From “Tool” to “Quasi-subject”: Research on the “C-O-D-E-R” Paradigm in Middle School Information Technology Classrooms Under Multi-agent Synergy—Taking the Eighth-grade “Python Programming” Course Series as an Example

DOI

10.2991/978-2-38476-593-5_82How to use a DOI?

Keywords

C-O-D-E-R Paradigm; Multi-agent Synergy; Quasi-subject; Classroom Structure Reconstruction; Information Technology Education

Abstract

With the rapid advancement of artificial intelligence, the requirements for computational thinking and human-computer collaborative literacy are increasing. However, the traditional “teacher-student” binary structure struggles to facilitate personalized guidance, while existing digital tools often lack interactive subjectivity. Drawing on the theory of distributed cognition and Human-Machine Collaborative Regulation, this study constructs the C-O-D-E-R teaching paradigm. Incorporating five core phases—Contextual Activation, Organized Orchestration, Development Collaboration, Error Debugging, and Reflective Reconstruction—this research designs a multi-agent system as a classroom “quasi-subject.” It aims to reshape the “Teacher-Student-Machine” triadic collaborative ecosystem, providing a theoretical framework and practical pathway for the synchronous enhancement of computational thinking and human-computer collaborative literacy.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Ziyi Chen
AU  - Suyu Lu
AU  - Libin Wang
AU  - Zhecheng Zhang
AU  - Zhiyuan Tang
PY  - 2026
DA  - 2026/06/30
TI  - From “Tool” to “Quasi-subject”: Research on the “C-O-D-E-R” Paradigm in Middle School Information Technology Classrooms Under Multi-agent Synergy—Taking the Eighth-grade “Python Programming” Course Series as an Example
BT  - Proceedings of the 2026 5th International Conference on Humanities, Wisdom Education and Service Management (HWESM 2026)
PB  - Atlantis Press
SP  - 745
EP  - 757
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-593-5_82
DO  - 10.2991/978-2-38476-593-5_82
ID  - Chen2026
ER  -