Author(s)

Danhong Huang ¹, Xianqin Wang ¹, Lei Lei ¹

Affiliation(s)

¹ School of Computer and Information Science, Chongqing Normal University, Chongqing, 401331, China

Corresponding Author

Danhong Huang

ABSTRACT

AIGC is reshaping programming education by providing generative resources, conversational guidance, code feedback, and adaptive learning support. Junior high school students, however, often face difficulties in understanding abstract programming concepts, transferring algorithmic thinking to real problems, and maintaining learning autonomy. Based on literature analysis and conceptual synthesis, this paper examines the mechanism and path through which AIGC empowers programming learning in junior high school information technology education. The study finds that AIGC empowerment operates through five interrelated mechanisms: cognitive scaffolding, dialogic feedback, human-machine collaboration, creative generation, and data-driven evaluation. Accordingly, it proposes a developmental path integrating core-literacy-oriented objectives, staged programming activities, project-based learning, personalized support, teacher-guided human-machine interaction, and ethical governance. The study contributes a systematic framework for transforming AIGC from a technical tool into an instructional support system for cultivating computational thinking, programming ability, creativity, and responsible digital citizenship.

KEYWORDS

AIGC; generative artificial intelligence; junior high school students; programming learning; information technology education; computational thinking; human-machine collaboration

CITE THIS PAPER

Danhong Huang, Xianqin Wang, Lei Lei. Research on the Mechanism and Path of AIGC Empowering Junior High School Students' Programming Learning. Curriculum and Teaching Methodology (2026). Vol. 9, No. 4, 14-24. DOI: http://dx.doi.org/10.23977/curtm.2026.090403.

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