【作 者】：
卢蓓蓉，尹佳，高守林，金凯，廖媛，任友群
【关 键 词 】：
计算机科学教育；K-12；美国；计算思维；学前教育
【栏 目】：
理论探讨
【中文摘要】：
《K-12 计算机科学框架》提出了新时期美国K-12 计算机科学教育的发展愿景及实现路径，明确了计算系
统、网络和互联网、数据和分析、算法和编程、计算的影响等五大核心概念，提出了创建全纳的计算文化、通过计算开展
合作、识别和定义计算问题、发展和使用抽象思考、创造计算产品、测试和改善计算产品、计算的沟通等七大核心实践，
提出了计算机科学和学前教育重要理念的整合途径。推进我国计算机科学教育，应提高中小学计算机科学课程地位，在
学前教育中恰当引入计算机科学教育，注重中小学计算机科学课程的系统性与实践性，强调重视计算机科学教育研究
及其成果运用。
【英文摘要】：
In the new era, K-12 Computer Science Framework puts forward a developmental vision of
K-12 computer science education in America and ways of implementation. It clarifies five core concepts,
suggests seven core practices and provides approaches to integrate computer science with important
preschool education theories. The five core concepts include computing systems, networks and the internet,
data and analysis, algorithms and programming, and impacts of computing, and the core practices are
fostering an inclusive computing culture, collaborating around computing, recognizing and defining
computational problems, developing and using abstractions, creating computational artifacts, testing and
refining computational artifacts, communicating about computing. In China, in order to promote computer
science education, measures should be taken to improve the position of K-12 computer science curriculum
and introduce it into preschool education appropriately. Besides, we should make the computer science
curriculum systematic and practical in primary and secondary schools, and emphasize its research and
application.
【下 载】：
计算机科学教育：人人享有的机会———美国《K-12 计算机科学框架》的特点与启示