【作 者】：
冯友梅， 王昕怡， 刘晓蕊， 张 雪
【关 键 词 】：
计算思维； 边界； 策略性知识体系； 信息技术学科
【栏 目】：
课程与教学
【中文摘要】：
作为信息技术学科核心素养，计算思维与问题解决过程近乎等同。外延如此之广，势必会给课程建设及教学实践造成困扰。为了使计算思维稳妥落地，文章以“知识与思维内在统一”为理论前提，规避了动态思维过程固有的复杂性和易逝性，在此基础上，通过缜密的逻辑演绎，最终从静态知识视角，明确了两种角色下计算思维各自之边界：作为一种思维方式，计算思维指向程序性知识（非陈述性知识）；作为信息技术学科核心素养，计算思维指向策略性知识体系（非技能性知识）。在信息技术学科语境下，厘清计算思维之边界，将其明确指向策略性知识体系，一方面，可确立信息技术学科核心的、不可替代的价值；另一方面，进一步厘清了信息技术学科的目标指向，有利于形成系统、稳定的学科知识体系，促进学科的良性发展。
【英文摘要】：
As a key competency in information technology discipline, computational thinking is almost equivalent to the problem-solving process. With such a wide denotation, it is bound to cause troubles for curriculum construction and teaching practice. In order to ensure the implementation of computational thinking, taking "the inner unity of knowledge and thinking" as the theoretical premise, this paper avoids the inherent complexity and perishability of dynamic thinking process, and clarifies the boundaries of computational thinking under the two roles from the perspective of static knowledge through a meticulous logical deduction: as a way of thinking, computational thinking points to procedural knowledge (non-declarative knowledge); as the key competency of information technology discipline, computational thinking points to strategic knowledge system (non-skillful knowledge). In the context of information technology discipline, this paper clarifies the boundaries of computational thinking and points it clearly to the strategic knowledge system. On the one hand, it can establish the core and irreplaceable value of information technology discipline; on the other hand, it further clarifies the target orientation of information technology discipline, which is conductive to the formation of a systematic and stable disciplinary knowledge system and promotes the healthy development of the discipline.
【下 载】：
计算思维不是什么：论计算思维的边界及其 何以成为信息技术学科的立足之本