The Design And Practice Of Junior High School Programming Teaching Oriented To The Training Of Computational Thinking

With the rapid development of the information era,computational thinking is gradually becoming an essential skill for citizens in the 21st century.In China’s "Compulsory Education Information Technology Curriculum Standards" in 2022,it is clear that information technology courses should pay attention to the cultivation of students’ computational thinking ability.As the main way to cultivate computational thinking in information technology courses,programming teaching still has many problems to be solved in the specific teaching practice.For example,how to eliminate the gap between different programming levels in the process of programming teaching,and how to stimulate students’ interest in learning in the more boring and abstract text language programming teaching.Unplugged activities use tangible learning materials such as games,teaching situations,and cards to carry out teaching,creating a pleasant and interesting immersive learning environment for students,eliminating the influence of programming experience to a certain extent,and laying a good foundation for subsequent programming teaching.This study takes the five core elements of computational thinking as the teaching goal,constructivism,problem teaching,and situational teaching theory as the theoretical guidance,and after comprehensively referring to CS Unplugged,Coding.org,"Unplugged Computer Science" and other resources,this study designs the "first unplugged,then plugged" programming teaching design mode for junior high school students’ computational thinking cultivation,and designs the teaching objectives,learner characteristics,learning content,learning situations,learning resources,learning tasks,etc.in the teaching design.The learning activities were elaborated and analyzed,and the teaching activity process of "first unplugged,then plugged in" was constructed based on the problem-solving process and learning situation,and finally a specific teaching case was designed under the guidance of teaching design,and finally a two-month teaching practice with a total of three stages was carried out to explore the cultivation of students’ computational thinking in this teaching design mode.Finally,the periodic interviews,self-evaluation of classroom performance,completion of classroom programming works,and pre-and post-test results of computational thinking were used as the overall evaluation basis for the development of students’ computational thinking ability.The final practical study found that in the programming teaching of junior high school students,the programming teaching design mode of "first unplugged and then plugged in" can stimulate students’ enthusiasm for learning,teach students programming knowledge,and also improve students’ computational thinking ability and problem-solving ability,indicating that in junior high school programming teaching,the programming teaching design of "first unplugged,then plugged in" is effective,and also provides a new teaching design method and ideas for the research of cultivating computational thinking with the help of unplugged activities in programming teaching.