Research On The Design And Practice Of Scratch Teaching In Primary Schools To Promote The Cultivation Of Innovative Thinking

The development of new technology,the use of new media,and the equipment of new tools have brought a steady stream of new kinetic energy to our social life,especially education,and prompted rapid changes in this field.The introduction of Educational Information 2.0 points out the direction for innovative talent training actions and information literacy improvement actions,and points out the importance of cultivating students' innovative thinking and enhancing students' creativity.At present,in the traditional primary and middle school classrooms,the pure pursuit of scores has been broken.However,under the influence of decades of test-oriented education,the current situation of students' lack of innovation consciousness and low innovation ability is still severe and the situation is not optimistic.The Scratch course teaching with the concept of "imagination,creation,sharing" is introduced into the classroom teaching of information technology in elementary and middle schools with a new attitude.However,through the Scratch teaching practice in recent years,both the development of students' innovative thinking and the improvement of classroom teaching are not ideal.This research is based on cooperative learning theory,multiple intelligence theory,etc.,using literature research,questionnaire surveys,educational experiment methods,etc.as research methods,on the basis of traditional programming teaching,updating teaching links,using Taishan Publishing's primary school information The new technical textbooks are the blueprint foundation,constructing a primary school Scratch classroom teaching model that promotes the cultivation of innovative thinking,and through teaching experiments to verify the effectiveness of the teaching model.The main work of this research is as follows:1.With the help of online questionnaire forms and channels,the Scratch teaching status of primary school teachers in Shandong Province's primary school Scratch classroom teaching and research is used as the object,and the current situation of Scratch teaching in primary schools in Shandong Province is investigated through sample questionnaire surveys to provide reality for the necessity of research.The basis of the middle;through interviews and surveys of local front-line teachers and some students,and to explore the current problems in Scratch teaching to provide a feasibility basis for the construction of the teaching model.2.Through literature retrieval and analysis,collect the research status and results in the field of Scratch teaching at home and abroad in the past 10 years,and provide theoretical basis and action for research.3.Combining teaching practical experience and theoretical knowledge of education and teaching design,and relying on new information technology textbooks as the entity,construct a Scratch classroom teaching model that promotes the cultivation of innovative thinking.And implement a one-semester teaching experiment to verify the teaching effect,test the experimental teaching hypothesis and the effectiveness of the teaching model.The experimental research applied the construction of the Scratch classroom teaching model in elementary school that promotes innovative thinking,and carried out teaching design.The teaching experiment was implemented in the fourth grade of S elementary school in Z District,Z City.The statistics of the experimental results confirmed that the Scratch teaching model that promotes students' innovative thinking is very effective for students.The richness of imagination,the fluency and flexibility of divergent thinking,etc.have been significantly improved;students have a significant improvement in their ability to discover and solve problems independently when completing Scratch learning;innovative thinking through Scratch teaching Training,students' innovative thinking ability and innovative consciousness level have been significantly improved.Although certain results have been obtained in this research,the results of this research are one-sided due to the short time of experimental research and relatively few subjects of teaching experiments.At the same time,we know that the measurement dimensions of innovative thinking are relatively broad.It is inevitable that it is a bit narrow to demonstrate whether students' innovative thinking is truly cultivated from the two dimensions of innovative consciousness and innovative thinking ability.I hope that in the later research,the cultivation of students' innovative thinking can combine critical thinking,divergent thinking,convergent thinking and other dimensions to conduct broad research.