Research On The Degree Of Students’ Cognitive Participation And Its Influence On The Ability Of Computational Thinking In Maker Education

With the development of the new generation of information technologies such as mobile Internet,big data and cloud computing,"Internet +" has become a hot trend,the emergence of Scratch,Micro:bit,MicroPython,control board and other open source software and hardware has provided objective conditions for the germination of maker education,which has attracted more and more attention and been widely promoted in primary and secondary schools.In addition,the current education reform emphasizes that improving the quality should be the core task of the education reform,students should play a dominant role in teaching practice,change the current situation that curriculum implementation is too rote,advocate students to take the initiative to participate,develop their habit of independent thinking,and improve students’ cognitive participation.However,maker education focuses on cultivating students’ practical ability and problem-solving ability.Students can integrate creative ideas into the problem-solving process in class,which is conducive to students’ cognitive participation.At the same time,the development of information technology has transformed people’s cognitive structure and way of thinking,and the use of computational thinking to deal with problems has become an indispensable skill for learners in the new era.Therefore,this study starts with maker education,investigates the cognitive participation of students in the current maker education classroom,and the impact of cognitive participation of students in the maker education classroom on computational thinking,and proposes corresponding strategies and recommendations to improve the quality of maker education.This study mainly adopts the methods of literature research,classroom observation,content analysis and work analysis.First of all,through the literature review of the existing maker education,students’ cognitive participation and computational thinking,the author defines the concepts of maker education,cognitive participation and computational thinking in this study.Secondly,in order to solve the cognitive participation of the students in the maker education class in this study,the case students from two primary schools were selected to carry out the research,mainly considering the existence of the secondary school and middle school entrance examination,which is not easy to reflect the real situation of the students.In addition,the number of qualitative research objects is small.Therefore,case students with different learning situations were selected from two typical schools that have been carrying out maker education courses in recent years.The learning process of individual students in five randomly selected maker education lessons in two primary schools was analyzed by using the classroom observation tool and the cognitive engagement evaluation tool.Finally,in order to solve the influence of students’ cognitive participation on computational thinking in maker education classes,this study mainly collects and analyzes the programming works completed by the research object in the maker education class,so as to reflect the computational concepts used by students with different cognitive participation levels,and thus reflect the different computational thinking abilities.The research results show that :(1)At present,the cognitive engagement of students in maker education consists of shallow cognitive engagement and deep cognitive engagement,students’ cognitive engagement has not reached a high level of deep cognitive engagement;when students used learning strategies,memory strategies accounted for the largest proportion in the total cognitive engagement.The deep cognitive engagement of students mainly focuses on the understanding and application of strategies,but less on the evaluation and creation of strategies.In the shallow level of cognitive engagement,memory strategy accounted for a large proportion.(2)In maker education,different learning performance of students and classroom design have an influence on the degree of cognitive engagement.The cognitive engagement of students with good learning performance is higher than that of students with poor learning performance.As the classroom design of M primary school is better than that of F primary school,the students of M primary school have a higher degree of deep cognitive participation than that of F primary school.(3)The deep cognitive participation in maker education promotes the development of students’ computational thinking ability.The degree of cognitive engagement is the students with deep cognitive engagement,and the level of computational thinking was good and excellent.The degree of cognitive engagement of the students is shallow level of cognitive engagement,computational thinking is not formed or in the general level.Therefore,it is crucial to improve students’ cognitive engagement.As a teacher,when teaching,we should pay attention to the reasonable release of learning tasks;Guide students to master the scientific method of memory;Organize group discussion in the form of 1 gang 1;And implement certain measures of reward and punishment.As students,to establish the awareness of active learning;Master the learning methods that adopt deep learning strategies;And develop the habit of solving problems.So as to improve the quality of maker education and promote the development of students’ computational thinking ability.