师范生计算思维发展现状与影响因素——基于津冀鲁三地高校的调查

Current Status and Influencing Factors of Chinese Pre-service Teachers’Computational Thinking:An Empirical Research on Universities in Tianjin,Hebei,and Shandong

师范生计算思维能力关乎国家未来人工智能教育发展。为了解当前国内师范生计算思维水平及影响因素,本研究从生活与职业两种应用情境出发,构建师范生计算思维评价模型,调查了天津、河北、山东八所高校的3105名师范生,采用方差分析检验人口学特征、学科专业、信息技术及教育技术学习经历等对计算思维能力的影响。结果表明:师范生计算思维总体认知偏向积极,但子能力发展不均衡;计算思维在性别、区域经济维度差异不显著,综合环境因素影响明显;信息技术和教育技术学习经历均对师范生计算思维能力产生显著作用,但影响各异;计算思维能力发展存在关键期,早期教育介入具有科学性,建立完整长效的计算思维教育体制机制,科学合理有侧重的发展相应能力更关键。

The ability of pre-service teachers’computational thinking is closely related to the quality of artificial intelligence education for the future.In order to find out the current status and influencing factors of pre-service teachers’computational thinking in China,this study constructed an evaluation model of pre-service teachers’computational thinking from the perspective of life situation and career situation.A total of 3105 pre-service teachers from 8 universities in Tianjin,Hebei,and Shandong provinces were investigated.The results show that pre-service teachers’computational thinking tends to be positive,but the sub-ability development is not balanced;There is no significant difference in gender and regional economics factors of pre-service teachers’computational thinking,which is significantly influenced by the comprehensive environmental factors;learning experience of information technology and educational technology has a positive but different impact on the ability of pre-service teachers’computational thinking;there are critical periods on the development of pre-service teachers’computational thinking,and the early intervention education is reliable.It is more important to establish a comprehensive and long-term system and mechanism of computational thinking education and develop appropriate ability scientifically.