Computational Thinking(CT)has become one of the basic abilities that everyone should possess in 21 Century. With the importance of computing and its reforming force intensifying in social life, K-12 is beginning to become a new front for the cultivation of CT. Based on the analysis of related literatures and practices in CT cultivation at K-12 phase, the cognitions and un-derstandings of CT in practice are sorted out and summarized, and related concepts such as programming thinking are distinguished. From the perspectives of curriculum/project,standards,research institutions,implementation tools and teacher training,the develop-ments of CT in various countries are summarized, also with the interdisciplinary application of CT. The emphasis is put on the devel-opment of standard systems and evaluation methods used in CT practice. Some suggestions are put forward for the implementation of CT cultivation in K-12 in China from three aspects of core tasks,important goals and key tasks of CT cultivation.%随着计算的重要性及其变革力量在社会生活与生产中的加剧,计算思维已成为21世纪每个人都应该具备的基本能力之一,而K-12阶段开始成为计算思维培养的新阵地.在分析国内外K-12阶段计算思维培养相关文献和实践的基础上,对计算思维在实践中的认知和理解加以整理和归纳,并与编程思维等相关概念进行区分;而关于各国/地区计算思维培养开展的情况,也从课程/项目、培养标准、研究机构、实施工具和师资培训多个维度进行梳理和总结,同时还介绍了计算思维的跨学科应用;重点归纳了计算思维培养实践中标准体系的发展以及所使用的评价方法.基于此,从计算思维培养的核心任务、重要目标和关键工作三个方面提出相关建议,以期对我国K-12阶段计算思维培养的实施提供一定参考.
展开▼
