An Empirical Study On The Cultivation Of Primary School Pupils' Computational Thinking Ability Based On Visualized Teaching

Computational thinking is regarded as one of the three thoughts that talents need to master in the 21st century,and is regarded as a kind of thinking activity that can flexibly use computational tools and methods to solve problems.Computational thinking belongs to the category of thinking,and its training needs to be attached to the specific subject carrier,and it needs long-term training to be effectively cultivated.The cultivation and evaluation of learners' computational thinking ability has become the most difficult point of current teaching research.Existing research mostly focuses on exploring teaching strategies and evaluation tools.Existing studies have shown that there is a large overlap between the teaching content of programming courses and the dimensions of computational thinking ability.It is more effective to cultivate learners' computational thinking ability in programming courses.The emergence of visual programming tools,based on the principle of "what you see is what you get",can effectively focus on the cultivation of computational thinking ability in primary and secondary education.The results of literature analysis show that the use of thinking visualization tools can effectively improve learners' computational thinking ability,and visualization teaching is helpful to the smooth development of programming teaching.In addition,in the development of computational thinking skills,there may be differences between the development of computational concepts and computational practical dimensions.Based on the above content,this research aims to explore the effectiveness of teaching based on thinking visualization tools in cultivating pupils' computational thinking ability,and reveal the difference between computational concepts and computational practice dimensions in the development of students' computational thinking ability.This research uses the third grade of elementary school learners as the research object,uses the graphical programming software Scratch as the carrier,and carries out the teaching design according to the characteristics of the students.It is based on problem solving and project completion,with thinking visualization tools as the support,using mind maps and processes.Visualized teaching combined with pictures,cultivate learners' computational thinking ability in the process of Scratch programming content learning.Based on the theoretical basis of "Cognitive Load,Constructivism,The Zone Of Proximal Development",design quasi-experiments to explore the development of visual teaching on pupils' computational thinking ability.The impact of computing,and the development difference between the concept of computing and the dimensions of computing practice.Evaluate learners' computational thinking ability through computational thinking ability test questions,works and classroom observation and analysis,and investigate the usage of teaching based on thinking visualization tools through teaching feedback questionnaires.This research focuses on two core issues: First,can visual teaching effectively improve the computational thinking ability of primary school students? Second,is there a difference in the development of the computational concept dimension and computational practice dimension of primary school students' computational thinking ability?Through teaching experiments,this research has reached the following conclusions:First,the use of visual teaching can significantly improve the computational thinking ability of primary school students;Second,the development of computational concept dimensions and computational practice dimensions in primary school students 'computational thinking skills is uneven,and the computational concept dimension is unbalanced.The development speed is faster than the computational practice dimension;in addition,the visual programming teaching of the teaching style can also improve the learners' computational thinking ability,and the visual teaching can more arouse the enthusiasm of the primary school students.These findings mean that visual programming is a carrier that helps elementary school students to develop their computational thinking ability,but more importantly,teaching methods.Active and appropriate teaching methods have an important impact on the development of elementary school students' computational thinking ability.In summary,the use of visual teaching methods to develop Scratch programming activities allows students to actively participate in the whole process of work,and fully develop their computational thinking skills in the process of completing the work.There is an imbalance in the development of various dimensions of computational thinking ability.Teachers need to be aware of the differences in the development of abilities in each dimension and the needs of training,formulate appropriate teaching designs,carry out targeted teaching,and help elementary students improve their computational thinking skills.The conclusion of this study enriches the research on the cultivation of computational thinking ability of primary and secondary school students,and has certain reference significance for the design and development of the curriculum for the cultivation of computational thinking ability of primary and secondary schools as well as for educational practice.