Teaching Practice Of Computational Thinking Training From The Perspective Of Flow Theory

In the information age,computational thinking has become one of the most important thinking modes for individuals to understand and change the world.Computational thinking is one of the core qualities of the current information technology discipline,and it is also the core goal of the teaching reform of information technology curriculum in the stage of basic education.The current domestic teaching model for the cultivation of computational thinking in senior high schools is difficult to stimulate learners' interest in learning and improve their motivation,let alone meaningful in-depth learning.The fundamental reasons for this situation are that the teaching strategies are single in form,the teaching methods are boring and the evaluation of computational thinking is mainly based on quantitative summative evaluation methods.Therefore,this paper analyzes the instructional objectives,instructional content and instructional structure according to the "National High School Information Technology Curriculum Standard in China(2017)",and combines the construction of teaching resources to build a tutor auxiliary platform of computational thinking.Based on the interpretation of computational thinking,flow theory and deep learning,this paper clarifies the reciprocal relationship among the three concepts.On the basis of flow theory,a model of learning behavior occurrence is integrated to construct a model of teaching design for the cultivation of computational thinking of high school students supported by a tutor auxiliary platform.Finally,taking "C++ Programming Fundamentals" of A Middle School in Kunming City,Yunnan Province as an example,we explore a teaching mode which focuses on classroom teaching supplemented by platform learning and uses relevant teaching scaffolds to cultivate and promote the development of learners' computational thinking.In this study,a multivariate evaluation model was constructed to evaluate the teaching implementation process.From the qualitative evaluation results,it is found that learners' autonomous learning ability and classroom participation have improved.The results of the summative evaluation showed that the computational thinking level of the experimental class was lower than that of the control class significantly,before the implementation of the teaching mode.At the end of the experiment,the experimental results showed that the computational thinking ability of the experimental class was higher than that of the control class significantly,and the experiment promoted their mathematics learning and the development of their higher-order thinking.At the same time,the learning of mathematics and the development of higherorder thinking were promoted.This research will provide effective practical guidance for high school basic education to cultivate students' computational cognitive ability based on the "National High School Information Technology Curriculum Standard in China(2017)".