Research On Mining Implicit Relationship Between Cognition Level And Computational Thinking Based On The Perspective Of Programming Behavior Representation

In the era of "artificial intelligence + education",technology is one of the key elements of the development of education and the revolution of the learning system.It has innovated and changed the teaching process and brought new development opportunities to the education system.Programming is the foundation for the development of Artificial Intelligence(AI),robotics,and automation technology.It is a way to create new products,solve problems,and realize ideas in the digital world.It is also regarded as an important support for training students’ higher-order thinking and computational thinking.It is increasingly concerned and valued by the national government,academia,and industry.The behavior of students in the process of programming essentially reflects their level of cognition to solve problems using computing tools,and also reflects the development process of their computational thinking.Mining the implicit relationship between the three helps to optimize the design of programming tasks and improve the cultivation of students’ computational thinking.Exploring the cognitive basis of programming is very important for understanding students’ thinking and changing educational practice.By analysing the learning cognition level contained in the programming behavior,it reveals the cognition level reached by the students when engaging in coding activities,and represents the implicit relationship between cognitive goals and computational thinking in programming activities.It will provide a reference for targeted design of visual programming tasks,and effectively cultivate high-order thinking and computational thinking.The content structure of this article includes: the first chapter is an introduction,expressing the importance of the cultivation of higher-order thinking and computational thinking in the current era and academic background,and the necessity of visual programming behavior analysis,and it combs the research status of literature on programming education and computational thinking at home and abroad,and then explains the research problems,research goals,theoretical significance and practical value of the research,and research methods and ideas.The second chapter is related concepts and theoretical basis,clarified the related concepts and features such as visual programming,computational thinking,etc.,expounded the ternary theory of thinking,cognitive representation theory and constructivist learning theory,based on which teaching case design,and conduct empirical research.The third chapter is based on cognitive goals classification and the three-dimensional framework of computational thinking,and a programming behavior representation framework based on Scratch is constructed.The fourth chapter is an empirical study on the teaching case of mining the implicit relationship between cognition andcomputational thinking.Based on research questions,designed and implemented teaching cases and designed interview outlines.The fifth chapter is data collection and result analysis of programming behavior characterization.Using the qualitative analysis tool NVivo and the statistical tool Excel,the screen video data and interview data were analyzed,and the relationship model between cognitive and computational thinking based on the representation of programming behavior was constructed,and discussions and suggestions were made.The sixth chapter is the conclusion and prospect.It summarizes the research,reflects on the limitations of the research,and prospects the follow-up research work.This article explores the implicit relationship between cognitive level and computational thinking through the representation of programming behaviors such as conceptualization,creation,testing,modification,and interaction.The results show that on the one hand,there is a close relationship between cognitive level and programming behavior.Remembering and understanding are the basic cognition of programming behavior.Application and analysis are the core of programming behavior.Evaluation promotes students ’reflection on programming behavior and creating can stimulate programming behavior to produce new works.On the other hand,in programming activities,the students’ cognitive level and the development of computational thinking are related to each other and promote each other.The achievement of low-order cognitive goals in programming behavior is the basis for the formation of computational concepts.The cognitive needs of higher-order thinking triggered by programming practice can promote students’ comprehension of computational thinking.The concept of computing is related to the level of remembering,understanding,and applying low-level cognitive goals;Programming behavior most directly reflects the practical ability of computing,and basically covers the high and low levels of cognitive goals;Computing perspectives has inherent consistency with analysis,evaluation,and creation of high-level cognitive goals.Therefore,we should follow the development rules of cognitive level and computational thinking,and embed programming tasks for various cognitive goals into instructional design in order to effectively use programming education to cultivate students’ computational thinking.