【作 者】：
冯友梅， 王 珊， 王昕怡， 周彤彤
【关 键 词 】：
计算思维； 计算策略； 描述框架； 信息技术课程； 评价体系
【栏 目】：
课程与教学
【中文摘要】：
信息技术课程计算思维评价体系的构建需要以系统的评价目标体系为基础，但此评价目标体系很难形成。直接原因为：作为评价目标确定的重要依据，既有计算思维描述框架中“过程”维度的要素不能进行多层粒度细化。深层原因则为：认知心理学对“思维过程”与“思维内容”的人为割裂。鉴于此，为从根本上突破计算思维评价困境，文章以“知识与思维内在统一”为基本立场，将“计算思维过程”与“计算思维内容”还原为完整的动态计算思维，在此基础上寻找与动态计算思维内在一致的静态知识结构。经过层层剥离、转换，最终形成包含“计算概念”与“计算策略”两个维度的计算思维二维描述框架。该描述框架中各维度的要素集合亦是具有信息技术学科本质特征的核心知识集，其不仅可以支持从宏观到微观的多层计算思维评价目标体系以及评价体系的构建，而且可以为信息技术课程“单元群—单元—课”整体教学设计提供必要抓手。
【英文摘要】：
The construction of a computational thinking evaluation system for information technology curriculum needs to be based on a systematic system of evaluation objectives, which is difficult to develop. The direct reason for this is that as an important basis for determining evaluation objectives, the elements of the "process" dimension of the existing framework for describing computational thinking cannot be refined at multiple levels of granularity. The deep-seated reason is that cognitive psychology artificially separates the "thinking process" from the "thinking content". In view of this, in order to break through the fundamental dilemma of evaluating computational thinking, this paper takes "the internal unity of knowledge and thinking" as the basic position, restores the "computational thinking process" and
"computational thinking content" to a complete dynamic computational thinking, and on this basis looks for a static knowledge structure which is internally consistent with the dynamic computational thinking. After layer-by-layer stripping and transforming, a two-dimensional descriptive framework of computational thinking is finally formed, which includes two dimensions of "computational concepts" and "computational strategies". The element set of each dimension in the descriptive framework is also the core knowledge set with the essential characteristics of information technology disciplines, which can not only support the construction of a multi-layer computational thinking evaluation objective system and evaluation system from the macro to the micro, but also provide a necessary starting point for the overall instructional design of "unit group-unit-class" of information technology curriculum.