Research On The Teaching Adaptabiliyt Of Computational Thinking For Information Technology Teachers In Primary And Secondary Schools

In 2017,the Ministry of Education issued the Information Technology Curriculum Standards for Ordinary Senior High Schools,which explicitly included computational thinking in the information technology curriculum system of senior high schools and set a unified standard for computational thinking in the practice of basic education.By the government under the leadership of the organization and curriculum reform,can blend in the concept of computational thinking to promote fundamental education to the fastest speed,but also prone to teachers for computing the adaptation problem of the new curriculum in the concept of thinking,especially the current our country for research in computational thinking is still in its infancy,in the stage of compulsory education curriculum standard has not been clearly put forward to calculate thinking,Primary and secondary school information technology teachers are still in a groping stage in the setting of learning objectives,exploration of teaching strategies and selection of teaching methods under the concept of computational thinking.China has not yet built a unified evaluation system of computational thinking.Under the condition that all conditions are not perfect,the new curriculum standard proposes to cultivate students’ computational thinking ability,which is undoubtedly a big challenge to information technology teachers.Therefore,it is of practical significance to investigate the adaptability of computational thinking teaching of information technology teachers in primary and secondary schools.This study mainly uses the questionnaire survey method,supplemented by the interview method.On the basis of combing and analyzing the literature,the evaluation index system of the adaptability of information technology teachers in primary and secondary schools under the concept of computational thinking is constructed,and the questionnaire and interview outline are prepared by referring to experts’ suggestions.170 questionnaires were distributed to information technology teachers who are in primary and secondary schools in Jiangsu Province,and 140 valid questionnaires were collected.In addition,four information technology teachers with typical characteristics were selected for in-depth interview of the three sections.Through the analysis of the recovered data,we further understand the current situation of teaching adaptability of computing thinking of information technology teachers in primary and secondary schools,and explore the important factors affecting its adaptability.Based on the data analysis results and in-depth interviews,the following conclusions are drawn: 1.Under the concept of computational thinking,the adaptability of information technology teachers in primary and secondary schools is at a medium level,but there is still room for improvement.2.Information technology teachers in primary and secondary schools have a positive attitude and are willing to accept new ideas.3.The ability of information technology teachers in primary and secondary schools in teaching evaluation needs to be improved.4.Teachers’ teaching design should be more reasonable and teachers’ teaching implementation can be more perfect.5.External support needs to be improved.In view of the above research conclusions,in order to improve the teaching adaptability of computational thinking of information technology teachers in primary and secondary schools and promote the rapid advancement of computational thinking in basic education,this study puts forward the following suggestions: 1.At the personal level,information technology teachers can improve their educational background and better interpret computational thinking.They must enhance the teaching and research ability,strengthen peer communication and better integrate computational thinking into basic education.2.At the school level,the care of information technology teachers in primary and secondary schools should be strengthened.The training of computational thinking for teachers should be strengthened.