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计算思维(Computational Thinking)的培养在国外科学教育领域初见端倪,其中相关理论与课程实践还不成熟。该文从观念、思维和实践三个层面构建了科学教育的计算思维理论框架,层层递进。在观念层面计算作为认识论和方法论与科学具有本质联系,从而影响其思维层面的基本属性——抽象、模拟和自动化,这些思维属性体现在建模与模拟、数据收集与分析等科学实践上。然后,基于该理论框架,结合课程案例,从目标、内容和评价三个方面探讨了如何设计整合计算思维的科学课程。最后,在教育信息化2.0的时代背景下,为我国整合计算思维的科学课程的发展提出若干建议。
Abstract：The cultivation of computational thinking has begun to take shape in the field of science education abroad. Nevertheless, the related theories and curriculum implementations are not yet mature. This paper constructs a three-levels theoretical framework of computing thinking in science education. At the conceptual level, computation has an essential connection with science epistemologically and methodologically, thus affecting the basic attributes of computing at the level of thinking, namely abstract, simulation and automation, all of which are reflected in scientific practices such as modeling and simulation, and data collection and analysis. Based on the theoretical framework, it is discussed that how to integrates computing thinking into science curriculum in three aspects: goal, content, and assessment. Finally, the suggestions for the development of the science curriculum integrating computational thinking in China are put forward.
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基本信息:
中图分类号:G434
引用信息:
[1]周佳伟,王祖浩.科学教育中的计算思维:理论框架与课程设计[J].中国电化教育,2018,No.382(11):72-78.
基金信息:
教育部人文社会科学重点研究基地重大项目“基于核心素养的课程标准研制的关键问题研究”(项目编号:17JJD880007)子课题“跨学科核心素养研究”的研究成果
2018-11-05
2018-11-05
2018-11-05