Research on the Educational Model of Computational Thinking Cultivation in Primary and Middle Schools Oriented to Production-Based Learning

Danqing Zhao, Yatao Li
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引用次数: 1

Abstract

Project-Based Learning and STEAM Education are widely favored by schools and teachers because both of them are student-centered learning models by allowing students to collaborate and explore around issues in order to promote the development of students' learning in the 21st century. However, in practical pedagogical applications, specific educational models and implementations are highly dependent on exceptional teachers with innovative abilities, especially in the cultivation of implicit higher-order thinking of students still lacking a better landing point. In the context of the current era of rapid development of information technology, the educational changes caused by the new development of smart education mean that more attention should be paid to the level of thinking and operational skills of students. As a result, the Problem-Based Learning for Computational Thinking Development Model for Primary and Secondary Schools (CTPBL), which is interdisciplinary, contextual, innovative, experiential and humanistic in nature, has emerged. As a new educational model, CTPBL helps integrate the advantages of existing Project-Based Learning and STEAM Education, crack the dilemma of teachers' choice of the inherent educational model, and realize the cultivation of students' information literacy and the improvement of their comprehensive ability. However, it still needs to be further explored, such as its operation mechanism, technology carrier, and teachers' roles.
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面向生产型学习的中小学计算思维培养教育模式研究
Project-Based Learning和STEAM Education受到学校和教师的广泛青睐,因为它们都是以学生为中心的学习模式,允许学生围绕问题进行协作和探索,以促进21世纪学生学习的发展。但在实际的教学应用中,具体的教学模式和实施高度依赖于具有创新能力的优秀教师,特别是在培养学生的内隐高阶思维方面还缺乏一个更好的落脚点。在当今信息技术飞速发展的时代背景下,智慧教育的新发展所带来的教育变革意味着更应该关注学生的思维水平和操作技能。基于问题的中小学计算思维发展模式(CTPBL)由此产生,该模式具有跨学科、情境性、创新性、经验性和人文性的特点。CTPBL作为一种新的教育模式,有助于整合现有的Project-Based Learning和STEAM教育的优势,破解教师对固有教育模式的选择困境,实现学生信息素养的培养和综合能力的提高。但其运行机制、技术载体、教师角色等方面还有待进一步探讨。
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