According to the survey results of teachers, 100% of teachers believe that the task of developing thinking for students is very necessary, important to support the study of specialized subjects better and support students to think better when practicing according to the specialized subjects they are trained in. However, most of them think that fostering computational thinking for students is very difficult to carry out this task because: they do not have a clear picture of computational thinking as well as the implementation process to apply in teaching Programming Techniques or which subject is suitable and how to teach to foster this type of thinking.
Some teachers propose some measures to stimulate students' thinking during the teaching process such as: regularly presenting many problematic situations, suggesting research questions, encouraging students to present and solve problems, letting students practice as much as possible, etc.
Sometimes,
8.125%
Not yet
ever, 1,250%
Very often,
45.00%
Regular, 45.625%
Figure 1.8. The extent to which teachers use measures to stimulate thinking in the teaching process
According to students' comments on the level of teachers' application of measures to stimulate students' thinking, the majority of teachers (over 90%) regularly use
Using teaching methods to help students develop their thinking in the teaching process, teachers often encourage students to work in groups, do class exercises, organize students to carry out projects to create products based on lesson knowledge, as well as regularly present instructions on how to solve problems when teaching new lessons, suggest solutions to problems or ask questions when students encounter difficulties.
c- Student learning style
According to the survey analysis results in Table 1.4, some preliminary comments can be made about the learning style of students majoring in Economics and Information Technology as follows:
Table 1.4. Summary of student survey opinions on student learning styles
CH Code
Question | Option (Quantity / Ratio (%)) | ||||
Very frequent | Frequent | Sometimes | Not yet ever | ||
Student's opinion | |||||
SV.13 | Students read documents, textbooks or search for information on the Internet about the lesson before taking it. go to class | 4 | 30 | 111 | 15 |
2.5% | 18.8% | 69.4% | 9.4% | ||
SV.14 | Do homework or get involved in work after school group | 15 | 62 | 70 | 13 |
9.4% | 38.8% | 43.8% | 8.1% | ||
SV.15 | Take the initiative to ask teachers about any questions you have. or boldly present and express your opinions to the teacher | 12 | 40 | 90 | 18 |
7.5% | 25.0% | 56.3% | 11.3% | ||
SV.16 | Wait for the teacher to guide and suggest ways to solve the problem. first do | 45 | 105 | 10 | 0 |
28.1% | 65.6% | 6.3% | 0.0% | ||
SV.17 | Only focus on studying during exam time or a few weeks before the exam | 39 | 86 | 27 | 8 |
24.4% | 53.8% | 16.9% | 5.0% | ||
SV.18 | Study only the notes in the notebook above. class without consulting or looking for additional study materials. | 10 | 97 | 51 | 2 |
6.3% | 60.6% | 31.9% | 1.3% | ||
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The majority of students (over 70%) rarely or never prepare to learn the lesson before coming to class, and less than 50% of students regularly do homework.
homework or group work after class. About 30% of students actively ask teachers about questions, the rest are often passive, rarely dare to ask teachers or are not bold enough to present and express their opinions to teachers. Most students only focus on studying during exam review time and only study the content of notes in their notebooks in class, rarely referring to additional documents from other sources.
Therefore, the learning style of most students in the field of KTĐT - VT is currently quite passive, without effective learning methods and approaches. Therefore, in order to promote students' more proactive learning, teachers need to come up with measures to help students stimulate their thinking in general and develop their physical education in particular during the teaching process.
d- In addition, through a survey of opinions of teachers who know about TDĐT, many teachers believe that it is possible to apply the development of TDĐT into the teaching process of specialized subjects in KTĐT - VT such as Programming Techniques, Algorithms, Programming Languages, Computer Simulation Techniques, etc.
The author also surveyed the level of interest of students when learning according to the teacher's thought-provoking teaching method: 100% of the opinions of teachers and students were excited, interested and proactive in practicing the lesson according to the teacher's direction. In addition, some teachers and students also suggested some ways that can help students stimulate thinking such as: Brainstorming, 5E method (Engage - Explorer - Explain - Elaborate - Evaluate), letting students practice as much as possible, flipped classroom, regularly evaluating the learning process of students, etc.
1.4.2.2 Qualitative results
In addition to surveying opinions through questionnaires, the author can give some other comments from teachers as follows:
Electronics and telecommunications engineering is a field of training that applies technology and engineering to the creation of electronic devices such as televisions, telephones, and computers.
... thereby building a global information network system, making the exchange of information between people more convenient.
According to human resource demand analysis experts, the engineering industry in general and the Electronics and Telecommunications Engineering industry in particular are among the industries that are highly appreciated for their human resource demand in the technology era.
4.0 as it is today.
With the trend of international integration, Vietnam in general, the Central and Central Highlands regions in particular (Da Nang, Quy Nhon, ...) have also attracted many investors and enterprises in the field of KTĐT-VT (FPT Software, TMA Solution, FujiNet, ...), bringing high-level KTĐT-VT human resources, project management experts, thereby creating a more professional working environment and process, contributing to improving the quality of KTĐT-VT human resources in the region. However, similar to the situation of the whole country, KTĐT-VT human resources in the Central and Central Highlands regions have revealed many shortcomings and limitations, falling into a state of "both surplus and shortage", with a quite serious supply-demand conflict.
