How to set the goal of children's programming scratch course reasonably

Opening report on undergraduate teaching design of primary school education college of Changji University

Instructional design theme

Teaching Design of Maker Education in Primary Schools Based on Design Thinking —— Taking the course of anti-theft robot as an example

College (department)

elementary education college

Specialized courses

Educational technology b17110/class

subject

Information technology discipline

student

(full name)

Zuli Humar Mohammed

teacher

(full name)

Wu Wenxin

Student number

17259 12047

professional title

assistant

First, the basis of topic selection

1 basis of topic selection

1. 1 topic source

The word Maker comes from the English word "maker". Its original meaning refers to a person who is in a hobby and can turn various ideas into reality. Maker education is a combination of maker culture and education. Based on students' interests, we advocate creation and encourage sharing through digital tools and project learning, so as to cultivate students' interdisciplinary problem solving, achieve teamwork and enhance their innovative ability. Scratch children's programming teaching can integrate various knowledge systems, improve students' practical ability and creative thinking, and achieve perfect expression in maker education. Therefore, it provides a certain knowledge and theoretical basis for maker education, and the process of maker practice is also the ultimate goal of scratch children's programming education. Since 20 12, maker education has become the educational orientation to cultivate students' innovative consciousness. Scratch children's programming has brought very positive educational significance to the cultivation of students' innovative ability and the improvement of problem-solving ability. This application of scratch in children's programming teaching has gradually been widely used in the curriculum design and teaching of primary schools in China. At present, scratch music teaching has been carried out in many cities in China, and it has appeared in different forms such as student development, clubs and courses. However, as far as the current teaching development is concerned, the teaching content of scratch children's programming in different regions and schools is different, and the teaching effect is difficult to reflect. Even though there are various forms of scratch children's programming competition, most of them still take "fixed effect" as the result of the competition.

As a programming tool, Scratch has a strong process of cultivating innovative thinking, which can encourage students to develop innovative thinking and promote students to explore different ways to deal with various unknown problems, rather than just teaching them how to solve established problems. As far as the current teaching form is concerned, scratch children's programming teaching is more of a mere formality, which only gives students a simple opportunity to learn and practice, but there is still a certain gap in improving students' creativity and innovation ability. Therefore, after scratch children's programming enters the classroom, how to carry out effective teaching and formulate a perfect curriculum design; How to improve students' innovative thinking in scratch children's programming learning has become a key issue in teaching.

In view of the above problems, design thinking has entered the field of vision of all researchers. At first, the concept of "design thinking" came from the design industry, and later it was used for reference by various industries. It can be said that "design thinking" is a completely innovative methodology for solving problems, and its core idea is "people-oriented". The primary goal of scratch children's programming is to cultivate students' innovative ability and problem-solving ability in animation, games and story creation, and "design thinking" can provide ideas, methods and tools for students' various thinking, and provide a complete methodology for cultivating students' innovative consciousness.

1.2 Definition of core concepts

Design Thinking comes from the English word design thinking, also known as design thinking. Design is the planning and imagination of things that do not exist. Designers can find creative ideas by systematically looking at problems and effectively connecting seemingly unrelated information. As far as the specific concept of design thinking is concerned, it can be a methodology, a way of thinking or an innovative process. But in general, it is to think like a designer, which is the systematic basis for solving problems and a practical and innovative way of thinking. Combining with Maker Education, paying attention to students' design innovation, independent inquiry, communication and cooperation, problem solving and knowledge sharing, and emphasizing students' own development as the center, can cultivate students' problem solving and innovative spirit in all directions. Therefore, its teaching process is more profound than cultivating learners' scientific knowledge, which can realize the organic combination of learning process and knowledge innovation and realize meaningful and purposeful learning knowledge and skill training.

Scratch children's programming focuses on students' design innovation, independent inquiry, communication and cooperation, problem solving and knowledge sharing. The focus of scratch children's programming education is exactly the same as the cultivation of students' independent innovation ability. It emphasizes that students' self-development is the center, which can cultivate students' problem-solving and innovation spirit in all directions. Therefore, its teaching process is more profound than cultivating learners' scientific knowledge, and it can realize the organic combination of learning process and knowledge innovation.

