Research On The Influence Of The Application Of "fill-in-the-blank" And "autonomous" Mind Map Learning Scaffolds On The Computational Thinking Of Primary School Students

At present,Computational Thinking has become the core quality of mankind in the 21 st century.In 2017,China's Ministry of Education listed Computational Thinking as one of the core literacy of Information Technology in primary and secondary schools.Education is an important means of labor reproduction,and teaching becomes the main front for cultivating students' Computational Thinking.Primary schools are the key period for developing thinking ability,and how to effectively train their Computational Thinking in teaching is very important.Studies have shown that the teaching method of cultivating primary school students' Computational Thinking based on programming has been widely recognized by academia and education.However,in programming development,the thinking process of primary school students to decompose problems is often implicit in the coding process.In addition,due to the limitations of their current cognitive level,when faced with more complex programming tasks,their thinking process is weakened,confused,and even interrupted.Therefore,students often have confusing logic,which affects the training effect of Computational Thinking.It can be seen that researchers have an urgent need to help them sort out the logical thinking and reduce the cognitive load.Mind mapping,a learning scaffold with visual thinking process,can solve this problem,but different forms of mind mapping learning scaffolds have different effects on developing Computational Thinking.Mind mapping learning scaffolds--"Fill-in-the-blanks" and "Construct-by-self" are commonly uesd in teaching.Based on this,this study explores their impact on primary school students' Computational Thinking.It provides reference for teachers on how to cultivate primary school students' Computational Thinking in practice.Based on the Scratch programming course in primary school and combined with the teaching content,this study designs the mind mapping learning scaffolds,and applys them in the class.This study adopts the quasi-experimental research method and teaches in two classes of fifth grade in Nanjing for one semester.Two classes use the "Fill-in-the-blanks" and the "Construct-by-self" mind mapping learning scaffold respectively.After teaching,the study collects programming works,questionnaires,recording materials,study sheets,etc.,and uses Dr Scratch,ENA,SPSS software for statistical analysis,and compares and analyzes the Computational Thinking of the two classes based on the three-dimensional framework of Computational Thinking and various dimensions.Based on the research questions and the analysis of experimental data,the following conclusions are drawn:(1)Two kinds of mind mapping learning scaffolds can improve students' Computational Concept and various dimensions.The "Fill-in-the-blanks" mind mapping learning scaffold can better improve the sub-dimension of Computational Concept--Flow Control ability in the early stage of teaching,and the "Construct-by-self" mind mapping learning scaffold can better improve the sub-dimensions of Computational Concept--Abstract,Synchronization ability in the later stage of teaching;(2)Two kinds of mind mapping learning scaffolds can improve students' Computational Practice and various dimensions.The "Fill-in-the-blanks" mind mapping learning scaffold can improve the sub-dimension of Computational Practice--Reusing and Remixing ability,and the "Construct-by-self" mind mapping learning scaffold can improve the sub-dimension of Computational Practice--Abstracting and Modularizing ability;(3)Two kinds of mind mapping learning scaffolds can improve students' Computational Perspective and various dimensions.Compared with the "Fill-in-the-blanks" mind mapping learning scaffold,the "Construct-by-self" mind mapping learning scaffold can further improve the sub-dimension of the Computational Perspective--Creativity and Expressing ability.