【作者】 黄金；

【导师】 彭绍东；

【作者基本信息】 湖南师范大学 ， 教育技术学， 2019， 硕士

【摘要】 目前,计算思维已纳入我国信息技术学科核心素养(2017版),作为第三种科学思维模式(其余两种为基于数学的理论思维和基于物理的实验思维),不断改变着我们的思维方式,日渐成为认识、改造世界的方法论。在教学建议中,强调在课堂教学中融入项目,重构教学形式。表明项目教学法培养中学生计算思维具有可行性,但缺少实例研究和效果验证。因此,需要我们进一步验证,这也是本文的重点。本文主要探究以下问题:1.项目教学法对学生计算思维存在怎样的影响;2.项目教学法对学生解决问题能力存在怎样的影响;3.项目教学法对学生的算法思维存在怎样的影响;4.项目教学法对学生作品成绩存在怎样的影响;5.项目教学法对学生计算思维的影响是否存在性别差异。为解决上述问题,主要从以下三方面开展研究。首先,编制计算思维、认知能力的问卷。根据Korkmaz等开发的中学生计算思维量表,结合教学内容和学生实际情况进行修改,包括创造性、批判性、协作学习、问题解决和算法思维五维度,进行因素、信效度分析。依据《中国儿童青少年心理发育标准化测验简介》,制定认知能力问卷,进行了区分度、难易度和信效度分析。所编制的问卷均能真实地反映中学生的计算思维和认知能力。然后,项目化设计。根据布鲁姆认知目标分类,调查了162名初一学生的计算思维认知现状,结合项目选择、问题设计、资源提供、思维培养、项目实践和评价六维度,提取教学内容的计算思维体现,开展项目化设计。最后,实验验证。选取CJSY实验中学初一年级两个班(共93名学生)实施一学期二轮的项目教学。通过作品评价和量表测量进行量化分析,其中作品使用专家咨询法和AHP层次分析法制定的量规评价,包括自评、互评和师评三种方式,旨在测量项目教学法对初中生计算思维的影响。实验结果表明:1.项目教学法有利于学生作品成绩的提高、质量的提升。2.学生计算思维整体水平得到了提升,其中问题解决最为显著,而算法思维较为薄弱。3.实验班在批判性、问题解决和算法思维上明显优于对照班。4.学生在批判性和算法思维存在性别上的显著差异;在创造性、协作学习和问题解决维度不存在显著性差异。更多还原

【Abstract】 At present,computational thinking has been incorporated into the core literacy of information technology disciplines in China(2017 edition),as the third scientific thinking mode(the other two are theoretical thinking based on Mathematics and experimental thinking based on physics),constantly changing our way of thinking,and increasingly becoming the methodology of understanding and transforming the world.In the teaching suggestions,it is emphasized to integrate projects into classroom teaching and reconstruct the teaching form.It shows that project teaching method is feasible to train middle school students’ computational thinking,but it lacks case study and effect verification.Therefore,we need to further verify,which is also the focus of this paper.This paper mainly explores the following issues:1.How does project-based teaching approach affect students’ computational thinking? 2.How does project-based teaching affect students’ problem-solving ability? 3.How does the project teaching method affect the students’ algorithmic thinking? 4.How does project-based teaching approach affect students’ performance in their works? 5.There are gender differences in the influence of project teaching method on students’ computational thinking.In order to solve the above problems,this paper mainly carry out research from the following three aspects.Firstly,the questionnaire of Computational Thinking and cognitive ability was compiled.According to the computational thinking scale for middle school students developed by Korkmaz et al,it is revised based on the teaching content and the actual situation of students,including five dimensions of creativity,criticism,collaborative learning,problem solving and algorithmic thinking.The factors,reliability and validity of the scale were analyzed.According to "Introduction to Standardized Psychological Development Test for Children and Adolescents in China",a cognitive ability questionnaire was developed,and the discrimination,difficulty and reliability and validity were analyzed.All the questionnaires can truly reflect the computational thinking and cognitive ability of middle school students.Then,project design.According to Bloom’s cognitive goal classification,162 junior high school students’ cognitive status of computational thinking was investigated,combining six dimensions of project selection,problem design,resource provision,thinking cultivation,project practice and evaluation.Computational Thinking Expression of teaching content was extracted and project-based design was carried out.Finally,experimental verification.Two classes(93 students)in the first grade of CJSY experimental middle school were selected to carry out one semester and two rounds of project teaching.Quantitative analysis was carried out through work evaluation and scale measurement.Works were evaluated by expert consultation method and AHP analytic hierarchy process,including self-evaluation,mutual evaluation and teacher evaluation.The purpose was to measure the impact of project teaching method on junior high school students’ computational thinking.The experimental results show that: 1.Project-based teaching method is conducive to the improvement of students’ work performance and quality.2.The overall level of students’ computational thinking has been improved,in which problem solving is the most significant,while algorithmic thinking is relatively weak.3.The experimental class is superior to the control class in critical,problem-solving and algorithmic thinking.4.There are significant gender differences in students’ critical and algorithmic thinking;there are no significant differences in creativity,collaborative learning and problem solving dimensions.更多还原