Abstract: Based on analyzing the importance of computer programming in the field of digital humanities and the necessity for humanities scholars to master programming, this paper introduces an effective methods of teaching programming for digital humanities by taking the programming course for history major as an example. We sorted out and classified some popular digital humanities research methods, and built the course code base at different levels. Based on that, we realized the "scaffolding" and "pipeline" framework of teaching programming for the history major students. It greatly reduced the requirements for humanities students to learn programming to solve problems and ensured the learning effect. On the basis of programming courses, the model of "scaffolding + pipeline" is extended to the cultivation of computational thinking in humanities majors, and verified by the practice of digital humanities courses. We hope it could help to explore a practical and operational scheme that can truly improve the application of computer to solve professional problems for humanities scholars.

Key words: digital humanities, programming, scaffolding learning, pipeline, computational thinking, new liberal arts