【作 者】：
龚 鑫， 刘于于， 许 洁， 乔爱玲
【关 键 词 】：
计算思维； SOLO分类理论； 以证据为中心的设计； 结构建模； 中学生
【栏 目】：
课程与教学
【中文摘要】：
计算思维作为中学生的核心素养之一，探究其进阶路径有助于为学生提供更精准有效的教学支持。然而，当前评估框架缺乏必要的层次性，难以层次化表征学生计算思维结构水平，制约了学生思维的培养与评估效果。研究首先基于思维本质，将计算思维的知识结构和思维结构分别与计算概念和计算实践相匹配，并借鉴SOLO分类理论及知识内在结构标准，对计算思维层级结构进行建模。其次，研究采用基于证据的设计，构建计算思维培养与评估的双线三循环路径，涵盖能力—任务—证据三个交互模型：能力模型依据计算思维层级模型展现思维与知识结构；任务模型通过进阶活动设计学习—实践站点和联结站点，分别实现培养与评估三循环；证据模型整合过程性和结果性评价，全面供给实践证据与衡量标准。最后，研究提供计算思维能力培养评估路径的实证经验，旨在为中学生计算思维培养评估提供理论与实践指导，助力学生计算思维的全面提升。
【英文摘要】：
Exploring the progression path of computational thinking, one of the core competencies for middle school students, helps provide more precise and effective instructional support for students. However, the current assessment framework lacks the necessary hierarchy to characterize students' computational thinking level, thereby restricting the development and assessment effects of students' thinking. The study, based on the nature of thinking, first matches the knowledge structure and thinking structure of computational thinking with computational concepts and computational practices respectively,and draws on the SOLO taxonomy theory and the criterion of intrinsic structure of knowledge to model the hierarchical structure of computational thinking. Subsequently, the study adopts an evidence-based design to construct a dual-line, triple-loop pathway for developing and assessing computational thinking. This pathway includes three interactive models: a competency model demonstrates the thinking and knowledge structure based on the computational thinking hierarchy model; a task model achieves the triple cycle of development and assessment through advanced activity design learning-to-practice and linkage sites; an evidence model integrates the formative and summative evaluations to comprehensively provide practice evidence and measurement standards. The study provides empirical experiences on the assessment path of computational thinking ability development, aiming to provide both theoretical and practical guidance for the assessment of computational thinking development of middle school students, and help students to improve their computational thinking in a comprehensive way.