The Teaching Practice Research Of Thinking Visualization Tool To Promote The Development Of Junior High School Students’ Algorithmic Thinking

Algorithmic thinking is the key to opening the door to the digital era.It can abstract complex calculations into repeatable modules,perform data processing and logical reasoning,and obtain problem-solving methods.The "Information Technology Curriculum Standards for Compulsory Education(2022 Edition)" takes "algorithm" as an important clue throughout the entire curriculum stage,and emphasizes the academic requirements for students at the level of algorithmic thinking.However,there are many problems in the cultivation of algorithmic thinking among primary and secondary school students,such as insufficient discipline penetration,improper teaching methods,and lack of teaching evaluation.How to effectively develop students’ algorithmic thinking ability has become an urgent task.Based on the concept of the new information technology curriculum and with the goal of developing junior high school students’ algorithmic thinking,this study mainly discusses the following two issues: first,how to use thinking visualization tools to carry out algorithmic teaching in the information technology discipline;The second is whether thinking visualization tools can promote the development of junior high school students’ algorithmic thinking.In response to question 1,the author defined the connotation of algorithmic thinking and thinking visualization by combing relevant literature,analyzed the structure and characteristics of three thinking visualization tools: mind map,flow chart,and concept map,and established a theoretical model corresponding to algorithmic thinking by combining the three external representations of understanding,analyzing,and designing algorithmic thinking.In response to question 2,the author selected students from two classes in Grade 1 of a junior high school in Nanjing as the research object and conducted an experiment using thinking visualization tools for algorithm teaching.By analyzing the differences between the pre and post test questionnaire data and test question data of the two groups,and comparing the thinking visualization works and programming works created by students,to verify the positive impact of thinking teaching visualization on students’ algorithmic thinking abilities,and to refine the strategies and methods for using thinking visualization tools for algorithmic teaching.The following conclusions are drawn through research: 1.The general mode of using thinking visualization tools to carry out algorithm teaching is to create situations-decompose problems-represent problems-design algorithms-evaluate algorithms;2.Thinking visualization tools have a promoting effect on the development of junior high school students’ algorithmic thinking,with significant improvement in algorithm analysis and design abilities,but not significant improvement in algorithm understanding abilities;3.Using thinking visualization tools to cultivate junior high school students’ algorithmic thinking strategies,including problem-solving oriented,based on the actual life of students;Using thinking diagrams as a framework to promote students’ active construction;Using program design as a carrier to cultivate students’ algorithmic thinking.