Design And Research Of Python Teaching Mode For Junior High School Oriented To The Cultivation Of Computational Thinking

With the rapid development of science and technology and society,the cultivation of computational thinking has started to enter primary and secondary school classrooms.Learning python language is one of the important ways to cultivate computational thinking.Researchers have begun to focus on the initiation and cultivation of computational thinking in the python curriculum,but because there is more research on the python curriculum at the high school level in China,there is less research at the middle school level,and it is not targeted and universal.This study designed a middle school python teaching model oriented to the cultivation of computational thinking,based on three rounds of action research for practical application,continuous improvement of the teaching model,and verification of the effectiveness of the teaching model.Firstly,under the guidance of constructivism,cooperative learning and other relevant theories,this study analyzes the feasibility of cultivating computational thinking in python teaching.The project teaching method is adopted,and according to the project teaching design principle,the python teaching mode oriented to the training of computational thinking is designed for junior high school.There are five links,namely,creating a situation and displaying objectives,learning new knowledge and analyzing problems,collaborative exploration,displaying and communicating work,summarizing and improving.Secondly,this study selected two parallel classes for three rounds of action research.In the experimental class,the junior high school python teaching mode oriented to the cultivation of computational thinking was used,and in the control class,the traditional teaching mode was used.The teaching model was improved and iteratively refined based on feedback data from the computational thinking skills test,student classroom performance,teacher classroom evaluation forms and interviews during the practice.The two main additions were the summation of difficult points and the migration of homework.After the improvement,there were seven links: creating a situation and displaying objectives,learning new knowledge and analyzing problems,summarizing difficult points,collaborative exploration,displaying and communicating work,summarizing and improving,and migrating homework,and integrating computational thinking the cultivation of different elements.At the same time,we pay attention to the setting of scaffolding,cases,hierarchical tasks and teachers’ guidance to promote the improvement of students’ computational thinking ability.Finally,the students’ learning attitude,computational thinking ability and learning effect were investigated before and after the experiment,and the effectiveness of the teaching model was tested.Data analysis showed that the percentage of students who like information technology increased from 61% to 78%after action research.The computational thinking ability of the post-test experimental class was significantly higher than that of the control class(M experiment =84.62,M control=73.41,p<0.001,Cohen’s d=1.82>0.8),and significantly higher than that of the pre-test class(M experiment=84.62,M control=65.09,p<0.001,Cohen’s d=2.94>0.8).The post-test learning performance of experimental class was significantly higher than that of control class(M experiment=89.02,M control=80.31,p<0.001,Cohen’s d=1.07>0.8).It can be concluded that the python teaching mode of junior high school oriented to the cultivation of computational thinking can significantly improve students’ learning attitude,can significantly improve their computational thinking ability,and can effectively improve the learning effect.