Research Of Scratch Programming Designment Teaching Practice In Primary Schools Based On Reverse Thinking Model

In contemporary society,with the rapid development of science and technology,the era we living in proceding towards to informatization and digitalization.The advancement of information technology has promoted the change of talent training mode,and the innovative talents are indispensable for development of modern society.Scratch is a graphical programming software in the form of building "building blocks",and it is easy to learn,stimulates children’s learning interest,develops children’s imagination and creativity as well as directs them to creat craftsmanship freely.In recent years,our country has put more and more attention on programming education,and Scratch programming has gradually come into the public’s vision.And Scratch courses have been increasingly popularized among primary and secondary schools.However,by literature review and investigation,the author found that at present,most Scratch courses in primary schools lack vitality,students are not enthusiastic to participate in class,teachers overrate skill training and ignore the cultivation of students’ creative thinking,thus,the purpose of cultivating students’ innovative ability through learning Scratch is unattainable.Therefore,the author attempts to introduce the design idea of learning type Scratch to the elementary school teaching,starting from the perspective of cultivating the innovative ability of students,according to the characteristics of the Scratch program design and the students’ cognitive development levels,using reverse thinking way for ignmen and research,in order to design the reverse type learning thinking model for reference,trying to build a model based on reverse thinking Scratch programming teaching of elementary school,And it was applied to the Scratch class in the fifth grade of primary school for teaching practice to explore the influence of this model on students’ innovation ability and whether this model has guiding significance for Scratch teaching in primary school.First of all,through sorting out the literature,this paper knows the research status of reverse thinking,reverse thinking model and Scratch teaching at home and abroad,and puts forward the research direction of Scratch classroom teaching reform in primary schools,which lays a theoretical foundation for future practical research.Secondly,the present situation of Scratch classroom teaching in primary schools was investigated,analyze the compliance of reverse thinking model and Scratch programming in primary school based on the present situation of Scratch classroom teaching in primary schools in China,the teaching mode of Scratch programming for primary schools based on the reverse thinking model was builed on the basis of students’ physical and mental development characteristics and teaching practice experience,moreover,the teaching process and its characteristics of the model are introduced in detail.Thirdly,the Scratch programming teaching model based on reverse thinking model is used for teaching design,then,the students of Grade 5 in A City were used as the research objects for teaching practice for 10 weeks.Before the experiment,the Williams Creativity Tendency Inventory was used to test the students’ creativity tendency,use the Scratch programming pre-test to investigate how well students have mastered the Scratch basics.After completing the teaching experiment,the Williams Creativity Propensity Scale and Scratch programming were used to design a post-test paper for the students in the experimental class and the control class.Through the analysis of the experimental class and the control class before and after the measured data of creativity tendency,we can see that the model is beneficial to improve students’ innovation ability.by analyzing the test data before and after Scratch test paper of the experimental class and the control class and assigning scores to students’ Scratch works,and combined with the interview results of students,this model can improve the teaching effect of Scratch in primary schools and has guiding significance for Scratch teaching.