本土化计算思维评价指标体系的构建与探索——基于1410名高中生的样本分析与验证

Construction and Exploration of Evaluation Index System of Localized Computational Thinking:Based on the Sample Analysis and Verification of 1410 Senior High School Students

计算思维教育正从"关注培养方式"向"重视培养效果"转变,因此,评价成了不可或缺的环节。然而,我国目前却缺少一个本土化的、经严格论证的指标体系,来支持计算思维教学实践的有效推进。为此,通过文献分析和专家咨询等研究方法确立了计算思维评价框架,并构建了由7个因子及23个关键指标组成的指标体系。为进一步检验指标体系的有效性,以1410名高中学生作为测试样本进行数据收集、分析:探索性因子分析数据表明,由36个题项组成的计算思维量表的7个因子,具有良好的收敛度和内容效度;验证性因子分析结果证明,包含36个题项的7因子结构模型能较好地拟合数据,7因子结构得到了验证。综合研究结果表明,该指标体系可为高中学生计算思维教学实践,提供测量工具的支持。

At present,the education of computational thinking(CT)is moving forward from paying attention to the cultivation mode to the cultivation effect,and the evaluation tool is the key element.At present,China lacks a localized index system which is proved strictly to support the effective implementation of CT Education.Through literature analysis and expert consultation,this paper establishes an evaluation framework,on this basis,constructs an index system composed of 7 factors and 23 key indicators.In this study,1410 senior high school students were selected as test samples for data collection.The data of exploratory factor analysis shows that the 7 factors of the CT instrument composed of 36 items have good structural validity.The results of confirmatory factor analysis show that the structure model of the instrument composed of 7 factors fits well.Through testing,the CT scale has good reliability and structural validity.The comprehensive research results show that the instrument can provide the support of evaluation tools for the teaching practice of Senior high school students’CT.