The Construction And Effect Verification Of Design-based Learning Model Oriented To The Development Of Computational Thinking

The age of information technology requires everyone to have a higher level of computing thinking ability,so it is very necessary to train students' computing thinking ability in school education stage.At present,the schoolization process of computing thinking training in primary and secondary schools in China is still in its infancy,and it is mostly used in programming environment,so there are some deficiencies in many aspects.As a new learning paradigm,design-based learning is characterized by design,iteration and inquiry,which is in line with the cultivation requirements of computational thinking in many aspects.Therefore,this study attempts to combine design learning with computational thinking,and introduce into programming classes in primary schools,so as to promote the development of students' computational thinking by playing the advantages of design-based learning.It includes the following contents:(1)Based on the review of design-based learning,computational thinking and related theoretical literature,a design-based learning model is constructed.The advantages and disadvantages of three typical design-based learning theoretical models were analyzed,and the "Design-based Science" was selected as the basis for the teaching model construction of this study,and the design-oriented learning model oriented to the development of computational thinking was constructed with the cultivation of computational thinking ability as the starting point.(2)Based on the design learning model,the instruction design is carried out.On the basis of learners' analysis,teaching topics related to Scratch programming were selected,teaching contents were planned,teaching scaffolds were designed,and teaching courses were arranged.(3)The design-based learning model was applied in the Scratch programming course of a primary school to verify the effect.Students in Grade 5 of primary school were selected as teaching objects,and the design-based learning model was applied in the Scratch programming course according to the teaching design.Before and after the experiment,the selected computational thinking scale was used to measure and collect experimental data,and the relationship between design-based learning model and computational thinking was verified by combining the data of students' programming works.Through the analysis of the collected scale data and the data of students' works,this study draws the following conclusion: the design-based learning model oriented to the development of computational thinking can effectively promote the overall level and the development of five dimensions of students' computational thinking ability.Finally,after summarizing and reflecting on the work done in this research,it is found that there are some deficiencies in the research.Firstly,the design-based learning model adopted in this study has certain requirements on teachers' teaching ability.Therefore,one of the shortcomings of this study is that the lack of teachers' ability makes it impossible to effectively control the classroom,thus affecting the teaching and experimental results.The second shortcoming lies in the lack of multiple rounds of optimization of design-based learning model,so a more effective design-based learning model has not been explored.The third is that the evaluation tools are from abroad and the attention to process evaluation is not enough.Therefore,combined with the shortcomings found in this study,future studies can be carried out from the perspectives of teachers' ability development,optimization and verification of design-based learning model,and evaluation tools and methods of computational thinking.This study aims to apply design-based learning to Scratch programming education in primary schools to cultivate students' computational thinking ability.It is hoped that this study can provide some reference value for other researchers and teaching practitioners in the cultivation of computational thinking ability.