2 the significance of the topic

2. 1 theoretical significance

At present, the research on design thinking in maker education in China is still in its infancy, and there is a lack of complete methodological guidance from maker training mode to curriculum design to performance evaluation, which leads to many problems in teaching. The main purpose of scratch course education is to cultivate innovative thinking and comprehensive quality talents. However, in the current educational practice, the cultivation of comprehensive innovation ability is not very detailed and comprehensive. Therefore, it is difficult to fully develop students' skills. With the attention of the industry in recent years, the theoretical origin of design thinking transcends the traditional understanding of design process and gradually becomes a new popular concept in the field of education. This kind of thinking is regarded as a creative process. A set of methodology for designers to solve complex system problems plays a great role in cultivating people's thinking ability, innovation ability and practical ability, and is also very suitable for the training needs of innovation in current education. Using design thinking method can greatly improve the teaching efficiency of students' scratch music class. Secondly, it can stimulate students' interest in learning and improve their enthusiasm for participation. Furthermore, it can help students to establish logical thinking, make the teaching process intuitive and easy to understand, and it is very helpful for students to improve their learning efficiency, so that students can express their ideas by relying on software, thus helping them to develop their learning skills, cultivate their innovative consciousness, and then learn to solve problems encountered in life and learn independently.

2.2 Practical significance

By consulting a large number of documents, "design thinking" is still a relatively perfect methodology, which can provide a set of practical thinking modes and methods for solving complex problems, bring positive significance to the teaching process, effectively cultivate creative thinking and improve the efficiency of problem solving.

The main purpose of this topic is to explore a teaching method suitable for primary school students' maker education through the process of trial and practice, using the concept and method of design thinking, to stimulate students' autonomous learning ability, to improve students' creative thinking consciousness, to guide students to thoroughly understand the knowledge in textbooks through a lot of subject knowledge, to apply what they have learned, and finally to form a complete teaching system.

3 the goal of graduation teaching design

3. 1 research objectives

① This design takes the teaching design of maker education in primary schools as an example to analyze the scientific methodology contained in "design thinking".

(2) Combining the problems existing in scratch children's programming education at present, comprehensively considering some factors such as teaching content, students and teaching resources, and stimulating students' innovative thinking and independent initiative through teaching design, the ultimate goal is to improve students' learning effect and the development of comprehensive quality. Then form a set of perfect and feasible teaching modes and methods.

3.2 Course objectives

① Improve students' learning and thinking ability.

② Strengthening the process of students' innovative thinking.

③ Enhance students' learning autonomy.

④ Improve students' ability to solve problems.

3.3 Teaching objectives

① Exercise students' ability to observe and perceive things in life.

② Stimulate students' thinking process of drawing inferences from others.

③ Stimulate students' enthusiasm for communication and sharing.

④ Realizing the innovative application of knowledge learning.

4 Design innovation

Looking at the research on "design thinking" at home and abroad, we can easily find that; Most of the existing research focuses on methodology. Scratch children's programming course should not only provide technical guidance, but also provide guidance on methods and methods, and become an "empowering" guidance system to cultivate students' innovative thinking consciousness and ability in design. At present, the research on design thinking in China mostly focuses on the differences between China and foreign countries and the teaching content model. There are relatively few discussions about design thinking, and the research on introducing design thinking into maker education is even rarer. Design thinking should be introduced into the development system of maker education. Therefore, this study is about the role of design thinking in promoting scratch curriculum and education. By going deep into the subject outline, entering the course observation and combining with theoretical analysis, the application status of design thinking in maker education is obtained, and the construction opinions and course design process of scratch course construction are given.

5 references

[1] Design and Practice of Maker Education Learning Mode for Kindergarten Teachers and Students Based on Design Thinking [J]. Xia Lu. Software Guide (Educational Technology) .2019 (10).

[2] Research on the educational model of "one body and two wings" based on knud's all-round learning theory [J]. Dong Yuanxiang, Xue Jingnan, Dong Rong, Zhang Hongbing. Educational modernization. 20 19 (53).

