期刊文献+
任意字段
题名或关键词
题名
关键词
文摘
作者
第一作者
机构
刊名
分类号
参考文献
作者简介
基金资助
栏目信息

思维导图和流程图在Scratch教学中的应用 被引量：3

Application of Mind Map and Flow Chart in Scratch Teaching
下载PDF
导出
摘要 Scratch是由麻省理工学院设计开发的可视化、积木式的程序设计软件,越来越多的学校将Scratch软件引入信息技术课堂,也为中小学信息技术教学提出更高的要求,传统的教学方式已经不能满足Scratch编程课程的需求,需要探索新的教学方式。该研究将思维导图和程序流程图应用于Scratch教学,以《Flappy Bird》为例进行教学设计,通过思维导图呈现作品整体框架,再通过程序流程图描述各个部分程序运行的步骤,进一步培养学生的计算思维与创新能力,提高学生的信息素养。 Scratch is a visual and building block programming software designed and developed by the Massachusetts Institute of Technology.More and more schools have introduced Scratch software into the information technology classroom,which has brought new challenges to the information technology classroom in primary and secondary schools.The teaching method can no longer meet the needs of the Scratch programming course.In this study,the mind map and program flow chart are applied to the Scratch teaching.The magic performance is taken as an example for teaching design.The overall framework of the work is presented through the mind map,and then the steps of each part of the program are described through the program flow chart to further cultivate Students'computational thinking and innovative ability improve students'information literacy.
作者 王倩倩 刘长征 刘圆 张甜 WANG Qian-qian;LIU Chang-zheng;LIU Yuan;ZHANG Tian(School of Information Science and Technology,Shihezi University,Shihezi 843000)
机构地区 石河子大学信息科学与技术学院
出处 《现代计算机》 2020年第17期79-84,共6页 Modern Computer
关键词 思维导图 程序流程图 Scratch教学 Mind Map Program Flow Chart Scratch Teaching
分类号 TP311.5-4 [自动化与计算机技术—计算机软件与理论] G642 [文化科学—高等教育学]
  • 相关文献

参考文献4

二级参考文献25

  • 1赵国庆,黄荣怀,陆志坚.知识可视化的理论与方法[J].开放教育研究,2005,11(1):23-27. 被引量：354
  • 2Adams, J. & Collins, A. Theoretical models and processes of reading[A]. In H. Singer (eds),A SchemaTheoretic View of Reading [C]. Newark, Delaware:International Reading Association. 1985.
  • 3Anderson,R. C. The notion of schemata and the educational enterprise: General discussion of the conference[A]. In R. C. Anderson, R.J. Spiro, and W. E. Montague (eds),Schooling and the Acquisition of Knowledge [C]. Hillsdale, NJ: Lawrence Erlbaun Associates,1977.
  • 4Anderson,R. C. &Pearson, P. D. A schema-theoretic view of basic process in reading comprehension[A]. In P.D. Pearson & P. Mosenthal (eds), Handbook of Reading Research[C]. NY: Longman,1984.
  • 5Anderson, R. C. & Pichert, J. W. Recall of previously unrecallable information following a shift in perspective [J].Journal of Verbal Learning and Verbal Behavior, 1978(17).
  • 6Anderson, R. C. , Sprio, R. J. Schema as scaffolding for the representation of information in connected discourse [J]. America Educational Research Journal.1978(15).
  • 7Bartlett, F. C. Remembering: A Study in Erperimental and Social Psychology[M]. London: Cambridge University Press, 1932.
  • 8Bobro, D. G. & Norman, D. A. Some principles of memory schemata [A]. In D. G. Bobro & A. M.Collins (eds), Representation and Understanding:Studies in Cognitive Science[C]. New York: Academic Press, 1975.
  • 9Bransford, D. J. & Johnson. M. K. Considerations of some problems of comprehension[A]. In W. G. Chase (eds), Visual Information Processing[C]. New York:Academic Press, 1973.
  • 10Carrell, P. L. Some issues in studying the role of schemata, or background knowledge, in second language comprehension [J]. Reading in a Foreign Language, 1983a, (1).

共引文献374

同被引文献18

引证文献3

现代计算机
2020年 第17期

相关作者

内容加载中请稍等...

相关机构

内容加载中请稍等...

相关主题

内容加载中请稍等...

浏览历史

内容加载中请稍等...
;
使用帮助 返回顶部