[CT]计算思维（Computational Thinking）

1、Google confidential | Do not distributeCTCT计算思维计算思维Computational Computational ThinkingThinkingGoogle confidential | Do not distribute日程 计算思维定义 适用于每个学科 计算思维是否适合于每一位学生？ 好的和不利的 一些资料信息Google confidential | Do not distribute计算思维崛起与趋势Google confidential | Do not distribute“计算思维的定义开展历史 1996年：最先由Seymour Pa

2、pert 在其给数学教育工作者的文章中提出paper 2006年：Jeannette Wing 在给大学计算机教育工作者的文章中再次介绍该概念paper 2021年：National Research Council 的报告主题出现report 2021年：ISTE和CSTA 完善了定义，由Barr and Stephenson表述。ISTE: 美国国际教育技术协会CSTA: 美国计算机科学教师协会Google confidential | Do not distributeAn operational definition CT is an approach to solving probl

3、ems in a way that can be implemented with a computer. Students become not merely tool users but tool builders. They use a set of concepts, such as abstraction, recursion, and iteration, to process and analyze data and to create real and virtual artifacts. CT is a problem-solving methodology that can

4、 be automated and transferred and applied across subjects.解决问题创造力跨学科脱离抽象，可操作层面的 定义计算思维对每个人有帮助Google confidential | Do not distribute计算机课程的核心要素：计算思维“Computer Science is the study of principles and practices that underpin an understanding and modeling of computation, and of their application in the de

5、velopment of computer systems. At its heart lies the notion of computational thinking: a mode of thought that goes well beyond software and hardware, and that provides a framework within which to reason about systems and problems. This mode of thinking is supported and complemented by a substantial

6、body of theoretical and practical knowledge, and by a set of powerful techniques for analysing, modeling and solving problems.Computer Science: A Curriculum for SchoolsGoogle confidential | Do not distribute“Thinking computationally 以计算方式去想 How difficult is the problem? How can the problem be solved

7、? How can technology be applied to the problem? What computational strategies might be employed?抽象落地Google confidential | Do not distribute“Doing computationally 以计算方式去“做 Applying computing tools and techniques to understand and reason about natural and artificial systems and processes Thinking logi

8、cally, algorithmically, and (at higher levels) abstractly and recursively抽象落地Google confidential | Do not distribute计算思维的核心概念 Data collection数据收集 Data analysis数据分析 Data representation数据表达 Problem decomposition 问题分解 Abstraction抽象 Algorithms and procedures算法和过程 Parallelization并行化 Modeling and simulati

9、on建模和模拟常见的概念，如何通俗化解释清楚？Google confidential | Do not distribute计算思维的核心能力 Design solutions (abstraction, automation, algorithm creation, data collection and analysis)设计解决方案 Implement designs实现设计 Test and debug测试和调试 Model/analyse建模/分析 Reflect on practice反思实践 Recognize and move between levels of abstrac

10、tion认识、转化不同抽象层次 Innovate, explore, and create across disciplines跨学科创新，探究，创造 Modeling and simulation建模和模拟 Problem solve in groups/teams团队合作解决问题 Employ diverse learning strategies运用不同学习策略Google confidential | Do not distribute核心素质 Confidence in dealing with complexity处理复杂性的信心 Persistence in working wi

11、th difficult problems解决难题的持久性 Ability to handle ambiguity处理歧义的能力 Ability to deal with open-ended problems处理开放式问题的能力 Working with others to achieve a common goal or solution与他们合作取得共同的目标或解决方案 Knowing ones own strengths and weaknesses了解自己的长处和短处Google confidential | Do not distribute计算思维核心方法：1.Decomposi

12、tion: Breaking down data, processes, or problems into smaller, manageable parts问题分解2.Pattern Recognition: Observing patterns, trends, and regularities in data 模式识别3.Abstraction: Identifying the general principles that generate these patterns 抽象提取4.Algorithm Design: Developing the step by step instru

