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The integration teaching of theory and practice is the direction of the development of computer science course. Through the practice of teaching reform for two consecutive semesters, a set of BPAPDS teaching models have been constructed, focusing on the basic sequences and teaching methods in the teaching process. With the integration of two theoretical practice courses, the teaching results are contrasted, finally summed up the successes and failures of this curriculum reform, and laid the foundation for improving the teaching model. Introduction Following the teaching reform of the Android development platform curriculum, the basic curriculum teaching of Apple's objective C development was kept as a practice of theoretical practice fusion reform. The main feature of this course is the preparation of App development based on the Apple iOS mobile platform, which is also in the category of programming languages. Through the reform of the teaching and practice of the Android development platform, an immersive teaching model based on experience and outcome level oriented empirical internalization is proposed, and the purpose, content, organization and evaluation of immersive teaching reform implementation are described, a new teaching model PAPDS [1] is discovered. The paper proposes a BPAPDS teaching model for the practice of the integration of theoretical practice based on PAPDS. The model belongs to the flipping classroom, or it belongs to the bifurcation classroom [2], the model’s core leads to the student practice, and the teacher acts as the instructor and supervisor, a new type of immersive practical experience teaching is constructed based on equality, teacher-student interaction, mutual cooperation and co-creation and sharing. This curriculum reform practice based on PAPDS, focuses on classroom teaching process reengineering (CTPR), emphasizing the role of control and supervision. BPAPDS Teaching Model The BPAPDS teaching models are Bridge, Presentation, Assimilation, Post-assessment, Diary-checking, and Summary. The introduction of Bridge can be the introduction of new knowledge or Q&A at the beginning of class. Presentation guides the students' knowledge of the course and explains the key points and difficulties taking about 10 minutes to 30 minutes. Assimilation includes the students practice and discussion with the case code. Post-assessment (training assessment), which examines student practice results, can be scored according to the degree of completion. Diary-checking (today's training records check) requires students to record the current main content and difficult points. Summary, mainly sums up the current student's degree of completion and students' difficulties. Classroom Teaching Process Reengineering (CTPR) The teaching reform course draws lessons from the last course reform. The number of elective students must be reduced to 32 by half. The second is the lack of evaluation and supervision, and the 294 third is the lack of student practice teaching materials. Fourthly, assessment emphasizes practice, light theory, and greatly reduces the proportion of theoretical assessment. Based on the above reasons, this classroom teaching has undergone process reengineering, this is called Classroom Teaching Process Redesign (CTPR) [3-5]. The main features are: Student-centered Students make evaluations on teaching effectiveness, and students are able to learn theoretical knowledge and improve their ability to actual work as their core goal. Strengthen Feedback and Communication In class, teachers learn about the difficulties and completeness of each student in a timely manner and have targeted solutions to students' problems. Pay Attention to the System View of BPAPDS Overall Process Optimization Although each lesson does not necessarily follow the BPAPDS model, each link must focus on defining the activities, emphasizing that each link in the process should maximize the learning effect of students and reduce ineffective activities. Using Information Technology to Plan BPAPDS Model To develop an APP to record all processes and give scores for each session include the students finally evaluate the class, finally, the problems of every link in the class are found through the analysis and statistics of APP. Preparation before Class The core contents of the theory practice fusion course are the teacher's explanation and student training, the teacher prompts to explain according to the training result, but the most critical thing is teaching evaluation and supervision. Preparatory work for teachers is very important based on previous experience and lessons learned. Preparation of Practical Teaching Materials Many textbooks are not suitable as a textbook for students' practice. Therefore, this part must require teachers to prepare practical teaching materials according to their actual situation and be more targeted. Select Teaching Assistant Some classes are very large with a large number of students or encountering difficult practical content. Or teachers are overwhelmed. Therefore, choosing an assistant teacher to share the burden on teachers can be more proficient in this course. In this class, I selected a student with very rich iOS experience in the same grade as my assistant. Student Teams Grouping team is a better way. The team leader must be selected in each team. The team leader can share some of the teacher's inspection and evaluation work. Students who are interested in this course and who are willing to serve their classmates can be selected. Use BPAPDS Teaching Model Software or Notebook According to the BPAPDS teaching model, the development of an APP record classroom related information and content can be used as a lesson plan instead. If there is no software, you can prepare a notebook. The contents of the record are: Q&A Form: Question Classification (concept, formula, process, etc.), mastery (must be mastered, general mastered), degree of difficulty, correct answer, correct, incorrect, or vague. As shown in Table 1.

Construction and Practice of BPAPDS Teaching Model for Theory and Practice Integration Course