Study On The Development Of Primary School Students’ Computational Thinking Based On Gamification Teaching

The importance of computational thinking has gradually become apparent along with the development of the information society.Studies have shown that early development of computational thinking can improve people’s problem-solving ability.Therefore,this paper designs a gamified teaching model with the goal of developing computational thinking in elementary school students.First,the article identifies the concept,structure,cultivation model and research history of computational thinking based on literature reading,and organizes the connotation and methods of game-based teaching and learning,and learns the research hotspots of game-based teaching in the past five years through social network analysis.On this basis,the article identifies the theme of this study and defines the concepts of computational thinking,game-based teaching model and lecture-practice combination model.Next,the article argues the basis for the construction of the game-based teaching model and the design of the game-based teaching model,and then explains the application strategies of the model.Then,two fifth grade classes in an elementary school in Nanchang were selected as the experimental class and the control class,and four comparative experiments of Scratch theme cases were conducted with the gamified teaching model and the combined lecture-practice model respectively.Finally,this study compared the advantages and disadvantages of the two teaching modes in terms of the effect of developing computational thinking by means of quizzes,interviews,and Scratch work analysis.After the teaching comparison experiment,the study found that the post-test scores of the students in the experimental class with Scratch teaching in gamification mode were not only slightly higher than the pre-test scores,but also slightly higher than the post-test scores of the students in the control class in the computational thinking level,but only the difference in the scores of the abstract thinking dimension was significant.In addition,through interviews and work analysis,the study found that the experimental class also performed slightly better than the control class in algorithmic thinking,error correction thinking,questioning,and innovation and cooperation,but the comparison was not significant.Therefore,for this study,the advantages of the game-based teaching model compared with the lecture-practice model in the cultivation of elementary school students’ computational thinking are mainly reflected in the cultivation of abstract thinking,and the differences in the cultivation effects of other aspects are not significant.