Research On The Teaching Design And Practice Of High School Computational Thinking From The Perspective Of Learning Transfe

Computational thinking is very important to the cultivation of talents and the innovation of technology.It has become a necessary skill for learners in the information age.In senior high school,it has become one of the core objectives of teaching to cultivate students’ ability of computational thinking.High school information technology curriculum standards focus on requiring students to summarize the process and method of using computer to solve problems,and transfer it to other problem solving.This requires teachers to combine learning transfer theory,learning transfer strategy and information technology teaching organically while cultivating students’ computational thinking ability,so as to realize teaching for transfer and improve students’ computational thinking ability.The formation of students’ computational thinking ability requires the ability of transfer.Teachers can effectively achieve teaching objectives and improve teaching efficiency by guiding teaching practice with the theory of transfer.Therefore,the teaching design and practice of computational thinking in high school from the perspective of learning transfer has certain research value and practical significance.This paper adopts literature research,questionnaire survey,interview and quasi-experimental research methods to complete the following three aspects of work.First,the status quo investigation.On the basis of analyzing the current research status of computational thinking and learning transfer theory at home and abroad,this paper uses the methods of questionnaire survey and teacher interview to understand the current level of students’ computational thinking,teachers’ teaching status and their views on the application of learning transfer theory to the cultivation of computational thinking ability.Based on the survey and interview results,this paper analyzes the current situation of high school students’ computational thinking ability,and draws the conclusion that: generally speaking,students’ computational thinking has the problems of low cognitive degree and weak application consciousness.Second,instructional design.Combining learning transfer theory,constructivism learning theory and thinking theory,after analyzing learners,teaching content and teaching objectives,six teaching processes are drawn up,namely,setting up situation to determine problem demand,analogical association problem decomposition and abstraction,designing algorithm to conclude and solve steps,variable training to transfer knowledge flexibly,changing scenario to realize high channel transfer and result display to test thinking ability.In the application of analogy,decomposition,induction,variation and other transfer methods at the same time to improve the students’ computational thinking ability.Third,teaching practice.According to the proposed teaching design,the theory of learning transfer is applied to the teaching practice of high school students’ computational thinking.It can be seen from the experimental results of quasi-experimental research that the score of the experimental class is significantly higher than that of the control class,indicating that the teaching design of computational thinking from the perspective of learning transfer has obvious advantages over the conventional computational thinking teaching.At the same time,it also shows the feasibility and effectiveness of applying learning transfer theory to information technology teaching.Through the above research,the final conclusion is drawn that the current level of high school students’ computational thinking is low,and the teaching design and organization of high school students’ computational thinking from the perspective of learning transfer can effectively improve the level of students’ computational thinking.