Research On Task-driven Teaching Practice Of Junior High School Information Technology For The Cultivation Of Computational Thinking

Computational thinking is a way of using basic computer concepts for problem solving,system design and understanding human behavior,and become a necessary ability for people to decompose problems,have a cross-disciplinary thinking and solve problems.2022 edition of the compulsory education information technology curriculum standards require the cultivation of students’ computational thinking and problem solving skills,which show that computational thinking plays an important role in teaching.However,the study of the training of computing thinking of junior high school students through literature analysis and practical survey needs to attract attention.Secondly,during an internship at a junior high school in Dongguan,it was observed through participation in teaching exchanges that task-driven teaching is commonly used in junior high school classrooms,and teachers and students have a high acceptance rate of this teaching method.Therefore,the core and focus of this study is to integrate the training of computational thinking into task-driven teaching,find out the appropriateness of both and practice them in junior middle school information technology courses.This study analyzes the current situation of computational thinking and task-driven teaching at home and abroad through literature,determines the research contents and methods,and defines the core concepts,and starts with the study based on teaching system design theory and Sternberg theory of thinking.Firstly,during internship we conducted a pre-investigation on two aspects including the current situation of junior high school students’ computational thinking training and task-driven teaching implementation,so as to point out the direction for the subsequent research.Secondly,the suitability of cultivating computational thinking through task-driven teaching was analyzed,and a task-driven teaching framework for cultivating computational thinking was constructed under the guidance of relevant teaching frameworks,with corresponding teaching cases designed.Finally,a quasi-experimental study was conducted to verify the teaching effectiveness.In this study,students from two classes in the 8th grade of a certain middle school in Dongguan were selected,and the subjects were divided into experimental and control groups based on different teaching methods.Before the practice began,data was collected on students’ Bebras computational thinking test questions and CTS-K12 scale.Subsequently,a three-month teaching practice was carried out,and students’ teaching evaluation forms and works were collected in real-time.In the later stage of the practice,a post-test and interview survey were conducted on the students.By conducting independent sample T-tests and paired sample T-tests on the data from the two classes and analyzing the interviews,teaching evaluations and works,the students’ computational thinking was evaluated,and the effectiveness of the teaching framework was verified.The experimental results indicate that the task-driven teaching framework for cultivating computational thinking developed in this paper can better foster students’ computational thinking and enhance their algorithmic thinking,collaborative learning,problem-solving,and critical thinking compared to traditional task-driven teaching when applied in the classroom.This framework provides theoretical and practical guidance for frontline teachers to cultivate computational thinking of middle school students.