Stem Curriculum Instructional Design And Application Research To Promote The Development Of Computational Thinking Of Primary School Students

The innovation and application of technology have penetrated into every field of society.In order to better adapt to the information society,it is necessary for people to understand the basic knowledge of computer science and improve the ability of computing thinking.The cultivation of computational thinking should start from basic education and run through higher education.However,the school mainly cultivates computational thinking in information technology courses.The teaching content focuses on the application of tools and the learning of programming knowledge,and is rarely carried out in other courses.The role of computational thinking is reflected in all aspects and cannot be limited to information technology disciplines.Therefore,it is necessary to form a"computational thinking+discipline" approach and integrate computational thinking into multiple disciplines,which coincides with the interdisciplinary STEM education philosophy.Based on this research background,this research designed and constructed a STEM curriculum teaching model that facilitates the development of computational thinking of primary school students,and applied it into STEM teaching practice to evaluate the effect.The main work of this study is as follows:(1)Design and construction of teaching mode.The theoretical basis of teaching mode construction from three aspects:the possibility of computational thinking training in STEM courses,computational thinking training strategies,and constructivist learning theory.From the perspective of problem solving,based on the process elements,basic concepts and abilities of computational thinking,a teaching mode of STEM courses was designed to promote the development of computational thinking in primary school students.The meaning of the teaching mode is explained from five aspects:problem determination,planning and design,implementation plan,debugging and optimization,and evaluation and reflection.(2)Teaching design and practice of STEM courses.Based on the constructed teaching model,the STEM curriculum is designed in terms of teaching objectives,content,strategies,and evaluation.Then apply the curriculum to practice,evaluate student performance through classroom observation and student work,and improve teaching design in time;After the course is over,a questionnaire survey is used to measure students’computational thinking ability and evaluate students’ learning attitudes,so as to test the application effect of the teaching model.(3)Application effect of STEM course teaching mode.Practical results show that students’ computational thinking skills have been significantly improved in STEM courses,especially in the four dimensions of algorithmic thinking,cooperation and communication skills,critical thinking,and problem-solving skills.However,due to the short practice time,their creativity is not significantly improved.In addition,through classroom observation and questionnaire survey,it is found that students are positive and have a good attitude in the course.The innovative results of this study are as follows:①Design and construct a STEM teaching mode to promote the development of computational thinking of primary school students;②Based on the teaching model,the teaching objectives,contents,strategies,resources,evaluation,etc.,are designed.The application effect of the teaching model is proved through teaching practice,which provides a reference for other research on the cultivation of computational thinking in STEM courses.The shortcomings of this study are as follows:the sample size is small and the representativeness is not strong in the teaching practice,and the teaching practice time is short.In the future,we can develop relevant examples,expand experimental samples,extend experimental time,and continue to conduct research on the integration of computational thinking into STEM education.