Evaluation Research On Computational Thinking In Information Technology Courses In Senior Elementary Schools

Computing is everywhere and has been integrated into every aspect of our lives.The advent of the information age and the widespread use of computers require that everyone must have computational thinking.Education has also undergone a corresponding transformation,taking computational thinking as an essential ability as important as reading and writing.To this end,the cultivation of computational thinking must be taken from the doll.Early childhood acceptance of computational thinking can bring them a series of short-term and long-term positive effects.However,the existing research on computational thinking focuses on the higher education stage,paying less attention to the computational thinking cultivation of the traditional classroom in the primary education stage;and the research focuses on the computational thinking training methods and tools,and the evaluation of computational thinking is lack of theoretical and systematic.To this end,this thesis has carried out research on the evaluation method of students' computational thinking in the traditional elementary information technology classroom in the upper primary school.Through the combing of the relevant literature,the author finds that the computational thinking of primary school students is mainly evaluated in two kinds of situations:(1)non-programming situation,that is,students without any programming experience,without any software tools or platforms,solve the problem by setting the situation of the test questions and reflect their own ability level.There are few studies on this evaluation method,but it is of great significance for measuring adolescents who have no programming basis.(2)Programming situation,that is,students need to have the programming experience of visualization software,and use the process or result(work)of programming software to express computational thinking.There are many such studies.Therefore,this study combines the evaluation methods in two kinds of situations,and conducts teaching experiments in a traditional information technology classroom of a school.The sixth-grade students who have no programming experience are the teaching objects,and the two classes with the same pre-test level are selected as experiments.The class and the control class,by comparing the changes in the results before and after the experimental class,and comparing the differences between the two classes,show that the evaluation methods of the two types of situations are mutually validated and the effectiveness of the experimental teaching.The results show that:(1)The computational thinking test volume has good reliability and validity,can reflect the students' computational thinking ability,and the difference between the experimental class and the control class is significant.The difference between the test scores before and after the experimental class is significant.(2)Elementary school students who have no programming experience and have weak foundations have a strong interest in Scratch.The evaluation framework used in this paper can grasp the computational thinking elements embodied in student works.Due to class hours and large class sizes,Scratch programming activities are more difficult in the traditional elementary school information technology classroom and require the support of relevant policies.This study provides a front-line teacher with an operational evaluation method for the upper-level upper-level computational thinking teaching,which lays a foundation for the establishment of a unified and reliable early computational thinking evaluation model and indicator system.