Research On The DBL+PBL Integration Model Of High School Information Technology For The Cultivation Of Computational Thinkin

With the development and application of information technology,computational thinking has been widely used in the field of education as an important problem-solving method.Computational thinking is an effective way to promote students’ logical reasoning and problem solving ability.Through the cultivation of computational thinking,students can have a deeper understanding of mathematical principles and apply relevant decomposition and innovative thinking methods when solving problems.In senior high school,computational thinking can provide beneficial help for students’ subject knowledge learning and thinking ability development.However,although most of the current information technology classes in high schools are constantly innovating the teaching mode,they are often accustomed to adopting a single inquiry-based teaching mode,such as project-based learning,design-based learning,task-driven and so on.At the same time,most of the teaching activities are based on teachers’ demonstration and students’ operation,and there is a lack of real reform of the teaching mode and in-depth research on the appropriateness of the new mode for the course content.Cultivating computational thinking requires creating more design and practice opportunities for students,and PBL and DBL just fit in with them.Therefore,we use the advantages of process-based DBL and results-based PBL model and construct the DBP model,which can reshape the teaching process,attach importance to the principal position of students,and bring new ideas to cultivating computational thinking of information technology in high school.Based on literature,this study sorted out the conceptual characteristics,typical teaching models and development context of computational thinking,DBL model and PBL model,discussed the feasibility of combining the two models with computational thinking research,and further investigated the current situation of computational thinking training of high school students through field research.Based on the constructivism theory,Dewey’s "learning by doing" theory and the theory of Zone of proximal development.this study constructs the DBP mode of high school information technology for the training of computational thinking.In our mode,the teaching process consists of seven processes,which are situational introduction,identify the problem,build the model,design algorithm,display of achievements,iterative improvement and evaluate migration.In order to verify the effectiveness of the integration model,the quasi-experimental research method was used to carry out the teaching practice of the DBP model of high school information technology oriented to the training of computational thinking.Through the collection and analysis of the data of computational thinking scale,students’ works and works design record forms,and students’ interviews,the summative evaluation and process evaluation were comprehensively used.To verify the feasibility and effectiveness of the fusion mode.The results show that DBP model can indeed improve the overall level of students in the experimental class,and has also been significantly improved in all dimensions of computational thinking,especially in problem solving and algorithmic thinking.At the same time,compared with the students in the control class who implemented the PBL model,the experimental class students performed better in terms of computational thinking level and learning effect.Under the fusion mode,students’ performance in the improvement goal,basic knowledge,program works and learning process of computational thinking is relatively excellent.Therefore,it is effective to apply the fusion mode to improve students’ computational thinking in the information technology programming course of senior high school.The study build a DBP model based on high school information technology curriculum with the guidance of computational thinking,which provide practical case references for the majority of front-line teachers in the training of computational thinking teaching practice,as well as theoretical and practical references for more DBP practices.At the same time,DBP may provide a scientific,practical and practical guidance for promoting the development of high school students’ computational thinking.