Research On The Influence Of SSRL-based Group Cooperative Learning On Middle School Students’ Computational Thinking

Computational thinking has become a necessary ability of people.With the indepth research and understanding of computational thinking,how to train/improve students’ computational thinking is more and more concerned by scholars.Group cooperative learning is often used in the classroom,is a widely used teaching method by teachers,and SSRL social regulation learning activities have been proved to play a positive role in group cooperative learning.Some research shows that the effective cooperative learning method can cultivate students’ computational thinking ability.There are also experiments that show that students’ personality factors also have a certain impact on students’ cooperative learning,and also have a certain effect on students’ computational thinking level.In this study,two classes in the first grade of the internship school are taken as the experimental objects.The basic content knowledge of python is adopted as the main teaching content.The group cooperation discussion environment is on the graphite document.The experimental class is a group cooperative learning intervention with SSRL process(plan supervision and evaluation),while the control class is a traditional cooperative learning method.This is a comparison between group cooperative learning based on SSRL and traditional cooperative learning.This paper discusses the relationship between group cooperative learning based on SSRL and students’ level of computational thinking,their level of classroom immersion,their sense of self-efficacy and their learning attitude,and carries out the following four aspects of work:(1)what is the relationship between group cooperative learning based on SSRL and students’ computational thinking scores.(2)in the process of group cooperation based on SSRL,the relationship between students’ computational thinking scores and the occurrence of social/personal supervision.(3)what effect does ssrl-based group cooperation have on students’ individual(self-efficacy,classroom immersion,learning attitude)(4)the relationship between students’ individual factors(self-efficacy,classroom immersion attitude)and computational thinking.The researchers hope to understand the current level of students’ computational thinking and promote the improvement of students’ computational thinking through SSRL group cooperative learning.Through the analysis and processing of the data,independent sample t-test paired sample t-test,multi-factor analysis of variance,correlation analysis and other methods were used,and the final experimental results showed that:(1)there is a significant difference between ssrl-based group cooperative learning and traditional cooperative learning in the level of computational thinking.The results of students’ computational thinking in the experimental class based on SSRL group cooperative learning were significantly improved.(2)In terms of supervision activities,supervision activities of cooperative learning based on SSRL are positively correlated with grades.It was found that there were significant differences in group task and content supervision on computational thinking performance,and there were no differences in group planning and evaluation monitoring on computational thinking performance.The regulatory activities in cooperative learning are more frequent and stable than those in traditional cooperative learning.There were also inter-group differences in the experimental classes that implemented SSRL group cooperative learning: the group that was successful in social group supervision activities performed more consistently and frequently than the group that was unsuccessful.(3)In terms of self-efficacy,there was no significant difference between the experimental class and the control class.However,the self-efficacy of the experimental class was positively correlated with the score of computational thinking,while the selfefficacy of the control class was weakly negatively correlated with the score of computational thinking.(4)In terms of classroom immersion,there is a significant difference between the experimental class and the control class,and the immersion of the experimental class is positively correlated with the performance of computational thinking,as well as with the supervision activities.(5)In terms of learning attitude,there are also significant differences between the experimental class and the control class.The attitude of SSRL-based group cooperative learning is better than the traditional cooperative learning of control class.(6)The results of computational thinking in the experimental class are related to the degree of immersion in students’ personal factors.The higher the degree of immersion,the better the results of computational thinking.The experiment shows that there is no significant difference between the results of computational thinking and students’ personal factors in the control class,that is,there is no relationship.