| In recent years,the rapid development and widespread application of information technologies such as the Internet,big data,and artificial intelligence in various fields of society have created a new digital living environment.The requirements for talent cultivation in the information age have evolved from basic skills such as reading,writing,and computing to comprehensive abilities such as communication and collaboration,problem solving,and innovation.As one of the core qualities explicitly cultivated in Information Science and Technology Courses,computational thinking has become an important ability for people to solve comprehensive problems in a digital environment.In order to promote the implementation of core literacy,China’s"Compulsory Education Curriculum Plan(2022 Edition)" proposes to vigorously promote the implementation of interdisciplinary thematic teaching,emphasizing that each course should use no less than 10%of the class hours to carry out interdisciplinary thematic teaching.At the same time,the "Compulsory Education Information Science and Technology Curriculum Standard(2022 Edition)" also points out the establishment of interdisciplinary thematic learning activities,strengthen the correlation between disciplines,and promote the comprehensive implementation of the curriculum,However,how to concretely implement interdisciplinary thematic teaching in Information Science and Technology is a new issue facing front-line Information Science and Technology teachers.In this context,this study aims to deeply explore the design and practical effects of interdisciplinary thematic teaching aimed at cultivating computational thinking,and specifically answer three questions:(1)How to combine interdisciplinary thematic teaching with computational thinking,and form a theoretical foundation for computational thinking and interdisciplinary thematic teaching from aspects such as computational thinking characteristics,authentic situations,and computational thinking cultivation?(2)How to construct an interdisciplinary thematic teaching design that focuses on the cultivation of computational thinking and implement interdisciplinary thematic teaching?(3)Can interdisciplinary thematic instructional design directed towards the cultivation of computational thinking promote students’ level of computational thinking?Focusing on the above research issues,this study adopts literature research,design based research,experimental research,and other research methods to carry out the following research work:Firstly,this study summarizes the relevant research results of computational thinking teaching and interdisciplinary topic teaching at home and abroad,and analyzes the embodiment of computational thinking in interdisciplinary topic teaching;Secondly,under the guidance of theoretical analysis and drawing on the achievements of current researchers in the process and implementation strategies of interdisciplinary thematic teaching design,the interdisciplinary thematic teaching practice model is constructed by using themes as the carrier,core literacy as the guidance,restructuring the teaching content of discipline concepts,guiding teaching activities in the form of problem chains and task groups,and diversified teaching evaluation,and establishing an interdisciplinary community,fully utlize of information technology to implement interdisciplinary thematic teaching in the form of units.Design teaching cases based on the constructed teaching design model,select two classes in Grade 7 of a junior high school in X City as experimental classes and control classes to carry out teaching practice,and integrate relevant knowledge and methods in geography,Chinese,history,and other disciplines to carry out interdisciplinary thematic teaching case design and implementation,with the Information Science and Technology Courses "Internet Application and Innovation" as the leading factor,The experimental class adopts interdisciplinary thematic teaching cases oriented towards the cultivation of computational thinking for teaching,while the control class adopts traditional teaching methods.Collect relevant data from the experimental class and the control class.Through qualitative and quantitative analysis of the data,in the pre experiment test,the students’ self perception of computational thinking,attitudes,and levels of computational thinking ability in the two classes were basically consistent.According to the data from the post experimental test,interdisciplinary thematic teaching design directed towards computational thinking can effectively promote the improvement of students’ computational thinking,and at the same time,it is highly accepted among the student community.However,there are still some aspects that need to be improved,as shown below:(1)In the computational thinking ability test,the experimental class and the scores are higher than before the implementation of the teaching.After the experimental class students have undergone the interdisciplinary thematic learning of"I am the hometown propaganda ambassador",The scores of the experimental class were significantly higher than those of the control class.(2)The survey scale data shows that students in both classes have improved their self perception and attitude towards computational thinking.The experimental class has a higher self perception and attitude towards computational thinking than the control class,and there is a significant difference.(3)According to the interview results,compared to the traditional single Information Science and Technology teaching method,students are more inclined to interdisciplinary thematic learning activities.During this process,their understanding of Information Science and Technology Courses and other subject knowledge has been further improved.However,students also pointed out issues such as the shorter teaching experimental period,and look forward to participating in interdisciplinary thematic teaching activities that integrate more disciplines into Information Science and Technology Courses. |
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