以“知识”丈量“思维”:信息科技课程中计算思维评价体系设计的逻辑转换及例解  

Measuring Thinking Through Knowledge:A Logical Shift in Designing Computational Thinking Evaluation Systems with Illustrative Design Examples in the Information Technology Curriculum

作　　者：冯友梅 温佳 王昕怡 王玉芹 颜士刚 Feng Youmei;Wen Jia;Wang Xinyi;Wang Yuqin;Yan Shigang(Faculty of Education,Tianjin Normal University,Tianjin 300387)

机构地区：[1]天津师范大学教育学部,天津300387 [2]河北省教育技术中心,河北石家庄050004

出　　处：《远程教育杂志》2025年第2期94-102,112,共10页Journal of Distance Education

基　　金：全国教育科学规划2022年度教育部重点项目“本土计算思维描述框架及评价体系设计研究”(项目编号:DCA220445)的研究成果。

摘　　要：在信息科技课程里,构建系统、有效的评价体系,对计算思维在实际教学中的落实起着关键作用。但既有研究难以切实有效地指导实践领域中计算思维评价体系的设计工作。有鉴于此,研究通过深层溯因分析,基于“知识与思维内在一致”的基本立场,探究了计算思维评价体系设计逻辑转换——从单纯对脱离知识的思维过程进行评价,转变为以“知识”作为核心尺度来衡量“思维”水平。在此基础上,研究设计了“计算思维二维描述框架2.0版”,并将其作为核心依据,同时辅以“知识结构九水平分类体系”。结合具体实例,研究从“如何面向知识设计计算思维评价”以及“如何进行计算思维评价进阶设计”这两个关键层面,阐释了面向“知识”的计算思维评价体系设计新逻辑。这种设计逻辑的转换,能够从根本上突破长期以来计算思维评价体系设计面临的困境,有助于计算思维在信息科技课程教学实践的稳妥落地,具有一定的理论价值与实践指导意义。In the context of information technology curriculum,developing a systematic and effective evaluation system plays a crucial role in teaching students computational thinking.However,existing research has limited applicability in guiding the design of such evaluation systems in real-world educational settings.To address this issue,this study conducts a causal analysis to investigate a shift in the logic of computational thinking evaluation design—one that moves from assessing decontextualized thinking processes to measuring thinking through knowledge,based on the principle of intrinsic coherence between knowledge and thinking.Building upon this new perspective,the study introduces the computational thinking two-dimensional description framework(version 2.0),complemented by a nine-level knowledge structure classification system,as its theoretical and operational foundation.Through concrete examples,the study illustrates this knowledge-oriented evaluation logic along two key dimensions:how to design computational thinking assessments grounded in knowledge,and how to construct progressive evaluation models to comprehensively capture learners’development in computational thinking.This shift in design logic fundamentally addresses longstanding challenges in computational thinking assessment and enhances the feasibility of integrating computational thinking into information technology instruction.

关 键 词：信息科技课程 计算思维 评价体系 以知识丈量思维 计算思维二维描述框架2.0版 

分 类 号：G420[文化科学—课程与教学论]