體驗區
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| 篇名 |
计算思维培养之路还有多远？
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| 並列篇名 |
How Far is the Cultivation of Computational Thinking in K-12 : From the Perspective of Computational Thinking Assessment
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| 作者 |
郁晓华(YU Xiaohua)
、王美玲(WANG Meiling)
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| 中文摘要 |
随着人工智能时代人才竞争的加剧，K-12阶段计算思维的培养成为重要的抓手。其中，通过测评准确把握现阶段K-12实践开展情况可推动计算思维培养更具针对性。本文先从理论层面建构了包含培养内容、教学方式和测评方法三个维度的K-12计算思维培养框架；然后采用元分析法和内容分析法分析41个测评实践案例，揭示和讨论计算思维培养理论与实践之间的差距，展示未来可行的研究空间。分析结果表明，计算概念、计算实践、计算观念等计算思维培养内容在实践中都有体现，编程教学、跨学科课堂和独立学科三类教学形式也有一定的实践基础，题目测试法、编程测试法、作品分析法、调查法、图文分析法和观察访谈法等六种测评方式得到了使用和发展；但实践中仍存在培养内容不全面、教学形式相对单一以及多元评价意识不足等问题。文章最后提出全面掌握计算思维内容体系，关注空白研究维度，增加对非认知层面的关注，注重指标间的内部关联；尝试计算科学和编程教育范畴外的课程载体，增强个体发展的比重；研究各种测评方法的综合应用，加强对形成性评价的关注，以全面展现计算思维的发展。
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| 英文摘要 |
In the era of artificial intelligence, because of the competition for talents, the cultivation of computational thinking in K-12 has become an important focus. To cultivate computational thinking and make it more targeted, educators need to grasp the current development of K-12 practice accurately through an analytical perspective. Firstly, from the theoretical level, the K-12 computational thinking cultivation framework, consisting of three dimensions of cultivation content, teaching form, and assessment method, is constructed. Then, based on 41 cases of assessment practice, we use the methods of meta-analysis and content analysis. The gap between theoretical study and practice development in computational thinking cultivation is revealed and discussed, and some feasible research spaces for later research are demonstrated. The analysis results show that most of the theoretical cultivation content of computational thinking has been reflected in practice. All three types of teaching forms have realized a certain practical basis. Six kinds of assessment methods have been used and further refined in practice. However, there are also some shortcomings, such as incomplete cultivation content, relatively monotonous using of teaching form, and lack of multi-assessment consciousness. Therefore, a comprehensive understanding of the computational thinking content system should be established to fill the blank research dimension and increase the focus on non-cognitive aspects and internal relationships between indicators. Besides, more attempts should be taken into other curriculum forms, except for computer science and programming education, and the proportion of individual development should be improved. Finally, various assessment methods should be applied to demonstrate the development of computational thinking fully. These conclusions can provide some enlightenment and guidance for the future development of computational thinking.
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| 頁次 |
060-071
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| 關鍵詞 |
计算思维
、K-12
、人工智能
、编程
、computational thinking
、artificial intelligence
、programming
、CSSCI
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| 卷期 |
26:1
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| 日期 |
202002
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| 刊名 |
開放教育研究
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| 出版單位 |
上海遠程教育集團、上海電視大學
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| DOI |
10.13966/j. cnki. kfjyyj. 2020. 01.007
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