Research On Cultivating Computational Thinking In High School Information Technology Course Teaching

At present,information technology courses pay more and more attention to the teaching of thinking.With the deep research on computational thinking,more and more researchers are concerned about the importance of computational thinking in the teaching of information technology.In the "Standards for Information Technology Curriculum for Ordinary Senior High Schools" promulgated in 2017,computational thinking has been listed as one of the core qualities of information technology disciplines,and the necessity and importance of fostering computational thinking in high school information technology teaching are more emphasized.At present,how to cultivate students' computational thinking in the teaching of high school information technology is at an exploratory stage both in theory and in teaching practice,and further research is needed.How to develop the cultivation of computational Thinking in the high school information technology curriculum teaching is the starting point and destination of this research.Based on the research related to combing computational thinking,the study first defines the focus of this study's computational thinking,including four aspects: “analysis and decomposition of concerns,abstraction and transformation,algorithmic thinking,assessment,and generalization.” Second,preliminary design and development computational thinking fosters the teaching strategies;finally adopts the action research method to apply the computational thinking training teaching strategy to the “algorithm and program design” course and test the teaching effect,to explore whether it is helpful for cultivating the students' computational thinking,and to summarize the high school information.The effective implementation strategy of the cultivation of computational thinking in technical course teaching provides practical reference for information technology teachers.This paper consists of the following six parts:The first part is theoretical research,including the first chapter and the second chapter.Explain the research purpose and significance of this topic,research content and methods,research ideas and framework,etc.;define the core concepts of this research.Through literature analysis,the research status of computational thinking in the field of computer science andinformation technology courses at home and abroad is summarized.Explain the enlightenment of the teaching design theory,constructivist learning theory,cognitive-discovery learning theory,activity theory,thinking theory and computation theory to this study.The second part is the third chapter,which is a survey of the status quo.This research uses a questionnaire survey to investigate the status quo of students' computational thinking and the current state of the four aspects of computational thinking in this study(focus analysis and decomposition,abstraction and transformation,algorithmic thinking,assessment,and generalization capabilities).Prepare for research.The third part is the fourth,fifth and sixth chapters about the research,design,implementation,effect analysis and research summary of the computational thinking training in the teaching of information technology courses.Before the commencement of the action research,we initially constructed the computational thinking to cultivate teaching strategies.The first round of action research adopted this initial strategy to carry out teaching.After the first round of action research was completed,the initially constructed strategy was revised and improved,followed by the second and third round of action research,gradually modifying and improving the teaching model and summarizing the effective strategies for the cultivation of computational thinking in information technology course teaching.Questionnaires,interviews,and action research before and after the calculation of thinking test questions combined with the analysis of the way the students' calculation literacy enhance the effect of analysis.The fourth part is the seventh chapter,the research conclusion and prospect.Draw the conclusions of this study and reflect on the insufficiency and problems still to be solved in the research process,so as to look forward to further research.The conclusions of this study are:First,the current senior high school students' computational thinking needs to be improved.The students' cognition and application of computational thinking are few.The development of high school students' computational thinking is at an exploratory stage.Secondly,to cultivate the teaching strategies for the cultivation of middle school students' computational thinking in the establishment of information technology course teaching,including: 1.Creating Situation 2.Asking Questions 3.Analyzing Questions 4.Programming Writing 5.Evaluation Summary 6.Inspiring and Re-creating Six other central links.Third,the application of computational thinking training strategies to the “Algorithm and Programming” curriculum has,to a certain degree,improved students' computational thinking,students' focus analysis and decomposition,abstraction and transformation,algorithmic thinking,assessment and generalization capabilities.