Research On The Design And Application Of Thematic Teaching To Improve Students' Problem-solving Abilit

With the gradual advancement and development of China’s basic education reform,the cultivation of problem-solving ability of primary and secondary school students has become more and more focus of school and social attention.However,the author found through practical observation that the current junior high school IT curriculum is still based on the traditional teacher-teacher lecture-student practice teaching method.This way of teaching is not conducive to cultivating students’ problem-solving ability,and students’ problem-solving ability is not effectively developed.Theme-based teaching is an inquiry-based teaching method based on real situations,and students are able to discover problems and solve them through active inquiry and cooperative communication in more complex situations,which provides favorable conditions for promoting students’ problem-solving ability.Therefore,this study attempts to build a framework for designing thematic teaching activities to promote the problem-solving ability of junior high school students by using the content of the graphical programming app Inventor as a carrier and promoting students’ problem-solving ability as the goal,and analyzing the teaching effects through a quasi-experimental research method.This study first used literature research method to review domestic and international literature on theme-based teaching,problem-solving ability,and graphical programming through databases such as CNKI and Web of Science,to sort out and summarize the current status of domestic and international research,and to define relevant concepts such as problem-solving ability,theme-based teaching,and graphical programming.Secondly,different ways of distributing student questionnaires and teacher interviews are used to understand the current level and cultivation status of problem solving ability of junior high school students,so as to provide a realistic basis for the subsequent design of teaching activities.Next,after analyzing the existing theme-based teaching and problem solving process,the theoretical basis of constructivist learning theory,"learning by doing" theory,nearest development area and multiple intelligences theory was used to follow the construction principles of clear theme-based,student-oriented,comprehensive,problem solving-oriented and diversified evaluation.The framework for designing thematic teaching activities to promote junior high school students’ problem solving ability was constructed by following the principles of thematicity,student agency,comprehensiveness,problem solving orientation,and evaluation diversity.Finally,a quasi-experimental research method was used to test the effect of the constructed thematic teaching activities on students’ problem-solving ability enhancement.The author selected students from two classes of the second grade in her internship school as the subjects of the study and carried out teaching practices with three themes.In the experiment,the experimental class was taught in a thematic way,while the control class was taught in a "teacher lecture-student imitation" way.At the end of the teaching practice,a combination of qualitative and quantitative methods was used to verify the feasibility and effectiveness of the theme-based teaching by using the problem-solving ability scale,students’ work scores,learning record sheets,classroom performance evaluation forms,and student interviews as evaluation data.The results showed that there were significant differences between students in the experimental class and students in the control class in terms of their attitudes toward problems,ways of dealing with problems,and problem-solving qualities.Thus,theme-based teaching did promote middle school students’ problem-solving skills.The main findings of this study are a framework for designing theme-based instructional activities from the perspective of promoting junior high school students’ problem-solving skills.This not only provides a design template for developing students’ problem-solving skills in IT courses,but also enriches theories related to teaching IT courses,which has certain theoretical and practical significance.