13、ctions for solving this and similar problems 算法设计Google confidential | Do not distribute举个例子 数列1，1，2，3，5，8，13，21，34，55从第三项开始，每一项都是前面两项之后，问从第8项到100项的和是奇数还是偶数？1分而解之分析：第8项到100项的和，判断奇偶，自然不能逐个相加，而可利用奇偶加减的假设干规那么来解。这里如能分解成其中又多少个奇数，那么题目可解。2模式识别模型：从前几项可发现，奇奇偶奇奇偶奇奇偶第8项开始，是奇偶奇的不断重复。按照奇奇偶；奇偶奇的规那么，整个模式推断是正确的。3抽象

14、提取规律：整个数列，从第8项开始，奇偶奇奇偶奇奇偶奇一直重复至第100项。4算法设计求解：依照整个规律，那么可以发现从第8项到100项里面的奇数个数。实际是个周期问题，周期：第8项到100项共有100-8+193项，周期是3，所以共有“奇偶奇的组数：93 3 31。每组2个奇数，那么总共31*2=62个奇数。偶数个奇数相加，那么和为偶数。Google confidential | Do not distribute再举些例子Computational Thinking ConceptSubject Area ApplicationBreak a problem into parts or st

15、epsLiterature: Break down the analysis of a poem into analysis of meter, rhyme, imagery, structure, tone, diction, and meaning.Recognize and find patterns or trendsEconomics: Find cycle patterns in the rise and drop of the countrys economy.Develop instructions to solve a problem or steps for a taskC

16、ulinary Arts: Write a recipe for others to use.Generalize patterns and trends into rules, principles, or insightsMathematics: Figure out the rules for factoring 2nd-order polynomialsChemistry: Determine the rules for chemical bonding and interactions.Google confidential | Do not distribute计算思维不是： Mo

17、re technical details for using software Thinking “like a computer Just programming One more thing to add to the curriculumPeople use computational thinking to solve real problems.人们使用计算思维去解决实际问题问题。Video: Solving Problems at Google Using Computational ThinkingCT CSGoogle confidential | Do not distrib

18、ute付诸实践的关键要素 Who (stakeholders)参与各方 With what (resources)资源 And.其它要素Google confidential | Do not distribute参与各方 Teachers老师具体执行者 Heads of School校领导 Administrators管理层 Policy makers政策制定者 Students学生 Parents家长 Industry产业 Public公众Google confidential | Do not distribute资源 Step-by-step implementation plan w

19、ith specific goals有具体目标的分布实施方案 New curricula across subject areas/disciplines跨学科新课程 Learning materials for students学生的学习材料 Teaching resources for educators教师的教学资源 Assessment strategies and tools评估策略和工具 Professional development 职业开展Google confidential | Do not distribute还包括无形中的 Understanding that our

20、 world is changing and our students need new skills理解世界在变化，我们的学生需要新技能 Willingness to change乐意于改变 Commitment to cross-disciplinary efforts and goals承诺跨学科的努力和目标 Supportive learning communities for teachers教师的学习支持社区 Inclusive strategies for all stakeholders照顾所有参与方的包容策略 Patience, patience, patience耐心，耐心

21、，耐心 A sense of humour幽默感老师积极主动，去影响决策者及更多的人Google confidential | Do not distribute适用于每个学科普适性方法学逻辑性哲学经济学法学文学教育学历史学理学工学农学医学军事学管理学艺术Google confidential | Do not distribute适用于每个学科世外中学和STEM+中心在几个方向上的课改工程：信息，化学水净化问题，地理解决水土流失问题计算思维化学计算思维信息计算思维地理计算思维增强而非增加丰富、提升教学内容，更好培养学生掌握这门学科内容，培养解决问题的能力。不增加课程学习负担。开发过程可能需要更多时间和精力，但学习者不增加额外学习主题。Google confidential | Do not distribute是否适合于每个学生？The Computing at School Working Group recognizes that Computer Science (CS) and Information Technology (IT) are disciplines within Computing that, like math or history, every pupil should meet at school. 计算思维的核心是培育解决问题的能力