The Teaching Design And Practice Of The Scratch Course For The Cultivation Of Computational Thinking

Since the 21 st century,information technology has developed rapidly,and the terms "Internet + education" and "Internet + finance" are no longer unfamiliar.In order to enable people to adapt to such a new era faster and better,in the 21 st century,in addition to basic abilities such as listening,speaking,reading,and writing,they should also have computational thinking skills.By analyzing a large number of documents,visual programming tools use code blocks to replace the writing of complex code statements,which can lower the technical threshold of students,stimulate students' interest in learning,and allow students to focus on program design,thereby effectively improving the calculation of primary and secondary school students thinking ability.However,there are few studies on the evaluation of computational thinking.At present,there are mainly evaluation methods such as questionnaire survey method,objective question test method,and work analysis method.This article selects 16 students enrolled in the Scratch community class in a primary school in Xi'an as the research object,and conducts a two-month Scratch course teaching.The course is divided into three stages: introductory,basic and advanced.The entire course has a total of 20 hours.The implementation environment is a school computer room.Students do not need to bring their own laptops.The computer in the school computer room has been installed with Scratch 2.0 software.Regarding the teaching effect,we choose to use a combination of learning task list,work analysis method and cognitive network method to evaluate students.The thesis consists of five chapters.The first chapter is the introduction.It mainly introduces the related research background,research purpose,research method and research content of the paper.The second chapter is the research summary,definition of related concepts and theoretical basis.The third chapter is the teaching design of the Scratch course based on the three-dimensional framework of computational thinking.According to the guidance of the three-dimensional framework theory of computational thinking,a topical teaching model is selected,and three types of teaching tasks are designed: introductory,basic,and advanced.The fourth chapter is the teaching implementation and result analysis of the Scratch course oriented to the development of computational thinking ability.It uses a mixed multivariate evaluation method combining learning task list,work analysis method and cognitive network method to evaluate students' development of computational thinking.In order to understand the changes of students' computational thinking ability,and then modify and improve the teaching design.The fifth chapter is the research conclusion and prospect.Reflecting on the shortcomings in this research,put forward further work and research directions that need to be improved.The research results show that students' computational thinking ability has been cultivated to a certain degree,and the multiple evaluation method combined with the learning task list,work analysis method,and cognitive network method provides a new perspective for researchers studying computational thinking evaluation.