Currently, the quality of graduates from some universities such as Da Nang University of Technology, Da Nang University of Technical Education, Quy Nhon University, etc. meets the requirements of businesses, but the number of students trained by these universities has not met the demand. Because, when graduating, students are still weak in creativity and lack the necessary skills. KTĐT-VT students have a good theoretical foundation, however, soft skills such as communication skills, presentation skills, teamwork, time management, practical skills, self-study ability to make application proposals are still limited; creativity is still low to approach the applications of new technology trends in the world. Therefore, teachers need to know the cognitive characteristics of students in universities, from which through each subject they can
contribute to creating attitudes, skills, and working style of each KTĐT-VT student after graduation.
Input characteristics: Currently, universities in the Central and Central Highlands regions in general and Quy Nhon University in particular consider students entering the field of Information Technology - Telecommunications or Software Engineering based on the results of their 12th grade transcripts and high school graduation, so students have a lower level of learning than students studying in schools in Hanoi, Ho Chi Minh City, etc. Therefore, the process of learning General subjects as well as learning specialized subjects is more difficult in the process of acquiring knowledge. This means that reading and researching on your own during the learning process is also difficult.
In terms of awareness, most students majoring in ICT at Quy Nhon University come from rural areas and many students come from remote areas, so their family's economic conditions are still difficult, their awareness and access to social issues are limited. Therefore, they often lack confidence in communication, so they need a lot of time to integrate into the new learning environment.
In terms of psychology in choosing a career, many students and parents currently have the notion that studying the field of Information Technology and Telecommunications is very difficult, requiring thinking, constant updating, and after graduation, they will work as employees (engineering, assembly, electronics, software, etc.). Many students are not confident in choosing the field they are studying because during the registration process, they have not thoroughly researched the chosen field, whether they have passion and interest for themselves or not. Therefore, many students when registering to study the field of Information Technology and Telecommunications are not yet focused on studying, intending to study and review for the exam to retake the university entrance exam for another major next year. This greatly affects the psychology and learning results of students.
Through that, we can see that the input level, awareness, psychological factors, etc. greatly affect the learning and awareness of professional development of students. During the vocational training process, in addition to studying well in the major being trained, it is also necessary to have professional awareness as a full understanding related to the profession, professional attitude is the expression of love or indifference, having a positive or negative attitude towards the profession being studied,... Therefore, in each subject, it is necessary to create interest, passion, practice carefulness, operate according to the correct procedure, have awareness of industrial style,...
In the training process for students in the field of Information Technology and Telecommunications, all subjects of students need to practice logical thinking, know how to analyze, arrange, compare, generalize, ... In addition, when students study this major, they need to practice intuitive and specific thinking such as: computational thinking. Therefore, students with good computational thinking skills will be confident in solving complex problems, persistent in working when encountering difficult problems, ignore unclear problems when solving open-ended problems, have the ability to solve open-ended problems, open-ended problems, or have the ability to communicate and work in groups to achieve goals and solutions.
CONCLUSION OF CHAPTER 1
Through theoretical and practical research on teaching and developing computational thinking for students, the author draws the following conclusions:
- Overview, systematize the concepts of computational thinking, study the characteristics and nature of computational thinking. From there, form the components of computational thinking including five components: (1) Problem decomposition; (2) Pattern recognition;
(3) Algorithm design; (4) Abstraction and generalization.
- Analyze the current situation affecting teaching and learning, the formation and development of computational thinking for students. The analysis results show that computational thinking is quite new to teachers and students and has not been widely exposed and applied in the teaching and learning process. The development of students' thinking also depends on social factors, psychological factors, etc. Computational thinking can help students to be able to solve problems as well as in the process of learning programming.
- Propose 5 teaching orientations to develop computational thinking for students.
In summary, the theoretical and practical research results on teaching and developing computational thinking for students serve as a basis for proposing and implementing specific teaching methods to help develop computational thinking for students through the Programming Techniques course in chapter 2.
Chapter 2. DEVELOPING COMPUTATIONAL THINKING FOR STUDENTS IN TEACHING PROGRAMMING TECHNIQUES
2.1 PROGRAM ANALYSIS OF PROGRAMMING TECHNIQUES
2.1.1 Overview of the training program structure of the KTĐT - VT industry
* According to the summary of the training program structure of students majoring in Electronic Engineering - Telecommunications in APPENDIX 7, one of the output requirements of students majoring in Electronic Engineering - Telecommunications with the skills: "...design and operate electronic systems and products, electronic information and telecommunications systems, smart electronic systems based on embedded systems and IoT platforms" .
* In the training program structure of KTĐT - VT, there are a number of basic and specialized subjects with content related to programming, using computers or using programming knowledge such as:
- Theory of automatic control;
- Pulse-digital technique;
- Integrated circuit design;
- Electronic information;
- Electronic circuit engineering;
- Applied electronics design;
- Microprocessor engineering;
- Mobile information;
- Data structures and algorithms;
- Basic computer science;
- Programming techniques
According to general observations of the training programs of the KTĐT - VT major of some universities in the Central and Central Highlands regions, students who want to acquire knowledge and meet the skills to study the above subjects must