Research On The Strategies For Cultivating Elementary School Students’ Problem-solving Ability In Scratch Programming Teaching

In recent years,the state has paid more and more attention to students’ core literacy,and the ability of problem-solving is an important factor in the development of students’ core literacy.For a long time,computer programming learning has been regarded as an important way to cultivate students’ problem-solving ability and logical thinking.With the emergence of Scratch programming,more and more attention has been paid to the adolescent programming.However,through the literature research and the communication with front-line information technology teachers,it was found that there are some problems in the current Scratch programming teaching,such as separation between the knowledge and practice,lack of awareness to the independently of problem-solving,and imperfect of the evaluation mechanism.Therefore,this study attempts to construct the cultivation strategy of elementary school students’ problem solving ability in Scratch programming teaching,so as to promote the cultivation of elementary school students’ problem solving ability.The main research methods used in this study are literature research,quasi-experimental research,questionnaire survey,interview and observation.Firstly,through the literature research method,this paper combs and summarizes the literature at home and abroad,on the training of students’ problem-solving ability,the evaluation of the problem-solving ability and Scratch programming teaching,and defines the core concepts,such as problem-solving ability,Scratch programming teaching and strategy.Secondly,based on the above research,under the guidance of theoretical basis,which including constructivism learning theory,Dewey’s thought of "learning by doing",Humanism Learning Theory and Multiple Intelligence Theory,following the principle of student subjectivity,pertinence,integration and operability,and combined with the characteristics of Scratch programming and the cognitive characteristics of primary school students,this paper constructs the training strategies of primary school students’ problem-solving ability in Scratch programming teaching,including: problem-oriented teaching strategy,visual teaching strategy,problem decomposition modular strategy,multi-type targeted teaching strategy and continuous diversification evaluation feedback strategy.At the same time,from the perspective of problem-solving process performance and problem-solving results performance,this paper constructs the evaluation system of primary school students’ problem-solving ability in Scratch programming,which provides tools and methods for the evaluation of students’ problem-solving ability.Thirdly,the feasibility and effectiveness of the constructed teaching strategy are verified by quasi-experimental research method.Two classes of sixth grade students in my school are selected as the experimental subjects.Take two Scratch game programming examples of "cat dog race" and "monkey meets banana" with increasing difficulty.The experimental class uses the constructed teaching strategy for teaching,while the control class adopts the teaching strategy of "teacher’s teaching demonstration-student’s imitating operation".Through the observation of class,we can find out the problems in the teaching of Scratch programming,and put forward the improvement strategies.Finally,through the analysis of the effect of the primary school students’ problem-solving ability questionnaire,students’ Scratch works,Scratch learning record sheet,and students’ interviews,the results show that: the strategy of training primary school students’ problem-solving ability in Scratch programming teaching can effectively improve students’ problem-solving ability and the learning effect of Scratch programming.In this study,the strategies and evaluation system of problem-solving ability of primary school students in Scratch programming teaching are constructed,which provide some reference for teachers to carry out the Scratch programming teaching,and supplement the theoretical and practical research of the problem-solving ability.