| 计算思维评价：概念取向、要素框架与测量方法——以 Scratch 编程课为例 |
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| 引用本文： | 王 珂,陈 刚.计算思维评价：概念取向、要素框架与测量方法——以 Scratch 编程课为例[J].教育技术导刊,2020,19(7):257-261. |
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| 作者姓名： | 王 珂 陈 刚 |
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| 作者单位： | 扬州大学 新闻与传媒学院，江苏 扬州 225100 |
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| 摘 要： | 教育工作者需要开发与计算思维应用场景相适应的评估工具和方法，以有效评判计算思维培养成效。根据已有计算思维评价研究，基于新版信息技术课程标准中的计算思维定义，结合信息技术学科核心素养要求，构建出能够有效指导评价开展的计算思维六维要素框架。结合 Scratch 编程教学介绍具体过程性和总结性评价工具或方法，并就我国 K-12 阶段计算思维评价工作提出注重思维应用多场景性和任务难度层次性、综合运用多种评价手段、与教育体系和培养实践相统一等建议。
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| 关 键 词： | 计算思维 K-12 教育 Scratch 编程 信息技术教育 |
| 收稿时间： | 2020-05-06 |
Investigation on Resources of Famous MOOC Platform in China |
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| WANG Ke,CHEN Gang.Investigation on Resources of Famous MOOC Platform in China[J].Introduction of Educational Technology,2020,19(7):257-261. |
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| Authors: | WANG Ke CHEN Gang |
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| Institution: | School of Journalism and Communication，Yangzhou University，Yangzhou 225100，China |
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| Abstract: | Educators need to develop evaluation tools and methods suitable for the application scenarios of computational thinking so as to effectively evaluate the cultivation of computational thinking. According to the evaluation of the existing computational thinking，based on the new information technology curriculum standard of computational thinking definition，combining information technology
subject core literacy，this article constructs effective computational thinking to guide assessment in six dimensional framework elements，combines with the Scratch of process introduces the concrete programming teaching summative evaluation tools or methods，and puts forward some suggestion to the K-12 stage of computational thinking in China that the evaluation work should pay attention to
the application of thinking of multiple scenarios and task difficulty of gradation，the integrated use of a variety of evaluation methods，and the unity with the education system and training practice. |
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| Keywords: | computational thinking K-12 education scratch programming course IT education |
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