当前我国计算思维的培养主要集中于信息科技学科,通过编程类或人工智能类课程的实施,促进计算思维水平的提升。但目前图形化编程教学主要以传统演示法为主,过于注重模仿学习,缺乏学生的自主实践与探究,忽视了内在算法思维的渗透,无法切...当前我国计算思维的培养主要集中于信息科技学科,通过编程类或人工智能类课程的实施,促进计算思维水平的提升。但目前图形化编程教学主要以传统演示法为主,过于注重模仿学习,缺乏学生的自主实践与探究,忽视了内在算法思维的渗透,无法切实提高学生的计算思维水平。基于此,文章研究对象是实验班和对照班,教学方法依据项目式教学,展开图形化编程教学实证研究,探究项目式教学对提升学生的计算思维水平有何优势。研究结果表明,在项目式图形化编程教学模式下,学生的计算思维能力得到了显著的提升,且对图形化编程学习同样具有显著优势。At present, the cultivation of computational thinking in China mainly focuses on the discipline of information technology. Through the implementation of programming or artificial intelligence courses, the level of computational thinking is promoted. However, at present, the teaching of graphical programming is mainly based on the traditional demonstration method, which pays too much attention to imitation learning, lacks students ' independent practice and exploration, ignores the penetration of internal algorithm thinking, and cannot effectively improve students’ computational thinking level. Based on this, the research object is the experimental class and the control class. The teaching method is based on the project-based teaching, and the empirical research of graphical programming teaching is carried out to explore the advantages of project-based teaching in improving students’ computational thinking level. The research results show that under the project-based graphical programming teaching mode, students’ computational thinking ability has been significantly improved, and it also has significant advantages for graphical programming learning.展开更多
文摘当前我国计算思维的培养主要集中于信息科技学科,通过编程类或人工智能类课程的实施,促进计算思维水平的提升。但目前图形化编程教学主要以传统演示法为主,过于注重模仿学习,缺乏学生的自主实践与探究,忽视了内在算法思维的渗透,无法切实提高学生的计算思维水平。基于此,文章研究对象是实验班和对照班,教学方法依据项目式教学,展开图形化编程教学实证研究,探究项目式教学对提升学生的计算思维水平有何优势。研究结果表明,在项目式图形化编程教学模式下,学生的计算思维能力得到了显著的提升,且对图形化编程学习同样具有显著优势。At present, the cultivation of computational thinking in China mainly focuses on the discipline of information technology. Through the implementation of programming or artificial intelligence courses, the level of computational thinking is promoted. However, at present, the teaching of graphical programming is mainly based on the traditional demonstration method, which pays too much attention to imitation learning, lacks students ' independent practice and exploration, ignores the penetration of internal algorithm thinking, and cannot effectively improve students’ computational thinking level. Based on this, the research object is the experimental class and the control class. The teaching method is based on the project-based teaching, and the empirical research of graphical programming teaching is carried out to explore the advantages of project-based teaching in improving students’ computational thinking level. The research results show that under the project-based graphical programming teaching mode, students’ computational thinking ability has been significantly improved, and it also has significant advantages for graphical programming learning.
