Design And Practice Of Teaching Activities Of Junior High School Information Technology Courses For The Cultivation Of Computational Thinking

The release of the "Information Technology Curriculum Standards for Compulsory Education(2022 Edition)" marks the first time that information technology courses have been offered separately as a national curriculum,which fully reflects the great importance attached by the Party and the state to information technology courses.The core competencies of information technology courses include information awareness,computational thinking,digital learning and innovation,and information social responsibility,and computational thinking has received special attention because of its "problem-solving-oriented" characteristics,which is the most important core literacy of information technology courses.Improving students’ computational thinking ability and helping students shift from information consumers to information producers and creators are the basic requirements for talent training in the 21 st century.However,in the current junior high school information technology teaching,problems such as traditional teaching methods,single teaching evaluation,and insufficient interest in learning affect the cultivation of computational thinking.In the fall semester of 2022,the implementation of the new curriculum standards has begun,but the school still uses the old textbooks,how to design teaching activities that meet the junior high school information technology curriculum standards and cultivate students’ computational thinking ability without the new curriculum standard textbooks,is a severe challenge for the majority of front-line junior high school information technology teachers,this research is carried out in this context,trying to provide theoretical and practical references for junior high school information technology teachers.First,this study sorts out the course standard requirements of computational thinking ability,the factors affecting the development of computational thinking ability,the teaching and practice of computational thinking cultivation,and the research status of computational thinking evaluation through literature research.Secondly,through questionnaires,interviews and other forms,the students’ computational thinking ability and teachers’ current teaching status of computational thinking training are investigated and studied,which further clarifies the existing problems and provides a basis for the teaching activity design of junior high school information technology courses oriented to computational thinking training.Thirdly,based on literature review and research,combined with the analysis of "Compulsory Education Information Technology Curriculum Standards(2022 Edition)",learner characteristics,teaching content and teaching objectives,the teaching activity framework of junior high school information technology courses for computational thinking cultivation is designed.Finally,the framework of the designed teaching activities is tested through quasi-experimental research methods.The results of this study are as follows:(1)the teaching activity framework of junior high school information technology courses oriented to computational thinking cultivation is constructed,which is expected to provide reference for teachers to design diverse teaching activities;(2)The effectiveness of the teaching activity framework for computational thinking training is verified,and the teaching activities oriented to computational thinking training promote the development of students’ computational thinking ability to a certain extent,so that students can decompose and abstract problems,summarize and summarize knowledge points,and modify and improve the scheme in the process of problem solving;It can also promote the understanding of students’ knowledge to a certain extent.