A Practical Research On Improving Computational Thinking Of High School Students Based On Problem Solving Model

In recent years,with the advent of the 5G era,hot words such as big data and cloud computing have appeared one after another.The teaching of computational thinking has received more and more attention from the world.The 2017 version of the new information technology curriculum standard released by China clearly uses computational thinking as information.One of the four core literacy of technology,how to train students’ computational thinking has become the focus of attention.A large number of experimental results show that using programming language to cultivate students’ level of computational thinking is an effective method.However,the combination of computational thinking and education is still concentrated in the field of computer science.There are relatively few studies in the elementary education stage of primary school.Therefore,China is still not mature and complete in terms of teaching theory or teaching practice,and is still in the initial stage of exploration and practice.The graphical programming software App Inventor is one of the carrier tools to cultivate students’ computing thinking.Compared with the traditional abstract programming language,it is more likely to arouse the interest and operability of students.It uses a graphical programming language and building block stitching.Students can pay more attention to their own creativity and avoid some low-level errors such as syntax.The troubles brought by the built-in sensors can be viewed directly on the mobile phone simulator,which is convenient for debugging and sharing,and students can have a sense of accomplishment.Therefore,this study uses the App Inventor tool to improve the students’ level of computational thinking.The following sections.1.Pattern building phase.The author uses Dewey’s pragmatism and constructivism as the theoretical foundation,and combines the five-factor framework of computational thinking and the problem-solving teaching model proposed by Cynthia Selby and John Woollard to analyze the similar teaching models in the past and construct suitable models Teaching model for graphic programming for high school students.2.Instructional design stage.The author researches the content of this course by choosing classic cases taught by Wu Minghui,a professor at Zhejiang University City College on the Chinese University of Mooc,and excellent examples of previous Google Compute Thinking App Inventor competitions.The selection criteria are mainly suitable for high school students and other subjects.Combining and combining students’ actual life and other factors,the teaching content is integrated with the constructed teaching model.The author complies with the "Study on the Interest in Learning in Information Technology Curriculum of Senior High School" compiled by Wu Xiaoling and "The Attitude Questionnaire for Learning Interest in Learning" by Gao Ling and according to the new curriculum standard.Based on the three dimensions of three-dimensional teaching goal cognition,behavior,and attitude,the questionnaire was prepared by referring to the three dimensions,and the questionnaires were distributed to students.The data was analyzed using Excel tables,and the teaching design of the course was carried out accordingly.3.Teaching practice stage.This study adopts a quasi-experimental research method.The first and second grades of Xi’an Senior Middle School are used as the research objects.The first and second classes are the experimental class and the control class.The experimental class is taught under the problem-solving teaching mode.The control group is traditional.Before the test,the two groups of students’ computational thinking ability was tested to verify that the level of computational thinking of the two classes was the same without significant differences.At the end of the experiment,a computational thinking ability was tested.It is verified that the computational thinking levels of the two classes are different,and there are significant differences.4.Effect detection stage.In this study,a questionnaire star system was used to collect students’ pre-test questionnaires and post-test questionnaires.The data was analyzed with SPSS 21.0,and factor analysis was performed on the five dimensions of the scale to check whether they were consistent with the expected effect.Observe,student works,and final exam results to compare and analyze to determine whether the level of computational thinking in both classes has improved,and whether the level of computational thinking in the experimental group is more significant.The conclusion of this study is that the problem-solving teaching model and traditional teaching model constructed by the author can indeed improve the problem-solving ability of high school students.The problem-solving teaching model constructed by the author is more significant,and promotes students’ collaborative ability,communication level,and computational thinking.Ability,students’ interest and motivation are stronger.