致力学前儿童计算思维教育普及:经合组织的规划与审思  

Dedicated to Promoting Computational Thinking Education for Preschool Children:Review OECD'S Planning

作　　者：蒋鑫[1] JIANG Xin(The Center of Teacher Development,Shandong Management University,Jinan Shandong 250357)

机构地区：[1]山东管理学院教师发展中心,山东济南250357

出　　处：《比较教育研究》2025年第3期93-102,共10页International and Comparative Education

摘　　要：随着人工智能技术向社会各个领域渗透的速度进一步加快,以培养使用计算机概念或技术解决问题能力为目标的计算思维教育逐渐呈现低龄化趋势。作为全球教育治理的积极参与者,经合组织对这一改革动向深入聚焦,从教育理念、受教育起点、实践方法方面提出学校教学行动建议,同时为保障教学行动能够落地,经合组织从政策规划、教师培训、多主体合作等方面构建具体国家行动路径,为各国教育改革及政策制定提供参考。审思这些改革建议可以发现,经合组织对计算思维教育存在认识混淆问题,或许难以帮助教师应对真实教学场景的复杂性,并且可能高估不同利益相关者的合作意愿。With the acceleration of artificial intelligence technology empowering various fields of society,computational thinking education,which aims to cultivate the ability to solve problems using computer concepts or technologies,is showing a trend of targeting younger age.As an active participant in global education governance,OECD has deeply focused on this reform trend and put forward recommendations on school teaching actions in terms of educational concepts,starting points for education,and practical methods.At the same time,in order to ensure the implementation of teaching actions,OECD has constructed specific national action paths from policy planning,teacher training,and multi-party cooperation,in order to provide reference for education reform and policy formulation in various countries.Reviewing these reform proposals,it can be found that OECD has a problem of confusion in understanding computational thinking education,it may be difficult to help teachers cope with the complexity of real teaching scenarios and may overestimate the willingness of different stakeholders to work together.

关 键 词：经合组织 学前儿童 计算思维教育 

分 类 号：G619[文化科学—学前教育学]