A Practical Study Of Scratch Teaching Focusing On Computational Thinking In Junior Information Technology Classes

Along with the rapid development of computer technology,computational thinking is regarded as one of the core qualities for learners to flourish in the future society,and an essential ability for learners to cope with the changing demands of the labor market.Therefore,in order to make students better respond to the opportunities and challenges of the future society,education should pay attention to the cultivation and development of students' computational thinking as soon as possible.In addition,it is generally accepted that computer programming is an effective way to cultivate students' computational thinking.However,some middle schools in China still pay little attention to programming learning due to the complexity and boredom of programming language,and students often only learn the operation of office software,this is obviously not conducive to the development of student computing thinking,and Scratch the graphical programming language with its visualization,the advantages of simple programming for students learning provides powerful technical support.In view of the shortcomings of programming teaching in information technology in China,this study aims to explore the applicability of Scratch graphical programming teaching in the whole class teaching of information technology in junior middle schools from three dimensions through experimental research methods,and through comparison with Python programming text teaching to find out whether it has significant influence on the development of students' computational thinking and their attitude and emotion towards learning programming.Then from the two aspects of the cultivation of computational thinking and the implementation of programming curriculum,the paper puts forward some Suggestions,in order to provide some references for China to explore a more suitable research strategy for cultivating and developing students' computational thinking.The experimental process mainly includes pre-test,teaching implementation,post-test and informal interview.At the same time,in order to minimize the impact of irrelevant variables on the research,the researcher himself used the same teaching mode to carry out the same subject teaching in both the experimental group and the control group.The research results show that Scratch graphical programming teaching has a significant impact on promoting the development of students' computational thinking level,but no significant impact on promoting the transfer of students' computational thinking ability,and has a certain positive impact on improving students' learning attitude and emotion towards programming.In addition,although the text programming teaching has no statistically significant difference in promoting the development of students' computational thinking and students' learning attitude and emotion,it also has certain help to students' learning.Through informal interviews,it is found that for students without programming foundation,Scratch graphical programming teaching is easier to be accepted and liked,leaving more room for students to create and try,and due to its low requirements on programming grammar,students can concentrate a lot of energy on thinking training and logic operation...