Teaching Design And Practice Of Extended Courses Embedded With Computational Thinking Training

At present,artificial intelligence is developing rapidly.Artificial intelligence is inseparable from scientific computing and computer science.Computational thinking is not the same as computational science or computer science.However,there are many similarities.As a way of thinking,computational thinking has become one of the basic capabilities that human beings need to adapt to this era.The concept of computational thinking is sprouting,stirring and spreading in the education and scientific circles around the world.People have gradually realized the importance of computational thinking.The education of computational thinking ability is permeated in the field of international education.This paper mainly discusses how to train middle school students' computational thinking ability in teaching and improve their ability to solve real problems and innovation consciousness,so that they can better integrate into this information society to lay a solid foundation for them to adapt to the era of artificial intelligence,and to contribute to their ability to enhance Chinese competitiveness in the future international environment.This paper first introduces the research background of computational thinking.It discusses the related definition of computational thinking and the research status of computational thinking ability training.It adopts the questionnaire survey method and completes the computational thinking test questions to calculate the students' thinking ability of Shanghai A Middle School.It is important and necessary to train middle school students in computational thinking.By reading a large amount of literature,this paper gives a concrete introduction to the several goals of computational thinking ability and the training indicators corresponding to each goal.It then explains the correlation between computational thinking and App Inventor.App Inventor,as a carrier for computational thinking,combines computational thinking with the App Inventor content.Then,the writer designs the App Inventor content embedded in computational thinking.It includes teaching objectives,teaching models,teaching content and teaching resources.Then,this content was practiced in the extended classroom of Shanghai A Middle School using quasi-experimental research methods.The thesis consists of five chapters: the first chapter is the introduction.It mainly introduces the research background,research content,research purposes and research methods of the thesis.The second chapter is the related concepts and theoretical basis of the research.It defines and explains important concepts and related theoretical foundations used in this research topic.The paper uses questionnaires and computational thinking test questions to investigate and evaluate the current situation of computational thinking of Shanghai A Middle School students from students' understanding of computational thinking,the current status of students' computational thinking ability(computational concepts,computational practices,and computational consciousness)and the training for middle school students.In addition,it analyzes the relevance of App Inventor and computational thinking,which provides a theoretical basis for the design of teaching content and the construction of classroom teaching models.The third chapter is the design of the teaching content of the extended course embedded in computational thinking training.According to the theory,the teaching model is constructed.Then it sets the teaching objectives,teaching contents,teaching resources,specific content teaching design display,and teaching evaluation system.The fourth chapter is the teaching content practice of the extended course embedded in computational thinking training.The specific implementation plan is designed,and the results of the experiment are obtained through experiments.The fifth chapter is the research conclusions and prospects.By selecting a class as an experimental class,the writer uses the teaching mode constructed in the experimental class to carry out the teaching practice with the process evaluation and summative evaluation.From the students' classroom performance,the performance of the works and the completion of the test questions before and after the experiment,the training effect of the teaching practice on the students' computational thinking ability is analyzed.Summarize and reflect on the shortcomings in the research,and propose further work and research directions that need improvement.The research results show that the teaching designed in this paper has effectively improved the computational thinking ability of middle school students.The innovation of the research is to explore and design a teaching content that effectively cultivates the computational thinking of middle school students.Secondly,it is the detection method of computational thinking ability after teaching.It combines formative evaluation and summative evaluation to examine the change of students' thinking ability from multiple perspectives.