Scratch Game Animation Production Instructional Design And Empirical Research For The Development Of Computational Thinking

With the rapid development of the information society,Computational thinking as an indispensable skill for students in the 21st century is also receiving more and more attention from educators,Regardless of which subject,Using computational thinking to learn and solve problems will inevitably benefit students,therefore,Under the new round of basic education curriculum reform,Gradually joined the training goal of cultivating students,computational thinking,In the end,it’s not just knowledge that students have mastered,It is the migration of knowledge and the help of other areas of study or life after migration,Realize the use of computational thinking to solve other problems in life through Scratch teaching.This paper firstly uses the ADDIE classic education design model and computational thinking framework and combines the research situation of Scratch teaching at home and abroad,Developed and designed a Scratch teaching design suitable for the current basic education reform in China,Through this course,learn to develop students’ computational thinking as effectively as possible.First of all,this study has done a literature analysis on the research of domestic computational thinking in teaching,And studied the teaching research related to Scratch at home and abroad,Emphasis is placed on the ADDIE-based computational thinking-based Scratch teaching design model,And expounded the research theories and concepts applied in this study.Second,this study will be based on the ADDIE classic education design model,Designing Scratch Game Animation Production Teaching Design Based on Computational Thinking Structure,Taking the 124 students in the first grade of Xi’an Tieyizhong Binhe School as the research object,Conducted a three-month empirical study on Scratch teaching,The course focuses on computational thinking as a teaching goal to guide students to think and solve problems in a way that uses computational thinking,By the end of this course,the calculation framework is also used as the evaluation standard.Finally,through the statistical analysis of the student’s works,and the pre-test and post-test and analysis of the survey results before and after the course,the research on the development of students’ computational thinking ability and the effect of the course are discussed.Analysis through this survey,The results show that most students are able to think and analyze problems in a computational way,And most students are interested in Scratch teaching,Able to complete the animation design,And students’ abilities have improved in terms of problem decomposition,abstraction,algorithms,and automation,The students’ computational practical ability has been gradually improved,and the habit of calculating thinking and solving problems has gradually developed.Therefore,through the investigation and analysis,this study finds that applying the computational thinking framework to the Scratch classroom teaching is conducive to the cultivation of learning and computational thinking to think and solve problems.