Application of Concept Map in the Study of Computational Thinking Training
Ling Fei Xu, Mingwen Tong, Bin Li, Jiang Meng, Chen-Yao Fan · 2019
The call for innovative talents in the information age is imminent. With the promulgation of the domestic high school information technology curriculum standards in 2017, the formulation and positioning requirements of the core literacy of the disciplines, computational thinking as one of the four core literacy, is the thinking ability that everyone should have. Many foreign educational practice studies have shown that mind mapping can effectively promote students' cognitive development and knowledge construction. However, the domestic educational application research is relatively lacking in this aspect, and there is little research on the comprehensive and in-depth combination of it and the core literacy “computational thinking” of the specific information technology discipline. To this end, based on the research status at home and abroad, this paper attempts to use the concept map tool to represent several important functions of computational thinking, "definition of problems", "abstract function", "build model" and "Debugging and improvement". The diagram incorporates the teaching model in the computational thinking development curriculum. This study used quasi-experimental research methods to explore the effect of conceptual map tools on students' computational thinking. The research results show that this teaching method has a significant effect on the development of students' computational thinking.