Construction And Application Of DBL Teaching Mode For Computational Thinking Training

Computational thinking has been included in the core quality of information technology and has become one of the key qualities for talents in the digital and intelligent era in the 21 st century.With the increasing importance of computational thinking,corresponding teaching models for the cultivation of computational thinking have been put forward and applied,and some progress has been made in related research and practice.These patterns are pointing to the problem solving of inquiry-based teaching,can effectively stimulate students' interest in learning,but in terms of fit and training effectiveness is still some deficiencies,such as research on teachers' teaching ability to the demand is higher,or ignore the content integration,process iterative calculation for students the importance of thinking training,etc.Desk-Based Learning(DBL)emphasizes the project,cooperation,Design,integration and iteration of the Learning process.Its teaching process has a good applicability to the formalization,modeling,systematization and automation of the cultivation of computational thinking,and has gradually attracted the attention of researchers.However,there are few researches on the cultivation of computational thinking by placing DBL in the education of information technology programming,and the researches on the construction of corresponding teaching mode and the empirical research and effect analysis are even less.This study attempts to introduce the concept of design-based learning(DBL)into the App Inventor programming class of junior high school students,in order to build a DBL teaching mode oriented to the cultivation of computational thinking ability by taking advantage of the unique advantages of DBL,so as to explore and innovate a new mode for the cultivation of computational thinking ability of junior high school students.First of all,the literature research method is used to study and sort out the domestic and foreign research status,relevant core concepts and theoretical basis of DBL and computational thinking cultivation.Based on a sample survey on the cultivation of computational thinking and the application of teaching mode in some middle schools in Guangdong Province,it is found that: some teachers ignore the inquiry link of cultivating students' problem-solving ability;The programming course is not strong in the direction of the cultivation of computational thinking.Many teachers do not pay attention to the use of a variety of teaching models;Students are looking forward to personalized learning in the teaching model.Secondly,based on investigating the status quo,this paper discusses the DBL teaching mode to cultivate aptness of computational thinking,by comparing the domestic and foreign typical DBL practice model,select "loop based on the design of science inquiry model" as the prototype,in terms of training students thinking ability as a starting point,analyze the DBL core elements and junior high school students cognitive characteristics,Constructing the DBL teaching mode oriented to the cultivation of computing thinking.This model takes "thinking--inquiry--design--optimization" four stages as the core to promote the realization of students' personalized learning.At the same time,three classroom evaluation tools,computational thinking scale and work design record table,project design table and work evaluation table,were developed,and teaching experimental data were collected by combining interview outline.Thirdly,the teaching design of the App Inventor programming course for 32 students in the second grade of a middle school in Guangzhou was carried out and an empirical study for one semester was carried out.Through two rounds of teaching practice,seven teaching activities,combined with classroom observation and three classroom evaluation tools,the DBL model was iterated and optimized.Finally,the DBL teaching model for the cultivation of junior high school students' computational thinking ability is extracted.Finally,independent sample t-test and paired sample t-test were carried out on the results collected from the computational thinking scale.In addition,classroom evaluation tools and interviews were used to analyze the improvement of students' computational thinking.The results show that after the DBL teaching mode constructed in this study is applied to programming teaching:(1)through the works of three evaluation,teachers and students to interview and assess the analysis found that in this mode the students' active thinking and learning enthusiasm is higher,students are more willing to solve problems independently,and students' ability to analyze and solve problems with computational thinking method in the continuously progress,students work is becoming more and more rich content,work and daily life is also much greater relevance and practical;(2)Through the analysis of the scores before and after the scale of computational thinking,the students' overall level of computational thinking has been improved by 13.93 points in the scale of computational thinking with a full score of 145,and their creativity,collaboration ability,problem solving ability,algorithm and critical thinking have been improved to varying degrees.Among them,the degree of improvement in algorithm thinking and collaboration ability was relatively large,which increased by 3.34 points and 3.06 points respectively.The DBL teaching mode for the cultivation of computing thinking proposed in this study can reflect the design,integrity,iteration and innovation of thinking activities.It is practical to cultivate the ability of computing thinking in junior middle school information technology courses,in the hope of providing theoretical guidance and practical reference for the cultivation of computing thinking ability by applying DBL.