【摘要】：我們已經(jīng)進入了一個信息化、網(wǎng)絡(luò)化的時代,并在向創(chuàng)新型社會的方向發(fā)展,“大眾創(chuàng)業(yè)、萬眾創(chuàng)新”成為時代發(fā)展的要求。培養(yǎng)學(xué)生創(chuàng)新能力的STEAM教育和創(chuàng)客教育受到了國內(nèi)外專家的普遍關(guān)注。在這個信息化和網(wǎng)絡(luò)化的時代,作為數(shù)字土著的中小學(xué)生僅僅掌握計算機的基本操作已不能跟上時代發(fā)展的要求。21世紀的人才應(yīng)該具有更高的數(shù)字素養(yǎng)與創(chuàng)新能力,而提高這些能力,最重要的是要掌握計算機背后的原理,在此過程中培養(yǎng)學(xué)生的計算思維。Scratch作為編程的入門軟件和培養(yǎng)學(xué)生計算思維的工具,近幾年已經(jīng)風(fēng)靡全球。外接傳感設(shè)備的引入使得Scratch的功能更加強大,學(xué)生在創(chuàng)作和分享Scratch項目時,不僅學(xué)習(xí)了STEAM課程的相關(guān)知識,而且學(xué)會了創(chuàng)造性地思考、系統(tǒng)地推理以及分工合作這些未來取得成功必須具備的技能。本次研究針對小學(xué)生的特點,結(jié)合當(dāng)下Scratch的教學(xué)現(xiàn)狀,在小學(xué)Scratch課堂中引入測控板來進行“創(chuàng)客教育”,讓學(xué)生利用簡單的工具進行設(shè)計、制作和分享,在動手和動腦的創(chuàng)造中把創(chuàng)意變成現(xiàn)實,在此過程中培養(yǎng)學(xué)生的跨學(xué)科素養(yǎng)、創(chuàng)新能力以及動手實踐能力。本論文內(nèi)容主要包括以下五個章節(jié):第一章首先通過“創(chuàng)客教育”和Scratch編程軟件這兩大教育界的研究熱點來闡明本次研究的內(nèi)容和意義,確定研究方法,并對相關(guān)概念進行界定。第二章主要通過文獻研究梳理國內(nèi)外“創(chuàng)客教育”、Scratch教學(xué)以及Scratch傳感器板的研究現(xiàn)狀,并對本次研究的理論基礎(chǔ)建造主義理論和創(chuàng)意計算理論進行了闡述。第三章通過案例研究分析當(dāng)前結(jié)合測控板的Scratch編程教學(xué)現(xiàn)狀,確定了教學(xué)的四個層次目標(biāo)和本次研究的整體框架,通過教學(xué)前期分析進行教學(xué)策略的制定、教學(xué)內(nèi)容的選擇和教學(xué)過程的設(shè)計。第四章采用行動研究根據(jù)教學(xué)過程設(shè)計進行具體教學(xué)實施,并對結(jié)合測控板的Scratch創(chuàng)意編程教學(xué)的實施過程進行評價,分析教學(xué)效果。第五章是對本研究的總結(jié)和展望,概括了本研究的創(chuàng)新點和不足之處,對今后的研究提出展望。
[Abstract]:We have entered an era of information and networking, and are developing to the direction of innovative society, "mass entrepreneurship, mass innovation" has become the requirements of the development of the times. STEAM education and creative-guest education, which cultivate students' innovative ability, have received widespread attention from experts at home and abroad. In this era of information and networking, primary and middle school students, as digital natives, can no longer keep up with the requirements of the development of the times only by mastering the basic operation of computers. The talents of the 21st century should have higher digital literacy and innovative ability. To improve these abilities, the most important thing is to master the principles behind the computer. In the process of training students' computational thinking, Scratch, as an introduction software for programming and a tool for cultivating students' computational thinking, has become popular all over the world in recent years. The introduction of external sensing devices makes Scratch more powerful. When students create and share Scratch programs, they not only learn the relevant knowledge of STEAM courses, but also learn to think creatively. Systematic reasoning and division of work are the skills necessary for future success. According to the characteristics of primary school students and the current teaching situation of Scratch, this study introduces the measurement and control board in the primary school Scratch classroom to carry on "creating guest education", so that students can use simple tools to design, make and share. In the process of practical and mental creation, the creativity is turned into reality, and the students' interdisciplinary accomplishment, innovation ability and practical ability are cultivated in the process. The content of this thesis mainly includes the following five chapters: the first chapter clarifies the content and significance of this research and determines the research method through the research hot spots of "Creator Education" and "Scratch programming software". And related concepts are defined. The second chapter mainly combs the domestic and foreign "Creator Education" scratch teaching and Scratch sensor board research status through literature research, and describes the theoretical basis of the theory of constructivism theory and creative computing theory. The third chapter analyzes the current situation of Scratch programming teaching combined with the measurement and control board through case study, determines the four levels of teaching objectives and the overall framework of this study, and formulates the teaching strategy through the pre-teaching analysis. The choice of teaching content and the design of teaching process. The fourth chapter uses action research to carry on the concrete teaching implementation according to the teaching process design, and carries on the appraisal to the Scratch creative programming teaching implementation process combined with the measurement and control board, analyzes the teaching effect. The fifth chapter is the summary and prospect of this research, summarizes the innovation and deficiency of this study, and puts forward the prospect for the future research.
【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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