Design And Implementation Of Differentiating Instruction Scheme For Graphical Programming Courses In Primary Schools

With the deepening of the process of artificial intelligence,people have realized that computational thinking is one of the basic abilities to understand and solve problems,and also one of the core competencies in the field of information technology.There are various ways to cultivate students’ computational thinking,and graphical programming courses are an important approach in primary and secondary schools.Although programming courses play a crucial role in cultivating students’computational thinking,there are still many problems in the primary and secondary stages.The traditional teaching method for programming courses is too simplistic and tends to focus more on teaching specific programming tools.In addition,teaching evaluation methods are relatively monotonous and lack the cultivation of learners’ abstract thinking,problem analysis,and other abilities.This teaching method is difficult to promote the improvement of computational thinking ability and overlooks the differences and learning needs among individual students.The differentiated teaching method aims to cater to students’ individual needs,styles,and interests,and sets differentiated learning tasks based on their different basic levels.Therefore,on the basis of reviewing relevant literature on the cultivation path of computational thinking and differentiated teaching methods both domestically and internationally,this study used survey research methods to investigate the current situation of computational thinking cultivation based on graphical programming among 94 sixth grade students in a primary school in Chongqing,and designed relevant teaching plans.This study is based on primary school graphical programming courses and establishes a differentiated teaching framework aimed at cultivating computational thinking abilities.Based on the curriculum standards,graphical programming standards for adolescent programming abilities,and the International Computing Thinking Challenge standards,two differentiated teaching cases have been designed to cultivate students’ computing thinking and promote the development of computing concepts,practices,and concepts.The case design of differentiated teaching needs to start from various aspects of teaching and propose corresponding teaching strategies,including teaching objectives,learning content,teaching organization,teaching evaluation,and other aspects.This study aims to provide new ideas for teachers to cultivate students’ core competencies such as computational thinking through differentiated teaching methods.Secondly,research methods such as experimentation,scale evaluation,and interviews were used to investigate the effectiveness of differentiated teaching.Finally,the data analysis results demonstrate the advantages of differentiated teaching methods and traditional teaching models in cultivating students’ computational thinking.Different students have different learning starting points and developmental levels of thinking,and in teaching,it is necessary to consider and respect the differences of each student.Only by conducting teaching on a basis that is in line with students’ actual needs can we mobilize their enthusiasm,inject new vitality into the classroom,and promote their comprehensive and individual development.