Dạy học Kĩ thuật lập trình cho sinh viên ngành Kĩ thuật điện tử viễn thông theo hướng phát triển tư duy điện toán.Dạy học Kĩ thuật lập trình cho sinh viên ngành Kĩ thuật điện tử viễn thông theo hướng phát triển tư duy điện toán.Dạy học Kĩ thuật lập trình cho sinh viên ngành Kĩ thuật điện tử viễn thông theo hướng phát triển tư duy điện toán.Dạy học Kĩ thuật lập trình cho sinh viên ngành Kĩ thuật điện tử viễn thông theo hướng phát triển tư duy điện toán.Dạy học Kĩ thuật lập trình cho sinh viên ngành Kĩ thuật điện tử viễn thông theo hướng phát triển tư duy điện toán.Dạy học Kĩ thuật lập trình cho sinh viên ngành Kĩ thuật điện tử viễn thông theo hướng phát triển tư duy điện toán.Dạy học Kĩ thuật lập trình cho sinh viên ngành Kĩ thuật điện tử viễn thông theo hướng phát triển tư duy điện toán.Dạy học Kĩ thuật lập trình cho sinh viên ngành Kĩ thuật điện tử viễn thông theo hướng phát triển tư duy điện toán.Dạy học Kĩ thuật lập trình cho sinh viên ngành Kĩ thuật điện tử viễn thông theo hướng phát triển tư duy điện toán.Dạy học Kĩ thuật lập trình cho sinh viên ngành Kĩ thuật điện tử viễn thông theo hướng phát triển tư duy điện toán.Dạy học Kĩ thuật lập trình cho sinh viên ngành Kĩ thuật điện tử viễn thông theo hướng phát triển tư duy điện toán.
1 MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION - - NGUYEN THI ANH THI TEACHING PROGRAMING TECHNIQUES MODULE FOR ELECTRONICS AND TELECOMMUNICATIONS ENGINEERING STUDENTS ON DEVELOPING COMPUTATIONAL THINKING Major: Theory and Methodology of Teaching Industrial Technology Code: 9.14.01.11 SUMMARY OF EDUCATIONAL DOCTORAL THESIS HANOI – 2022 The thesis is accomplished at Hanoi National University of Education Scientific Supervisors: Assoc Prof., PhD DANG VAN NGHIA PhD NGUYEN HUNG CHINH Reviewer 1: Assoc Prof., PhD PHAM NGOC THANG Hung Yen University of Technology and Education Reviewer 2: Assoc Prof., PhD DO ANH TUAN National Center for Laser Technology - National Center for Technological Progress Reviewer 3: Assoc Prof., PhD TRAN DANG HUNG Hanoi National University of Education Defense of the dissertation will take place at the open meeting of Counsil for doctoral thesis at Hanoi National University of Education at , date , 2022 The thesis and its summary are avaiable at: - Vietnam National Library; - Informatics Center and Library, Hanoi National University of Education INTRODUCTION Background of the thesis 1.1 The orientation of the Party and State in fundamental and comprehensive innovation of education and training in the new age Resolution No 29-NQ / TW - Resolution of the 8th session of the XI Central Conference on fundamental and comprehensive innovation of education and training clearly states the tasks and solutions: "Continue to strongly innovate teaching and learning methods in a modern direction; promote positivity, initiative, creativity and apply learners' knowledge and skills; overcome imposing one-way communication, memorize machines Focus on teaching how to learn, ways of thinking, encouraging self-study, creating a basis for learners to update and renew their knowledge, skills, and capacity development." 1.2 The urgent need for human resources for electronics and telecommunications in today's society and requirements of human resource training Electronics and Telecommunications 1.2.1 Currently, along with the development of science and technology, people's demand for data use and transmission is constantly increasing, almost all jobs are solved on the basis of information exchange processes many dimensions, many sources, with many different forms from voice, sound, image, etc The electronics - telecommunications engineering has realized the ability to connect each person, each country by using advanced technology techniques in many different ways In the current industrial revolution 4.0 - the revolution in smart manufacturing based on breakthrough achievements in science and technology is happening everywhere, electronics and telecommunications engineering as well as IT industry play an important role These are two spearhead engineering disciplines that enable the creation of the infrastructure to connect, exchange, collect, store and process huge sources of information in the digital world In addition, according to the statistical results from the Center for Forecast of Human Needs and Labor Market Information in Ho Chi Minh City, there is a need to recruit employees to work in the economic and telecom industry in the period of 2020 - 2025 up to about 1.6 thousand people / year and tends to increase It is forecasted that by 2030, the demand for human resources in electrical engineering, economics and telecom will increase by 2.5 times compared to 2015 But with the prevailing situation in the current labor market, the supply of high-quality human resources in the technical field is still in great shortage Therefore, the training of quality human resources, meeting the requirements of the revolution is a more urgent task than ever 1.2.2 With one of the goals of higher education is to form and develop the thinking foundation of students in the new age, that is to have comprehensive professional knowledge, master the principles and natural - social laws, have basic practical skills, ability to work independently, to create and solve problems within the trained industry In which, thinking skills can be mentioned such as knowing how to reason, discover, solve problems, know how to learn, how to self-study, have creative thinking, So, the important goal of teaching and learning process is to help students develop thinking Nowadays, along with equipping knowledge and skills, the development of computing thinking for students, especially students in electronics and telecommunications engineering, is very necessary and suitable for the training goal of electronics and telecommunications