A Study On Cultivating Teachers’ Computational Thinking Based On APT Teaching Scaffold

In recent years,with the continuous integration and development of education and computer science,students’ computational thinking ability has been paid more and more attention.Cultivating and applying teachers’ computational thinking ability has become a very urgent and important goal to build a team of educational talents.Educators’computational thinking ability helps teachers use the core principles of computer science to solve fuzzy,complex and open problems and difficult problems in teaching,so as to more effectively cultivate students’ computational thinking ability in problem solving,critical thinking,innovation and creation.At the same time,the training of teacher talent team in China has been steadily advancing in different stages and levels,and the training means and methods are still in the process of constant exploration.Therefore,this paper mainly studies whether APT teaching scaffold can effectively cultivate teachers’computational thinking ability.In this study,the targeted APT teaching scaffold is used in the training and practice of artificial intelligence teachers.Teachers learn the scaffold,apply the scaffold,complete the corresponding works,display and evaluate them,so as to comprehensively improve the computational thinking ability of teachers.In order to verify the effectiveness of this method,this paper designs and describes the application of the teaching scaffold,the evaluation of works,and the investigation of individual cases in detail,in order to evaluate whether it can effectively improve the computational thinking ability of educators.The main structure of this paper is as follows:This paper expounds the background of the study,the concept,significance,methods and content,and summarizes the related research status at home and abroad.The second part mainly describes how to design the teaching scaffold based on APT model,analyzes the feasibility of using the scaffold,and also designs the evaluation gauge of teaching design.The third part mainly describes the experimental process.Taking the front-line teachers participating in the training as the objects,the experimental research was carried out,and the ideas and process of experimental design,experimental tool design,the steps and links of experimental development,the control of influencing factors in each link,and the collection process of experimental data were described in depth.The fourth part mainly deals with and analyzes the experimental data,observes the change of the calculative thinking ability of educators before and after the experiment,so as to draw phased conclusions.The fifth part elaborates the selection of the tenth group for case study analysis,records and tracks the whole process of learning and practice of the group,and deeply observes how APT teaching framework plays a role in teachers’ learning,as well as how the various dimensions of educators’ computational thinking ability are displayed.The sixth part is the conclusion and prospect.The main content of this paper is summarized in stages,and the relevant thinking about this study is put forward,and the shortcomings of this study and the future research direction are pointed out.The study found that teachers through the study and application of teaching based on APT stents,significantly improved educators computational thinking ability effectively.The abilities of teachers in the five roles of learner,leader,designer,creator and facilitator have been improved to varying degrees respectively.At the same time,they have also effectively applied and improved the computational thinking elements of teachers’creativity,logical thinking and cooperation ability.