Research On Teaching Design And Practice Of Scratch Programming Education For Primary School Students Face To Computational Thinking

With the rapid development of artificial intelligence,big data and other technologies,the society has higher and higher requirements for students’ information literacy.In our primary school stage,the main use of visual children’s programming software to cultivate students’ basic programming ability and computational thinking ability,and Scratch is such a programming tool,it is also called "digital Lego",has easy to operate,strong fun and so on.But for now,there are still many problems in domestic Scratch programming education,such as students’ persistent interest in class is not strong,complex task learning efficiency is low,students’ practical operation time is less,teachers’ traditional teaching of "heavy steps,partial imitation" and so on.So how to better integrate Scratch teaching and computational thinking training is worth exploring for researchers.Firstly,this study uses the literature research method to analyze the research of computational thinking and Scratch teaching,and then defines the core concepts and theoretical basis of this paper.The process elements of the formation of computational thinking are integrated into Scratch teaching,and the teaching objectives,teaching content,teaching strategy,teaching model and teaching evaluation are designed as a whole.Finally,this study selects students from two classes of Grade 5 in a primary school in Huaihua City as research objects,adopts quasi-experimental research method and investigation research method,and divides them into experimental class and control class according to different teaching modes.After teaching practice,Through students’ pre and post measurement scale,Scratch programming knowledge closed-book test,work analysis and interview survey,a combination of quantitative and qualitative analysis was constructed to verify the effect of teaching practice.The analysis of the practical results shows that the total score of the experimental class is significantly higher than that of the control class,but among the five dimensions,only creative thinking,cooperative learning awareness and algorithmic thinking have significant differences.It proves that compared with traditional teaching,the advantages of this study are reflected in the cultivation of these three dimensions.In addition,through the analysis of students’ works and interviews,it is found that the experimental class is more interested in Scratch programming than the control class,and the students in the experimental class are more capable of problem solving and expression.This proves that the teaching model designed for the training of primary school students’ computational thinking is more popular among primary school students when applied to Scratch course,and is more conducive to improving the students’ computational thinking.