Design And Practice Of Interactive Strategy Of Graphical Programming Teaching In Primary Schools For The Cultivation Of Computational Thinking

Computational thinking,as the third major mode of thinking in the age of artificial intelligence,distinguished from logical thinking and empirical thinking,has gained worldwide attention and focus.Programming is one of the important ways to cultivate computational thinking in primary and secondary school students,and many primary and secondary schools have adopted graphical programming as an important way for students’ computational thinking development.However,primary school students have less self-control in learning and are more dependent on teachers.They need some guidance and assistance from teachers in the learning process,and timely and effective teaching interaction becomes an important guarantee to achieve the teaching goals of graphical programming.In view of this,this study focuses on the core research question: "What is the teaching interaction for the development of computational thinking in elementary school graphical programming teaching?" The study was conducted.This study is mainly conducted through literature research method,questionnaire survey method,interview method and action research method.Based on the investigation and analysis of the current situation and problems of teaching interaction and computational thinking in elementary schools,we combine the three-dimensional framework of computational thinking,constructivist learning theory,game-based learning theory,and metacognitive theory to design an interactive strategy for teaching computational thinking in elementary schools,and carry out practical application and validation of the effect,as follows:(1)Survey on the current situation of computational thinking cultivation and teaching interaction in elementary school graphical programming teaching.The current situation and problems of computational thinking development and teaching interaction in the teaching of elementary school graphical programming are analyzed from two aspects: computational thinking development and teaching interaction,using questionnaire and interview method.(2)Design of interaction strategies for teaching elementary school graphical programming oriented to the cultivation of computational thinking.On the basis of clarifying the elements and processes of computational thinking and the elements and types of teaching interaction in elementary school graphic programming teaching,the interaction principles and processes of elementary school graphic programming teaching oriented to the cultivation of computational thinking are proposed.Combining the real problems and theoretical analysis of elementary school graphical programming teaching,eight interactive strategies of elementary school graphical programming teaching for the cultivation of computational thinking are designed from three stages: acquisition of computational concepts,development of computational practice,and generation of computational concepts,such as gamified quiz to relate old knowledge and interactive story context to enhance the internal drive of learning.(3)Validation of the effectiveness of the teaching interaction strategy of elementary school graphical programming for computational thinking development.Case design and practical validation are conducted according to the proposed teaching interaction strategy.The effectiveness of the graphical programming teaching interaction strategy on students’ computational thinking development is analyzed in terms of computational thinking development evaluation and teaching interaction quality evaluation,and the impact of the teaching interaction strategy on computational thinking is explored.The results of the study show that(1)the current teaching of graphical programming in elementary school has problems such as neglecting the key points of computing thinking cultivation,insufficient interesting teaching interaction,neglecting students’ individual differences,failing to stimulate students’ learning motivation,and one-sided evaluation of teaching interaction results.(2)The interaction process of elementary school graphical programming teaching should cover three stages: acquisition of computational concepts,development of computational practice and generation of computational concepts,and requires the integration of interaction elements such as teachers,students,media,teaching resources and teaching contents.(3)The proposed interaction strategy for the development of computational thinking in elementary school graphic programming teaching can lead the sequence of interactive behaviors in the graphic programming classroom gradually to deep interaction,which can promote the development of students’ computational thinking and improve students’ computational concepts,computational practices and computational concepts.(4)The designed teaching interaction strategies were significantly and positively correlated with the development of students’ computational thinking level,and the application of teaching interaction strategies could effectively promote the improvement of students’ computational thinking level.This study broadens the methodological strategies for the development of students’ computational thinking,and has important reference significance for the application and exploration of interactive teaching practice of graphical programming in elementary school.