Research On The Application Of Junior High School Python BOPPPS Teaching Mode Oriented To Computational Thinking

In 2021,the country issued the "Action Platform for Enhancing Digital Literacy and Skills for All",in which the expression of digital literacy is the connotation of information technology such as information awareness,computational thinking,digital learning and innovation,and information social responsibility.2022,the promulgation of the new standards for compulsory education information technology makes the cultivation of information literacy have higher requirements in primary and secondary schools,thus making computational thinking in core This makes computational thinking occupy a more important position in the core literacy.Programming has a positive effect on the development of students’ computational thinking.Traditionally,programming has been taught with significant polarization,low student engagement and satisfaction,and teachers who emphasize technology over literacy.The BOPPPS model has been widely used in China for higher education curriculum reform and curriculum improvement,but is less commonly used in compulsory education.The model divides the curriculum into six learning sessions: introduction,objectives,pre-test,participatory learning,post-test and summary,forming a complete loop.At its core are participatory learning and process feedback,which are more precise and effective than traditional classrooms.It provides new ideas for conducting programming education and teaching.To this end,this study applies the BOPPPS teaching model to the classroom teaching practice research in junior high school Python programming classes based on the compulsory education junior high school level.It aims to better enhance the computational thinking of middle school students.This research work includes the following three aspects: first,the literature research method is used to understand the current research status,clarify the research purpose,and define the relevant concepts by combining the current computational thinking and BOPPPS teaching mode with domestic and international research.Second,combined with the actual situation of teaching equipment in the author’s unit,the BOPPPS teaching model process oriented to the cultivation of computational thinking was constructed;Finally,through a quasi-experimental research design,two eighth grade classes with similar academic levels were selected from a middle school in Q city,where the author teaches,as the experimental class and the control class respectively,and the constructed model was applied to the teaching practice of the programming course,and the data were collected and counted in the first semester of 2022-2023,and the students’ computational thinking was further studied through teaching practice and reflection.The development of students’ computational thinking will be further studied through teaching practice and reflection.The data collected from the scales,interviews,and test questions were processed and analyzed after the teaching experiment.The results of the study showed that students in the experimental group had higher levels of computational thinking and learning outcomes than students in the control group.This indicates that the BOPPPS teaching model used in the Python programming course on computational thinking development is effective and feasible,which can enhance students’ classroom participation and satisfaction,and improve the quality of programming teaching to some extent.