Teaching Mode Design And Effect Analysis For High School Students’ Computational Thinking Training

Nowadays,the degree of information in society is getting higher and higher,and the way of presenting problems is becoming more and more complicated.This puts forward higher requirements for people’s ability to solve problems.As an individual way of thinking to solve problems,computational thinking is becoming one of the essential skills for everyone.Information technology curriculum is an effective carrier to cultivate individual computational thinking."Information Technology Curriculum Standards for Senior High Schools(2017 edition)" officially listed computational thinking as one of the four core qualities of information technology discipline,and stressed the importance and necessity of cultivating students’ computational thinking in senior high school information technology teaching.Based on this,this study is based on the current information technology teaching in senior high schools and takes the Curriculum Standards of Information technology in senior high schools as the guideline to explore how to put forward a scientific and effective teaching model to cultivate students’ computational thinking.This research mainly uses the methods of literature research,questionnaire survey,interview,action research and educational experiment to carry out the main work as follows:First,this study uses the literature research method to introduce the general background of the research,sort out the current research status of domestic and foreign scholars on "computational thinking",determine the problems to be solved in this study,try to explore the significance of the research,and make a preliminary plan for the research methods and research ideas to be used.Secondly,from the perspective of information technology teaching,this paper defines the core concepts of "teaching mode" and "computational thinking".In addition,this part also makes a comprehensive statement on the problem solving theory,"learning by doing" theory,situational teaching theory and cooperative learning theory.Third,based on the previous questionnaire,this study created the Questionnaire of high school students’ computational thinking according to the actual research content.In addition,150 students in Grade One of L Middle School in Zhangzhou City were randomly selected to carry out a questionnaire survey to understand the current situation of high school students’ computational thinking level.In addition,this study also used the interview method to interview front-line teachers from four dimensions: cognition of computational thinking,teaching content,teaching methods and teaching evaluation.Finally,it is concluded that students’ computational thinking quality needs to be further developed and cultivated.Fourthly,on the basis of relevant theoretical basis and principles of teaching mode construction,this study discusses the construction of a teaching mode for high school students’ computational thinking training,and elaborates the teaching objectives,teaching realization conditions,operating procedures and teaching evaluation under this reading mode,and takes Python programming language for example.The teaching mode is analyzed and explained in detail.Fifth,this study takes 56 students of Class 10,Grade 1 of L Middle School in Zhangzhou City as the research objects,and carries out three rounds of teaching action research.In each round of teaching practice,through the analysis of students’ works and interviews with students,the actual teaching situation is understood,and the problems encountered in teaching practice are summarized and reflected,so as to improve the teaching mode for high school students’ computational thinking training.Sixth,this study uses the teaching experiment method,through the calculation thinking ability questionnaire to practice class before and after the test data comparative analysis.From the data analysis,it can be seen that the average level of the overall level of students’ computational thinking has significantly improved and its Sig.is 0.000<0.05;The mean values of each dimension of computational thinking were also significantly improved,and Sig.values were also 0.000<0.05.It proves that the computational thinking teaching model proposed in this study can effectively improve students’ computational thinking.Finally,the author has carried on the overall reflection to the research.Through teaching experiments,it can be seen that the teaching mode oriented to the cultivation of students’ computational thinking can meet the presupposition in the early stage of the research to a certain extent,and has certain practical application value,but it still has certain defects,such as the limitation of model construction,short experiment time and few experimental samples.In order to better train students’ computational thinking level,the author will try to improve and perfect it in the follow-up research.