Research Of The Construction And Practice Of Structural Framework And Evaluation Mode Of Computational Thinking Based On Visual Programming Course

With the rise and rapid development of Mobile Communication Technology,Internet of Things,and Big Data in the era of artificial intelligence,people's lives have been greatly changed,bringing revolutionary changes to society,and people have a new understanding of computing and computers.It is recognized that computer talents have become the target that all countries valued.With the deepening of the process,people realize that computational thinking(Referred to as CT)is one of the basic abilities for people to recognize and solve problems.Computational thinking is included in the " Information Technology Curriculum Standards for Senior High School(2017 Edition)" issued by the Ministry of Education of China as an important element of the core quality of the information technology subject.Cultivating students' computational thinking has become the core of cultivating computer talents.There are many ways to cultivate computational thinking.At the primary and secondary level,visual programming has become an important way to cultivate students' computational thinking.Although programming courses play vital roles in cultivating students' CT,there are still many problems in primary and secondary schools.On the one hand,this research is based on combing the domestic and foreign CT structure and related research on CT evaluation,this study conducted a survey of 162 students in the fifth grade of a primary school in Wuhan based on the current situation of CT training based on visual programming,and found that it characterizes the incomplete structure of CT in students'programming activities,lacks of contextualization,and the structure of CT does not reflect the connection between the elements of CT;teaching mainly focuses on summative evaluation and lacks multiple evaluation methods.On the other hand,when this research combs the related research on visual programming and CT cultivating,it is found that the existing research has less discussion on the relationship between the development trajectory of students' CT and the elements of CT.Therefore,this study constructed a computational thinking structure framework based on visual programming in primary and secondary schools,this research first designs and builds a CT structural framework and evaluation mode based on visual programming in primary and secondary schools to help front-line teachers formulate and design visual programming teaching goals aimed at cultivating CT.The teaching content guides visual programming to improve all aspects of CT.It is hoped that through the depiction of the development trajectory of CT,front-line teachers can better understand the changes in students' CT in visual programming.Then,two rounds of action research on teaching practice guided by them were carried out.Arrange the teaching contents with the framework of computational thinking as a guide in action researchs;verify the rationality of the structural framework and evaluation mode of CT by exploring the connections between various dimensions of CT;discuss the characteristics of students' CT development trajectory and the changes of students' computational thinking level at visual programing curriculum after teaching to illustrate the strengths and weaknesses of the evaluation mode.Through the feedback data of each round,the computational thinking structural framework and evaluation mode are analyzed,revised and adjusted,and are finally formed.Based on the formation of a computational thinking structure and evaluation mode based on visual programming in primary and secondary schools,the following conclusions are obtained through two rounds of action research:(1)The structural framework of CT based on visual programming can guide teaching practice.(2)The CT evaluation mode designed based on visual programming can diversify the evaluation of students' CT competence.(3)The elements in the structural framework of CT are interrelated.(4)Teaching based on visual programming can improve the CT of primary and middle school students.(5)The trajectory of students' CT has the characteristics when learning visual programming that have many turning points and large fluctuations but the overall trend is increasing.