高中预科听障学生计算思维现状的调查研究  

Investigation and Research on the Current Situation of Computational Thinking Among Pre-Senior Students With Hearing Impairment

作　　者：孙继红 郭丞 金易文 SUN Jihong;GUO Cheng;JIN Yiwen(Nanjing School for the Deaf,Nanjing,210007;Department of Educational Technology,School of Education Science,Nanjing Normal University,Nanjing,210097)

机构地区：[1]南京市聋人学校,南京210007 [2]南京师范大学教育科学学院教育技术学系,南京210097

出　　处：《现代特殊教育》2025年第4期28-35,共8页Modern Special Education

基　　金：国家社会科学基金“十四五”规划2022年度教育学一般课题“促进高中听障学生计算思维发展的项目式学习策略研究”(BCA220265)的研究成果。

摘　　要：计算思维作为数字化生存的一项普适能力,被视为应对21世纪挑战必备的基本素养。针对信息获取通道缺失、语言发展滞后、抽象思维相对薄弱的听障学生,以贝布拉斯国际计算思维挑战赛试题为评估工具,对聋校高中预科听障学生的计算思维水平进行调查与对比。研究表明,听障学生的语言能力和认知特性是制约其计算思维发展的重要因素之一;高中预科听障学生的计算思维水平存在显著差异;聋校高中信息技术课程的系统化实施有助于弥补和缩小既有的差距。为此,要采取相应措施提高听障学生计算思维。Computational thinking,as a universal skill for digital survival,is considered an essential quality for adapting to the challenges of the 21st century.In response to the hearing-impaired students'lack of information acquisition channels,delayed language development,and relatively weak abstract thinking,the Bebras International Computational Thinking Challenge questions was selected as an assessment tool to investigate and compare the level of computational thinking among pre-senior students in the school for the deaf.The research indicates that language ability and cognitive characteristics of hearing-impaired students are one of the important factors restricting the development of their computational thinking;there are significant differences in the level of computational thinking among pre-senior students with hearing impairments;the systematic implementation of information technology courses in high schools for the deaf can help narrow existing gaps.To this end,corresponding measures should be actively taken to improveg computational thinking among hearing-impaired students are proposed.

关 键 词：高中预科听障学生 计算思维 高中信息技术课程 系统化实施 

分 类 号：G762[文化科学—特殊教育学]