[3] Research on the construction and practice of maker education mode in public libraries based on design thinking-taking Guangzhou Library as an example [J]. Jiang Ying. Library and Information Research.2019 (02).

[4] Research on the construction and practice of maker education mode in public libraries based on design thinking-taking Guangzhou Library as an example [J]. Jiang Ying. Library and Information Research.2019 (02).

[5] What is maker education-from policy texts and academic viewpoints to the narrow definition of maker education [J]. Zhong Baichang. Audio-visual education research. 20 19 (05).

[6] Design thinking: promote the deep integration of STEM education and maker education [J]. Wang, Guo, Wan Ping, Audio-visual education research. 20 19 (03).

[7] Research on the Evaluation of Students' Innovative Ability in Maker Education Course [J]. Shen Jingjie, Zhao Chengling, Zhou Fengling. Modern educational technology. 20 18 (10).

[8] How to achieve the grand goal of "Education Informatization 2.0 Action Plan" [J]. He Kekang. Open education research. 20 18 (05).

[9] Exploration on the Practice of Maker Education in Primary Schools Supported by Design Thinking [J]. Liu Liyun, Zhao Huiqin. China Information Technology Education.2018 (17).

[10] Exploration of cultivating innovative talents in school-enterprise cooperation based on design thinking —— Taking the innovative practice of nightlight, an award-winning product of China-US Young Maker Competition, as an example [J]. Yang Yifan. Journal of Chizhou University.2018 (04).

Second, the design strategies and means adopted

1 instructional design strategy

First of all, after the introduction of the topic, students are "inspired". Inspire students to proceed from actual needs, stimulate students' thinking process, and make students participate in teaching more actively.

Then, after thinking, carry out "open teaching". According to the working principle of anti-theft robot, students can boldly put forward their own ideas on its application types, conceive and plan its operating procedures. Communicate and correct each other. This process gives up the original form of "teaching" by teachers. The enthusiasm of students to participate is very high.

Finally, in the process of creating works, the strategy of "mutual teaching" is adopted. In maker education, students' hands-on participation is the main purpose of teaching, and independent operation process can not fully stimulate students' initiative consciousness. Everyone can find their own value and role only in group participation. Therefore, in the process of creating works, the team members cooperate with each other, and the team members work independently, which greatly improves the teaching efficiency. Finally, the teaching goal of students' autonomous learning, mutual assistance, sharing and initiative is achieved.

2 teaching methods

2. 1 teaching method

In the previous teaching preparation, in order to achieve the predetermined teaching objectives, the working principle and related knowledge of the "sensor" are first taught through videos and wall charts, so that students can initially master their knowledge and principles.

2.2 Demonstration method

In the process of introducing teaching subjects, the actual working process of aircraft model is demonstrated to students through the operation of infrared obstacle avoidance aircraft model, which stimulates students' enthusiasm for learning at the beginning and is conducive to the development of later teaching links.

2.3 Discussion methods

Discussion can be said to run through the whole teaching process, which can share students' thoughts and ideas, greatly stimulate students' enthusiasm for learning knowledge and stimulate creative ideas.

3. Feasibility analysis and existing conditions of graduation design scheme

3. 1 objective aspect

1. The professional knowledge I learned in college, newspapers, books and related papers about Wang Zhi provided a rich theoretical basis for the writing of this article.

2. Through the tutor's careful guidance, experience and methods, it provides a solid foundation and help for the research.

3.2 Subjective aspects

During my college years, as a student of educational technology, I learned about scratch, collected and consulted relevant newspapers and books, consulted relevant papers on the Internet, and what I learned in this major, which provided the basis for the writing of this article.

Third, the framework structure of graduation teaching design

abstract

catalogue

introduce

1 Introduction

1. 1 topic source

1.2 Definition of core concepts

1.3 significance of topic selection

Theoretical significance of 1.3

1.3.2 practical significance

1.4 Analysis of the Research Status of Design Thinking at Home and Abroad

Domestic status 1.4. 1