本文選題：計算思維 + Scratch教學(xué)��； 參考：《上海師范大學(xué)》2017年碩士論文

【摘要】：近年來,隨著Scratch軟件引入中國并被廣泛推廣與學(xué)習(xí),在國內(nèi)青少年之間掀起了一股學(xué)習(xí)scratch編程的熱潮。國內(nèi)中小學(xué)爭相開設(shè)scratch課程。Scratch教學(xué)在尤其是發(fā)達(dá)地區(qū)中小學(xué)中取得了一定的成果。Scratch是一種圖形化編程工具。因其豐富的趣味性、圖形化、可視化以及操作簡單的特點,特別適合兒童學(xué)習(xí)編程入門課程時使用。Scratch編程工具作為小學(xué)生編程入門學(xué)習(xí)的工具有非常明顯的優(yōu)勢特征,通過拖曳腳本區(qū)的積木,按照邏輯順序拼搭,即可完成程序編程,利用Scratch甚至可以制作出復(fù)雜的、邏輯性較強的龐大程序。這種編程方式的程序邏輯能明顯的外現(xiàn)。本研究在調(diào)查、了解國內(nèi)外Scratch教學(xué)研究現(xiàn)狀的基礎(chǔ)上,以上海市長寧區(qū)某小學(xué)的Scratch課程進(jìn)行行動研究。借鑒哈佛大學(xué)推出的Scratch教程《創(chuàng)意計算課程指南》,提出項目式編程教學(xué)模式,整體考量學(xué)習(xí)者的計算素養(yǎng)。本論文內(nèi)容主要包含以下章節(jié):第一章:簡述并分析國內(nèi)外Scratch教學(xué)現(xiàn)狀和研究成果。通過對Scratch教學(xué)現(xiàn)狀的分析總結(jié),明確本研究的研究主題以及研究意義。借鑒哈佛大學(xué)2014出版的Scratch教材,就用Scratch編程軟件進(jìn)行項目式活動教學(xué)展開分析,明確本研究的研究內(nèi)容,確定研究方法。第二章:主要對計算思維、創(chuàng)意計算以及項目活動教學(xué)概念進(jìn)行界定,并簡單介紹Scratch編程教學(xué),簡要闡述何為創(chuàng)意計算、項目式教學(xué)。闡述并界定以Scratch軟件教學(xué)為載體,融合創(chuàng)意計算理念,進(jìn)行的項目式教學(xué)活動。第三章:針對項目式活動教學(xué),進(jìn)行Scratch編程課程設(shè)計。分析教學(xué)對象特征,分主題設(shè)計項目式教學(xué)活動,設(shè)計項目式活動教學(xué)策略,以項目活動驅(qū)動課堂。第四章:記錄闡述本研究的行動研究過程中,第一學(xué)期教學(xué)活動實踐。記錄教學(xué)實踐的實施情況,分析研究教學(xué)活動過程,反思教學(xué)活動中的問題,總結(jié)教學(xué)實踐不足,提出改進(jìn)措施。第五章:記錄本研究的行動研究過程中,第二學(xué)期教學(xué)活動實踐。基于創(chuàng)意計算能力測評的Scratch教學(xué)實踐與反思,評定進(jìn)行本研究課程學(xué)習(xí)后的學(xué)習(xí)者創(chuàng)意計算能力,分析影響學(xué)習(xí)者計算思維能力的因素。第六章:總結(jié)與展望。概括本研究的創(chuàng)新點以及不足之處,致結(jié)束語。
[Abstract]:In recent years, with the introduction of Scratch software into China and its wide spread and learning, there is a wave of fever of learning scratch programming among teenagers in China. Scratch teaching is a graphic programming tool in the developed areas, especially in the developed regions. It is a kind of graphic programming tool that the primary and middle schools in China are competing to offer the scratch curriculum. Because of its rich interest, graphics, visualization and simple operation, it is especially suitable for children to use the .Scratch programming tool as a tool for elementary school students to start programming. By dragging the building blocks of the script area, we can complete the program programming according to the logical order, and we can even make a complex and logical huge program by using Scratch. The program logic of this programming method can appear obviously. On the basis of investigation and understanding of the current situation of Scratch teaching research at home and abroad, this study is based on the Scratch curriculum of a primary school in Changning District, Shanghai. Referring to the Scratch course "Creative Computing course Guide" published by Harvard University, this paper puts forward a project-based programming teaching model to consider the learners' computing literacy. The main contents of this thesis are as follows: chapter 1: brief introduction and analysis of the current situation and research results of Scratch teaching at home and abroad. By analyzing and summarizing the current situation of Scratch teaching, the research topic and significance of this study are clarified. Referring to the Scratch textbook published by Harvard University in 2014, this paper analyzes the project-based activity teaching with Scratch programming software, clarifies the research content and determines the research method. The second chapter mainly defines the concepts of computational thinking, creative calculation and project activity teaching, and briefly introduces the teaching of Scratch programming, and briefly expounds what is creative calculation and project-based teaching. This paper expounds and defines the project-based teaching activities with Scratch software as the carrier and integrating the idea of creative computing. The third chapter: aiming at the item-type activity teaching, carries on the Scratch programming curriculum design. This paper analyzes the characteristics of teaching objects, designs project-based teaching activities, designs teaching strategies of project-based activities, and drives the classroom with project-based activities. Chapter 4: record the practice of teaching activities in the first semester. To record the implementation of teaching practice, to analyze and study the process of teaching activities, to reflect on the problems in teaching activities, to sum up the deficiency of teaching practice, and to put forward some measures for improvement. Chapter five: record the course of action research of this research, the second semester teaching activity practice. On the basis of Scratch teaching practice and reflection based on the evaluation of creative computing ability, this paper evaluates the learners' creative computing ability after studying in this research course, and analyzes the factors that affect the learners' computational thinking ability. Chapter six: summary and prospect. This paper summarizes the innovation and deficiency of this study, and concludes with a conclusion.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.58

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