Design And Application Of Primary School Programming Teaching Evaluation Strategy For The Cultivation Of Computational Thinking

With the continuous development of artificial intelligence technology,computational thinking is recognized as a basic skill for everyone in the world.In China’s 2017 new edition of "information technology curriculum standards for senior high schools",it is further clearly pointed out that the core literacy of information technology discipline is composed of four core elements: information awareness,computational thinking,digital learning and information responsibility.This also clarifies the importance of cultivating students’ Computational Thinking in the information technology curriculum from the perspective of the program document.However,as the main way to cultivate primary school students’ Computational Thinking,information technology course programming classroom often mentions Computational Thinking in the teaching of programming content,but it is rarely associated with the cultivation of Computational Thinking in teaching evaluation,ignoring the important influence of programming teaching evaluation on the cultivation of students’ computational thinking ability,and the cultivation effect of computational thinking is not obvious.Therefore,this study takes the fourth grade primary school students as the research object,and tries to improve the visual programming teaching evaluation method of primary school information technology course,and cultivate students’ Computational Thinking.First of all,through literature research method,this study deeply combs the domestic and foreign relevant literature on the cultivation and evaluation of computational thinking,and programming teaching evaluation strategies,sorts out the theoretical basis of this study,and then designs the primary school programming teaching evaluation strategies for the cultivation of computational thinking,which are divided into clear evaluation criteria,diversified evaluation,comprehensive evaluation,comprehensive evaluation,comprehensive evaluation and so on Form three levels of Computational Thinking evaluation report.Secondly,the quasi experimental research method was used to carry out a four month teaching practice in two classes of a primary school.The experimental class adopts the primary school programming teaching evaluation strategy designed in this study for the cultivation of computational thinking,while the control class adopts the traditional classroom teacher oral evaluation method,and constantly optimizes and improves the strategy in teaching practice,so as to better apply the strategy to the front-line teaching.Finally,collect the students’ final works,programming efficacy questionnaire,computational thinking test questions,at the same time,according to the high,middle and low scores,select 12 students to interview through the interview method,analyze the effect of the evaluation strategy designed in this study.This study finds that:(1)the strategy can significantly improve students’ Computational Thinking Ability;(2)the strategy can significantly improve students’ programming self-efficacy.At the level of primary school students’ Computational Thinking training,this study provides front-line teachers with evaluation standards and diversified evaluation methods of programming teaching evaluation,and shares important practical experience,which provides a new opportunity for primary school students’ Computational Thinking training.