Practical Research On The Cultivation Of Computational Thinking Ability Based On The Flipped Classroom Model

At present,more and more attention has been paid to computational thinking both at home and abroad.At the same time,all countries have positive initiatives,such as the opening of the 2017 International Computing Thinking Challenge Competition in China,the K-12 Computer Science Framework of the United States has really included the cultivation of Computational Thinking in the requirements of senior high school graduation teaching practice,online learning resources are becoming more and more abundant,etc.,based on such a favorable environment.This paper takes the eighth grade students of Xi'an Railway No.1 Middle School as the research object,and explores whether the students' computational thinking ability can be improved through educational practice.In this paper,the feasibility of cultivating computational thinking ability is analyzed from two aspects:the value trend of information technology and the content of VB programming.Based on the five core elements(abstraction,decomposition,algorithm,evaluation and generalization)proposed by Dr.Cynthia Selby and Dr.John Woollard of the University of Southampton,UK,the following research is carried out:1.Research on Instructional design.(The control class prepares lessons according to the traditional way,here mainly elaborates the experimental class)Integrates the concept and training method of five elements of computational thinking into the actual teaching.By referring to the existing mode of cultivating computational thinking,through interviews with teachers and surveys of the status of students' Computational Thinking and programming ability,the teaching mode of flipped classroom is designed.Two teaching schemes are designed by incorporating Computational Thinking elements into this model.One is to design activities within the framework of five elements of computational thinking;the other is to integrate five elements of computational thinking into the overall teaching activities.Each activity may have several elements,and the selection of activity contents is closely related to program design.At the same time,according to the more mature evaluation methods abroad,combined with my own teaching content,the evaluation scale was designed.2.Research on Teaching experiment.The quasi-experimental method is carry out the traditional teaching in the control class.The experimental class adopts the concept of flipped classroom.Before class,in order to expand the knowledge and skills of computational thinking,the experimental group learns more mature websites and videos of computational thinking learning at this stage,and actively improves the supplementary teaching content according to the feedback of students and experts.Each class has a record of activities,through the record table and classroom observation to carry out teaching evaluation.3.Research on effect detection.According to the teaching content and the relevant theory of computational thinking,the dimension of pre-post test questionnaire was designed.On the basis of ensuring the reliability and content validity,factor analysis was used to detect whether the research dimensions were consistent with the theoretical expectations,and then the scientific rationality of the research dimension was determined.Through classroom observation,student interviews and the comparison of experimental data,To analyze whether there are differences in the level of Computational Thinking Ability between the experimental class and the control class.The conclusion is that the training method of Computational Thinking Ability in flipped classroom is more effective.This method can better promote students'autonomous learning and collaborative learning,and is more conducive to students'thinking training.At the same time,computational thinking is not difficult for junior high school students,and Students' interest in learning and information literacy are generally improved.