远程教育杂志2025，Vol.43Issue(2)：94-102,112,10.DOI:10.15881/j.cnki.cn33-1304/g4.2025.02.010
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
摘要
Abstract
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Key words
Information technology curriculum/Computational thinking/Evaluation system/Measuring thinking through knowledge/Two-dimensional description framework(version 2.0)分类
社会科学引用本文复制引用
冯友梅,温佳,王昕怡,王玉芹,颜士刚..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[J].远程教育杂志,2025,43(2):94-102,112,10.基金项目
本文系全国教育科学规划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. （项目编号:DCA220445）
