Research On Teaching Practice Of Scratch For The Cultivation Of Computational Thinking

Today,with the rapid development of information technology,computational thinking as the core ability of students has been put forward by educators,and has attracted high attention in the field of education at home and abroad.How to cultivate the computational thinking ability of primary and secondary school students,so that they can solve problems better,has become a hot topic of discussion among primary and secondary school educators.According to the author's investigation,visual programming software is mainly used in primary schools in China to cultivate students' basic programming ability and computational thinking ability.Scratch is such a software,which is favored by primary and secondary school educators because it is easy to operate and interesting.However,how to make better use of Scratch programming software to improve primary school students' computational thinking ability and provide appropriate innovative learning mode to guide teaching is still the focus of current researchers.Firstly,literature research method was used to collect,sort out and analyze research literatures on computational thinking and Scratch programming at home and abroad.On the basis of constructivism learning theory and game-based learning theory,a Scratch problem-solving model was designed for the cultivation of computational thinking based on the connotation of computational thinking and the characteristics of Scratch itself.Finally,BOPPPS teaching model is used to guide the teaching design.This study takes the lesson "Plants vs.Zombies" as an example to integrate the teaching practice.The research objects selected in this study are three-year primary school students in the author's city,and the practice time is one semester.Link in the whole teaching practice,using the questionnaire survey of the students experience,and has carried on the computational thinking to teaching classes of students before the class a pretest,posttest after class,the students' procedural information collection,and individual interview students exchange,after finally evaluate students in the teaching of knowledge absorption and computational thinking ability is improved.Based on the above work,this study has achieved some research results.In terms of teaching practice,students' abilities in computing concept,computing practice and computing concept have been improved to a certain extent after a semester of Scratch learning.At the same time,the problem solving model used by the author in teaching practice cultivates students' computational thinking ability in different teaching links.Asking questions such as the teacher,the student through the analysis of the problems and abstract,fill in the work breakdown,lets the student have the abstract problems,slowly when step by step to solve the problem,students through the problem of imagine cultivate the students' ability to design,summarized,the problems in the problem solving and students' knowledge migration ability get promoted,At the same time,it can also effectively cultivate students' ability of calculation and reasoning.Finally,the students' evaluation ability is better cultivated through the exhibition,explanation and mutual evaluation of the works.To a certain extent,this study has enriched the research results of educators in the information technology courses in China's primary schools in order to improve and cultivate students' computational thinking ability.From a practical point of view,it can provide a reference for the teaching design and case study for front-line primary school information technology curriculum educators.