The Design And Practice Of Problem Scaffolding To Promote The Understanding Of Computational Concepts In Primary School Programming Teaching

As a necessary skill for talents in the 21 st century,computational thinking is highly valued by the educational circle and has become one of the four core qualities of information technology.As an important part of computing thinking,computing concept is the key to the cultivation and improvement of students’ core literacy,and also an important learning content in primary school.However,the abstractness of computing concept makes it difficult for students to understand it,which is especially evident in programming teaching.The use of teaching questions can enlighten students’ thinking and deepen their understanding of knowledge,but there are few studies on the application of question scaffolding in the learning of computing concepts.The main issue of this study is how to design the problem frame that effectively supports the learning of computing concepts and apply it to the primary school programming teaching,so that students can better understand computing concepts and establish a foundation for the cultivation of students’ higher-order thinking such as computing thinking.This study firstly combs and analyzes domestic and foreign literature on computing concept learning and problem scaffolding,summarizes and analyzes the research status,defines "computing concept","understanding of computing concept","problem scaffolding" and other concepts,and conducts research on the theoretical basis of "constructivism theory","concept learning theory" and "zone of closest development theory".On the basis of constructing the learning links and mechanisms to promote the understanding of computing concepts,the corresponding problem scaffolds are designed and applied in practice to promote the understanding of computing concepts for primary school students.This study is mainly divided into three parts.First,it promotes the construction of learning processes for understanding computing concepts.By analyzing the results of the existing concept learning process and combining with the specific content of computing concept learning in primary school programming teaching,this study constructed four learning links and six mechanisms to promote the understanding of computing concepts,namely,the link of pre-concept precipitation(experience),the link of concept addition(mapping,association,application),the link of concept connection(organization)and the link of concept formation(system).On this basis,we design the problem bracket.Second,to promote the understanding of computing concepts of the problem bracket design.In this study,based on the design principle of problem scaffolds and combined with the analysis of the types of problem scaffolds in existing studies,five types of problem scaffolds are designed to promote the understanding of computing concepts,namely,problem-precipitation scaffolds,problem-content scaffolds,problem-solution scaffolds,problem-connection scaffolds,and problem-reflection scaffolds.Then,five kinds of problem scaffolds are placed in the learning process to promote the understanding of computing concepts,namely,"problem-precipitation" scaffolds are applied in the pre-concept precipitation link,"problem-content" scaffolds and "problem-solution" scaffolds are applied in the concept addition link,and "problem-connection" scaffolds are applied in the concept connection link."Problem-solution" scaffolds and "problemreflection" scaffolds are used in the concept formation process.Thirdly,the instructional design and practical effect test of the application of problem scaffolding to promote the understanding of computing concepts.Based on the general process elements of instructional design,this study builds a instructional design framework that promotes the understanding of computational concepts by using question scaffolding in elementary school programming teaching,and carries out specific analysis and elaboration of various elements contained in the instructional design framework--front-end analysis,instructional objective analysis,instructional process design,instructional resource design,instructional evaluation design.Then,the educational experiment method is adopted to select the specific teaching content of computing concept in the primary school programming course,and the teaching experiment is carried out by applying the learning process and problem frame of research design to promote the understanding of computing concept in the primary school programming course.The experimental data were collected and analyzed by the experimental measurement tool designed by the research,and it was concluded that the learning process of promoting the understanding of computing concepts constructed in this study and the problem support designed based on the learning process could effectively stimulate students’ interest in learning and enhance their participation in learning,and promote the understanding of computing concepts among primary school students.It is hoped that the research results of this study can provide feasible and effective teaching methods and cases of computational concepts for teachers in basic education,enrich the practical research of problem scaffolding in conceptual teaching,and effectively promote the cultivation and improvement of students’ computational thinking.