本文選題：Scratch + 創(chuàng)造性思維��； 參考：《天津師范大學(xué)》2017年碩士論文

【摘要】：2007年,國(guó)外興起了一款由美國(guó)麻省理工大學(xué)(MIT)研制開(kāi)發(fā)的趣味編程軟件-Scratch。近幾年來(lái),Scratch慢慢也走進(jìn)了國(guó)內(nèi)的中小學(xué)信息技術(shù)課堂。受到了同學(xué)和老師們的喜愛(ài)和歡迎。Scratch逐漸成為了一種新的學(xué)習(xí)信息技術(shù)的方式,它"想象·創(chuàng)作·分享"的理念符合國(guó)家發(fā)展創(chuàng)新教育,建設(shè)創(chuàng)新型國(guó)家的要求,所以國(guó)內(nèi)現(xiàn)已有很多學(xué)校的信息技術(shù)課堂或者學(xué)校的第二課堂都利用Scratch課程來(lái)培養(yǎng)學(xué)生的創(chuàng)造性思維和邏輯計(jì)算性思維等,提高學(xué)生的信息素養(yǎng)。本研究通過(guò)讓學(xué)生以Scratch項(xiàng)目為主題進(jìn)行自主探究式學(xué)習(xí),來(lái)培養(yǎng)學(xué)生的創(chuàng)造性思維以及問(wèn)題解決的能力。本論文主要包括以下六個(gè)章節(jié)的內(nèi)容:第一章介紹了本研究的背景,并提出現(xiàn)如今所面臨的問(wèn)題,分析國(guó)內(nèi)外研究現(xiàn)狀,簡(jiǎn)述了本研究的目的和意義并明確了研究方法。第二章主要對(duì)論文中所涉及到的重要理論和概念做了界定。簡(jiǎn)單介紹了Scratch軟件,以及創(chuàng)造力、創(chuàng)造性思維和創(chuàng)造性問(wèn)題解決的概念。第三章分析Scratch課程在小學(xué)信息技術(shù)課程當(dāng)中應(yīng)用的優(yōu)勢(shì),以及教學(xué)所使用的教學(xué)策略。第四章為Scratch教學(xué)實(shí)驗(yàn)的準(zhǔn)備與實(shí)施。通過(guò)對(duì)學(xué)生的學(xué)習(xí)風(fēng)格特點(diǎn)的分析設(shè)計(jì)適合的教學(xué)項(xiàng)目,以學(xué)生自主探究為主進(jìn)行教學(xué)活動(dòng)。第五章對(duì)實(shí)驗(yàn)前后創(chuàng)造性思維、問(wèn)題解決能力和學(xué)習(xí)能力的檢測(cè)成績(jī)進(jìn)行分析,并得出實(shí)驗(yàn)結(jié)論。第六章總結(jié)本研究的研究成果,并反思本研究的不足之處以及改進(jìn)策略,對(duì)后續(xù)研究發(fā)展提出展望。通過(guò)研究表明,基于Scratch課程的探究式教學(xué),激發(fā)了學(xué)生學(xué)習(xí)信息技術(shù)的興趣,提高了發(fā)現(xiàn)問(wèn)題、解決問(wèn)題的能力,發(fā)散思維與想象力、創(chuàng)造力,并且通過(guò)Scratch作品的制作,提升了學(xué)生的自我效能感,增強(qiáng)了學(xué)習(xí)的積極性與主動(dòng)性,并且學(xué)會(huì)與同學(xué)互幫互助,分享成功的喜悅,交流學(xué)習(xí)經(jīng)驗(yàn),獲得了良好的學(xué)習(xí)效果。
[Abstract]:In 2007, an interesting programming software--Scratchdeveloped by MIT (MIT) was developed abroad. In recent years, Scratch has gradually entered the information technology classroom in primary and secondary schools in China. Liked and welcomed by students and teachers, Scratch has gradually become a new way of learning information technology, and its idea of "imaginative creation sharing" conforms to the requirements of the country to develop innovative education and build an innovative country. Therefore, there are many schools in our country, such as the information technology classroom or the second classroom of the school, using the Scratch curriculum to cultivate the students' creative thinking and logical computational thinking, so as to improve the students' information literacy. This study aims to cultivate students' creative thinking and problem-solving ability by using the Scratch project as the theme of self-inquiry learning. This thesis mainly includes the following six chapters: the first chapter introduces the background of this study, and puts forward the problems that we are now facing, analyzes the current research situation at home and abroad, briefly describes the purpose and significance of this study and clarifies the research methods. The second chapter defines the important theories and concepts involved in the thesis. This paper briefly introduces Scratch software and the concepts of creativity, creative thinking and creative problem solving. The third chapter analyzes the advantages of Scratch curriculum in primary school information technology curriculum, as well as the teaching strategies used in teaching. The fourth chapter is the preparation and implementation of Scratch teaching experiment. By analyzing the characteristics of students' learning style and designing suitable teaching items, students' independent inquiry is the main teaching activity. The fifth chapter analyzes the test results of creative thinking, problem solving ability and learning ability before and after the experiment, and draws the conclusion of the experiment. The sixth chapter summarizes the research results of this study, and reflects on the shortcomings and improvement strategies of this study, and puts forward the prospects for the development of future research. The research shows that the inquiry teaching based on Scratch has aroused the students' interest in learning information technology, improved the ability of finding problems, solving problems, divergent thinking and imagination, creativity, and through the production of Scratch works. It improves the students' sense of self-efficacy, enhances the enthusiasm and initiative of learning, and learns to help each other with classmates, share the joy of success, exchange learning experience, and obtain good learning results.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G623.58

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