数字土著何以可能?——也谈计算思维进入中小学信息技术教育的必要性和可能性  

Meeting Real Digital Natives: The Necessities and Possibilities of Bringing Computational Thinking to K-12

作　　者：任友群[1] 隋丰蔚 李锋[3] 

机构地区：[1]华东师范大学课程与教学研究所,上海200062 [2]华东师范大学教育信息技术学系,上海200062 [3]华东师范大学开放教育学院,上海200062

出　　处：《中国电化教育》2016年第1期1-8,共8页China Educational Technology

摘　　要：随着现实世界与虚拟世界的不断融合,数字化和计算化逐渐演变成为现代社会的基本形态特征,计算思维的作用和意义越来越突出,成为区分数字土著的重要标准,受到计算机和教育领域的广泛关注。该文通过梳理国内外学术前沿成果,分析国际基础教育改革趋势,阐述了计算思维进入中小学信息技术教育的必要性,并结合计算思维的内在特征和我国信息技术教育现状,归纳总结出计算思维教育在中小学信息技术课程落实的可行取径及与之一致的能力评估方法。Digitization and computerization have become the basic characteristics of modem society with the ongoing convergence of physical world and digital world. Computational thinking as a skill that is as fundamental as being able to read, write, and do arithmetic receives abroad attention and research in the field of computer science and education, and it is also a measurement standard that could identify digital natives. The paper aims to discuss the necessities of bringing computational thinking to K-12 and how to integrate this kind of ability into information technology curricula. First, we discuss what Computational Thinking is and the importance of teaching it in school. Then, we analyze the inherent characteristics of computational thinking, taking the current China information technology education status into account, list the approaches to infusing and evaluating such skill in K-12 information technology curriculum.

关 键 词：数字土著 计算思维 中小学信息技术课程 

分 类 号：G633.67[文化科学—教育学]