Research On Training Pupils' Computational Thinking Based On Collaborative Pair Programming

In the year 2017,"computational thinking" has been set as one of the four core qualities for cultivating students according to general high school information technology curriculum standards.More and more domestic researchers pay attention to the cultivation of computational thinking in the basic education stage.In the era of big data,all kinds of information are crisscrossed so that the ability of solving problems has become an indispensable ability for everyone.Computational thinking is a process of cultivating the ability to solve problems,expressing problems clearly,accurately,and abstractly.In recent years,programming education has been carried out in full swing at the elementary and middle school stages,and more and more attention has been paid to cultivating students' computational thinking from the elementary school stage.Firstly,this research focuses on the cultivation of computational thinking,the defects of pair programming,and the teaching status of programming education.It is found that in pair programming,there are "students with strong programming ability are programming alone,and the pilot has nothing to do","the opinions are not unified",the programming process is prone to cause conflicts ",and " shirk responsibility.",The programming work could not be completed on schedule",the researcher designed a collaborative pair programming for the cultivation of primary school students' computational thinking based on related problems.Collaborative pair programming refers to the establishment of initial conditions to form a team of two students,and then to make a collaboration contract,discussing the design ideas of the work,analyzing the roles in order to transform individual activities into collaborative cooperation.The organization and implementation of collaborative pair programming are divided into three parts,before-class,on-class and after-class.Before class,the two students in the pairing group will finish the study sheet in a collaborative manner;on class,the two persons in the pairing group need to act as drivers to finish their work.After class,the two will enrich their works in the roles of pilot and navigator.Secondly,in accordance with the quasi-experimental research method.Scratch was used in the programming education in practice of the fourth grade to carry out an18-week computational thinking training teaching practice.The experimental class uses collaborative pair programming,and the control class uses independent programming,which is,students performing programming works independently during their study,while do not use collaborative pair programming when they design and program works.Finally,after the experiment,the Scratch computational thinking programming test questions are used to evaluate students' computational thinking,and the Programming Self-Efficacy Scale is used to analyze students' programming self-efficacy,the two are both used to evaluate the effects of students' computational thinking training.In the end,randomly select student interviews based on data to discuss the results,and draw research conclusions.This study found that:(1)Compared with independent programming,collaborative pair programming can significantly improve primary school students' computational thinking;(2)Compared with independent programming,collaborative pair programming can significantly improve primary school students' programming self-efficacy sense.The collaborative pair programming for primary school students' computational thinking training provides a new method for teachers to improve programming education and teaching.It also provides training ideas for primary school students' computational thinking.At the same time,it provides a reference experience for other researchers in the use of collaborative pair programming.