Task-driven Teaching Design And Practice Of High School Information Technology For The Cultivation Of Computational Thinking

Computational thinking can be understood as a collection of multiple analytical skills.Everyone,not only the computer scientists,needs to use computational thinking to solve problems,systematically think and understand human behavior."Computational thinking" is listed as one of the core literacy of information technology disciplines,and new information technology textbooks are being compiled according to the new curriculum standards.Information technology courses are still an important and main carrier for cultivating students’ computational thinking at the basic elementary education stage.Based on the above research background,I determined the research goal: to better cultivate computational thinking in information technology courses.In terms of research methods,the literature analysis method was used to read and sort out the existing relevant literature on computational thinking and task-driven teaching,and the main basis for the research was determined: the current general definition of computational thinking,three-dimensional target definition,and operational definition were summarized.And the definition of element classes;analyze the evaluation methods of computational thinking,including scale evaluation,work analysis evaluation,interview evaluation,question evaluation and other evaluation methods;consider the practicality and operability of task-driven teaching methods,and consider task-driven The pedagogy and procedural knowledge have a high degree of compatibility,which is very suitable for use in some information technology courses.In terms of research and design,determine whether the teaching content is suitable for the cultivation of computational thinking in the front analysis stage of the task,and integrate the three-dimensional goal of computational thinking:computational concepts,computational practice and computational concepts to establish teaching goals;in the task implementation stage,the operational process of computational thinking is integrated : Data collection,data analysis,data presentation,problem decomposition,abstraction,algorithms and processes,automation,simulation and parallel processing for task implementation;integration of computational thinking in the task resource design stage for resource design;integration of computing in the task evaluation stage The five elements of thinking:creativity,algorithmic thinking,critical thinking,problem solving,and collaborative learning to evaluate computational thinking in these five dimensions.In terms of research and practice,two cases were selected: the teaching practice of "Making Recipe" form information processing and the teaching practice of Python programming experience of "Chicken and Rabbit in a Cage",teaching experiments in a high school,choosing two natural classes for controlled experiments,Data collection,independent sample T-test on the pre-test and post-test scores of the experimental class and the control class,paired-sample T-test on the pre-and post-test of the experimental class;social network analysis of the interaction between the experimental class and the control class;Teaching satisfactorily gave feedback surveys,etc.,brake analysis of the effectiveness of teaching practice.The final indicator of this research: In information technology courses,the use of task-driven instructional design for computational thinking training is conducive to improving students’ information technology performance and computational thinking ability.The changes in the dimensions of sexual thinking are the most obvious;learners are also quite satisfied with the implementation of the task-driven instructional design for computational thinking training designed in this study.