Research On Gamification Teaching Mode Design Of Scratch Course In Primary School Oriented To Problem-solving

Nowadays,with the acceleration of the development of intelligence and informatization,the speed of occurring new problems in life or in education field has also accelerated.In educational field,letting students know how to solve problems independently is more important than teaching them knowledge by using traditional ways.Therefore,cultivating students’ problem-solving abilities has received more and more attention.Scratch course which has gamification nature allows students to use computational thinking to think and solve problems,so it is a very important task to cultivate students’ problem-solving ability in the Scratch course.However,in the current researches,there are few relatively cases where teachers integrate gamification mechanisms and gamification elements into Scratch course from the perspective of focusing on the student’s problem-solving process.Therefore,oriented to the process of students’ problem-solving,teachers integrate gamification mechanisms and elements with the process of problem-solving in the Scratch course can not only increase the interest of the classroom learning,enhance the enthusiasm of the primary school students,but also have significance of cultivating students’ abilities of algorithmic thinking and problem-solving in the process of creation.Firstly,this research comprehends the relevant research status of Scratch-based problem-solving,gamification teaching and the combination of the three elements at home and abroad through literature study and analysis,and defines concepts such as problem-solving,gamification teaching,and gamification teaching mode,and then this research puts forward the theoretical basis--constructivism theory,gamification theory and flow in consciousness theory.On the basis of analyzing the teaching objectives and contents of the Scratch course,this research concludes the problem-solving process which is not only suitable for Scratch programming courses but also in line with the cognitive development of primary students through concluding the problem-solving process of the general and programming computational thinking,and makes a classroom observation and then discovers the current problems in the Scratch course according to the above.Secondly,this research summarizes the gamification mechanisms and elements in the existing studies,summarizes the gamification mechanisms and elements which is suitable for this research,integrates them with the students’ problem-solving process and constructs the gamification teaching mode of Scratch course oriented to problem-solving based on the current problems of classroom teaching.Subsequently,the teaching mode was applied for practice application by educational experiment,and the effectiveness of the mode was tested with the aid of the designed experimental measurement tools.The experimental results show that the gamification teaching mode of Scratch course oriented to problem-solving of this research can increase the positivity and participation of primary school students when facing complex problems,and alleviate the primary school students’ fear when facing real problem situations and improve the ability of problem-solving.This research has finally achieved two research results,namely: designing a problem-solving process which is suitable for the cognitive development of primary school students in the Scratch course,and constructing a gamification teaching mode of Scratch course in primary school oriented to problem-solving.Although the experimental time of this research is relatively short and the sample size is limited,it still has certain theoretical significance and practical value.This research enriches the existing relative theoretical research,and at the same time provides a case and practical application reference for integrating game elements and problem-solving process into the Scratch course.It is hoped that this research can increase the sample size,extend the research time,enrich the evaluation methods of experiment effect in the future research so as to improve the accuracy and generalizability of this research.