Research On The Application Of Blended Learning In The Cultivation Of Computational Thinking Of Junior High School Students

The International Institute of Educational Technology(ISTE)and the American Computer Science Teachers Association(CSTA)believe that computational thinking is a necessary skill to students and should be included in formal education.Academician Chen Guoliang clearly pointed out that computational thinking is a core task of basic computer teaching.2017 "General High School Information Technology Curriculum Standards"has explicitly incorporated computational thinking into the four core literacy,and it is imperative to cultivate students' computational thinking.Research from the University of Tennessee and Stanford University in the United States shows that the use of blended learning can effectively reduce the contradiction between teachers 'teaching methods and students' own learning styles.At the same time,Singh and Reed believe that blended learning can provide real scenarios for problem solving,so blended Learning is a lowcost and efficient way to work and learn,so blended learning is an effective way to learn.Some studies have shown that blended learning can effectively improve learners'computational thinking ability.Meanwhile,some studies have found that graphical programming has significant advantages in improving students' learning interest and computational thinking ability.Therefore,how to use graphical programming as a carrier,combining blended learning with computational thinking course models,promoting the ability of students' computational thinking become the focus of this study.This research focuses on three issues:First,how to build a framework for computational thinking learning activities based on blended learning?Second,how to revise the framework of computational thinking learning activities based on blended learning in teaching practice?Third,Can the computational thinking learning activity framework based on blended learning effectively improve students' computational thinking ability?This research summarizes the relevant frameworks of computational thinking and blended learning by combing and analyzing relevant literature at home and abroad,and builds a framework of computational thinking learning activities based on blended learning.Using Scratch graphical programming software developed by MIT as a tool,based on the "Computational Thinking Learning Activity Framework Based on Blended Learning" as the theoretical basis,using action research to modify and improve the computational thinking learning activity framework based on blended learning.This study mainly evaluates the computational thinking ability of students to verify the effectiveness of the framework of computational thinking learning activities based on blended learning.It comprehensively evaluates the development of students'computational thinking through scales,work analysis,and semi-structured focus group interviews.Since this research is to explore and improve the framework of computational thinking learning activities based on blended learning,it is essential to make the framework better and better step by step in the actual teaching.Therefore,this study chose action research as the research method.After three rounds of modification and iteration,it can not only improve the framework of computational thinking learning activities based on blended learning,but also improve the reliability of the research results.The framework of computational thinking learning activities based on blended learning has stabilized after three rounds of action research,and has become an effective model for training junior high school students' computational thinking courses.Through quantitative and qualitative analysis,it is verified that the framework of computational thinking learning activities based on blended learning can improve the junior high school students 'computational thinking ability,which is one of the effective ways to cultivate junior high school students' computational thinking.The conclusions of this research not only enrich the research on the cultivation of computational thinking,but also have certain reference significance for cultivating the design and development of curricular computational thinking courses and teaching practice.