. Expand comprehensive and innovative

practical content based on new research projects and

engineering applications.

6 CONCLUSION

In this paper, we focus on the problem of reform and

innovation of Python programming teaching under

the background of engineering education certification.

Firstly, it introduces the innovative empowerment of

engineering education certification, discusses the

current situation and problems of Python

programming courses, and focuses on the innovative

ideas and reform measures in course construction,

transforming Python programming classrooms from

traditional classrooms to smart classrooms,

knowledge-based classrooms to ability-based

classrooms, indoctrination classrooms to practical

classrooms, and closed classrooms to open

classrooms. By using smart teaching tools and

modern information methods, students who are not

active or lack a sense of participation are guided to

stimulate their enthusiasm for autonomous learning.

Teaching reform and innovation need to be further

refined and continued to promote students'

comprehensive development with the concept of

"awakening, empowerment, growth, talent, and

maturity".

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360

ACKNOWLEDGMENTS

This work was financially supported by funds (1)

Fujian Province Undergraduate Education and

Teaching Reform Research Project (FBJG20220181)

(2) Research Project on Vocational Education and

Teaching Reform of Fujian Vocational and Technical

Education Center (GB2020036) (3) Fujian Provincial

Education Department of Young and Middle-aged

Teachers Education Research Project (JAT210556)

and so on.

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