engineering Computational thinking includes essential skills for students such as algorithmic thinking skills, problem solving thinking skills, logical reasoning thinking skills, abstract thinking skills, problem assessment skill,… Universities training this industry should focus on equipping students in Electronics and Telecommunications skills of system design, analysis, teamwork, interaction, integration, and especially the ability to learn throughout life, catch up and adapt to the extremely fast change of science and technology 1.3 The importance of Programming Engineering for Electronics and Telecommunications Engineering students In the Resolution, it was stated that promoting the application of information technology in teaching also means equipping students with programming knowledge and skills It can be seen that the indispensable heart in modern electronic telecommunications equipment is the processor, even the application automation systems also have the microcontroller as the central processing task Therefore, equipping students with programming techniques is very necessary In the training program of Electronic Engineering - Telecommunication, Programming Engineering is one of the basic modules for students Data Structure and Algorithm are considered as the two most important factors in programming, exactly as the famous saying of Mr Niklaus Wirth: "Programs = Data Structures + Algorithms" Mastering of data structures and algorithms is the basis for students to gain access to software design and construction as well as use modern programming tools The learning content in modern electronics - telecommunications courses is always closely linked with programming with control problems, optimal choices in communication, coverage, and networking, enhancing the role of programming techniques Moreover, the content of this module has many problems that can be exploited to stimulate thinking for students The process of algorithmic manipulation and algorithm evaluation, algorithm application and problem solving in reality will contribute to fostering competency and forming, developing computational thinking for students From the aforementioned reasons, the research titled: "Teaching Programing Techniques module for Electronics and Telecommunications Engineering students on developing computational thinking" Research Purposes Researching the theoretical basis of thinking development, computational thinking, on that basis, proposing solutions to develop computational thinking in teaching Programming Engineering for students of Electronics - Telecommunications Engineering The subject, object, and research scope 3.1 Research subjects The process of teaching the Programming Engineering module to Electronic Engineering – Telecommunication students 3.2 Research objects - Conceptual system, theoretical framework of thinking and computational thinking - Theory on developing thinking and computational thinking in teaching - The process of teaching to develop computational thinking in teaching students majoring in Electronics and Telecommunications Engineering 3.3 Research scope - Scope of the situation study: Some universities have Electronic Engineering - Telecommunication in the Central and Central Highlands regions - Scope of pedagogical testing: students of Electronic Engineering Telecommunication in the Faculty of Engineering and Technology at Quynhon University Scientific hypothesis If based on theoretical research on thinking, concept building and elements constituting computational thinking, it is possible to propose orientations and solutions to develop computational thinking in teaching the Programming Engineering module to Electronic – Telecommunication Engineering students, students will develop computational thinking for students, contributing to improving the quality of teaching and training of engineers in the field of Electronic – Telecommunication Engineering at universities and technical colleges Research Tasks - Theoretical research on computational thinking and developing computational thinking in teaching to Electronic - Telecommunications Engineering students - Surveying the current situation of teaching and learning in Electronics Telecommunications Engineering with an approach to developing computational thinking; analyzing the content, detailed outlines, characteristics and teaching method of Programming Engineering under the perspective of the development of electronic thinking; - Develop teaching process and some teaching measures oriented to develop ethinking for students; compile some lesson plans of Programming Engineering modules that use the proposed solution; building measures to test - evaluate the development of electronic thinking of students; - Conduct experiments on pedagogy and expert methods to evaluate the effectiveness of using solutions, test scientific hypotheses and the feasibility of the topic Research method - Theoretical research methods: Analysis, synthesis, generalization of international and domestic experiences, related works on computational thinking, teaching theory about teaching, thinking development compute to build the theoretical basis of the topic - Practical research methods: Investigate, experiment with pedagogy, expert methods to survey reality, test and evaluate the proposed measures - Mathematical statistics method: Processing data in the current situation survey and testing and evaluating the proposed teaching methods New contributions of the thesis + Reviewed computational thinking concepts from other authors and inherited to give the concept of computational thinking; + Identify the elements of computational thinking with components: problem decomposition, pattern recognition, algorithm design, abstraction and generalization; + Proposing five orientations for developing