Scratch Teaching Design And Empirical Research Based On The Three-dimensional Framework Of Computational Thinking

With the development of science and technology,from the analysis of the research situation at home and abroad,new curriculum reform in China and the core literacy of information technology discipline,it has been found that computational thinking has gradually become a basic skill that everyone in modern society should possess,whether it is a scientist,a researcher,or a learner.For students,computational thinking is mainly to enable them to learn how to use the theoretical concepts of computational science to solve problems in different disciplines and to make it better adapt to the future of information society.It has become a key research issue for educational researchers that how to cultivate and evaluate students' computational thinking.In this paper,a three-dimensional framework model of computational thinking presented by MIT is used to develop the Scratch course teaching design which can adapted to the domestic education.By allowing students to study the Scratch courses,this study examines and analyzes the role and impact of the course on students'computational thinking.First of all,this study does a literature review on computational thinking,evaluation and training methods,and Scratch teaching applications.It sorts out the current status of related research at home and abroad,focuses on the relevant content of the three-dimensional framework of computational thinking,and summarizes the places worthy of reference in the literature.After that,the author completed the collation of relevant concepts and theoretical basis of this study.Secondly,under the ADDIE model by analyzing the teaching goals and learners,design theory and the method and course content and structure,this paper combines the characteristics of teaching tool to Scratch and the particularity of thinking ability training,to develop the Scratch teaching design based on the three-dimensional frame of CT.In the classroom,we carried out an empirical study of Scratch course teaching for 24 students aged 7-8 years old in Xi'an City for four months.The course is mainly bases on the three-dimensional framework of CT as a teaching goal.Students are guided by the implementation of the teaching activities to complete the learning and gradually realize the development of their computational thinking ability.Finally,the author collates and analyzes the data of classroom monitoring,student handbook and student interview content and discusses the effect of this Scratch course,affect the ability of students to develop computational thinking and attitude of students of the course.Through the analysis of this research,the results show that most students are interested in the Scratch course which under the three-dimensional framework of computational thinking,and that their abilities are improved in terms of computational concepts,computational practices,and computational perspectives.Through the summative evaluation of the works,it is found that students are more and more skilled in the use of the computational concepts.Through the formative evaluation of the curriculum,students' computational practical ability has been gradually improved.At the same time,it has also promoted the formation of students' computational perspectives.Through research and analysis,we found that applying the three-dimensional framework of computational thinking to the Scratch course is conducive to the development of students' computational thinking ability.