Existing reinforcement learning (RL) strategies based on outcome supervision have proven effective in enhancing the performance of large language models (LLMs) for code generation. While reinforcement learning based on process supervision shows great potential in multi-step reasoning tasks, its effectiveness in the field of code generation still lacks sufficient exploration and verification. The primary obstacle stems from the resource-intensive nature of constructing a high-quality process-supervised reward dataset, which requires substantial human expertise and computational resources. To overcome this challenge, this paper proposes a “mutation/refactoring-execution verification” strategy. Specifically, the teacher model is used to mutate and refactor the statement lines or blocks, and the execution results of the compiler are used to automatically label them, thus generating a process-supervised reward dataset. Based on this dataset, we have carried out a series of RL experiments. The experimental results show that, compared with the method relying only on outcome supervision, reinforcement learning based on process supervision performs better in handling complex code generation tasks. In addition, this paper for the first time confirms the advantages of the Direct Preference Optimization (DPO) method in the RL task of code generation based on process supervision, providing new ideas and directions for code generation research.

In-context learning (ICL) can significantly enhance the complex reasoning capabilities of large language models (LLMs), with the key lying in the selection and ordering of demonstration examples. Previous methods typically relied on simple features to measure the relevance between examples. We argue that these features are not sufficient to reflect the intrinsic connections between examples. In this study, we propose a curriculum ICL strategy guided by problem-solving logic. We select demonstration examples by analyzing the problem-solving logic and order them based on curriculum learning. Specifically, we constructed a problem-solving logic instruction set based on the BREAK dataset and fine-tuned a language model to analyze the problem-solving logic of examples. Subsequently, we selected appropriate demonstration examples based on problem-solving logic and assessed their difficulty according to the number of problem-solving steps. In accordance with the principles of curriculum learning, we ordered the examples from easy to hard to serve as contextual prompts. Experimental results on multiple benchmarks indicate that our method outperforms previous ICL approaches in terms of performance and efficiency, effectively enhancing the complex reasoning capabilities of LLMs. Our project will be publicly available subsequently.