| In the new era of information and intelligence,all aspects of our life and work have been revolutionized by computers and the Internet.In order to adapt to the future social development trend,computational thinking is one of the core competencies that students must have.In the 2017 new version of the information technology curriculum standards for senior high schools in my country,computational thinking is clearly included in the core literacy of information technology disciplines.Numerous studies have shown that programming is an important means of cultivating computational thinking in K-12 information technology education.However,most school programming courses adopt the traditional class mode,where teachers teach and students imitate,which is not conducive to the cultivation of computational thinking.Project-based learning emphasizes that students independently explore and form products or solutions in real situations to build a knowledge system,which provides the research direction for this thesis.Therefore,this thesis combines computational thinking and project-based learning concepts,and uses kitten game creation as the teaching content to construct a teaching model and course case suitable for the cultivation of computational thinking for junior high school students.First of all,this thesis uses the literature research method to sort out and summarize the research status and related concepts of computational thinking and project-based learning at home and abroad,which provides a theoretical basis for the construction of a computational thinking-oriented project-based learning model;then analyzes the information technology curriculum standards and learning characteristics of junior high school students,clarify the characteristics of computational thinking,and design a computational thinking-oriented project-based learning model based on the reference of existing teaching models.The teaching model is constructed with seven links of "pre-class preparation-project proposal-project guidance-design project-work creation-achievement display-project evaluation",and the training of computational thinking is deeply integrated into teaching activities.At the same time,this model emphasizes the mastery of modular programming and programming concepts as the foundation,the cultivation of computational thinking as the core goal,and the student-centered approach.Secondly,this thesis conducted a study survey by giving out questionnaires,combined with the content of the kitten building block module and the actual situation of the school,and refined the teaching strategy and teaching evaluation design.Five project teaching cases and corresponding teaching auxiliary resources.Finally,this thesis selected two classes in the first grade of a middle school in Chongqing to conduct teaching experiments,which were divided into experimental class and control class.The experimental class adopts the computational thinking-oriented projectbased learning mode for teaching,and the control class adopts the traditional teaching mode,in order to verify that the teaching mode can improve the computational thinking ability more significantly than the traditional teaching mode.Before the experiment,a pre-test of computational thinking was conducted.During the experiment,the game work evaluation scale and classroom performance evaluation form were recorded and collected.After the experiment,a post-test of computational thinking and student interviews were conducted.After the experiment,the evaluation and analysis of the effect of the course implementation are carried out from four aspects: one is the comparative analysis of students’ works;the other is the comparative analysis of classroom performance;the third is the analysis of changes in students’ computational thinking ability;Feedback evaluation analysis.The experimental data shows that the computational thinking-oriented projectbased learning model with kitten game production as a case can better cultivate students’ computational thinking ability,improve students’ learning enthusiasm and classroom participation,and improve students’ programming ability.The research results provide a certain theoretical basis for future related research in the field of computational thinking education,and also provide a certain practical guiding significance for the training and teaching of computational thinking for front-line teachers. |
