协同知识建构视角下高中生计算思维能力培养模式的设计研究  

Research on the Design of the Training Model of Senior High School Students' Computational Thinking Ability from the Perspective of Collaborative Knowledge Construction

作　　者：赵福君[1] 刘妍君 李钰鹏 ZHAO Fu-jun;LIU Yan-jun;LI Yu-peng(Teachers College,Shihezi University/Bingtuan Education Institute,Shihezi 832003,Xinjiang,China;Shihezi University Normal Science College,Shihezi 832003,Xinjiang;Shihezi No.9 Middle School,Shihezi 832000,Xinjiang)

机构地区：[1]石河子大学师范学院/兵团教育学院,新疆石河子832003 [2]石河子大学师范学院,新疆石河子832003 [3]石河子第九中学,新疆石河子832000

出　　处：《兵团教育学院学报》2023年第3期10-16,共7页Journal of Bingtuan Education Institute

基　　金：2022年度石河子大学教育教学改革重点项目“教育技术学本科生‘四融合’协同培养模式的探索与实践”(JG-Z-2022-04)。

摘　　要：培养学生具有一定计算思维能力以适应快速变化的大数据时代,是信息科技课程的教育重点。而目前高中阶段信息科技课程内容单一且重点在编程工具的普适性讲授上,对学生个性化思维的培养不足。文章在梳理协同知识建构理念与计算思维能力培养的关系后,构建计算思维能力培养与“输入-协作-输出”三阶段相耦合的协同知识建构学习模式,试图使学习者能在真实的社会性问题情境下,更好更快地建立起系统、科学的思维模式,并针对该模式的教学实践提出建议。Cultivating students with certain computational thinking ability to adapt to the rapidly changing era of big data is the educational focus of information technology courses.However,the current high school information technology curriculum content is single and focuses on the universal teaching of programming tools,which accounta for the shortage of the cultivation of students'personalized thinking.In the present article,In this article,after sorting out the relationship between the concept of collaborative knowledge construction and the development of computational thinking skills,a collaborative knowledge construction learning model coupled with the three stages of"input-collaboration-output"is developed.,trying to make learners in the real social problem situationbetter and faster establish a system,scientific model of thinking.Finally,suggestions for the teaching model of the practice hve been made.

关 键 词：计算思维 协同知识建构 教学模式 

分 类 号：G434[文化科学—教育学]