【作 者】：
陈兴冶， 王昌国
【关 键 词 】：
CTCL； 计算思维； 偏差认知； 实验教学； 个性化学习设计； 网络故障排查
【栏 目】：
课程与教学
【中文摘要】：
文章以CTCL（Culture，Technology，Content，Learner）范式作为理论框架，探讨如何在偏差认知转变过程中促进高中学生计算思维的发展。文章以高中“信息技术”课程中的《网络故障排查》为学习内容，在实验组依据计算思维内涵及特征，对学习者的偏差认知进行测查，分析其偏差认知及形成的原因，并进行分类；之后根据学习者的偏差认知类型进行面向计算思维能力提升的个性化学习的设计和实施，经分析发现，实验组学生计算思维水平显著高于对照组学生。结果表明：针对学习者的偏差认知，借助技术进行个性化实验教学能够有效促进学习者的偏差认知转变，显著提升学习者的计算思维水平。
【英文摘要】：
In this paper, CTCL (Culture, Technology, Content, Learner) paradigm is used as a theoretical framework to discuss how to promote high school students' computational thinking during the transformation of cognitive deviation. "Network troubleshooting" in information technology is chosen as the learning content. In the experimental group, according to the connotation and characteristics of computational thinking, learners' cognitive deviations are measured and analyzed, and their causes are classified. Then, personalized learning is designed and implemented in order to improve computational thinking ability according to learners' cognitive types of deviations. The results show that the computational thinking level of the experimental group is significantly higher than that of the control group, which proves that personalized experimental teaching with the help of technology can effectively promote the cognitive change of learners' deviations, and significantly improve their computational thinking as well.