摘要
提升学习者计算思维能力成为计算机教学的核心目标之一。计算思维教学经历了从"知识传递"、"工具操作"的后端"潜学"至"思维培养"的前端"显学"的发展过程。然而,实践环节中还存在"怎么教"和"如何学"的困惑。文章基于思维视域研究计算思维训练,认为计算思维训练不是简单的知识学习和技能练习,而是发展学习者认知结构、超越知识与技能的思维教学,并从知识、认知结构、学习方式维度构建思维能力发展模型;以应用"技术工具"和"思维工具"作为思维技能训练有形技术和无形技术的载体,设计思维教学程序,提升学习者的计算思维能力。
Improving learners＇ computational thinking ability is one of the core objectives of modern computer teaching. Computational thinking teaching experienced from the previous back-end ＂latent subject＂ of knowledge transfer and tools operation to the present front-end ＂significant subject＂ of thinking training. However, practical problems in terms of ＂how to teach＂ and ＂how to learn＂ are still not clear. The paper explores computational thinking training from the perspective of thinking horizon, in which computational thinking training is regarded as not merely about simple knowledge learning and skill practice, but concerns the development of learner＇s cognitive structure and the thinking teaching beyond knowledge and skills. As a result, this study builds the thinking ability development model from perspectives of knowledge, cognitive structure and learning styles. Technology tools and thinking tools are individually applied as the tangible and intangible technology carrier of thinking skills trainings so as to design the thinking teaching program and improve learner＇s thinking ability.
作者
龚静
侯长林
张新婷
GONG Jing ,HOU Chang-lin, ZHANG Xin-ting(Fanjing Education Research Institute, Tongren University, Tongren, Guizhou, China 55430)
出处
《现代教育技术》
CSSCI
北大核心
2018年第4期48-54,共7页
Modern Educational Technology
基金
贵州省区域内一流建设培育学科‘教育学’(黔教科研发[2017]85号)
教育部高等教育司-微软公司产学合作专业综合改革项目"中西部高校以计算思维为核心的大学计算机课程教学改革"(项目编号:201601008029)的阶段性研究成果
关键词
计算思维
思维教学
思维能力发展模型
思维教学程序
computational thinking
thinking teaching
thinking ability development model
thinking teaching program
