Research On The Cultivation Of Computational Thinking In Senior High School Students Based On Hybrid Teaching

In the Information Technology Curriculum Standards for Ordinary Senior High Schools(2017 Edition,revised in 2020)(hereinafter referred to as the "New Curriculum Standards"),the Ministry of Education formulated the subject core qualities of senior high school information technology curriculum,namely,"information awareness,computational thinking,digital learning and innovation,and information social responsibility".In the teaching of "data and calculation module,advocated by digital learning environment and the new standard of the activities by creating problem situation,guide the students in the process of problem solving experience information technology influence on People's Daily life problems,help the students to explore the knowledge of data and calculation,improve the ability of using information technology to solve the problem,development thinking.At present,in the training of computational thinking of senior high school students,there are obviously many problems,such as students' low learning initiative,lack of cognitive participation and difficult implementation of personalized teaching.Hybrid teaching,taking into account the advantages of traditional teaching and online teaching,can solve these problems well.To explore thinking culture teaching strategies were calculated based on hybrid teaching high school students,this study based on the literature research and investigation and statistical analysis,preliminary build based on hybrid teaching high school students computational thinking training strategy,then through school in G a quasi-experimental study to verify and modify the perfect the teaching strategy,This paper puts forward a feasible strategy to train students' computational thinking and provides a basis for the teaching practice of cultivating students' computational thinking in the subject of information technology.Based on constructivism learning theory,cognitivism learning theory and humanism learning theory,this study mainly explores four aspects: First,it defines the core concepts of blended teaching and computational thinking.Second,the present situation of experimental students' computational thinking was investigated by questionnaire survey,and the basic teaching situation of information technology teachers in experimental schools was understood by interview.Thirdly,according to relevant research and preliminary investigation,based on hybrid teaching mode,the teaching strategy of computational thinking cultivation is preliminarily constructed from three aspects: pre-class,in-class and after-class.Fourthly,the teaching experiment is carried out in the experimental class with the preliminarily constructed teaching strategy.SPSS was used to analyze the students' course scores and computational thinking test data before and after the experiment for statistical analysis.Then,students' participation and satisfaction were interviewed on the implementation effect of the teaching strategy,and the final teaching strategy was revised and summarized.The final conclusions of this study are as follows: 1.Through questionnaire survey and interview,it can be concluded that the traditional teaching mode can no longer meet the training requirements of high school students' computational thinking.2.The teaching strategy of computational thinking training for senior high school students based on hybrid teaching constructed in this study is effective.3.The teaching strategies of high school students' computational thinking training based on hybrid teaching include setting up situation,asking questions,analyzing questions,programming creation,evaluating and summarizing and inspiring re-creation.4.The teaching strategy of computational thinking training for senior high school students based on hybrid teaching should pay attention to five aspects.First,to create a more close to students' life situation,promote the divergence of students' thinking;Second,use digital learning tools to provide digital learning resources and improve students' learning enthusiasm;Thirdly,use group cooperative learning to carry out task inquiry,promote students' cooperative learning ability,improve students' inquiry efficiency;Fourthly,it is beneficial to improve students' evaluation ability to increase the demonstration and evaluation of students' achievements;Fifth,the use of information equipment to increase classroom interaction,to create a good classroom atmosphere.