Curriculum Development Of Python Programming Based On Computational Thinking For Junior High School

Computational thinking was formally proposed by Professor Zhou Yizhen of Carnegie Mellon University in 2006,and it has attracted continuous attention from the education circles at home and abroad.With the rapid development of science and technology in my country,the Ministry of Education of my country has also officially included computational thinking in the curriculum standards.The "General High School Information Technology Curriculum Standards(2017 Edition)" clearly requires the comprehensive improvement of student information literacy and stipulates computational thinking as an information technology subject This indicates that computational thinking has become one of the important standards for measuring the level of information technology capabilities.In terms of teaching and education,computational thinking has gradually become the fourth general ability that is as important as reading ability,writing ability,and arithmetic thinking ability.Research shows that programming is precisely the application of computational thinking,and among many programming languages,Python's characteristic of despising syntax and focusing on functions has become the preferred tool for this research to cultivate computational thinking.Computational thinking only appears in high school information technology curriculum standards,but this study believes that the development of a kind of thinking should be as early as possible.In order to solve the problem of the lack of computational thinking ability of junior high school students and the vacancy of the school-based curriculum of junior high school programming in our school,the development of the junior high school-based curriculum of Python programming based on computational thinking training is researched.The development of this course is not only to cultivate students' computational thinking and also fills up the vacancy of school-based program design courses.This article uses literature research method,questionnaire survey method,action research method,interview method and case study method to conduct this course development research.It will be carried out from the three levels of "knowing,doing,and evaluating".The following is the specific research content of each chapter:Chapter 1,the research background,research ideas and methods,and research purpose and significance of this article are sorted out.Chapter 2,the research status of computational thinking and Python programming teaching at home and abroad and related teaching theories are sorted out.Chapter 3,this research conducted a questionnaire survey of the current state of computational thinking and analyzed the problems of the information technology teachers and students of the school at the level of "knowledge".Through literature research,the seven processes of computational thinking in problem solving are summarized,namely problem determination,problem analysis,abstraction,algorithm description,program writing,automation and problem migration.It is determined that the essence of computational thinking is abstraction and automation.Interpreting the national information curriculum standards,combining the connotation of the school-based curriculum and the actual situation of the school,so as to determine the teaching objectives of this course and provide theoretical support for the level of "doing".Chapter 4,this research is at the level of "doing".After determining the teaching objectives of this course,choose the course content that is suitable for cultivating students' computational thinking ability and conforms to the actual situation of students in this school.Based on the theory of constructivist learning theory and problem-driven teaching model,design a teaching model suitable for the teaching objectives of this course.Choose the corresponding teaching method according to the teaching goal,teaching content and students' learning situation.The instructional design for eight lessons and sixteen hours,learning materials for students in class,and PPT used by teachers in class were compiled to implement the curriculum.Chapter 5,this research is at the level of "evaluation",by analyzing student portfolios,observing changes in students' computational thinking abilities,and analyzing feedback from students and teachers on course evaluation,and draw relevant conclusions.The sixth chapter finally summarizes the training of students' computational thinking through the teaching of Python programming and looks forward to the shortcomings of the course.The results of this research and practice show that the junior high school-based curriculum of Python programming based on the cultivation of computational thinking can be continued as the school's characteristic curriculum.It has certain reference value for other courses for developing computational thinking training and courses related to Python programming teaching,and lays a foundation for the popularization of computational thinking training in the future.