Research On The Teaching Design And Practice Of Python Programming In Junior High School Information Technology From The Perspective Of Computational Thinking

In September 2017,the Ministry of Education issued the "Comprehensive Practice Activity Curriculum Guidelines for Primary and Secondary Schools",the Ministry of Education in which the specific objectives of the junior high school stage pointed out that through the learning and practice of information technology,the ability to use information technology to analyze and solve problems and the design of digital products and production capabilities should be improved.This requires the junior high school students to understand the basic process of Python programming,understand and proficiently use the three basic program structures which includes sequence structure,selection structure,and loop structure.The junior high school students should also be familiar with the grammar of the Python programming language,master basic concepts such as variables and functions,and try to analyze,Write,run,and debug programs,cultivate interest in Python programming,improve computational and logical thinking skills and improve innovation and information literacy.At present,in the teaching of information technology in junior high schools,Python programming teaching has just started.The lack of teaching experience of teachers and the uneven acceptance of students have seriously hindered the improvement of learners' computational thinking.Computational thinking is an essential element of the core literacy of information technology disciplines in junior high schools.Cultivating computational thinking can also promote the learning of other subjects in junior high schools.This research is to promote the development of students' computational thinking.Based on junior high school information technology courses,this research explores the pattern of Python programming instructional design,and tests the effects of teaching in practice to promote the development of students' computational thinking.In this research,a large number of literatures are consulted and seventh-grade students from G middle school in R city are selected as the research objects.The research process is divided into four stages: theoretical analysis,research design,teaching practice,and research summary.According to literature analysis and research,the concepts of Python programming and computational thinking are clarified,and the current situation of students' computational thinking is investigated,and teaching design is based on this.Teaching design is developed from five aspects: relevance analysis,teaching content and learner analysis,teaching goal design,teaching process design,and teaching evaluation design.The Python programming teaching process is mainly divided into four links: requirement analysis,algorithm design,programming,and running test.In the teaching practice module,the action research method is used to conduct three rounds of research.Each round uses the four steps of planning,action,evaluation,and reflection for practice.After each round of research,the teaching process is modified and applied to the next round to enrich the teacher-student activities in the teaching process.After the teaching practice is completed,the effect of this research will be analyzed,and the effect of the teaching practice will be tested through two methods: student interviews and post-testing of computational thinking ability.The conclusion of this research: the junior middle school information technology Python programming teaching design and practice from the perspective of computational thinking is conducive to the improvement of students' computational thinking.At the same time,it can improve students' learning attitude and teachers' teaching activities to a certain extent.This research provides new ideas for the cultivation of learners' computational thinking in junior high school information technology teaching,and has certain theoretical reference value and practical guiding significance.