computational thinking in teaching for students + Proposing three solutions to develop computing thinking in teaching Programming Techniques module for Electronics and Telecommunications Engineering students + Proposing the process of organizing teaching of Programming Techniques to develop computational thinking for students + Apply and write two illustrated lesson plans in teaching programming techniques for Electronics and Telecommunications Engineering students Thesis structure In addition to the introduction, general conclusions and recommendations, appendices, the structure of the thesis includes chapters as follows: Chapter 1: Theoretical and practical basis for developing computational thinking in teaching Chapter 2: Developing computational thinking for students in teaching Programming Engineering Chapter 3: Experiment and evaluation MAIN CONTENTS OF THE THESIS Chapter 1: THEORETICAL AND PRACTICAL BASIS FOR DEVELOPING COMPUTATIONAL THINKING IN TEACHING 1.1 OVERVIEW OF RESEARCH ON DEVELOPING COMPUTATIONAL THINKING IN TEACHING This section presents an overview and brief about domestic and foreign studies on the development of thinking in general and different types of thinking in teaching students, including developing computational thinking for students Research results show that the nature, constituents of different types of thinking, are the basis for research and application in teaching process to develop computational thinking Some studies have clarified the theoretical and practical basis of developing computational thinking for learners in high school, and some basic computer science subjects for university students Up to now, there has been no system of researching the system of programming technical teaching issues to develop computational thinking for students, particularly students in Electronic engineering, telecommunications 1.2 SOME BASIC CONCEPTS 1.2.1 Thinking Thinking is considered to be a psychological process belonging to one stage of the cognitive process Thinking has been studied by many scientists in many different fields and the concept of thinking is expressed in different angles In the scope of this research, the author uses the concept of thinking of most educators: “Thinking is a psychological process reflecting essential attributes, relationships and internal relationships there is a rule of things and phenomena in objective reality, which we did not know before ” 1.2.2 Computing According to the Free Merriam-Webster Dictionary, the meaning of computation (Computation) is some kind of computation that involves arithmetic and non-arithmetic steps and follows a well-defined model (such as the algorithms,…) Computing is a certain goal-oriented activity that requires, benefits from or creates a mathematical cycle called a computerized algorithm, or computer Computing includes the design, development and construction of computer hardware and software systems; editing, structuring and managing various types of information; scientific research on computers; make the computer system work intelligently; create and use media and entertainment The field of computing includes computer engineering, software engineering, computer science, information systems, and information technology 1.2.3 Computational thinking Through the results of studying some concepts of computational thinking, studying characteristics, structures, the path of forming and developing computational thinking, on domestic and foreign documents, it can be said that There hasn't been a definitive definition of computational thinking until now Accordingly, based on finding similarities in concepts and relationships of the core components that form computational thinking as well as on the basis of the author's concept Wing, we can propose Concepts of computational thinking are as follows: “Computational thinking is a kind of thinking to solve a problem through decomposition, recognition to form the problem, and step-by-step construction of the problem in the direction of automatic processing of the computer.” 1.2.4 Developing computational thinking Developing computational thinking is the process of transforming the ability to solve problems more completely through training and learning by operating skills of computational thinking 1.2.5 Some other concepts 1.2.5.1 Algorithm The algorithm is understood as a finite sequence of operations arranged in a specified sequence, each operation is performed monopoly, these operations transform the INPUT of a problem class and will end after a finite number of steps to produce an output (OUTPUT), describing the problem class's solution 1.2.5.2 Algorithm thinking Algorithmic thinking is a form of mathematical thinking that is closely related to the execution of thinking operations, arranged in a certain order that results in solving a given task 1.3 DEVELOPING COMPUTER THINKING FOR STUDENTS IN TEACHING 1.3.1 Characteristics of computational thinking Computational thinking is a problem-solving process that includes the following characteristics: Building problems in a way that allows us to use computers 10 and other tools to help solve them; Reasonable organization and analysis of data; Presenting data through abstract concepts such as modeling and simulation; Automate solutions through algorithmic thinking; Identify, analyze, and deploy possible solutions with the goal of achieving the most effective and effective combination of steps and resources; Generalize and move this problem-solving process to many different problems 1.3.2 The elements of computational thinking Based on the concept of computational thinking stated, the author found that computational thinking is a combination of many interrelated processes to solve problems effectively, apply similarly according to the computer's execution Those