The Design Of High School ICT Textbook Structure With Orientation Of Computational Thinking

Computational thinking is everyone's basic ability in the 21 st century.As typical "digital natives",high school students need to have computational thinking in order to cope with the challenges with technology's rapid development in the future.At present,several developed countries have incorporated computational thinking into national curriculum standards.Computational thinking has recently been written into Chinese national curriculum standards as one of subject's key competence of ICT curriculum.With the implementation of curriculum reform,current textbooks have been incompatible with the new curriculum idea.There are mainly two fundamental problems,one is tool or experience orientation,resulting in the unclear perception of thinking embedded in the subject,the other is lack of knowledge in the method of designing ICT textbook with orientaiton of subject thinking.The design of ICT textbook structure oriented computational thinking can solve the above problems because computational thinking is a piece of key competence with the most essential subject attribute.Based on this,the study mainly adopts design-based paradigm,combined with the methods of quasi-experiment,questionnaire and interview and carries out three aspects of research work.First,the study answers the question of “what is computational thinking in ICT curriculum”.Although there are a lot of discussions about computational thinking in academia,the definition of computational thinking has not yet reached a consensus.In the field of ICT curriculum,the newly revised curriculum standard gives a clear definition of the concept,but it is relatively general and need to be structured in the implementation of ICT curriculum.To this end,the study constructs computational thinking structure of ICT curriculum by transforming pyramidal structure of thinking and the views of six groups' computational thinking and further discusses general method to lend concreteness to computational thinking structure and provides an example.Secondly,the study answers the question of "how to design ICT textbook structure oriented computational thinking".The study constructs a design framework of ICT textbook structure whose name is CTACK and designs textbook content structure,program structure and formal structure based on CTACK.It can be decomposed into four aspects.1.Construction of CTACKThe study constructs a design framework of ICT textbook structure whose name is CTACK through analysis of new curriculum standard and developing carrier and path of computational thinking absorbing existing research results.On this basis,the paper puts forward general idea of textbook structure design based on CTACK.2.Design of content structure based on CTACKIn terms of content structure,we adopt the idea of integration of subject knowledge orientation and social experience orientation.The content design of these two kinds oforientation eventually converges,which avoids the limitation of content design simply by subject knowledge or tool or experience orientation.It integrates computational thinking with activity and subject knowledge organically.3.Design of program structure based on CTACKIn the way of program structure,we design macro-program structure which includes serialized structure and hierarchical structure,medium-program structure which includes project structure and subject life theme structure,and macro-program structure which includes meaningful accepting structure,exploratory structure,experiential structure and cooperative structure.Although program structure's name has not changed,its content and organizational form has changed.It goes beyond organization of knowledge content and goes toward link organization of knowledge,activities and computational thinking.It highlights textbook's functional orientation for student's development as a person.4.Design of formal structure based on CTACKIn terms of formal structure,we mainly discusses graphic and textual representation about activities,knowledge and computational thinking in textbook.In particular,it focuses on the existence of them and the representations of process and result in order to represent three elements in CTACK scientifically and accurately.As a result,it can formalize content structure and program structure.Thirdly,the study answers the question of "how to test and improve ICT textbook structure oriented computational thinking".The study tests the application effect of textbook structure by the practice of textbook compilation and teaching in classroom.We find that ICT textbook structure can effectively promote students' computational thinking.Specifically in:The experts are generally positive about the progress of textbook based on textbook structure.Teachers and students are satisfied with CT-led textbook structure.The development of students' computational thinking is in normal distribution,and experimental class improves more in computational thinking than the control class..However,there are some problems to amend repeatedly,for example,"project-problemtask-activity" structure should not continue as a medium program structure.The concept of "link" to express activity process need to be abandoned and the description to illustrate the relationship between tasks and activities need to be increased.We should strengthen the directivity of thinking scaffolding and accuracy of thinking verbs,and adjust three elements' order in activities to enhance cohesion,etc.The main contributions of this study are reflected in two aspects:1.In the aspect of research perspective,the study on ICT textbook structure oriented computational thinking fully embodies idea of "students' development" in new curriculum standard and abandon the idea of designing textbook based on tool orientation or experience orientation in the past.2.In the aspect of theoretical research,we construct computational thinking structure of ICT curriculum and explore textbook structure design methods with computational thinking orientation including construction of theoretical framework and design of textbook contentstructure,program structure and formal structure based on CTACK.The study also forms an ICT textbook about "data management and analysis" module in high school based on textbook structure.The study highlights ICT subject thinking,which makes ICT textbook theory research have more subject characteristics and provides theoretical basis for ICT textbook design and application based on new curriculum standard.