Abstract
The traditional university computer public class emphasizes the “instrumentality” of computers, and aims to improve students’ operation skills and ability to solve specific problems in life. Teaching practice has found that the tool-oriented instructional design ignores the impact of computer science on students’ thinking quality and scientific research ability, which is not conducive for students to grasp the principle of computer operation comprehensively. Based on the analyzation of existing research, this paper put forward a Computational Thinking Content Framework that integrates the teaching of computer basic courses in university from a macro perspective. On the other hand, the teaching mode aiming for the cultivation of Computational Thinking was designed. Under the guidance of the problem-based learning, the instructional design is carried out from three levels: comprehension and understanding, simple application and comprehensive application to impart Computational Thinking knowledge, skills, disposition and strategy. Progressive design teaching activities are carried out around teaching practice and group discussion, practice by oneself, and comprehensive task, then evaluated by self-port and performance. Finally, the effectiveness of the teaching mode was verified, which brings the ideas and methods of Computational Thinking training to the ground. The research demonstrates that the computer basic course targeted at cultivation of Computational Thinking has a significant effect on improving students’ innovative ability and comprehensive quality.
Highlights
Background1) The tool-oriented computer public course teaching in university faces challenges. Aiming to cultivate operation skills, the computer public class emphasizes the “instrumentality” of computers
Teaching practice has found that the tool-oriented instructional design ignores the impact of computer science on students’ thinking quality and scientific research ability, which is not conducive for students to grasp the principle of computer operation comprehensively
Based on the Computer Public Course in Beijing Normal University (BNU), in response to the call to integrate CT with computer science teaching, this study focuses on the following issues
Summary
1) The tool-oriented computer public course teaching in university faces challenges. Aiming to cultivate operation skills, the computer public class emphasizes the “instrumentality” of computers. The methodology of computer science has made substantial contributions to the scope, mode and method of disciplinary (Zhong & Maliyamu, 2013) Under this circumstance, the argument about Computational Thinking (CT) has been brought into focus, which exerted significant influence on talent cultivation from on. In 2010, the value of computational thinking for computer education was unanimously recognized by the C9 League (nine universities selected in the first batch of 985 Project, including Peking University, Tsinghua University, Fudan University, Shanghai Jiao Tong University, Nanjing University, Zhejiang University, University of Science and Technology of China, Harbin Institute of Technology, and Xi’an Jiaotong University) in the summit about Computer Basic Teaching Development Strategy. The Department of Higher Education of the Ministry of Education launched the project of reforming computer curriculum in university and started 22 projects in 2012, which marks the germination of Computer Public Course teaching for the cultivation of computational thinking ability. It is urgent to explore the methods and strategies to cultivate CT and give students chance to feel the charm of computer science
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