processes are the elements that make up computational thinking (in Figure 1.2) a- Problem Decomposition: This is a method to separate problems and divide them into smaller and easier to understand parts This method is also known as "Divide and conquer" b- Pattern Recognition: This is a method to identify similarities and differences in the problem c- Algorithmic Thinking: This is the process of building a schema consisting of steps in sequence to solve all problems d- Abstraction and Generalization: Abstraction of a problem into a concept or principle Generalization is the process of adjusting built-in solutions or algorithms into different problem states, even when the variables are different Figure 1.2 The elements of Computational thinking The components of computational thinking are interrelated processes that are grouped together to solve problems efficiently, and manipulated in the same way computers (in Figure 1.3) 10 15 - Content must be oriented towards the development and establish a generalized mindset in order to take advantage of the strengths of technology in general • Some basic content: - Loop algorithm for general and applied nonlinear equations - Algorithm for solving linear algebra system - Interpolation algorithm and application - Integral approximation algorithm - Modeling and simulation 2.2.2 Solution 2: Instruct students to decomposite programming activities into component activities, divide the complex problem into simpler according to the defined order • Basis for proposing solution On the basis of the system of teaching principles in the direction of developing computing thinking mentioned above and the characteristics of the subject of Programming Techniques, and with the view that teaching thinking development is the training for students well perform the composition thinking activities In order to stimulate thinking for students to develop computing thinking in the process of teaching programming techniques, teaching activities often take place to capture programming knowledge and practice skills in proficient use of sentence structures commands in any programming language Specific activities such as teachers help students stimulate the need for cognitive programming knowledge when preparing to learn the structure of a programming language; or the activity of problem identification and algorithm identification to use the command structure when preparing for programming, etc During the operation, the teacher separates specific activities in each different situation When programming, the important step is to build an algorithm, from which to code it into a program in a specific programming language In the teaching process, teachers need to pay special attention to imparting to students methodological knowledge about algorithmic design thinking while organizing and controlling activities through structured teaching in programming languages The process of building an algorithm is also the process of solving a problem that does not yet have an algorithm Therefore, this solution will help teachers guide students to solve the problem in a defined step 15 16 • The purpose of solution 2: This solution helps students in Electronic Telecommunications Engineering to form a habit of thinking, analyzing the operation of commands and programs From there, we can understand the nature and step-bystep operation of the statement to write more efficient programs, help detect errors and control programming errors faster This solution helps students in Electronic - Telecommunications Engineering know how to divide a problem (or a problem) into many smaller and simpler problems (or simpler things), thereby solving the problems simple (simple task) step by step and follow a certain sequence to perfect it This solution aims to form and develop the first element of computational thinking: "Problem decomposition", the second element of computational thinking: "Pattern recognition" and the third element of electric thinking math: "Design algorithm", simultaneously develops the skill “Using language to describe rules consisting of a finite number of steps arranged in a certain order” of thinking only algorithm • How to implement solution 2: Analyze each specific component in the syntax of any command control structure while learning the command structure; Draw a flowchart of any program or command structure • Example of solution 2: When teaching content about selected structure (using C ++ programming language to illustrate), teachers introduce and analyze structure for students who can follow the following activities: - Activity 1: State the general form of the if structure with syntax: if (E) S1 ; [else S2 ;] - Activity 2: Analysis of each component in the command structure - Activity 3: Analyzing the meaning of the structure - Activity 4: Analyze the operating principle of the if structure: In order for students to better understand the operation of this instruction structure, the teacher should use the operation flowchart of the if-statement structure to develop the ability to clarify the structure for students - Activity 5: Give illustrative example to explain more about the operation of the if-condition structure Moreover, in the process of teaching Programming Engineering, there will be many complex exercises broken down into simpler problems When choosing the 16 17 type of exercise to be included in the lecture, the teacher should pay attention to discovering "child" problems from that exercise, not just for the purpose of achieving a solution From the initial problem, dividing into many simpler problems and performing the solution in a certain sequence will make the calculation easier • Example of solution 2: When instructing students to the exercise “Write a program to enter an array of integers A consisting of n numbers (0