Gamification Teaching Practice Of Scratch Curriculum In Primary School Under The Concept Of Core Literacy

Since the Ministry of Education of my country first proposed the concept of "core literacy" in 2014,the improvement of student core literacy has become the main theme of student development in the information age.Scratch programming software is gradually introduced into elementary school information technology classrooms because of its simple and convenient operation and interface design that conforms to the cognitive characteristics of current primary school students.Although the software is very popular among students,many first-line teachers in actual teaching follow the traditional teaching methods of information technology subjects.The classroom is boring and boring,the completion rate of students' works is low,and the students' knowledge is not firmly grasped,etc.which leads to unsatisfactory improvement of students' core literacy.Information technology classroom is an important way to develop students' core literacy.However,under the supervision of teachers and parents,elementary school students in school age,coupled with the fact that elementary school information technology courses have fewer hours,the core elements of information awareness,innovation,and responsibility are difficult to develop in a short period of time.Computational thinking has become an elementary school student.An important part of the core literacy improvement of information technology disciplines.Gamification can stimulate students' interest,so the practice of gamification teaching under the core literacy concept has become the theme of this research.Under the guidance of information technology curriculum standards and core literacy concepts,the starting point is to improve the current status of Scratch courses in information technology classrooms,through the core literacy of students,core literacy of information technology disciplines,computational thinking,game mechanics,gamification teaching,Scratch programming software,etc.To sort out relevant knowledge,analyze,design,and develop gamified teaching activities of the Scratch course on the theme of "Haiwa Dingding" centered on the main line of students' computational thinking training.The implementation and evaluation of gamified teaching on the theme of "Haiwa Dingding" is carried out based on the steps of action research method planning,action,investigation,and reflection.The theme game has a total of four levels,a total of 32 class hours of script design and resource development.Based on the gamified learning theory,the characteristics of student's cognitive development and the characteristics of the Scratch software,the construction of "Speak freely,determine the theme","Express your opinions,cooperate in groups","Collision of thoughts,problem solving","Collision of thoughts,display exchanges","Magic hands make flowers The six teaching links of "Work Creation","Self-evaluation and Other-evaluation,Review and Summary".After the first round of action and practice,teaching problems were discovered and teaching reflections were carried out.After revision and iteration,"Review the plot,inspire the spirit of the game","Hand-on programming,edit game scripts","Try the game,modify the game loopholes","Reconstructed after revision and iteration" The second round of action practice was carried out in the five teaching links of group cooperation,sharing of creative experience,and "evaluation of teachers and students,summing up game results".During the course of action,students are the main body,focusing on cultivating students' ability in problem solving,abstract thinking,logical thinking,programming thinking,and other computational thinking capabilities,mainly based on the process evaluation of classroom observation,supplemented by computational thinking proficiency testing,before and after gamification teaching Combining quantitative evaluation and qualitative evaluation,such as testing,group activity evaluation,statistics of student' s effective works,and student's Dr.Scratch evaluation,evaluate the development of student's computational thinking abilities from multiple angles to verify the action effects of gamification teaching.After the quantitative evaluation data analysis,it is learned that the average score of the students' computational thinking level test before and after the action has increased by 22.93 points,and the students' computational thinking level has improved;the average star rating obtained by the group activity evaluation has increased by 8.3 points,and the median has been increased to 259.5.Student works The completion rate has steadily increased;the level of computational thinking has been upgraded from the basic stage to the development stage.In summary,the gamified teaching of the Scratch course on the theme of "Haiwa Dingding" is helpful to the development of students' computational thinking.