Project-based Learning Design And Practice Research Aimed At Improving Primary School Students' Computational Thinking Abilit

In recent years,the level of information technology in China has been greatly improved.Various computer technologies,including big data,cloud computing and artificial intelligence,have been more and more widely used in all walks of life.This also means that the future society needs more talents with computational thinking who can use computers to solve practical problems.Of course,as an important way of thinking,the formation of computational thinking needs long-term and systematic training.Therefore,the education department has set up information technology courses in the basic education stage,and proposed to cultivate teenagers ’ information consciousness,computational thinking,digital learning and innovation,and information society responsibility.The core literacy of the four disciplines is the curriculum goal,with particular emphasis on the cultivation of teenagers ’computational thinking ability.This study is mainly aimed at cultivating primary school students ’ computational thinking ability,combined with project-based learning to carry out teaching design,and through practice to improve students ’ computational thinking ability and test the effect.Based on constructivism and multiple intelligences,this study proposes a project-based learning design with the core of cultivating students ’ computational thinking ability through the analysis and improvement of the existing project-based learning model.This teaching method focuses on students ’ problem analysis and problem solving ability,so that students can gradually improve their computational thinking ability through practical problem solving.In practice,the researchers get an initial understanding of the present state of students ’ computational thinking ability in the information technology classroom through classroom observation and interviews with teachers and students.Combined with the relevant literature on the cultivation and evaluation of computational thinking ability at home and abroad,the practical effects of different teaching modes on the cultivation of computational thinking ability are analyzed,which lays a theoretical foundation for the learning design that points to the improvement of computational thinking ability.Then,the key elements of project-based learning and computational thinking ability training are analyzed theoretically,and project-based learning is constructed to improve computational thinking ability,including learning theme,learning process,design and implementation principles.In the process of practice,the micro-experimental design was further carried out,and the students in the sixth grade of two classes in primary schools with similar levels and less influence of unrelated factors were selected as the experimental group and the control group.Around a variety of different types of project tasks,such as fun game design,simple program development,etc.,different teaching modes were adopted to carry out programming teaching,and before and after the micro-experiment,the experimental group and the control group students ’ information technology academic performance,computational thinking ability level,programming project analysis and completion were evaluated and recorded.Finally,the experimental results of the pre-test and post-test data such as the academic performance of the information science and technology discipline,the level of computational thinking ability,the analysis and completion of programming projects of the experimental group and the control group were compared and analyzed.Through the analysis of the experimental results,it is found that the ’ project-based learning design for improving computational thinking ability ’ in this paper can promote students ’ computational thinking ability effectively,and has been affirmed by students and teachers,which provides a reference for the application and research of cultivating students ’ computational thinking ability in primary school information technology classroom teaching.