Research On Computational Thinking Promotion Strategies Based On Programming Behavior Analysi

Computational thinking is considered to be an essential skill for 21 st century humans,on a par with reading,writing and arithmetic.In recent years,the emergence of the era of artificial intelligence and technological developments have created a demand for the training of relevant computing talent,while also highlighting the importance of acquiring computational thinking skills.In this context,schools have been used as the major venue for developing computational thinking at home and abroad,integrating computational thinking with various subjects.Programming education in primary and secondary schools is one of the most effective ways of integrating the development of computational thinking into many disciplines.However,there is still a gap between the actual cultivation effect and the desired effect.Problems such as low interest in learning and low hands-on skills are particularly pronounced in programming education and affect the learning outcomes.Therefore,it is necessary to evaluate the effectiveness of computational thinking development and to promote the development of students’ computational thinking through assessment.However,research in the domestic and international literature has shown that in the past,computational thinking has tended to be evaluated using outcome data,and less research has been conducted to identify problems from a learning process perspective to improve teaching and learning.Programming is essentially a practical activity and students generate a large amount of data reflecting learning behaviour,which reflect the actions or reactions of learners in the process of learning to complete programming goals and tasks.Based on the current state of research,this study focuses on the question of how to analyse students’ learning effects of computational thinking based on programming behaviour.To address this issue,this study first conducted the design of a computational thinking facilitation strategy based on the analysis of programming behaviour,guided by Cognitive Representation theory and evidence-centred theory,and based on the three-dimensional framework of computational thinking,foreign Grover scholars’ analytical framework for supporting computational thinking assessment learning,and the model of the relationship between programming behaviour and computational thinking.The strategy consists of four main parts: domain modelling,task modelling,evidence modelling and student modelling.The aim is to provide a method for analysing the effectiveness of computational thinking development research based on programming behaviour,to assist frontline teachers and researchers in designing computational thinking development goals,teaching content and programming tasks that match students’ cognitive level,and to understand students’ computational thinking development more effectively from real programming process scenarios.At the same time,feedback from the analysis process will provide empirical experience for teaching design and better facilitate the teaching of computational thinking.Secondly,based on the designed strategy,this study conducted two rounds of action research with 26 students from one of the senior classes in Yulin L High School based on the python programming course in high school,the second round of research was based on the analysis feedback from the first round.In this process,EV recording,content analysis,and lag sequence analysis were used to collect and analyse data on students’ programming processes in order to capture the distribution of students’ programming behaviours and behavioural sequence patterns,and to understand students’ mastery of computational thinking objectives from the actual programming process.At the same time,a comparative analysis of the effects of the two rounds of practice was carried out to verify the feasibility and effectiveness of the strategy.Finally,an analysis of the behaviour of the 26 students in the programming process through two rounds of teaching practice revealed that the overall learning outcomes had improved.The vast majority of the students had initially grasped the computational concepts in the teaching objectives,learned to programme using basic computational practices such as incrementing and iterating,debugging and running,abstraction and modularity,were able to present their own solutions to problems in the programming process and were good at questioning them,and had some conception of computation.As a result,the following conclusion was reached: Computational thinking facilitation strategies based on programming behaviour analysis are feasible and effective for the development of computational thinking.An analysis of the learning effects of computational thinking based on programming behaviour can help educators to better understand students’ thinking processes and the actual level of mastery of objectives,and to effectively improve teaching and learning.The major value of this study is to use the behavioural analysis of the programming process as an evaluation lens to identify problems in teaching practice from the dynamic,actual programming process and to provide empirical experience for subsequent work on instructional design and process evaluation.